This study of rural primary teachers' life histories, their sources of motivation and their views of teaching, is an attempt to discover the conceptual frames out of which teachers conduct their lives and work in order to improve the theory and practice of teacher development The research methodology used in the study combined grounded theoty (Glaser and Strauss, 1967) with narrative and life history approaches (Goodson, 1992; 1995; Thomas, 1992; 1995). Comparative interview data was collected from sixty eight rural primary teachers, and ten teacher developers. advisers and educators. In a second phase of data collection, the preliminary findings were reopened to teacher educators, advisers, and inspectors in four workshops, as a way of testing emergent theory. Observation and participant observation were used in these workshops. Document analysis, journal writing and the methodological tools of coding data and writing analytical memos during data analysis fonned the basis on which theory was generated. As a study in life history method, the study sought to bring to the 'story of action' a 'theory of context', placing teacher narratives within their broader relationship to schooling, society, and history (Goodson, 1992a, p.241). The particular life histories of rural African teachers in South Africa marked them as both powerless and powerful; as victims and agent'; in post-Apartheid society. On the one hand, teachers represented themselves as victims of poverty and oppression, while on the other they regarded their aspirations to join the educated middle classes as having succeeded. They were 'somebodies'. Ambivalence played itself out at many levels in the narratives. This was most evident in the way in which teacher stories about career motivation and the practice of teaching shifted between the instrumental and the relational. Status, salary, 'knowledge' and results were held in tension with idealism, nation-building and pedagogic love in their narratives. The analysis of teacher 'frames' (Barnes, 1992) thus worked towards reflecting these tensions, ambivalences and contradictions. The study makes a contribution to knowledge in three areas. Firstly, it combines the methodologies of grounded theory, narrative and life history method in a way which allows for the expression and representation of teacher 'voice'. Secondly, narrative and life history methods are applied in a new context, with rural primary teachers in South Africa; and with a new purpose in that context, that is towards a theory of teacher development. The third contribution the research makes to knowledge is in its use of a combination of narrative and matrix analysis in theorising the complex and contradictory frames of teachers. This allows narrative methodology to move beyond the telling of teacher stories to a more complex level of analysis for which the matrix diagrams provide the conceptual tools.

MSc (Med)Bioethics and Health Law, Faculty of Health Sciences, University of the Witwatersrand, 2009 / The application of informed consent in research in developing countries continues to be a topical and complex issue. The debate concerning informed consent has become even more relevant in light of the groundswell of international collaborative research that is conducted in developing countries. The discussion centres on the uncertainties of the application of informed consent in developing countries based on the normative criteria set out in international codes and regulations. Although the ethical and legal basis of obtaining valid informed consent is incontestable, contextual differences between developed and developing countries is a key problem. For example, it is debated if the tenets of ‘Western’ research ethics, mainly in the application of a written informed consent model can truly be applied in the African context. The question is whether the participants of research when conducted in developing countries actually are “informed” in the consent process. There are perceptions that the protective instruments that guide researchers on how to obtain informed consent from research participants are not robust and sensitive enough for developing countries needs. In literature, some have questioned the relevance of its purist application in the context of developing countries as ‘overly paternalistic’. Others have argued from the view point that the Eurocentric approach recommended in obtaining informed consent in developing countries has the potential to undermine cultural norms and traditions. In the latter argument, concerns are raised about the principle of respect for persons / ‘autonomy’ and its applicability in so-called communitarian societies. To overcome some unique hurdles, there are voices that call for tailor-made processes for obtaining informed consent to suit the prevailing context, suggesting therefore that there should be some variance in its application. The importance of the issue of informed consent becomes critical as much international collaborative research takes place in Africa where health services are often inadequate and research is perceived by participants as a means of ameliorating some of their suffering. Given the philosophical and the ‘universal’ ethical foundations at the heart of the international regulations and codes on the issue of informed consent, there is a need to further explore the foundation of these perceptions as they raise various ethical issues which need to be discussed. The question concerned in this research report is “is there unfinished business not addressed in the process of obtaining informed consent in developing countries?” In order to answer this question, it is necessary to look at some of the requisites for the application of informed consent principles. I will examine whether the content of the commonly cited ethical codes and regulations (originally initiated in developed countries) are sufficiently broad enough to explain the aims of obtaining informed consent, the steps to be taken in obtaining informed consent and the structures necessary for its facilitation. In addition I will examine whether the intent of the codes and regulations take cognizance of socio-cultural variations. In other words, is the environment sufficiently conducive to apply the concept and are the guidelines flexible enough to deal with “unusual circumstances”. In consideration of the latter, I consider the question of the adequacy of structures to ensure the essence of respect for persons is not lost in dealing with “unusual circumstances”. I contend that if the answer is in the affirmative it is only then can it be said that the principles of informed consent are being adequately addressed and meet the moral, ethical, and legal obligations of research activities.

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Thesis. 1976. M.C.P.--Massachusetts Institute of Technology. Dept. of Urban Studies and Planning. / Microfiche copy available in Archives and Rotch. / Bibliography: leaves 157-162. / M.C.P.

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The Primary Education Stipend Programme (PESP) receives accolades and support from the government and policy partners (such as ADB, World Bank, DFID) in spite of deficiencies in its implementation. The general impression is that the programme is increasing equitable access to quality education for poor children. However, there is no study to understand how and to what extent PESP receiving children are benefiting and how it influences and affects the school. This study was undertaken to understand the policy gap between the introduction and implementation of the PESP by examining parents' and teachers' perceptions of the strengths and weaknesses of the PESP and its effects on teaching and learning, and school management. These perspectives provide a broader understanding of the effectiveness of the programme in realizing its goals. This study uses a qualitative case study approach and selects one rural primary school for in-depth investigation. Three groups of parents of children were interviewed: those who completed primary cycle; those who dropped out of school, and; those whose PESP benefits had been rescinded due to poor attendance and performance. Two parents were included from each group in this study. The head teacher and one assistant teacher are also included in this study to explore the effects of the PESP on the schoolcommunity relationship and school management processes. The study found different types of deception in selecting beneficiaries. The strategy of not including more than one child from a single family is evident that results in many poor children's exclusion from the benefit. Conditionality is used to exclude lowperforming children from the benefit which restricts access to education for a considerable number of poor children and many non-poor children receive the benefit. Thus, the PESP benefits the non-poor people. The amount of stipend money is also found insufficient for ensuring necessary learning materials for the poor children. Lower amounts due to unmet conditionality and other charges at times trigger discord and dispute and hamper children's learning. The stipend money increases private investment in education in the form of private coaching fees. The PESP does not incentivize poor children to learn. In addition, it does not increase the teacher's confidence of their educability or increase children's confidence in their capacity to learn. Rather, a sense of the incorrigibility of poor children has been established and teachers allege deteriorating learning condition in crowded classrooms caused by the PESP. With regard to the parent-teacher relationship, this study finds a bitter antagonistic stance brew between the two groups and creates unintended effects. The teacher and the head teacher accuse parents of not providing adequate support at home and parents allege the school for not providing required care and attention for their children. This mutual disregard affects the teacher-student relationship and undermines poor children's confidence to be educated equally with non-poor children. As a consequence of the conflicting perceptions of the aims and objectives of the programme and the perceived inadequacy of the PESP policy in society, this thesis will look for new insights into the process of implementation and the effectiveness of the PESP policy. This may encourage policy makers to reflect upon the efficacy of the programme as a strategy to increase access and quality education for poor children.

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This paper tries to assess the Ethiopian monetary policy, in order to investigate the prospect of inflation targeting. The paper starts by reviewing the literature on the evolution of Ethiopian monetary policy and Macroeconomy. This is followed, by the requirements of adopting inflation targeting and the practical experience of inflation targeting countries; finally the paper focuses on the requirement to have a stable and persistent relationship between the policy instrument and price level. Vector auto regression model with some monetary policy instrument and macroeconomic variables was used. To explore different transmission mechanism i have analyzed the Granger causality, impulse response, and Variance decomposition. Result showed that, there is a weak relationship among prices, interest rate and exchange rate channel. The paper, therefore, recommended it is not the right time to adopt the full-fledged inflation targeting. Rather, better try to adopt inflation targeting as an implicit policy.

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