This thesis investigates the status and the role of Multinational Corporations in the Arab World. Its main hypothesis is that the Multinationals today represent a permanent feature as the major world-wide source of modern technology. As such, the Arab countries will continue relying, into the foreseeable future, upon technology produced, owned or controlled by these global firms. The research finds that a century of increasing integration with the western industrialised countries, primarily shaped by the activities of the multinational corporations, has nevertheless left the Arab region less industrialised and more technologically and institutionally backward than many other parts of the world. The Arab Nation as a whole, in all its diversity of countries and regions, has failed to economically or industrially advance at the same rate as other newly industrialising regions. The lack of commitment to national and regional development needs in the Arab World on the part of most multinationals, is matched by an equal absence of any clear sense of purpose and dedication on the part of the Arab countries themselves. Despite the proposition by some Arab professionals and elites that the Arab States must consider breaking with any development strategy that substantially relies on access to capital and technology provided by foreign multinationals, the research contends that, in view of the current underdeveloped state of indigenous technology in the Arab World, the contemplation of the option of "de-linking" from the multinationals is neither possible nor desirable. The fact is, that the Arab States, individually or as whole, are not as yet prepared for the challenges that such a go-it-alone development strategy would imply. The research also finds that, as the multinational' behaviour is governed by diverse objectives, helping out the developing countries of the Arab World to build-up their technological base is not generally one of their distinctive goals. They have their own "growth" strategy while each of the individual Arab States has its own "development" policy. The objectives of each differ, as shown in this thesis, and are often incompatible. Yet, for a multinational corporation to secure profit, growth and security, it will need the goodwill of the Arab countries, while the latter, in order to start building their technological base, need the multinationals. Thus, objectively, they need each other and a fruitful cooperation between the two parties depends on the convergence of two strategies, which usually need to undergo many changes in order to accommodate each other's diverse interests. This means that, what a foreign multinational can really offer depends on how much an Arab country, individually or in collaboration with other Arab countries, may actually be prepared or able to take. From the latter's viewpoint, the ability to take is dependent on the extent to which the Arab countries can cooperate effectively together. The recent trend in the region towards forging economic integration, in the form of regional groupings among neighbouring Arab countries, is widely heralded to be an essential step in the right direction. However, in view of the considerable variations in natural resource endowments which exist among the countries of the Arab World, it has been increasingly suggested by the Arab participants of our main survey, that inter-Arab multinational joint ventures constitute a highly desirable form of organising economic activity, and of accomplishing effective economic cooperation among the countries of the region. Most importantly, the thesis demonstrates that there are many areas in which conventional economic theories are deficient in explaining multinationals' behaviour and impact on the Arab World. Deficiencies between theory and practice arc referred to throughout the work and discussed in particular detail in Chapters 4 and 12. A major conclusion of this study is that, the Arab governments which once feared the multinationals are now actively interested in seeking to court and accommodate them more effectively to local development needs. There is increasing evidence that the Arab countries have learned to bargain with multinationals to make them better serve their specific objectives and interests. Through more contacts and interactions, previously contrasting positions have softened and a wave of pragmatic attitudes on both sides is emerging to promote greater recognition of the mutual interests involved. It is the hope of the author of this thesis that his work will encourage even greater mutual understanding and cooperation between the Arab States and multinational partners in the future. Indeed it is only through such cooperation that joint efforts can be effectively used to promote beneficial development and growth for the future prosperity of the Arab Nation as a whole.

Magister Legum - LLM (Criminal Justice and Procedure) / Transitional justice mechanisms have become commonplace as a tool for recovery for societies emerging from conflict and repressive regimes. The extent to which women's rights concerning development and long-term economic advancement in the arena of transitional justice is dealt with is almost negligible. The significance of including development as a means of protecting marginalised groups such as women has been mostly disregarded in the transitional justice context. Currently, the discourse on gender justice has placed civil and political rights as well as sexual crimes against women at the centre stage. Transitional justice mechanisms have failed to give effect to long-term sustainable and substantive change in women's lives following conflict and periods of repressive rule. The core aims of transitional justice are prosecution of offenders, reconciliation and reparations for the victims of gross human rights abuses. Reparations are usually used as a medium through which restitution and compensation for the harm suffered by victims are made possible. Reparations are also deemed as an essential element for the healing and recovery of the individual victim and the society affected by egregious human rights violations.

Summaries in Afrikaans and English / Hedendaagse onderwys staan voor 'n omvattende voorligtings- en opleidingsopgawe om die jeug toe te rus om die arbeidsmark as entrepreneurs te betree. Onderwysers word toenemend voor die eis gestel om as fasiliteerders op te tree om leerlinge te begelei om beter by die eise van veranderende omstandighede, nuwe tegnologie en inligting aan te pas. In hierdie konteks vorm entrepreneurskapsgerigte onderwys een van die mees eietydse temas wat die onderwys moet aanspreek. Hoewel die voorsiening van entrepreneurskapsgerigte onderwys reeds in die nuwe Norme en standaarde vir onderwyseropleiding as 'n kruiskurrikulere aangeleentheid beskryf word, is die behoefte aan 'n omvattende entrepreneurskapsontwikkelingstrategie nog nie voldoende aangespreek nie. In 'n antwoord op hierdie leemte word 'n voorgestelde implementeringstrategie vir entrepreneurskapsgerigte onderwys in hierdie studie ontwikkel. In die verloop van die ondersoek moes daar deeglik rekening gehou word met aspekte soos: • die rol en betekenis van entrepreneurskap in die Suid-Afrikaanse skolekonteks; • faktore wat entrepreneuriese sukses of mislukking onderle; • die ontwikkeling van 'n positiewe entrepreneuriese ingesteldheid en entrepreneuriese vaardighede en • plaaslike en oorsese inisiatiewe om entrepreneurskap m die skoolkonteks te bevorder. In die empiriese ondersoek is die uitgangspunt gehuldig dat onderwysers se menings van deurslaggewende belang is om 'n entrepreneurskapsontwikkelingstrategie te rig. Onderwysers se menings is in elk van die volgende ondersoekvelde nagevors: • Onderwysers se toegerustheid om entrepreneurskapsgerigte onderwys aan leerlinge te voorsien; • Onderwysers se eie implementering van entrepreneurskapsgerigte onderwys; • Die behoefte by leerlinge aan entrepreneurskapsgerigte onderwys; • Onderwysers se geslaagdheid om entrepreneurskapsgerigte onderwys te implementeer; • Die aangewesenheid van entrepreneurskapsgerigte onderwys as 'n onderwyseropgawe. Die navorsingsresultate is aangewend om binne die raamwerk van die Suid-Afrikaanse skolekonteks en onderwysbeleid 'n strategie voor te stel om entrepreneurskapsgerigte onderwys te implementeer. Die onderwys kan hierdeur 'n aansienlike bydrae lewer om die jeug voor te berei om as volwaardige en verantwoordelike landsburgers hulle plek in die samelewing vol te staan. / Education today stands before the comprehensive task to empower our youth through appropriate guidance and training to enter the job market as entrepreneurs. Teachers are increasingly put to the task to act as facilitators in their guidance of the youth to adapt more effectively to changing circumstances, new technology and information. Within this context, education directed to entrepreneurship forms one of the most timely issues that education should address. Although the provision of education directed to entrepreneurship has been described as a cross curricular concern within the new Norms and standards for teacher education it does not provide in the need for a comprehensive strategy to develop entrepreneurship in education. In an answer to this deficiency, this study is directed to develop a proposed implementation strategy to enhance entrepreneurship in education. In the course of this investigation it was needed to thouroughly account with concerns such as: • the role and significance of entrepreneurship within the South African school context; • factors which underlie entrepreneurial success or failure; • the development of a positive entrepreneurial attitude and entrepreneurial skills and • local and foreign initiatives to enhance entrepreneurship within the school context. In the empirical investigation the v1ew is held that teachers opm10ns is of crucial importance to give direction towards a strategy to enhance entrepreneurship. Teachers views are examened within each of the following fields of investigation: • Teachers empoweredness to provide education directed to entrepreneurship to students. • Teachers own implementation of education directed to entrepreneurship • Students need for education directed to entrepreneurship. • Teachers sufficiency to implement education directed to entrepreneurship. • The appropriateness of education directed to entrepreneurship as a teacher concern. The results of the research is applied to propose an implementation strategy to enhance education directed to entrepreneurship within the framework of the South African school context and policy of education. The conclusion was reached that educators can greatly contribute to prepare our youth so that they can take up their positions in the community as responsible and able citizens. / Psychology of Education / D. Ed. (Psychology of Education)

Summaries in Afrikaans and English / Hedendaagse onderwys staan voor 'n omvattende voorligtings- en opleidingsopgawe om die jeug toe te rus om die arbeidsmark as entrepreneurs te betree. Onderwysers word toenemend voor die eis gestel om as fasiliteerders op te tree om leerlinge te begelei om beter by die eise van veranderende omstandighede, nuwe tegnologie en inligting aan te pas. In hierdie konteks vorm entrepreneurskapsgerigte onderwys een van die mees eietydse temas wat die onderwys moet aanspreek. Hoewel die voorsiening van entrepreneurskapsgerigte onderwys reeds in die nuwe Norme en standaarde vir onderwyseropleiding as 'n kruiskurrikulere aangeleentheid beskryf word, is die behoefte aan 'n omvattende entrepreneurskapsontwikkelingstrategie nog nie voldoende aangespreek nie. In 'n antwoord op hierdie leemte word 'n voorgestelde implementeringstrategie vir entrepreneurskapsgerigte onderwys in hierdie studie ontwikkel. In die verloop van die ondersoek moes daar deeglik rekening gehou word met aspekte soos: • die rol en betekenis van entrepreneurskap in die Suid-Afrikaanse skolekonteks; • faktore wat entrepreneuriese sukses of mislukking onderle; • die ontwikkeling van 'n positiewe entrepreneuriese ingesteldheid en entrepreneuriese vaardighede en • plaaslike en oorsese inisiatiewe om entrepreneurskap m die skoolkonteks te bevorder. In die empiriese ondersoek is die uitgangspunt gehuldig dat onderwysers se menings van deurslaggewende belang is om 'n entrepreneurskapsontwikkelingstrategie te rig. Onderwysers se menings is in elk van die volgende ondersoekvelde nagevors: • Onderwysers se toegerustheid om entrepreneurskapsgerigte onderwys aan leerlinge te voorsien; • Onderwysers se eie implementering van entrepreneurskapsgerigte onderwys; • Die behoefte by leerlinge aan entrepreneurskapsgerigte onderwys; • Onderwysers se geslaagdheid om entrepreneurskapsgerigte onderwys te implementeer; • Die aangewesenheid van entrepreneurskapsgerigte onderwys as 'n onderwyseropgawe. Die navorsingsresultate is aangewend om binne die raamwerk van die Suid-Afrikaanse skolekonteks en onderwysbeleid 'n strategie voor te stel om entrepreneurskapsgerigte onderwys te implementeer. Die onderwys kan hierdeur 'n aansienlike bydrae lewer om die jeug voor te berei om as volwaardige en verantwoordelike landsburgers hulle plek in die samelewing vol te staan. / Education today stands before the comprehensive task to empower our youth through appropriate guidance and training to enter the job market as entrepreneurs. Teachers are increasingly put to the task to act as facilitators in their guidance of the youth to adapt more effectively to changing circumstances, new technology and information. Within this context, education directed to entrepreneurship forms one of the most timely issues that education should address. Although the provision of education directed to entrepreneurship has been described as a cross curricular concern within the new Norms and standards for teacher education it does not provide in the need for a comprehensive strategy to develop entrepreneurship in education. In an answer to this deficiency, this study is directed to develop a proposed implementation strategy to enhance entrepreneurship in education. In the course of this investigation it was needed to thouroughly account with concerns such as: • the role and significance of entrepreneurship within the South African school context; • factors which underlie entrepreneurial success or failure; • the development of a positive entrepreneurial attitude and entrepreneurial skills and • local and foreign initiatives to enhance entrepreneurship within the school context. In the empirical investigation the v1ew is held that teachers opm10ns is of crucial importance to give direction towards a strategy to enhance entrepreneurship. Teachers views are examened within each of the following fields of investigation: • Teachers empoweredness to provide education directed to entrepreneurship to students. • Teachers own implementation of education directed to entrepreneurship • Students need for education directed to entrepreneurship. • Teachers sufficiency to implement education directed to entrepreneurship. • The appropriateness of education directed to entrepreneurship as a teacher concern. The results of the research is applied to propose an implementation strategy to enhance education directed to entrepreneurship within the framework of the South African school context and policy of education. The conclusion was reached that educators can greatly contribute to prepare our youth so that they can take up their positions in the community as responsible and able citizens. / Psychology of Education / D. Ed. (Psychology of Education)