Submitted in fulfillment of the requirements of the degree of Doctor of Technology: Public Management, Durban University of Technology, Durban, South Africa, 2016. / Corruption has increasingly become a challenging issue that undermines peacebuilding processes. Anti-corruption efforts therefore constitute one of the ways of building and sustaining positive peace. Attempts to combat corruption generally follow one of three strategies which include: developing legal and punitive frameworks, establishing investigative and preventive mechanisms and promoting ethical values-based approaches. The present study has explored corruption in Rwanda and has highlighted the necessity of developing anti-corruption education as a way of combatting corruption. The first part of the study has used focus group discussions and interviews to collect information on corruption in Rwanda while the second part consists of experimental interventions organized to test an anti-corruption education curriculum. It has been realized that Rwanda, if compared with other African countries, has made remarkable progress in terms of fighting against corruption. However, the country still has a long way to go in order to achieve its ambition of building a corruption-free nation. The educational strategies to ensure the promotion of ethical values-based approaches have been found the weakest aspect of the anti-corruptioan campaign in Rwanda. This study has emphasized the necessity of involving children in the combat against corruption. Inspired by the Ubupfura ethical values, which are embedded in Rwandan culture, the study has proposed an anti-corruption curriculum for Rwandan children under the name of Nibakurane Ubupfura. Through the experimental interventions and preliminary evaluation of the curriculum, it has been demonstrated with evidence that the proposed anti-corruption education, applying an Ubupfura model, could significantly contribute to equipping children with the skills needed to disassociate and distance themselves from corrupt practices. With reference to the short-term impact of the experimental intervention conducted in this study, it leaves no doubt that the continous use of this education curriculum will help children to develop attitudes and behaviors that resist corruption. It is argued in this study that an effective campaign against corruption should consider promoting anti-corruption education with the aim of enabling present and future generations to maintain and live out the Ubupfura ethical values. Considering the link between anti-corruption and peacebuilding efforts, as explained in this study, it is underlined that efforts continuously made to raise such generations could undoubtedly move Rwandan society toward sustainable positive peace. / D

An unprecedented 65.6 million persons are forcibly displaced (e.g., refugees, asylum-seekers, IDPs). Half are youth. Hope is often the feeling that sustains youth through intolerable conditions. Basic education in protracted areas is seen as a protective factor that nurtures hope and psychosocial wellbeing in the lives of children and youth. This research sought to extend this concept to the higher education in protracted refugee context, where refugees (ages 18-35) were able to co-create spaces of hope that recognized their own agency and their ability to question the status quo while developing critical thinking skills. Based on a theoretical framework of the philosophy of hope, psychology of hope, pedagogy of hope, and critical hope, I explored with refugees their perceptions of hope before, during, and after their participation of my psychosocial peace-building education course over a period of six months. Using a pragmatic mixed-methods community-based action approach, I collected: 31 Hope Index of Staats surveys (pre, post, and a follow-up six months later), eight semi-structured interviews (two interviews and then a follow up six months later for each participant), student reflection journals, and researcher field notes. A thematic analysis revealed four themes: Reflecting on critical hope and critical despair; reconciling identities; resurfacing narratives and creating new narratives of hope; and restoring hope and agency in higher education. By nurturing hopeful views and co-creating opportunities for critical thinking skills, refugees seem to be able to continue to play a pivotal role in rebuilding a stronger, just, and peaceful civil society.

M.Ed. (Curriculum Studies) / In a rapidly changing world, where rivalry and competition influence each decision, it is imperative for employees to be educated and trained to the maximum, in order to perform their tasks in a comprehensively satisfactory manner. This can only be achieved when students undergo relevant education and training through a relevant curriculum. Due to the lack of communication between the industry and the education sector, as well as the fact that the requirements set by the industrial sector for a curriculum are not clearly defined, the curriculum does not address the needs of the industry. In this study the importance of involvement of the industry in the development of the curriculum for building-related subjects is addressed and the researcher endeavours to facilitate guidelines to promote continued co-operation and communication between all parties involved in curriculum design. The first phase of this study comprises of a literature study regarding curriculum development. In the next phase the empiric facet and its motivation is presented for the qualitative research in question. The last phase considers the data-analysis of the empiric research and after completing the above process, the following conclusions were made: That a greater measure of communication and co-operation between the industrial sector and the educ~tional sector can be established by developing definitive structures. This can be done by involving the broad spectrum of role-players to address specific curriculum matters. Communication channels have to be created so that there is continuous contact and co-operation between the two sectors. The value of this study is that the guidelines are not a direct assumption of the researcher himself. This was done by interviewing various employees and role-players of the two sectors, and it is therefore the employees' own opinion which is compiled in this study.

This study focused on investigating the significance of peace education to manage institutional conflict at Addis Ababa University, Ethiopia. As conflict is inevitable in all settings, the need for looking at diversified ways of mitigating conflict is paramount and mandatory. Higher education should serve communities and nations in generating solutions on one hand and as well generating educated human power equipped with basic knowledge, skills and required attitude, on the other hand. The situation observed in the study area of AAU and other universities is a concern because the level and magnitude of conflict being experienced in university campuses is increasing. Taking this into consideration, the study employed a qualitative inquiry and collected data from students, academic staff from a variety of departments, the student administration wing student, the Institute of Peace and Security Studies and support staff. The findings of the study tried to identify the nature and cause of conflict. Moreover, it collected data regarding the measures currently taken by the university and as well investigated to what extent peace education can serve as an instrument to manage institutional conflict in AAU. Most of the conflict types were found to be dysfunctional, which involves the affective domain based on the feelings and emotions of the conflicting parties, mainly students to each other. It was injected by ethnic conflict and almost no dialogue is held to resolve the conflicts among them. On the other hand, turbulent situations in the society are enacted at the university, with students entering into conflict demanding their ethnic groups’ democratic and human rights. When conflicts arise, conflict resolving mechanisms are traditional with the university resorting to the use of the external police force with dire consequences such as imprisonment, detainment and even death. The study thus investigated and revealed the potential of peace education as an innovative solution to resolve conflict collaboratively thus satisfying all parties. / Educational Management and Leadership / Ph. D. (Education Leadership and Management)