Professional development (PD) of teachers is part of the Department of Basic Education‘s (DBE) initiative to encourage school communities to use of information and communication technology (ICT) to improve the quality of Mathematics teaching and learning. The South African Council of Educators stipulates that PD programmes should align with system-wide needs, strengthen learning area content and outcomes, and promote system transformation. Imbedded in this system-wide criterion is The White Paper on e-Education to employ a fully ICT integrated system at all levels of education: management, teaching and learning, and administration by 2013. Mathematics teachers require PD that develops their technological pedagogical and content knowledge (TPACK) and their social professional identity (SPI). The PD of Mathematics teachers for ICT integration can assist the DBE to achieve the aims of The White Paper on e-Education and bridge the technology gap between South Africa and international education systems. Open distance learning (ODL) could be a viable method to deliver PD to Mathematics teachers to address their zone of proximal development, develop their TPACK, and establish and maintain their SPI. This study made use of a fully mixed sequential equal status multi-mode research design and methodologies to develop guidelines for the PD of Mathematics teachers in the pedagogical use of ICT in ODL. The qualitative phase (Phase I) was rooted in the interpretivist paradigm. Through an adjustable exploration of a systematic literature review, the researcher identified 23 core documents, analysed them with Atlas.ti™, and conceptualised four themes according to Engeström‘s third generation activity theory (AT). Phase II (radical exploration phase) of the research design was rooted in the radical structuralist paradigm. In the context of transformation, it developed, validated, and standardised a research instrument for the measurement of Mathematics teachers‘ PD requirements. The instrument was distributed to 300 senior phase (grades 7-9) Mathematics teachers in eight education management district centres of the WCED. The analyses of the quantitative data conceptualised a fifth activity system. The five activity systems from the adjustable and radical exploration phases were symbiotic, and co-dependent. Expansive learning was used for boundary crossing and network building during six phases of this study. The findings from the six phases of the expansive learning cycle indicated that PD of Mathematics teachers in ODL for Phase III implementation of the e-Education policy should be a joint initiative. Fundamentally ICT integration and implementation should start with Department of Basic Education (DBE) initiatives. The DBE and Provincial Departments of Education (PDEs) should conduct a needs analysis of ICT implementation, evaluate previous ICT PD programmes, plan ICT PD strategies aligned with the ICT development plan, as well as with the requirements of the Mathematics teachers. The DBE and PDE should invest in the provision of ICT equipment, afford human capital, reinstate the laptop initiative for teachers, and supply schools with networked-computer facilities to explore online platforms for PD. Mathematics teachers should assess their professional knowledge to construct new philosophies, create a subject network group, and interact as participants and members within their social environments. The standardised instrument could be used to determine and compare the PD of Mathematics teachers in other provinces and contexts. / PhD (Training and development), North-West University, Potchefstroom Campus, 2014

Professional development (PD) of teachers is part of the Department of Basic Education‘s (DBE) initiative to encourage school communities to use of information and communication technology (ICT) to improve the quality of Mathematics teaching and learning. The South African Council of Educators stipulates that PD programmes should align with system-wide needs, strengthen learning area content and outcomes, and promote system transformation. Imbedded in this system-wide criterion is The White Paper on e-Education to employ a fully ICT integrated system at all levels of education: management, teaching and learning, and administration by 2013. Mathematics teachers require PD that develops their technological pedagogical and content knowledge (TPACK) and their social professional identity (SPI). The PD of Mathematics teachers for ICT integration can assist the DBE to achieve the aims of The White Paper on e-Education and bridge the technology gap between South Africa and international education systems. Open distance learning (ODL) could be a viable method to deliver PD to Mathematics teachers to address their zone of proximal development, develop their TPACK, and establish and maintain their SPI. This study made use of a fully mixed sequential equal status multi-mode research design and methodologies to develop guidelines for the PD of Mathematics teachers in the pedagogical use of ICT in ODL. The qualitative phase (Phase I) was rooted in the interpretivist paradigm. Through an adjustable exploration of a systematic literature review, the researcher identified 23 core documents, analysed them with Atlas.ti™, and conceptualised four themes according to Engeström‘s third generation activity theory (AT). Phase II (radical exploration phase) of the research design was rooted in the radical structuralist paradigm. In the context of transformation, it developed, validated, and standardised a research instrument for the measurement of Mathematics teachers‘ PD requirements. The instrument was distributed to 300 senior phase (grades 7-9) Mathematics teachers in eight education management district centres of the WCED. The analyses of the quantitative data conceptualised a fifth activity system. The five activity systems from the adjustable and radical exploration phases were symbiotic, and co-dependent. Expansive learning was used for boundary crossing and network building during six phases of this study. The findings from the six phases of the expansive learning cycle indicated that PD of Mathematics teachers in ODL for Phase III implementation of the e-Education policy should be a joint initiative. Fundamentally ICT integration and implementation should start with Department of Basic Education (DBE) initiatives. The DBE and Provincial Departments of Education (PDEs) should conduct a needs analysis of ICT implementation, evaluate previous ICT PD programmes, plan ICT PD strategies aligned with the ICT development plan, as well as with the requirements of the Mathematics teachers. The DBE and PDE should invest in the provision of ICT equipment, afford human capital, reinstate the laptop initiative for teachers, and supply schools with networked-computer facilities to explore online platforms for PD. Mathematics teachers should assess their professional knowledge to construct new philosophies, create a subject network group, and interact as participants and members within their social environments. The standardised instrument could be used to determine and compare the PD of Mathematics teachers in other provinces and contexts. / PhD (Training and development), North-West University, Potchefstroom Campus, 2014

En matière d’aide au développement le droit est aussi inventif que fertile : droits économiques et sociaux, droits de l’homme, développement humain durable, etc. ; autant de matières mises en balance avec le droit du marché, de la concurrence sous couvert d’un intérêt économique général. La première option de cette étude est d’envisager les mécanismes juridiques propres à l’aide au développement à travers ces deux finalités à première vue antinomiques : l’efficience économique et le développement humain. La seconde est de délimiter le champ de recherche à la matière conventionnelle afin d’apprécier le seul processus partenarial qui, du point de vue de la coopération internationale, n’a pas livré tout son potentiel. L’intérêt de ce modèle de coopération internationale fondé sur le « Partenariat » n’est encore que secondaire comparé à la nature des parties (publique et privée) qui s’obligent, la nature des droits (politiques, économiques et sociaux) qu’il se propose de concilier, et enfin, les obligations à la fois de rentabilité et d’humanisme (le marché du développement humain) qu’il impose aux partenaires. Ainsi, la finalité de cette recherche est, certes, d’interroger les effets juridiques de tels partenariats, mais également de considérer le contrat de marchés publics d’aide au développement comme, potentiellement, porteur d’une nouvelle formule de coopération visant à résorber les inégalités de développement entre États. / As regards development aid the law is as creative as fertile : economic and social rights, human rights, sustainable development, etc. ; so many matters put in balance with the market law, the competition on behalf of a general economic interest. The first option of this study is to consider the legal mechanisms peculiar to the development aid through these two ends, at first sight paradoxical/antinomical : the economic efficiency and the human development. The second is to bound the field of research to the conventional material in order to appreciate the only process partnership which, from the international cooperation point of view, has not delivered yet all his potential. The interest of this international cooperation pattern based on the ”Partnership” remains still secondary, compared with the nature of the parties (public and private) which bind themselves, the nature of the rights (political, economical and social) that it sets out to conciliate, and finally, the bonds of profitability as well as humanism (the market of human development) it imposes upon its partners. Thus, the purpose of this research is indeed, to question the legal effects of such partnerships, but also, to regard the contract of public procurements of Development Aid, as potentially a growth market of an new model cooperation to be used for resorb inequalities of development between states.