In 2006 the Kingdom of Saudi Arabia (KSA) introduced new legislation related to corporate governance (CG). Initial evaluation by the World Bank three years later showed relatively modest implementation of the regulations. This thesis investigates the extent to which this has been adopted over the past ten years. Saudi business has become more globalized, and a more standardised approach to CG is naturally expected by international partners and investors who must themselves justify investment. This research expands the existing literature on CG by examining the progress of countries with developing economies and relatively weak or new histories of regulated CG. This thesis explores the extent and form of the uptake of the newest generation of CG regulations, the existing roadblocks and the general current attitudes to corporate governance in KSA, examining the extent of KSA company compliance with KSA corporate governance regulations, the reasons for non-compliance when that exists, and any relevant deficits in the 2006 legislation with respect to international best practice. This is investigated through the use of a series of interviews and surveys with major Saudi organizations, as well as analysis of secondary information. The mixed method approach of quantitative and qualitative data analysis was selected as providing a means to generate both benchmarking data (i.e. quantitative) and further insight as to obstacles for further adoption (i.e. qualitative). As the basis for the investigation, questions are structured around four basic pillars of corporate governance: transparency; stakeholder value; responsibility; and fairness. This linkage of these factors with organisational structure, decision-making and the overall image of the firm within the industry is combined with an examination of how CG affects Saudi business expansion and investments, particularly in relation to how parties from other countries perceive the governance of a company. This perception of governance may condition their views concerning, for example, partnering with and investing in that company. The secondary data relates to The Saudi Arabian Monetary Agency (SAMA), Sanabil Investments and Saudi Arabia Basic Industries Corporation (SABIC). The qualitative data analysis was taken from interviews conducted from fifteen top managers of large-scale organisations. The quantitative data was collected from three organisations: Almarai, Saudi Aramco and Albaik. The overall results of the qualitative analysis and the secondary analysis showed that CG plays a vital role in business development. Quantitative analysis supported the idea that transparency, stakeholder value and corporate image are the main attributes of CG in a Saudi context, with statistical analysis indicating that both are essential to company access to private investment and market liquidity The overall findings indicate KSA’s need to improve its CG standards further, and taht whilst benchmarking of government-supported institutions such as SAMA and SABIC would be of assistance, the KSA government could play a pro-active role in encouraging businesses to expand best international corporate governance practices.

The purpose of this study was to appraise the meaning and challenges of the principal’s school governance role in the Gert Sibande Region of the Mpumalanga Province. This was premised on the inherent challenges of the principal’s role as prescribed in the South African Schools Act, which locates the principal in the school governing body (SGB) as a member who promotes the best interests of the school; as well as an ex officio member who represents and promotes the interests of the employer – the Department of Education. It was found, through the literature review, that the challenges of the principal’s school governance role were largely symptoms of different emphases on the various functions of the SGB as listed in the South African Schools Act. As such, the concept of school governance was contextualised into an understanding of the essence of the school governance mandate as concerned with three main roles of the SGB, namely, providing the school with a strategic direction, the SGB being critical friend to the school and holding the school to account. Through qualitative interviews of purposely selected school principals, educator-governors and parent-governors, it was found that the principal’s role was influenced by, among others, challenges pertaining to the principals’ ex officio role, parent governors’ low education level, parent governors perceptions about being in the SGB, the perceptions about the principals’ role in the SGB by other members and miscellaneous challenges pertaining to perceptions and structural factors about the school governance role. This was found to be a result of the listed nature of the Schools Act’s governance roles and responsibilities and pointed to the need for giving context to them through an approach that focuses on the meaning and implications of the school governance mandate. For that reason, this study proposes a Three-step Approach to school governance. The Three step-Approach to school governance takes the school governance mandate as a point of departure and models the school governance process from the intention to establish SGBs through elections of a new and incoming SGB while the outgoing SGB is in the final stages of its term of office; to training of SGB members over stages that focus on the relevant content and components of school governors; and culminates into the start of the process of functioning of the incoming SGB. The emphasis of this approach is on fostering a clear understanding of the school governance mandate; how it contextualises the listed functions in the Schools Act; and the need for the SGB to start functioning with members already trained and in full understanding of their roles as they relate to the school governance mandate of promoting the best interests of the schools through the provision of quality education for all learners at the school. / PhD (Education Management)--North-West University, Vaal Triangle Campus, 2015.

The purpose of this study was to appraise the meaning and challenges of the principal’s school governance role in the Gert Sibande Region of the Mpumalanga Province. This was premised on the inherent challenges of the principal’s role as prescribed in the South African Schools Act, which locates the principal in the school governing body (SGB) as a member who promotes the best interests of the school; as well as an ex officio member who represents and promotes the interests of the employer – the Department of Education. It was found, through the literature review, that the challenges of the principal’s school governance role were largely symptoms of different emphases on the various functions of the SGB as listed in the South African Schools Act. As such, the concept of school governance was contextualised into an understanding of the essence of the school governance mandate as concerned with three main roles of the SGB, namely, providing the school with a strategic direction, the SGB being critical friend to the school and holding the school to account. Through qualitative interviews of purposely selected school principals, educator-governors and parent-governors, it was found that the principal’s role was influenced by, among others, challenges pertaining to the principals’ ex officio role, parent governors’ low education level, parent governors perceptions about being in the SGB, the perceptions about the principals’ role in the SGB by other members and miscellaneous challenges pertaining to perceptions and structural factors about the school governance role. This was found to be a result of the listed nature of the Schools Act’s governance roles and responsibilities and pointed to the need for giving context to them through an approach that focuses on the meaning and implications of the school governance mandate. For that reason, this study proposes a Three-step Approach to school governance. The Three step-Approach to school governance takes the school governance mandate as a point of departure and models the school governance process from the intention to establish SGBs through elections of a new and incoming SGB while the outgoing SGB is in the final stages of its term of office; to training of SGB members over stages that focus on the relevant content and components of school governors; and culminates into the start of the process of functioning of the incoming SGB. The emphasis of this approach is on fostering a clear understanding of the school governance mandate; how it contextualises the listed functions in the Schools Act; and the need for the SGB to start functioning with members already trained and in full understanding of their roles as they relate to the school governance mandate of promoting the best interests of the schools through the provision of quality education for all learners at the school. / PhD (Education Management)--North-West University, Vaal Triangle Campus, 2015.

La situation d’insécurité alimentaire et nutritionnelle récurrente dont souffrent environ 155 millions d’enfants dans le monde dont 59 millions en Afrique et particulièrement ceux du Sahel et de la Corne de l’Afrique, constitue un problème majeur de santé publique, de développement et de conscience collective mondiale dans ce nouveau contexte de globalisation de la prospérité, des droits de survie, d’éducation et de protection des enfants.La malnutrition des enfants de moins de cinq ans caractérisée par le rachitisme, l’insuffisance pondérale ou l’émaciation, augmente leurs risques de décès, handicape le développement psycho moteur de même que leurs réussites scolaires et professionnelles et impacte négativement le développement économique des pays entrainant un cercle vicieux de pauvreté familiale et sociétale et d’émigrations.Parmi les pays les plus touchés par la malnutrition des enfants, les cinq pays ayant fait l’objet de cette thèse (le Burkina Faso, le Niger, le Sénégal, l’Ethiopie et le Ghana), sont fragilisés à des degrés variés, par un environnement climatique et géo-écologique austère, une instabilité du régime politique, un faible développement économique et social ainsi qu’une gouvernance nutritionnelle déficiente causée par le déficit d’engagements politiques, législatifs et financiers réels et les faiblesses des capacités institutionnelles.En plus de l’insécurité alimentaire, les enfants et leurs familles sont confrontées au manque de disponibilité et d’infrastructures sociales et de santé communautaires, à la pauvreté du ménage, au statut social précaire, au fardeau démographique, aux inégalités de genre entre hommes et femmes, aux contraintes de normes sociales, culturelles et de croyances traditionnelles, à l’ignorance qui entretiennent des pratiques comportementales inappropriées d’alimentation et de nutrition des enfants ainsi que l’environnement insalubre vecteur de maladies.Le réveil politique, l’investissement multi sectoriel et l’éducation de masse en faveur de la nutrition des enfants sont requis pour l’atteinte des engagements mondiaux pour 2030 visant le développement, la prospérité pour tous, l’élimination de la faim et de la malnutrition. / Continuous food and nutrition insecurity that affect lives of 155 millions of children in the world including about 59 million in African countries mostly in the Sahel and horn of Africa represent a critical public health and underdevelopment problem which creates a deep worldwide collective moral issue within the new global transformative agenda for the universal prosperity (no one is left behind) and child rights for survival, development and protection.Under five child malnutrition characterized by stunting, underweight or wasting increase the risk of child morbidity and mortality, handicap readiness of learning and professional skills and impact on economic development of the country resulting to a vicious circle of poverty and fragility of the family and causing international migrations.Four countries mostly affected by child malnutrition in the Sahel and horn of Africa that we have selected for this study (Burkina Faso, Niger, Senegal and Ethiopia) in comparison to Ghana are facing the severity of climatic and geo-ecologic environment, political instability, weak economic and social development and the gap of nutritional governance undermined by the lack of political, legal and financial commitments of Government and the limited institutional capacities to combat strongly undernutrition.In addition to food insecurity, malnourished children and their families are confronted to bottlenecks of supply and demand of access and use of community based basic social services, to the household poverty, the poor family social status, to demographic burden, gender based inequality, heavy social norms, traditional cultural and believes and ignorance of malnutrition which cause inadequate behavioral practices of child feeding and nutrition, child health care including unsafety water & sanitation conditions that facilitate diseases & malnutrition.Strengthening effective political engagement, accountable governance and massive financial investment for multi sector integrated interventions, promoting social protections systems and massive community based social and behavior changes in favor of child and mother nutrition are required for achieving SDG of “no one left behind prosperity, ending hunger, malnutrition… by 2030” and achieving child rights.