Diplom thesis discusses a question of influence of mineral resources on politics and economics in chosen countries of Sub-Saharan Africa. The paradox of low economic development of many resource rich countries significantly engaged in international trade is often discussed by economic experts. I decided to focus on Sub-Saharan Africa because I consider this region to be unable to fully use its potential for economic development despite being very rich in natural resources.Target of this thesis is to find out which natural resources exist in chosen countires, how the countries manage them, how successfull their economic development is, which problems they currently handle and how their current situation is related to their historic, cultural and politic background. For the purpose of my thesis I have chosen Nigeria, Democratic Republic of Congo and Botswana.

The subject Music in junior secondary schools in Botswana exhibits areas of concern. While commendable efforts have been made in ensuring access to and equity in education, a corresponding commitment to the improvement and quality of education, by way of ensuring effective delivery in the classroom, has not been realised. The objectives of the Music syllabus are more inclined toward music literacy, at the expense of listening, movement, singing and instrumental playing. The syllabus design undermines the potential of music education to foster creativity, imaginative thinking and self-actualisation among the learners. Also, Western music receives more coverage than non-western musical genres. The following research question guided the study: <ul> <li> What are the problems regarding the teaching of Music in the junior secondary schools in Botswana, and what solutions can be recommended?</li> </ul> The following sub-questions received attention: <ul> <li> To what extent are the teaching methodologies used effective (or ineffective)?</li> <li> To what extent does the teaching of Music take into account a learner’s acquired skills, knowledge, attitudes and experiences?</li> <li> What is the amount and quality of professional support given to music teachers?</li> <li> To what extent are the assessment strategies used effective?</li> <li> To what extent are the available resources adequate (or inadequate)?</li> </ul> Thus, the aim of the study has been to determine the status quo, to make an analysis of the progress (or lack thereof) made in the development of music education, to identify the problems associated with teaching Music as a subject, and to come up with proposals for coping with and managing the situational constraints. Information was gathered from an intensive scrutiny of the Music curriculum and a literature study. To this was added information gleaned from questionnaires sent to selected Music teachers and school pupils. The study determined that: there are definite imbalances in the treatment of learning objectives and genre coverage, with an inclination towards music literacy, and unclear directions towards the development of creativity, imaginative thinking and self-actualisation; there is an over-emphasis on Western models and music; there is a prevailing feeling that the performance and listening aspects of Music are difficult to assess; the amount of professional support provided to music teachers and to schools is minimal with a lack of proper mentorship for less experienced teachers; and, there is insufficient allocation of facilities and resources. Thus the following recommendations have been suggested: more indigenous musical arts should be incorporated into the curriculum, with an increase in the Popular music content as a way of responding to the learners’ interests; capacity-building workshops should be conducted; methods of appraising teachers should be reviewed to make them more subject specific; supervisors of music education programmes in schools should be further equipped with the necessary skills to appropriately carry out supervision; the Department of Curriculum Development and Evaluation should involve South African experts in their Arts and Culture curriculum in order to make assessment more relevant and accurate; the Teaching Service Management and the Teacher Training and Development departments should take appropriate steps towards an across-the-board improvement of music education through subject Music.Copyright / Dissertation (MMus)--University of Pretoria, 2012. / Music / unrestricted

The implementation of the Creative and Performing Arts (CPA) syllabus at lower primary school level in Botswana has been carried out without paying due regard to all that should be in place. As a result, the implementation exercise has been hampered by some administrative and logistical problems. The content for Creative and Performing Arts as a curriculum subject draws from Western culture, primarily due to the proliferation of literary sources for such content. It has therefore been a matter of urgent concern to establish the extent to which local culture, in the form of indigenous musical arts, have been integrated into the syllabus. The methods employed in this study are qualitative. They include data collection by means of semi - structured interviews in focus group discussions, and content analysis of the syllabus document. The results of this research suggest that the indigenous musical arts in the Creative and Performing Arts syllabus content are generally representative of the culture of the Batswana. But the indigenous musical arts content in the Creative and Performing Arts syllabus could be representative of the indigenous culture of the Batswana to a much greater extent, especially as it al lows for the use of local resources and contains objectives that explicitly refer to the inclusion of the musical culture of a local community. Current limitations are mainly caused by the teachers ’ short comings in terms of appropriate teaching approaches and their vague under standing of the main concept that they should master, namely ‘integration’. The results of the study further indicate that teachers cover most of the indigenous musical arts in their lessons. The results also indicate that teachers are usually able to relate music with physical education, but are unable to integrate content as much as it is practicable due to lack of knowledge and skill on their part. On syllabus implementation, the results reveal that school administrators feel that they have not been duly recognized as key players in the implementation exercise. They suggest that specialization in the teaching of the various components of the Creative and Performing Arts be encouraged. They also suggest a review of the syllabus that would allow primary school teachers more input. As far as the teachers are concerned, the results reveal that, the implementation workshops they have attended have not been adequate in equipping them with the necessary skills to teach the subject. They, like the school heads, suggest specialization by teachers. They also suggest the following: a review of the syllabus and teaching and learning materials; provision of in-service training; close monitoring by the implementing authority, and the provision of resources. The conclusion reached is that the syllabus allows the teacher the freedom to draw as much as possible from the community, thus making learning more relevant to the learner. With regard to syllabus implementation, the implementation exercise is hampered by the absence of appropriate resources and facilities as well as the necessary support in the form of needs - oriented in-service training. Owing to lack of resources and in-service training that addresses specific needs, the teachers are not very effective in syllabus delivery. / Thesis (DMus)--University of Pretoria, 2008. / Music / unrestricted

The HIV/AIDS epidemic and the COVID-19 pandemic have ruined many people's lives. Antiretroviral therapy (ART) has controlled the HIV/AIDS epidemic and COVID-19 vaccine is expected to ease confusion caused by the pandemic. However, the supply of health-resource falls far short of the demand in resource-constrained countries; thus, decision-making about resource allocation should be discussed. Botswana, as a resource-constrained country with a high prevalence of HIV, needs to construct its own framework for ART allocation. We propose an equitable framework for ART and COVID-19 vaccine allocation in Botswana based upon the egalitarian principle, which provides each individual has an equal chance of receiving them. We use a spatial mathematical model of treatment accessibility with an equity objective function, and sequential quadratic programming is used to address the nonlinear programming model. Considering Botswana's current health infrastructure, our strategy brings the most equal health outcomes. However, the disparity of accessibility still exists between rural and urban areas even from our equitable strategy. We present proposals that can increase the accessibility of rural areas using sensitivity analysis. Our work can be applied to different contexts, especially in sub-Saharan Africa.

This study uses annual data for the period 1975-2014 for South Africa and Botswana, and 1979-2013 for Lesotho to examine empirically the impact of trade openness on economic growth in these three South African Customs Union (SACU) countries. The motivation for this study is that SACU countries are governed by the common agreement for the union that oversees the movement of goods that enter the SACU area. However, although these countries are in a com-mon union, they have quite different levels of development. Based on the country’s level of development, Lesotho is a lower middle-income and least developed country, whereas Botswana and South Africa are upper middle-income economies. Thus, these disparities in the levels of economic development of SACU countries i are expected to have different implications in relation to the extent to which trade openness affects economic growth. It is within this background that the current study seeks to examine what impact trade openness has on economic growth in each of the three selected countries. To check the robustness of the empirical results, this study uses four equations based on four different indicators of trade openness to examine the linkage between trade openness and economic growth. While Equation 1, Equation 2 and Equation 3 employ trade-based indicators of openness, Equation 4 uses a modified version of the UNCTAD (2012a) trade openness index that incorporates differences in country size and geography. Using the autoregressive distributed lag (ARDL) bounds testing approach to cointegration and error-correction modelling, the study found that the impact of trade openness on economic growth varies across the three SACU countries. Based on the results for the first three equations, the study found that trade openness has a positive impact on economic growth in South Africa and Botswana, whereas it has no significant impact on economic growth in Lesotho. Based on Equation 4 results, the study found that after taking the differences in country size and geography into account, trade openness has a positive impact on economic growth in Botswana, but an insignificant impact in South Africa and Lesotho. For South Africa and Botswana, the main recommendation from this study is that policy makers should pursue policies that promote total trade to increase economic growth in both the short and the long run. For Lesotho, the study recommends, among other things, the adoption of policies aimed at enhancing human capital and infrastructural development as well as the broadening of exports, so as to enable the economy to grow to a threshold level necessary for the realisation of significant gains from trade. / Economics

The main question addressed in this dissertation is: Are the legislation and policies of Ethiopia, Botswana and Uganda providing for various modalities of HIV testing consistent with human rights as enshrined under the African Human Rights system? Critically investigating the African human rights HIV testing instruments as well as the relevant domestic legislation and policies of the three countries. / Thesis (LLM (Human Rights and Democratisation in Africa)) -- University of Pretoria, 2007. / A Dissertation submitted to the Faculty of Law University of Pretoria, in partial fulfilment of the requirements for the degree Masters of Law (LLM in Human Rights and Democratisation in Africa). Prepared under the supervision of Professor Julia Sloth-Nielsen of the Faculty of Law, University of the Western Cape, Cape Town, South Africa. / http://www.chr.up.ac.za/ / Centre for Human Rights / LLM

MENVSC (Geography) / Department of Geography and Geo-Information Sciences / Semi-arid regions of Africa are prone to epidemics of malaria. Epidemic malaria occurs along the geographical margins of endemic regions, when the equilibrium between the human, parasite and mosquito vector populations are occasionally disturbed by changes in one or more meteorological factors and a sharp but temporary increase in disease incidence results. Monthly rainfall and temperature data from the South African Weather Service and malaria incidence data from Department of Health were used to determine the influence of meteorological variables on malaria transmission in Limpopo from 1998-2014. Meteorological influences on malaria transmission were analyzed using time series analysis techniques. Climate suitability for malaria transmission was determined using MARA distribution model. There are three distinct modes of rainfall variability over Limpopo which can be associated with land falling tropical cyclones, cloud bands and intensity of the Botswana upper high. ENSO and ENSO-Modoki explains about 58% of this variability. Malaria epidemics were identified using a standardized index, where cases greater than two standard deviations from the mean are identified as epidemics. Significant positive correlations between meteorological variables and monthly malaria incidence is observed at least one month lag time, except for rainfall which shows positive correlation at three months lag time. Malaria transmission appears to be strongly influenced by minimum temperature and relative humidity (R = 0.52, p<0.001). A SARIMA (2, 1, 2) (1, 0, 0)12 model fitted with only malaria cases has prediction performance of about 53%. Warm SSTs of the SWIO and Benguela Niño region west of Angola are the dominant predictors of malaria epidemics in Limpopo in the absence of La Niña. Warm SSTs over the equatorial Atlantic and Benguela Niño region results in the relaxation of the St. Helena high thus shifting the rainy weather to south-east Africa. La Niña have been linked with increased malaria cases in south-east Africa. During El Niño when rain bearing systems have migrated east of Madagascar ridging of the St. Helena high may produce conducive conditions for malaria transmission. Anomalously warmer and moist winters preceding the malaria transmission season are likely to allow for high mosquito survival and the availability of the breeding sites thus high population in the beginning of the transmission season hence resulting in increased epidemics. / NRF

Plea-bargaining and sentencing agreement is a worldwide phenomenon. Most of the jurisdictions more particularly in the so-called developed countries have adopted and incorporated into their criminal justice system the concept of plea-bargaining and sentence agreement. Same has properly been legislated and documented. In the United States for example, more than 80 per cent of the criminal matters are disposed of through plea-bargaining between the prosecution authority and the defendants. This system of disposing of criminal matters through plea-bargaining and sentence agreement has saved states resources and saved courts’ time. Although the system causes the accused to face a dilemma whenever he or she is supposed to make a choice between waiving his or her constitutional right to trial and pleading guilty. The plea-bargaining system has proved itself in many jurisdictions to be very efficient particularly in completing criminal cases without inordinate delays / Mini Dissertation (LLM)--University of Pretoria, 2019. / Government of Botswana / Procedural Law / LLM / unrestricted

In the light of the urgence of cooperation in the world, for handling global issues, this study offers a discussion on bilateral cooperation, more specifically on municipal partnerships. While previous research has examined some specific cases on possibilities and challengeswith this kind of cooperation, the view of proven efficiency in relation to the symbolic value has fallen short. The organization Swedish International Centre for Local Democracy offers a Network for Human Rights and aims to promote the exchange of knowledge and experiences between local authorities. This study, which is based on ten in-depth qualitative interviews, ought to explore what challenges and learnings can be found in ongoing municipal partnerships, in this Network. The study further aims to explore how those findings relate to a North and South perspective and the municipalities’ values and goals, by collecting experiences from South Africa, Zambia, Botswana and Sweden. Through a thematic analysis process of the empirical data and the use of a theoretical framework in the field of organizational learning, developed by Chris Argyris and Donald A. Schön, this study has been able to identify several findings. Challenges involve implementation, cultural obstacles and lack of resources, which prove to be divergent between North and South. Values and goals of the partnerships are hence hard to perform in practice. The outcomes circle practical activities, however, the most evident outcome is to learn from one another, which puts the learning experiences in focus of the study.

Background: There has been tremendous progress in the use of genomics1 in biomedical research and medical care since the launch of the Human Genome Project in 1990. However, it has also introduced new ethical challenges regarding the feedback of findings generated in genomic sequencing. While some would argue in support of the return of individual findings generated from genomics research, participants' preferences regarding which findings should be fed back differs. Most literature discusses feedback of findings in high income countries and very few address this issue in lower and middle-income countries (LMICs). As a result, it remains unclear whether and how individual findings from genomic studies in Africa should be fed back, who should provide these results and when. Methods: In order to contribute to addressing this gap, an empirical study was conducted to explore expectations and preferences for feedback of individual genetic findings in an HIV-TB genomics research project in Botswana. A qualitative study methodology involving deliberative focus group discussions (dFGDs) and in-depth interviews (IDIs) was used. Participants for this study were adolescents involved in an HIV-TB genomics study being conducted at the Botswana-Baylor Children's Clinical Centre of Excellence (BBCCCE). Parents and caregivers of children enrolled in that same genomic study were also enrolled in this study. A total of 93 participants (44 adolescents and 49 parents and caregivers) were enrolled in 12 dFGDs (6 groups of adolescents and 6 groups of parents and caregivers). Each group of participants met twice within a week, resulting in a total of 24 dFGD meetings. Participants of the dFGDs and in-depth interviews were selected purposively. Additionally, indepth interviews were conducted with 12 dFGD participants (6 adolescents and 6 parents or caregivers). The dFGDs and IDIs were conducted in Setswana, audio-recorded, transcribed and translated into English. Data were imported into NVivo 12 and analysed using the framework approach for qualitative data analysis. Results: The study findings revealed that participants' desire to receive individual genetic results is underpinned by their cultural values, mainly solidarity and reciprocity. Participants viewed research participation as a mutual relationship and considered the return of research results to be one way of reciprocating their efforts. This seems to be underpinned by the principle of Ubuntu which advocates for solidarity and reciprocity within communities. Participants noted that when reciprocity obligations are respected, participants feel valued and expressed that not respecting reciprocity expectations could undermine participants' trust and participation in future studies. Almost all participants wanted to receive individual genetic results. While parents and caregivers wanted to receive individual genetic results regardless of their severity, preventability or actionability, adolescents were reluctant to receive results for genetic conditions that are severe and non-preventable, especially if they are also unactionable. Participants advanced different reasons for feedback of results including for awareness, improving lifestyle, accepting one's' situation, and preparing for the future. The findings also reveal the importance of taking into account participants' context, relations and empowerment when making decisions about whether and which results ought to be fed back. When asked about practical considerations for feedback of results, both adolescents and parents expressed that they would prefer to receive individual genetic results in person, with adolescents preferring researchers to provide feedback, while parents preferred feedback from doctors associated with the study. Adolescents and parents both expressed that feedback should be supported by counselling, but they differed on the timing of feedback. Most participants shared that they would like to be informed about the possibility of discovering individual genetic results during the consent process and that consent be obtained for feedback during the enrolment process. They further expressed that in cases where prior consent to feedback was not obtained, then participants should be re-contacted where lifesaving genetic information is discovered. Participants emphasized the need for researchers to ensure that participants' decisions regarding feedback of results are well-informed. Autonomy, transparency, and communication were identified as key values to uphold during the consent process. Conclusion: In conclusion, expectations of solidarity and reciprocity could translate into an obligation to feedback selected individual genetic results in African genomics research. Decisions on practicalities for feedback of results should take into account participants' context and considerations of participants' preferences. For example, in settings like BBCCCE it might be feasible for the study team to relay participants' results to treating doctors in the same centre, while also organising counselling services if necessary. However, in cases where a study is done in a public facility with limited resources, that could be difficult to implement. Consequently, researchers may have to take up the responsibility of feeding back individual results as well as providing genetic counselling in such settings. To make these decisions, researchers should engage with relevant stakeholders including policymakers and local Institutional Review Boards (IRBs) so as to make informed decisions regarding the feasibility and acceptability of their approach to feedback of results. Obtaining participants' consent for feedback of results is important to ensure that their rights and wellbeing are protected in research. This is critical in building trust relationships between participants and researchers. Lastly, although this study is focused in Botswana, these findings could also be generalised to similar contexts in Africa and provide an authoritative voice to H3Africa to be able to mandate projects with potential to generate individual genetic results to make provisions to feedback these results to study participants.