From the analysis, we can draw the following conclusions:
5.2.1. From the Chi-Square analysis of the association between sense of belonging variables and gender, age and education we can make the following conclusions:
5.2.1.1: For the failed projects, there is an association between gender and being a resident of the community in which the LED project is implemented. Fifty five percent of those in the failed project who said yes they are residents were female.
5.2.1.2. For the successful projects, there is an association between the educational level of the respondents and their being involved in the planning process of the LED projects. Ninety six percent of the respondents who reported their involvement in the planning processes had years of education equivalent to just under matric and above. Education might explain involvement in project planning and therefore the success of the project.
5.2.1.3. For the failed projects, there is an association between age and the feeling of belonging to the membership projects. Fifty nine percent of those who reported feeling they belong to the project were below 40. Maybe if more of the younger project members felt they belong to the project, this might contribute to the success of the project
5.2.1.4. For the failed projects, there is an association between education and the respondents‟ feelings of exclusion from some of the LED processes. Seventy four percent of the respondents who reported feeling of being excluded on some of the processes of the LED had an educational level of greater than grade 8. The realization that one is excluded from the processes of the LED projects maybe a function of the success of the project.
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5.2.2. In the Chi-Square analysis of the association between sense of worth variables and gender, age and education we can draw the following conclusions:
5.2.2.1. For the failed LED projects, there is an association between gender and the educational level of the respondents and the progress made being shared with all members. Fifty two percent of those respondents were female and 64 percent had an educational level above grade 8. The feeling that the progress made is shared with all members appears to be a function of education.
5.2.2.2. For the successful projects, there is an association between education and being part of the success of the LED projects. Ninety seven percent of the respondents had years of education just below matric and above. Education might explain being part of the success of the project and therefore the success of the projects.
5.2.2.3. For the failed projects, there is an association between gender and being part of the failure of the project. Twenty nine percent of the respondents were female.
5.2.2.4. For the successful LED projects, there is an association between education and being informed of the current prospects of the projects. Ninety two percent of the respondents had an educational level of just below matric and above. Education might explain being informed of the current prospects of the LED programme and therefore the success of the project. This could imply that being unaware of the current prospects of LED projects may result in their failure.
5.2.2.5. For the successful projects, there is an association between gender and being informed of the future prospects of the LED projects. Forty percent of the respondents were female.
5.2.2.6. For the failed LED projects, there is an association between gender and the feeling that the respondents‟ contribution is never considered. Of those respondents who reported feeling their contribution is never considered, 24 percent were female.
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5.2.2.7. For the failed LED projects, there is an association between age and the member‟s motivation to contribute to the projects progress. Sixty percent of those who reported being motivated to contribute to the LED progress was below forty years of age. This could imply that if more of the younger project members felt being motivated to contribute, this may result in projects becoming successful.
5.2.3. In the Chi-Square analysis of the association between social justice and equity variables and gender, age and education we can make the following conclusions.
5.2.3.1. For the successful LED projects, there is an association between education and the participants‟ view that there is equal representation of the members of their community in the LED projects. Seventy three percent of the respondents who reported equal representation of members from their community had an educational level of just below grade 8 and up to degree level. Education might explain the equal representation and therefore the success of the project.
5.2.3.2. For the failed LED projects, there is an association between education and the participants‟ connectedness to the community leadership. Sixty three percent of the respondents who reported participants‟ connectedness to community leadership had an educational level of just above grade 10 and up to a degree level. Education might explain the connectedness to community leadership and therefore the failure of the projects.
5.2.3.3. For the failed projects, there is an association between age and the equal acknowledgement of the member‟s contribution. The feeling that they receive equal acknowledgement of member‟s contribution does not seem to be a function of age.
5.2.4. In the Chi-Square analysis of the association between participation variables and gender, age and education we can make the following conclusions:
5.2.4.1. For the failed LED projects, there is an association between education and having the criteria for inclusion explained to the participants. Sixty eight percent of the respondents who reported having the criteria for inclusion explained to them had
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an educational level of just above grade 10 and up to degree level. Education might explain the criteria for inclusion and therefore the failure of the projects.
5.2.4.2. For the failed LED projects, there is an association between gender and there being no clear information about the goals of the LED. Twenty percent of the respondents who reported there being no clear information about the goals of the LED projects were female.
5.2.4.3. For the failed LED projects, there is an association between gender and being informed of the plans of the projects. Fifty six percent of the respondents who reported that management informs them of the plans of the LED projects were female.
5.2.4.4. For the failed LED projects, there is an association between education and the participants‟ view of the LED projects only as a source of income. Sixty two percent of those respondents who reported LED projects only as a possible source of income had an educational level of just above grade 10 and up to a degree.
Education might explain the view of the LED projects only as a possible source of income and therefore the failure of the projects.
5.2.5. In the Chi-Square analysis of the association between acceptance and rejection variables and gender, age and education we can make the following conclusions:
5.2.5.1. For the failed LED projects, there is an association between gender and the reservation of responsibilities for some of the members. Twenty eight percent of the respondents who reported that there is reservation of responsibilities for some of the members were female.
5.2.5.2. For the failed LED projects, there is an association between education and the participants looking forward to their daily activities. Sixty seven percent of the respondents who reported looking forward to their daily activities had an educational level of just above grade 8 and up to degree level. Education might explain the
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participants‟ looking forward to daily activities and therefore the failure of the LED projects.
5.2.5.3. For the failed LED projects, there is an association between gender and feelings of being disliked by some of the participants. Fifteen percent of the respondents who reported being disliked by some of the participants were female.
This may imply that this view is more held by males than their female colleagues in the projects.
5.2.5.4. For the successful LED projects, there is an association between education and the equal importance of all members for the projects. Sixty three percent of the respondents who reported that all members are equally important to the success of the LED projects had an educational level of grade 8 and up to degree level.
Education might explain the realization of the equal importance of all members such project success and therefore the actual success of thereof.
5.2.5.5. For the failed LED projects, there is an association between education and the equal importance of all members for project success. Sixty three percent of the respondents who reported that all members are equally important for the success of the projects had an educational level just above grade 10 and up to a degree level.
Education might explain the realization of the equal importance of all members for project success and therefore the failure of the project.
The Chi-Square Test used to make the observations above is a test for association Maree (2007:250). Allan (1980: 148) also refers to the Chi-Square as a test of two way dependency. Causality can therefore not be concluded from the analysis. What the analysis clearly indicates is that for successful and failed LED projects, there is an interrelation between the social cohesion variables and gender, age and education. Since the variables gender, age and education can be controlled within the LED and these are connected to the social cohesion variables, there is then need to investigate the relationship between social cohesion and the success or otherwise of the LED projects.
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This proposition that the success or otherwise of the LED projects is related to social cohesion variables was tested using logistic regression. From the regression analysis the study concluded that there is causality between the social cohesion variables and the success / failure of the LED projects. Given the signs of the coefficients of the significant variables, we conclude that as social cohesion increases, the probability of success of the LED projects increases.