The positive contributions of entrepreneurship towards the economic development were already proved by the previous researchers. The main aim of this study was to analyse the determinants of entrepreneurial activity in the Nordic countries over the period of years 2004‑2013 to provide the supportive empirical analysis for the Nordic entrepreneurial policy makers. Data were obtained from the various databases and were formed into the panel dataset. Entrepreneurial activity was quantified by the two variables, rate of registered business activity and established business ownership rate. For each entrepreneurial activity, acting as the dependent variable, was estimated the set of econometric models following the econometric approach with the Fixed Effects Estimator. The results obtained for the both dependent variables did not substantially differ from each other and were generally in agreement with the results obtained by the previous scholars. The hypothesis stating the positive relationship between unemployment rate, GDP per capita and entrepreneurial activity, during the analysed period, were accepted. Also the negative impact of administrative barriers on entrepreneurial activity was confirmed. However, no statistically significant empirical support was obtained for the hypothesis assuming the positive relationship between R&D sector and entrepreneurial activity.

The study focused on the effects of Continuing Professional Teacher Development on teachers’ workload in the Gauteng province. Apart from the literature review, the objectives of this study were: to determine the understanding of new approaches to Continuing Professional Development on the workload of teachers. To establish the administrative barriers that frustrate teachers’ efforts in accepting responsibility for improving not only their practice, but also the shared practice of the profession. To draw recommendations for the successful implementation of Continuing Professional Teacher Development on teachers’ workload in the Gauteng province. The qualitative research methodology was adopted and engaged to investigate the effects of CPTD on teachers’ workload in Gauteng schools. The importance or significance of the study was to find out ways and means of dealing with the new roles that form part of teachers’ workload. The participants’ perceptions on the topic were generally in agreement that the schools value the Professional Development initiatives of teachers. Additionally, their learners’ scholastic achievements showed a great improvement as a result. / Educational Management and Leadership / D. Phil. (Educational Leadership and Management)