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Les processus de décentralisation ont renforcé les pouvoirs et les responsabilités d'Accra et Ouagadougou et créé une « nouvelle donne » urbaine, qui implique la mise en place de modes de gestion renouvelés, comme la privatisation de certains services ou la prise en compte accrue de la société civile à travers des processus de type « gouvernance ». Ouagadougou et Accra restent cependant dans une situation paradoxale puisqu'elles sont à la fois des entités locales et des symboles du pouvoir central. Dans ce contexte, les réformes de gestion des déchets, d'abord techniques, possèdent également une dimension politique forte puisqu'elles interrogent la capacité des municipalités à contrôler leur territoire et à répondre aux demandes des acteurs internationaux et gouvernementaux. Ces réformes sont extrêmement comparables mais ont des résultats très différents. Après un état des lieux de la question des déchets, ce travail s'interroge donc sur les conditions de leur mise en oeuvre : quels facteurs institutionnels, historiques, humains structurent le champ et expliquent les différences de résultats dans les deux villes ? L'analyse de ces facteurs permet par ailleurs d'interroger l'autonomie politique des municipalités, qui doivent faire face à un manque de moyen chronique mais également aux demandes des bailleurs de fonds et aux réticences des gouvernements centraux. Ces réformes ont enfin été des opportunités de mise en oeuvre de nouvelles relations politiques au niveau local. Ces « nouvelles règles du jeu » ont-elles contribué à la structuration du champ et à l'émergence de pratiques politiques et d'identités spécifiquement locales ? Les difficultés parfois grandes des municipalités ont conduit à la mise en place de relations et d'organisations inattendues, qui permettent de dépasser l'analyse en termes de succès ou d'échec pour mettre en valeur les inventions politiques constantes à l'oeuvre dans les deux capitales.

Cette thèse de géographie s'est intéressée à la situation en 2008-2009 des réfugiés libériens dans deux capitales d'Afrique de l'Ouest, Conakry en Guinée et Accra au Ghana. À l'issue du conflit au Libéria, elle pose la question de l'avenir de ces réfugiés urbains dans ces deux pays proches du Libéria où ils avaient trouvé refuge entre 1990 et 2003. Inscrite dans le champ des Forced Migration Studies, elle interroge leurs conditions de vie et leurs projets migratoires : comptaient-ils rentrer au Libéria, rester dans ces pays d'asile ou bien partir pour d'autres destinations ? Leurs expériences de migration forcée sont replacées dans les contextes du conflit libérien et de l'accueil dans ces deux pays, puis présentées par la restitution de leurs parcours d'exil dans les pays de la Mano River. À travers la répartition géographique de ces réfugiés libériens, marquée par l'absence de camp à Conakry et la présence de celui de Buduburam en périphérie d'Accra, et à travers leurs modes de subsistance pour survivre et s'organiser dans chaque capitale, les processus de reterritorialisation sont interrogés. Enfin, la trilogie des " solutions durables " proposée par le HCR - rapatriement volontaire, intégration locale, réinstallation - est revisitée au prisme des tactiques migratoires post-conflit de ces réfugiés.

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The study investigated the strategies used in teaching geometry in primary six as well as the perception of teachers on geometry vocabulary teaching, how geometry vocabularies were taught and, lastly, how the teaching of geometry vocabulary influenced primary six learners’ performance in geometry. The Van Hiele Theory of geometrical thinking and the Constructivist Theory of learning guided the study. The study conveniently sampled 250 primary 6 learners and 7 primary 6 mathematics teachers from three privately-owned primary schools in the Greater Accra Region of Ghana. It combined quantitative and qualitative approaches, using O1–X–O2 design. Data collection instruments were 5-point Likert type scale questionnaires (one for teachers, one for learners), a pre-test and post-test of basic geometry, and a semi-structured one-on-one audio-recorded interview of a selected number of learners and all seven teachers. An intervention was carried out in-between the pre-test and post-test, where the researcher taught geometry vocabulary to participants. Quantitative data were analysed using tables, charts, and simple tests while the qualitative analysis involved the transcription of interviews that were coded, categorised and themed. The study found that geometry vocabularies were not taught and that the most commonly used strategy for teaching geometry was the drawing of 2-D shapes and models of 3-D objects on the board. The pre-test and post-test scores were analysed using a paired t-test and the results indicated that the intervention had a positive effect. The qualitative and quantitative results confirmed that the teaching of geometry vocabulary improved learners’ performance in geometry. The study developed a prototype lesson plan for teaching 3-D objects, a geometry vocabulary activity sheet, a sample assessment for prisms and pyramids and recommends a curricular reform to inculcate the teaching of geometry vocabulary in the curriculum with a geometry vocabulary list for learners in each year group, as contribution to knowledge in mathematics education. The study recommends further research to investigate the effect of geometry vocabulary teaching on learners’ performance in geometry across all year groups in the primary school. / Dyondzo a yi lavisisa maendlelo lawa ya tirhisiwaka ku dyondzisa geometry ya tidyondzo ta le hansi ta ka ntsevu, mavonelo ya vadyondzisi eka madyondziselo ya marito ya geometry, tindlela leti tirhisiweke ku dyondzisa marito ya geometry xikan’we ni ndlela leyi madyondziselo ya marito ya geometry ya khumbheke matirhelo ya vadyondzi va tidyondzo ta le hansi ta ka ntsevu. Dyondzo ya ndzavisiso yi leteriwile hi ehleketelelo ra Van Heile ra maehleketelelo ra ndlela ya geometry ni ndlela yo dyondzisa leyi pfumelelaka vadyondzi ku vumba vutivi ku nga ri ntsena ku teka vutivi ku suka eka mudyondzisi. Dyondzo ya vulavisisi yi hlawurile vana va 250 va tidyondzo ta le hansi ta ka ntsevu na 7 wa vadyondzisi va tnhlayo ta tidyondzo ta le hansi ta ka ntsevu kusuka eka swikolo swinharhu swo ka swi nga ri swa mfumo e Greater Accra etikweni ra Ghana. Yi hlanganisile qualitative na quantiutative aapproach, yi tirhisa O1–X–O2 design. Switirhisiwa swo hlengeleta data a swi ri swivutiso hi muxaka wa 5-point scale(yin’we ya vadyondizi, yin’we ya vadyondzi), xikambelwana xo rhanga na xo hetelela xa geometry ya masungulo, xikan’we na nkandziyiso wa mburisano wa vanhu vambirhi eka nhlayo ya vadyondzi ni vadzyondzisi hinkwavo va nkombo. Ntirho wo nghenelerisa wu endliwile exikarhi ka xikambelwana xo rhanga ni xo hetelela laha mulavisisi a nga dyondzisa marito ya geometry eka vanhu lava ngheneleleke. Quantitative data yi hleriwile hi ku tirhisa matafula, ti charts ni swikambelwana swo olova kasi vuhleri bya qualitative byi nghenise kutsariwa ka miburisano leyi hundzuluxiweke yi nyika tinhlamuselo leti tumbeleke. Leti vekiweke hi ku ya hi mintlawa ni maendlelo ya tona. Dyondzo ya ndzavisiso yi kume leswaku marito ya geometry a ya dyondzisiwanga ni leswaku maendlelo yo toloveleka ya ku dyondzisa geomeyry i ya drawing ya xivumbeko xa 2-D ni mfanekiso wa nchumu wa 3-D eka bodo. Mbuyelo wa Xikambelwana xo sungula na xo hetelela wu hleriwile hi ku tirhisa t-test (xikambelwana xa T) lexi hlanganisiweke naswona mbuyelo wu komba leswaku maendlelo himkwawo ya vile ni xiave lexinene. Mbuyelo wa Qualitative na Quantitative wu tiyisisile leswaku ku dyondzisiwa ka marito ya geometry swi antswisa matirhelo ya vadyondzi eka dyondzo ya geometry. Dyondzo ya vulavisisi yi antswisile kumbe ku kurisa prototype lesson plan ya ku dyondzisa 3-D objects, sheet ya migingiriko ya marito ya geometry na ku bumabumela circular reform ku dyondzisa madyondziselo ya marito ya geometry eka kharikhulamu leyi ng na nxaxamelo wa marito ya geometry ya vadyondzi eka ntlawa wa lembe na lembe, ta ni hi mpfuneto wa vutivi eka dyondzo ya tinhlayo. Dyondzo ya vulavisisi yi bumabumela leswaku vulavisisi byi ya emahlweni ku lavisisa xiave xa madyondziselo ya marito ya geometry eka matirhelo ya vadzyondzi eka geometry eka malembe ni mintlawa hinkwayo exikolweni xa le hansi. / Thuto ye e nyakisisitse ditsela tseo di somiswago go ruteng ga geometry go mphato wa bo tshelela, temogo ya barutisi go ruteng tlotlontsu ya geometry, tsela yeo ditlotlontsu tsa geometry di rutilwego ka gona go akaretswa le, sa mafelelo, ka mokgwa wo thuto ya tlotlontsu ya geometry e tutueditsego mabokgoni a barutwana ba mphato wa bo tshelela go dithuto tsa geometry. Thuto ya van Hiele ya geometrical thinking le ya constructivist theory of learning di hlahlile thuto ye. Thuto ye e somisitse ga bonolo mohlala wa barutwana ba 250 ba mphato wa 6 le barutisi ba dipalo ba supa ba go ruta mphato wa 6 go tswa dikolong tsa tlase tse tharo tsa go ikema seleteng sa Greater Accra Region of Ghana. Thuto ye e kopantse mekgwa ya bontsi/dipalopalo (quantitative) le boleng (qualitative), go somiswa tlhamo ya O1-X-O2. Didiriswa tsa kgobaketso ya boitsebiso e bile 5-point Likert Type Scale Questionnaire (ye tee ya barutisi, ye tee ya barutwana), moleko wa pele le moleko wa morago wa geometry ya motheo, le poledisano yeo e gatisitswego ya tlhamego ya sewelo (semi-structured) ya barutwana bao ba kgethilwego ga mmogo le barutisi ka moka ba supa. Thekgo e ile ya phethagatswa/fiwa magareng ga moleko wa pele le moleko wa morago moo monyakisisi a rutilego tlotlontsu ya geometry go batseakarolo. Boitsebiso bja bontsi (quantitative data) bo sekasekilwe ka go somisa ditafola, ditshate, le teko e bonolo mola ditshekatsheko tsa boleng (qualitative analysis) di akareditse go ngwalolla dipoledisano tseo di thulagantswego, tsa hlophiwa le go beakanywa ka sehlogo. Thuto ye e itullotse gore ditlotlontsu tsa geometry ga se tsa rutwa ebile mekgwana yeo e somisitswego ya setlwaedi go ruta geometry ebile go thala dibopego tsa 2-D le mehlala ya didiriswa tsa 3-D letlapeng. Dintlha tsa moleko wa pele le moleko wa bobedi di sekasekilwe ka go somisa mokgwa wa go phera moleko wa t (t-test). Dipoelo di supeditse gore thekgo yeo e filwego e bile le khuetso ye botse. Dipoelo tsa bontsi le boleng di netefaditse gore go ruta tlotlontsu ya geometry go kaonafatsa mabokgoni a barutwana dithutong tsa geometry. Nyakisiso ye e tsweleditse lenaneothuto la go dira diteko go ruteng didiritswa tsa 3-D le papetlatshomelo ya tlotlontsu ya geometry gape le go kgothaletsa mpshafatso ya lenaneo-thuto go tsenyeletsa thuto ya tlotlontsu ya geometry ka gare ga lenaneo-thuto gammogo le lelokelelo la tlotlontsu ya geometry ya barutwana go dihlopha tsa mengwageng ka moka. Se e tla ba e le tlaleletso ya tsebo go thuto ya dipalo. Thuto ye e kgothaletsa dinyakisiso tsa go ya pele go nyakolla mafelelo a go ruta tlotlontsu ya geometry go tiro ya, goba dipoelo tsa, barutwana go thuto ya geometry go dihlopha tsa mengwaga ka moka tsa sekolo sa tlase. / Mathematics Education / Ph. D. (Mathematics Education)

The aim of this thesis is to evaluate the range the Czech Republic fulfills the international commitments stipulated by the Paris Declaration on Aid Effectiveness. And, if it needed, to find factors which influence fulfilling of the declaration commitments. This is done by analysis of the documents and interviews. The analysis of the data related to the supplied development aid is the core of the thesis. The aid depends on these key principles: ownership, alignment, harmonization, managing for results and mutual accountability. Two projects of the Czech Development Agency between years 2013 and 2015 in Cambodia and the State of Palestine are analyzed in two case studies. The operationalization of the terms and following own methodical framework application to the output data led to a result, whether the international commitments are (not) complied with. The performed research implies that commitments are fulfilled rather insufficiently in the Cambodia case, whereas the commitments in State of Palestine case were fulfilled completely. A new innovative approach was crucial. The projects are directed by Palestinian partner. In Cambodia, the critical principle is the mutual accountability because of the lack of the capacities (mostly in funding) and unsatisfactory management. There is a...

The aim of this thesis is to evaluate the range the Czech Republic fulfills the international commitments stipulated by the Paris Declaration on Aid Effectiveness. And, if it needed, to find factors which influence fulfilling of the declaration commitments. This is done by analysis of the documents and interviews. The analysis of the data related to the supplied development aid is the core of the thesis. The aid depends on these key principles: ownership, alignment, harmonization, managing for results and mutual accountability. Two projects of the Czech Development Agency between years 2013 and 2015 in Cambodia and the State of Palestine are analyzed in two case studies. The operationalization of the terms and following own methodical framework application to the output data led to a result, whether the international commitments are (not) complied with. The performed research implies that commitments are fulfilled rather insufficiently in the Cambodia case, whereas the commitments in State of Palestine case were fulfilled completely. A new innovative approach was crucial. The projects are directed by Palestinian partner. In Cambodia, the critical principle is the mutual accountability because of the lack of the capacities (mostly in funding) and unsatisfactory management. There is a...