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Education for democratic citizenship and cosmopolitanism : the case of the Republic of NamibiaShanyanana, Rachel Ndinelao 03 1900 (has links)
Thesis (MEd)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: This thesis analyses some of the major education policies in Namibia since
the introduction of a democratic government in 1990. The analysis reveals
that democratic participation through stakeholder representatives is an ideal
framework to promote democracy in education discourses, that is, in policy
formation, school governance and teaching and learning. However, there is a
dilemma of a lack of inclusion, which is incommensurable with modern
democratic theorists’ conceptions of democratic citizenship (both Western
deliberation and African ubuntu). The thesis asserts that Namibia’s historical
and cultural background has to be taken into consideration if a defensible
democratic citizenship education is to be engendered and advanced.
An examination and interpretation of the three phases of Namibia’s historical
background, its pre-colonial, colonial/apartheid and post-apartheid education
systems, were carried out in order to understand the current state of
education and the type of citizens the country is developing through its
education system. Central to this investigation were different conceptions of
democratic citizenship, which indicate that deliberation, inclusion, equality,
reasonableness, publicity, belligerence, hospitality, compassion and African
humanness (ubuntu) are the features of a defensible democratic citizenship
education. The exploration of the distinction between deliberation and ubuntu
shows that Namibia’s context requires a minimal democratic citizenship
framework with ubuntu if a lack of inclusion is to be eliminated.
The discussion on democratic conceptions also draws on a minimalist and
maximalist continuum of democratic citizenship education. The thesis argues
that a minimalist form of democratic citizenship education, in conjunction with
African ubuntu – which constitutes less deliberation and non-belligerence with
more compassion, careful listening, respect and dignity – engenders conditions for an inclusive policy framework, school governance, and the
cultivation of democratic citizenry through teaching and learning in Namibian
public schools, and may eventually promote a defensible democratic
citizenship education. This framework may create a favourable environment
and potential for all participants to co-exist, and for the marginalised groups to
also contribute to conversations. This framework is also considered plausible
because it takes into account the local people’s historical background and
cultural practices.
Complementing the argument of this thesis is the exploration of the link
between Namibia’s education system, the New Partnership for Africa’s
Development (NEPAD) and the Millennium Development Goals (MDGs).
Moreover, an appeal is made for the Namibian citizenship education system
to consolidate the idea of cosmopolitanism, that is; hospitality and
forgiveness, if the NEPAD initiative is to be successful and if certain
Millennium Development Goals were to be achieved by 2015. / AFRIKAANSE OPSOMMING: Hierdie tesis ontleed sommige van die hoof onderwysbeleide in Namibia
sedert die instelling van ‘n demokratiese regering in 1990. Die ontleding
onthul dat demokratiese deelname deur rolspelerverteenwoordigers is ‘n
ideale raamwerk om demokrasie in onderwysdiskoerse te bevorder, dit is, in
beleidmaking, skoolbeheer asook onderrig en leer. Nietemin, daar is ʼn
dilemma van ‘n gebrek aan inklusiwiteit, wat nie vergelykbaar is met moderne
demokratiese teoretici se konsepsies van demokratiese burgerskap (beide
Westerse beraadslaging en Afrika ubuntu) nie. Die tesis voer aan dat
Namibië se historiese en kulturele agtergrond verreken moes wees, indien ʼn
verdedigbare demokratiese burgerskap voortgebring en ondersteun sou word.
ʼn Ondersoek en interpretasie van die drie fases van Namibië se historiese
agtergrond, haar pre-koloniale, koloniale/apartheid en post-apartheid
onderwysstelsels, was uitgevoer om te verstaan wat die huidige stand van
onderwys en die soort burgers is wat die land daardeur voorberei. Sentraal
tot hierdie ondersoek was verskillende konsepsies van demokratiese
burgerskap, wat aandui dat beraadslaging, inklusiwiteit, gelykheid,
redelikheid, openbaarheid, strydlustige interaksie, gasvryheid, meelewing en
Afrika-menslikheid (ubuntu) die eienskappe van ‘n verdedigbare demokratiese
burgerskaponderwys is. Die ondersoek van die onderskeid tussen
beraadslaging en ubuntu toon dat die Namibiese konteks, indien ‘n gebrek
aan inklusiwiteit geëlimineer moet word, ‘n minimale demokratiese
burgerskapsraamwerk met ubuntu benodig.
Die bespreking van demokratiese konsepsies is ook gebed in ʼn minimalistiese
en maksimalistiese kontinuum van demokratiese burgerskaponderwys. Die
tesis argumenteer dat ‘n minimalistiese vorm van demokratiese
burgerskaponderwys in samehang met Afrika ubuntu – wat minder
beraadslaging en nie-strydlustige interaksie met meer meelewing, versigtige luister, respek en waardigheid veronderstel – toestande vir ‘n inklusiewe
beleidsraamwerk, skoolbeheer en die kweek van demokratiese burgerskap
deur onderrig en leer in Namibiese publieke skole bevorder en mag so
uiteindelik ‘n verdedigbare demokratiese burgerskaponderwys bevorder.
Hierdie raamwerk mag ‘n gunstige omgewing en die potensiaal vir alle
deelnemers om met mekaar saam te leef asook vir gemarginaliseerse groepe
om tot gesprekke by te dra, skep. Hierdie raamwerk kan ook as aanneemlik
beskou word, omdat dit die plaaslike mense se historiese agtergrond en
kulturele praktyke verreken.
Die argument van hierdie tesis word ondersteun deur die ondersoek van die
verband tussen die Namibiese onderwysstelsel, die ‘New Partnership for
Africa’s Development’ (NEPAD) en die Millennium Ontwikkelingsdoelwitte.
Meer nog, ‘n beroep word gemaak vir die Namibiese burgerskap
onderwysstelsel om die idee van wêreldburgerskap, dit is, gasvryheid en
vergifnis te konsolideer, indien die NEPAD-inisiatief suksesvol en sekere
Millenium Ontwikkelingsdoelstellings teen 2015 bereik wil word.
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Teachers’ experiences and practices of support for school-going teenage mothers in NamibiaHaufiku, Anneli Ndapandula 04 1900 (has links)
Thesis (MEd)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: The exclusion of girls who fall pregnant while attending school has long been a contentious issue in the literature as it normally ends their schooling. Namibian school-going girls who become pregnant while attending school are no longer excluded from continuing with their education, as new policies in education prevent such exclusion. This qualitative research explores teachers’ experiences of and support practices for school-going teenage mothers in Namibian secondary schools, given this policy context of inclusion. The study was framed within Bronfenbrenners’ bio-ecological system theory focusing on teachers’ interactions with teenage mothers.
Eight participants were selected purposively from two secondary schools in the Oshikoto region, Namibia, provided that they were secondary-school teachers and had taught teenage mothers in the past three years. Data were collected in the form of semi-structured focus groups, follow-up individual interviews and field notes. Each focus group was represented by four teachers from the same school, two males and two females. Qualitative content analysis was used as a method of data analysis. The themes that emerged included the following: teachers’ responses to the inclusion of teenage mothers in schools, unpacking teachers’ perceptions on the policy of inclusion of teenage mothers, and support practices. The results revealed that there was a lack of resources and teachers’ felt burdened, not only in the classroom but generally in the school. Teachers, nevertheless, did have empathy for mothers as learners. They also felt both satisfied and dissatisfied, often blaming the inclusion policy for their difficulties in managing classroom dilemmas when teenage mothers were present. They displayed conditional caring and raised concerns about gender and care, as well as expressing a need for comprehensive information. The key finding was that teachers made a distinction between pregnant and parenting learners when thinking of support. The physical appearance of a pregnant learner played a role. Therefore teachers cared for a pregnant learner because they feared that something might happen to the pregnant learner while in their care in the classroom. This resulted in teachers seemingly providing “strategic caring” based on the condition of the pregnant learner. From the findings, it is recommended that pre-service and in-service training of teachers should pay attention to the practise of inclusion of teenage mothers in schools. / AFRIKAANSE OPSOMMING: Die uitsluiting van meisies wat tydens hul skoolloopbaan swanger word, is lank reeds in die literatuur ʼn netelige saak aangesien dit gewoonlik die einde van hul skoolloopbaan beteken. Namibiese skoolmeisies wat swanger word terwyl hulle nog skool bywoon, word nie meer verbied om hul skoolloopbaan voort te sit nie aangesien nuwe onderwysbeleide sodanige uitsluiting voorkom. Hierdie kwalitatiewe navorsing ondersoek onderwysers se ervaring van en die ondersteuningspraktyke vir skoolgaande tienermoeders in sekondêre skole in Namibië gesien uit die hoek van ʼn beleid van inklusie. Die studie val binne die raamwerk van Bronfenbrenner se bio-ekologiese sistemiese teorie en fokus op onderwysers se interaksie met tienermoeders.
Agt deelnemers is deur middel van doelgerigte steekproefneming uit twee sekondêre skole in die Oshikoto-gebied in Namibië gekies met die voorbehoud dat hulle aan ʼn sekondêre skool onderwys gegee het en in die voorafgaande drie jaar tienermoeders onderrig het. Data oor onderwysers se ervarings is versamel deur middel van semi-gestruktureerde fokusgroepe, opgevolg deur individuele onderhoude en veldnotas. Elke fokusgroep is verteenwoordig deur vier onderwysers van dieselfde skool waarvan twee manlik en twee vroulik was. Kwalitatiewe inhoudsanalise is gebruik as metode om data te analiseer. Die temas wat te voorskyn gekom het, sluit in: onderwysers se reaksie ten opsigte van die insluiting van tienermoeders in skole, hul opvattings oor die beleid van inklusiwiteit van tienermoeders asook ondersteuningspraktyke. Die resultate het openbaar dat daar ʼn tekort aan hulpmiddels was, dat onderwysers gevoel het dat ʼn las op hulle geplaas is, nie net in die klaskamer nie, maar ook in die algemene skoolopset en ook dat onderwysers empatie getoon het teenoor leerders wat moeders was. Hulle het terselfdertyd tevrede en ontevrede gevoel en het dikwels die inklusiwiteitsbeleid blameer vir die probleme wat hulle ondervind het om dilemmas in die klaskamer te hanteer waar tienermoeders teenwoordig was. Hulle het voorwaardelike sorg aan die dag gelê, besorgdheid oor geslag en versorging uitgespreek en het ʼn behoefte aan omvattende inligting gehad. Die belangrikste bevinding was dat onderwyses ʼn onderskeid getref het tussen swanger leerders en leerders wat reeds ouers was wanneer ondersteuning ter sprake gekom het. Die fisieke voorkoms van ʼn swanger leerder het ʼn invloed gehad. Daarom het bevindings veronderstel dat onderwysers besorgd was oor ʼn swanger leerder wat in hul klaskamer was omdat hulle bang was dat iets met die swanger leerder kon gebeur terwyl sy in hul sorg in die klaskamer was. Dit het tot gevolg gehad dat onderwysers selfgerigte of strategiese sorg verleen het op grond van die toestand van die leerder. Na aanleiding van die bevindings word aanbeveel dat voordiens- en indiensopleiding van onderwysers aandag moet skenk aan die praktyk van inklusiwiteit van tienermoeders in skole.
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How resisting democracies can defeat substate terrorism : formulating a theoretical framework for strategic coercion against nationalistic substate terrorist organizationsBerger, Michael Andrew January 2010 (has links)
The following dissertation develops a theoretical framework for guiding the strategy of democratic states in successfully countering the hostilities of nationalistic substate terrorist organizations (NSTOs), and effectively manipulating the terrorist group’s (and its supporting elements’) decision-making calculus. In particular, the theory of strategic coercion has been chosen as a basis for formulating this framework, based upon: 1) the invaluable guidance it offers in dynamically drawing upon all instruments of national power—economic, diplomatic, military, etc.—to accomplish politico-strategic objectives; and 2) the unique insights it provides into making strategic moves aimed at influencing the choices taken by an adversary. However, strategic coercion theory as it currently stands is inadequate for applications against substate terrorist organizations. As a quintessential cornerstone for prescriptive policy in strategic studies, such a looming deficiency vis-à-vis one the most important security threats of the modern age is unacceptable. The new theoretical framework established in this dissertation—entitled the Balance Theory of strategic coercion—addresses this deficiency. The Balance Theory stresses that three key coercive elements of strategic coercion are fundamentally important for successfully ending the hostilities posed by NSTOs, being: A) Isolation of external/international support; B) Denial; and C) Isolation of popular support. It posits that these three aspects of strategic coercion serve as the sine qua non for success in countering an NSTO’s campaign of violence and effectively manipulating its decision-making process. Implementation of these three elements, moreover, must be pursued in tandem, taking care so as not to sacrifice one aspect for the other. The Balance Theory is tested through the employment of case-study analysis. In pursuing this end, both cross-case and within-case analyses are performed, accompanied by the utilization of the methods of focused, structured comparison. The cases examined are those of: 1) The United Kingdom versus Republican NSTOs (1969-2007); and 2) Israel versus Palestinian NSTOs (1967-present). The dissertation concludes with an examination of how the Balance Theory may provide insights for the formulation of counter-terrorism strategy against Al Qaeda in the current "War on Terror".
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The values of recycling, resources and risk management in Hong KongWong, Wai-han, Mimi., 黃惠嫻. January 1998 (has links)
published_or_final_version / Environmental Management / Master / Master of Science in Environmental Management
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Food poisoning outbreaks in Hong Kong resulting from shellfish contaminationChan, Hon-wing., 陳漢榮. January 1996 (has links)
published_or_final_version / Environmental Management / Master / Master of Science in Environmental Management
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The study of applying ISO 14001 in wastewater management by Hong Kong GovernmentLau, Choi-ngor., 劉彩娥. January 1999 (has links)
published_or_final_version / Environmental Management / Master / Master of Science in Environmental Management
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A study of construction noise and development of statutory control in Hong KongHung, Wan-choi., 洪運財. January 1999 (has links)
published_or_final_version / Environmental Management / Master / Master of Science in Environmental Management
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A study on the livestock waste control schemeLam, Wing-yiu., 林榮耀. January 1997 (has links)
published_or_final_version / Environmental Management / Master / Master of Science in Environmental Management
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Overview on environmental management in Hong Kong construction industries余經浩, Yu, King-ho. January 2002 (has links)
published_or_final_version / Environmental Management / Master / Master of Science in Environmental Management
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Recycling business in Hong Kong: an economic and environmental perspectiveKwan Cheng, Lai-man, Heidi., 關鄭麗敏. January 1993 (has links)
published_or_final_version / Environmental Management / Master / Master of Science in Environmental Management
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