Thesis (MPA.) -- University of Limpopo, 2016 / In post - apartheid South Africa, a lack of adequate financial and physical resources in historically disadvantaged public schools is a major barrier to effective teaching and learning. Schools in the rural South Africa are part of communities and therefore can be seen as microcosms of societal conditions. The national Ministry of Basic Education has a responsibility to provide a necessary educational infrastructure to all public schools. Other relevant stakeholders such as the community and businesses need to assist the government to supplement the delivery of educational infrastructure. It is against this background that the study undertakes to assess the delivery of educational infrastructure that will lead to service delivery improvement. Some of the considered focused areas in the study include the demographics of the schools, the condition of the school infrastructure and the legislative frameworks that serve to support educational infrastructure. Literature on various forms has been reviewed in order to understand the regulatory framework upon which the delivery of educational infrastructure is based. The study used the qualitative method to investigate the delivery of educational infrastructure. The main findings indicated that educational infrastructure in rural schools is generally poor and there is a shortage of physical resources in schools. It is clear in this regard that current processes are hampering the Department of Basic Education to improve service delivery in public schools especially those that are in rural areas. vi KEYWORDS  Department of Basic Education in Limpopo Province  Educational infrastructure  Assessment  Physical resources  Public schools  Service delivery  Teaching and learning

El desarrollo de la presente tesis tiene como objetivo disminuir el déficit de la infraestructura educativa primaria, mediante el desarrollo de módulos autosustentables en el distrito de Asunción de la provincia y departamento de Cajamarca; la cual forma parte de los sectores rurales del Perú con una altitud superior a los 2200 msnm de la sierra peruana del departamento de Cajamarca. En la tesis propuesta se plantea el desarrollo de módulos educativos que se adapten a los requerimientos y a la geografía del lugar, adecuándose a las condiciones climáticas y a la difícil accesibilidad. Este proyecto está destinado a beneficiar a la población del Distrito de Asunción, dotándola de infraestructura educativa cuya principal característica será la de ofrecer espacios adecuados para el desarrollo de las actividades propias de su función mediante módulos de fácil instalación. Estos módulos tendrán una vida útil de 10 años aproximadamente y estarán equipados para aprovechar los recursos naturales de la zona (captación de agua pluvial y también energía solar) de tal manera que sean edificaciones amigables con el entorno; aprovechando e integrándose al medio ambiente. / The objective of this thesis is to reduce the deficit of the primary educational infrastructure, through the development of self-sustaining modules in the Asunción district of the province and department of Cajamarca; which is part of the rural sectors of Peru with an altitude higher than 2200 meters above sea level in the Peruvian highlands of the department of Cajamarca. The thesis proposes the development of educational modules that adapt to the requirements and geography of the place, adapting to climatic conditions and difficult accessibility. This project is intended to benefit the population of the Asunción District, providing with educational infrastructure whose main characteristic will be to offer adequate spaces for the development of the activities of its function through easy-to-install modules. These modules will have a useful life of approximately 10 years and will be equipped to take advantage of the natural resources of the area (rainwater collection and solar energy) so that they are buildings that are friendly to the environment; taking advantage and integrating into the environment. / Tesis

A number of studies have been conducted about policy failures in Nigeria; however, little is known about the state of stakeholders' readiness to implement any government policy. Using the functionalist theory of Durkheim and the infrastructure theory of Frischmann, the purpose of this exploratory case study was to evaluate the level of preparedness of the education sector to implement the Nigerian policy on child labor, which was adopted on September 11, 2013, by the federal executive council of Nigeria. Preparedness in this study was conceptualized as the ability of the education sector to absorb children of school-going-age who quit all forms of child labor activities and return to formal education in schools. Open-ended interviews elicited narratives from 30 participants purposefully drawn from the Northern, Central, and Southern Uruan Local Government Areas of Akwa Ibom State. Interview data were transcribed, coded, and analyzed for emergent themes. The findings revealed that schools were evenly dispersed within the Uruan Local Government Area. However, the state of infrastructure in the schools, particularly in the rural communities, was in a condition of neglect with a high teacher-pupil ratio. There was a low incidence of child labor but a weak government enforcement strategy, particularly in the interior/riverine areas of the research population. This study leads to positive social change by creating awareness among policy makers that the various stakeholders in any public policy need to be equipped with adequate resources to minimize the incidence of policy failure in Nigeria.

La Universidad Nacional del Perú en adelante UNADELP por ser una entidad pública conceptualiza, diseña, ejecuta y evalúa sus proyectos mediante el marco normativo del Invierte. Pe, desarrollado por el Ministerio de Economía y Finanzas (MEF). Para el desarrollo del caso de negocio del trabajo de investigación se ha utilizado la metodología del marco lógico y mediante el análisis del árbol de problemas, el árbol de objetivos y el análisis de alternativas, se determinó la rentabilidad social mediante el indicador costo efectividad utilizado por el MEF e identificó que los proyectos de infraestructura educativa ejecutadas por UNADELP, por intermedio de su Centro de Infraestructura Universitaria CIU bajo la modalidad de administración directa, muestra desfases en alcance, cronograma y costo lo que no permite cumplir con los objetivos de la organización que es de acceder a una mayor disponibilidad de espacios formativos en su proceso de aprendizaje. Por lo tanto, se realiza la siguiente investigación implementando la guía del PMBOK®, el acta de constitución del grupo de proceso de inicio y el grupo de procesos de planificación en las áreas de conocimiento de alcance, cronograma y costo y considerando que es una organización pública, se propone el uso de las herramientas de la EDT Y MAR/RAM de la metodología PM4R Además, se propone la implementación en los procesos de monitoreo y control el uso de herramientas y plantillas de las áreas de conocimiento de alcance, cronograma y costo, sugiriendo el uso de herramientas de cronograma ganado, valor ganado y la línea base de desempeño. / The National University of Peru hereinafter UNADELP, as a public entity, conceptualizes, designs, executes and evaluates its projects through the regulatory framework of Invest. Pe, developed by the Ministry of Economy and Finance (MEF). For the development of the business case of the research work, the methodology of the logical framework has been used and through the problem tree analysis, the tree of objectives and the analysis of alternatives, we determine the social profitability through the cost effectiveness indicator used by the MEF and we identified that the educational infrastructure projects executed by UNADELP, through its CIU University Infrastructure Center under the direct administration modality, show gaps in scope, schedule and cost, which does not allow meeting the objectives of the organization that is to access a greater availability of training spaces in their learning process. Therefore, the following research is carried out implementing the PMBOK® Guide, the Project Charter process and the planning processes group in the knowledge areas of Scope, Schedule and Cost and considering that it is a public organization, and is proposed the use of both the EDT and MAR/RAM tools of the PM4R methodology In addition, it is proposed the implementation in the monitoring and control processes of the use of tools and templates from the knowledge areas of scope, schedule and cost, suggesting the use of tools of earned schedule, earned value and the performance measurement baseline. / Trabajo de investigación

Actualmente en el Perú, existe un déficit sustancial en el sistema educativo el cual se ve reflejado en los distintos rankings mundiales sobre educación y en la estadística. Este déficit está ocasionado por múltiples factores, por ejemplo, la poca capacitación del personal docente, la falta de materiales pedagógicos en las instituciones, un sistema administrativo inadecuado, entre otros. Además de los mencionados previamente, existe un factor que compete directamente al urbanismo y a la arquitectura: la alta brecha en infraestructura educativa en el país. La falta de infraestructura educativa de calidad, en definitiva, es uno de los principales causantes del déficit de educación. Esto se debe a que las poblaciones en edad escolar no tienen un espacio al que acudir todos los días a estudiar y aprender. Incluso si se analizan los centros educativos existentes cualitativamente, los mismos, no cumplen con los requerimientos esenciales para llevar a cabo una buena educación, moderna. Es por ello que como proyecto de tesis se realizará un colegio público. Este documento tiene como objetivo analizar un entorno en donde esté presente la brecha de infraestructura educativa. De esta manera, se podrá cuantificar la necesidad, así como contemplar y tomar en cuenta todos los factores que influyen en el diseño de una edificación. El análisis está organizado en 4 capítulos: presentación del tema, proyectos referenciales, programación arquitectónica y terreno y expediente urbano. En cada uno de los capítulos se expondrá información competente al tema. Todo ello con el fin de realizar posteriormente arquitectura real y adecuada. / At the present time, in Peru, there is a substantial deficit in the educational system, which can be seen reflected in the statistics of world education rankings. This deficit is caused by multiple factors, such as the lack of teacher capacitation, the lack of pedagogical material in institutions, an inadequate administrative system, amongst others. Besides from the problems previously mentioned, there is an existing factor that is directly involved with urban planning and architecture: the enormous gap in educational infrastructure in the country. The lack of quality educational infrastructure, in definitive, is one of the main causes for the national educational deficit. This is due to the fact that population in the school-age range do not have a space in which they can study and learn every day. It is important to mention that the ones that actually exist do not meet the essential requirements to offer an appropriate and modern education. This is why the thesis project developed in this current document is a public school. The purpose of this document is to analyse the surroundings in which the educational gap is present. In this way, it will be possible to measure the current necessity, and take in consideration all the multiple factors that influence in the design of an edification. The analysis is organized in 4 chapters: theme presentation, referential projects, architectural programming and terrain, and urban record. Each of the chapters will expose relevant information in relation to the subject, with the purpose of carrying out real and adequate architecture later on. / Tesis

Strengthening marriages is important to the well-being of individuals, families and communities. The transition to parenthood brings with it particular risks and opportunities for marriage relationships, yet no interventions have been successful in accessing a large number of couples during this critical time prepare and strengthen them for the challenges of becoming parents. The healthcare system has an established education infrastructure (childbirth education) that interacts with a significant number of couples during the transition to parenthood and has become increasingly open to incorporating relationship strengthening efforts into existing programs. The Marriage Moments program was designed to access couples through this system. This new approach to marriage education employs a program design unique in three ways: the context of childbirth education, a low-intensity content based on a model of marital virtues, and a simple, self-administered format of materials that gives the program great flexibility and transportability that can be implemented in a variety of existing systems. Initial formative program evaluation data show that the program is well received by participating couples. Marriage Moments is currently being pilot tested to evaluate its effectiveness in strengthening marriage through the transition, but it is expected the program will be disseminated widely and reach numerous couples as they transition to parenthood.