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Every era confronts its distinctive social and political dramas. In the mid-twentieth century, center stage has frequently been dominated by the struggle of the so-called "Third World," first, for liberation from the colonial powers and then for development and entry into the modern world. The sixties were to be the "decade of development." Yet many of the emerging nations developed very little, if at all, and some slid backward. To this outcome, general political instability and specific tribal, religious, and ethnic conflicts made their contribution. The study analyzes the problem of whether traditional cultural values in African nations have hindered the needed steady progress which has occurred in the western counterpart in regards to political, social, and economic development. The methodological approach was done through a series of tests. The study was devised to demonstrate how a segment of a society can accelerate a need for a change to the advantage of the rest of the population. Questionnaires and interviews were developed and administered to 400 traditional Africans, predominantly Ugandans and 250 of a cross section of the American population. These were tested on members of the both societies with a career aspiration in leadership and administration. The study also looked at how people transmit their culture by reviewing and testing the written material about books on African and American culture. The study revealed that the traditional African people tested were in a transition from their historical static condition to the western culture of progress and that resistance to change was gradually on the verge of disappearing. The study also pointed out that there is a certain element in which the African nations aspiring to the goal of western development have tended to change within the context of African way of life development. The author reminds his readers that development is not abrupt process but demands careful attention to protect the future and that of the past and that the developing countries should not assimilate all the Western World offers them as an example.

This thesis focuses on the social exclusion of children of primary school age in India and Mozambique by examining two related aspects: the policies that have been adopted in both countries to tackle social exclusion and the indicators they have used to identify it. It is argued that existing policy indicators in both countries can provide a partial answer to the question of how far they have been able to address social exclusion but that indicators and analyses need to be more fine grained both to monitor social exclusion and provide leads as to how it can better addressed. The purpose is not to compare the two country analyses in order to evaluate how they differ in terms of magnitude or severity in the form of the exclusion. Rather, it is to understand the diverse nature of exclusion, and the different remedies and analyses that are required in the two countries. This analysis suggests that one size fits all policies, as once suggested by the World Bank, are inappropriate. The thesis develops an understanding of the concept of social exclusion and contrasts it with previous accounts of poverty in countries like India and Mozambique. It also adopts a normative Human Rights approach in viewing primary schooling as crucial to questions of social exclusion. It also shows how these key concepts can be related. Through the two country analyses offered in this thesis, it can be shown that because data collection processes are largely based on aggregate indicators, there is insufficient information to undertake an adequate analysis of social exclusion. In order to establish this point, official data sets are reanalyzed to see how far they can take us in helping to understand the complex nature of social exclusion. In particular, it will be shown that the indicators related to the education status of children are insufficiently disaggregated to enable an improved understanding of the characteristics of children that continue to be excluded. From this analysis it will be argued that a broader list of indicators needs to be developed related to the dynamics at the level of the school, community and household. However, given that social exclusion may be structured differently in various contexts it is argued that participatory research is required that facilitates the assessment and analysis of these dynamics by all the key stakeholders, including children, at the various levels. In particular, policy makers fail to involve children in the process of assessing and analyzing the reasons for exclusion, and therefore do not benefit from their perceptions and insights. Further analysis of the various dynamics which relate to exclusion provide useful insights to better understand the policy and programmatic initiatives that effectively address the social exclusion of children from primary school.

The HIV and AIDS pandemic has resulted in 14 million children being orphaned worldwide. In Lesotho alone, where this study was carried out, there are about 180 000 of these children (UNAIDS, 2007). Teachers, especially in Lesotho‘s primary schools need to be equipped to better deal with the challenges that result from having these children in their classrooms. At the Lesotho College of Education, where I have worked for 12 years as a teacher educator, pre-service and in-service student teachers are not trained to offer care and support to orphans and vulnerable children. They experience problems in the classroom emanating from the needs of these children. This study followed an action research design to find ways to support teachers to better deal with the issues they face as a result of having orphans and vulnerable children in their classes. Using a qualitative approach, educators perceptions, feelings, attitudes and experiences in dealing with orphans and vulnerable children in their schools were identified, and it became apparent that educators were negatively affected on a personal and professional level. It was concluded that the development of resilience in educators would help them to better cope with orphans and vulnerable children in their classes. The chosen intervention Resilient Educators Programme (REds) was implemented and evaluated and findings revealed that it was beneficial in increasing educator resilience. Recommendations, based on the findings of the study, were made for future teacher education in this area.

Submitted in partial fulfilment of the requirements for the Degree of Master of Arts in Community Work in the Department of Social Work University of Zululand, 2000. / The purpose of this study was to assess the efficiency of womens' development projects particularly agricultural extension projects with the aim of investigating their administration and impact on womens' livelihoods. The central view held by this study was that the important role played by women and the potential to fulfil an even greater role has been overlooked to a large extent in South Africa. Although there are numerous organisations and projects aimed at development at the rural and community level, very little attention has been paid to the role of women and the enhancement thereof. Special focus of the study was on women only development projects as it was assumed that these projects are starting points from which developing areas can start a movement of planned development. It was discovered that womens' development projects are still having some flaws because the recognition of such projects is still lacking from the work of development planners. Essentially, the problem encountered among project participants was that of dual or multiple roles performed by women and such environmental problems like lack of access to markets, transportation and theft of produce. Training, management and organisation, empowerment and capacity building is still lacking in project participants. Basically those women who participate in projects do so from destitution. They are old, uneducated and poverty- stricken such that very little about these projects seems to be attractive and very little income is being generated from them The study revealed that an awareness of the importance of development of women has started to surface, and some efforts are being made to accommodate women and to raise them. (v) The critical view of extension projects was that they comprise strengthening the autonomy of women to alleviate poverty. This suggests that women should be brought fully into the development projects and must be given opportunity to put their abilities to full use at every stage of the development process. Extension projects must be seen therefore to be acknowledging this reality. To achieve this, womens' extension projects have to be reconsidered so that they lead to women becoming effective and efficient managers, administrators and decision -makers. Ongoing support and training is needed to ensure that the skills and expertise of women who are project participants are gradually being improved and they are afforded a chance to develop and have equal access to opportunities at all levels in the society. / National Research Foundation and University of Zululand

Thesis. 1978. M.S.--Massachusetts Institute of Technology. Dept. of Civil Engineering. / MICROFICHE COPY AVAILABLE IN ARCHIVES AND ENGINEERING. / Bibliography: leaves 131-134. / M.S.

This paper critically discusses the Basic Income Grant debate in South Africa. It briefly looks at the theoretical framework on poverty as a background. Then it goes on to three major theories that help build a coherent argument. Although it acknowledges the limitations of the Expanded Public Works Programme, nevertheless it uses it as one of the reasons for substantiating the perspective which articulates that Basic Income Grant is not an appropriate social welfare policy framework for a developing country like South Africa. The rationale is that social grants cannot be used as the sole tool for alleviating poverty especially because of the chronic nature of unemployment (which is understood in this paper as causing high rate of poverty). The assumption is that promotion of a universal grant would endorse dependency from the social grant recipients. It argues that the structural nature of unemployment is what has to be dealt with but not exactly through provision of Basic Income Grant but by getting people to work, giving them jobs so they can earn a living and live an independent and decent life. One of the few recommendations brought up (taken from Bhorat. 2002) is the expansion of the State Old Age Pension instead of starting a totally new scheme of the social grant. State Old Age Pension would almost have the same effect in poverty as the proposed Basic income grant. / Thesis (M.A.)-University of KwaZulu-Natal (in conjunction with Albert-Ludwigs-Universität), 2005.

No abstract available. / Thesis (M.A.)-University of KwaZulu-Natal, 2007.

International joint ventures (IJVs), as organisational entities which are formed and controlled by local and foreign firms, are one of the most significant ways of expansion of international firms. IJVs have complex characteristics and the management of IJVs faces many problems. Due to these problems, IJV performance has attracted significant research attention – eventually any strategy has to be evaluated in terms of its success. The aim of this study is to investigate the factors that affect inter-organisational trust and as a result, the performance of IJVs in Iran, a developing country, which is in the early stages of the development of IJVs. According to Abosag and Lee (2012), there are few studies that concentrate on IJVs in developing and Middle Eastern countries and more studies on these areas are required. This empirical study is preceded by a systematic review of the relevant literature that led to the development of a conceptual model. The data were collected from a sample of managers in the industry sector of IJVs in Iran with their Asian partners by using a survey questionnaire, and analysed using the statistical package for social sciences, SPSS V.18. The results from this study show that inter-partner fit factors and relational factors have a strong and positive impact on the level of trust; however, fairness was not found to be positive and significantly related to trust. Religion and country risk were found to have a negative and significant relationship with trust. Moreover, a strong and positive relationship between trust and performance features (satisfaction, goal achievement and learning) and between commitment and performance features (satisfaction, goal achievement and learning) were found. This research provides empirical evidence for inter-organisational trust predictor variables for performance. A key contribution of this research is that it offers a robust framework that explains the antecedents of trust and demonstrates that trust has a definite positive impact on the performance of IJVs. The proposed framework is evaluated and tested against the original criteria of trust in IJVs, exactness and executability. Moreover, this study provides a novel contribution to the growing literature on trust in IJVs, particularly for developing countries such as Iran and the Middle East countries. The results of this research provide us with a meaningful managerial implication for the selection of competitors as IJV partners.

This study represents an attempt to answer the question: How can educational administration contribute to the economic and social development plans in developing countries? Although major emphasis must be given to this question, some thought will be given to the educational problems and needs that face developing countries and the new techniques of educational administration which can be used to meet them. Moreover, in an attempt to apply the findings acquired the research will eventually focus on· Egypt, as one of the developing countries, to identify to what extent Egypt's educational administration addresses the needs of the economic and social development plans. Objectives of the Study The purpose of the study was fourfold as follows: 1. To investigate the role of educational administration in the economic and social development plans in developing countries. 2. To delineate the educational problems and needs of developing countries and to determine how educational administration can help to meet them. 3. To identify new trends and techniques in educational administration which may be helpful to the economic and social development plans in developing countries. 4. To develop a case study and some models which will provide direction to educational administrators who wish to contribute to Egypt's economic and social development plans.