This essay deals with estimation methods while implementation of Type application software. After the introductory part, which stipulates objectives of the work and descriptions of how to achieve them, is a general description of basic features of the project. After this part, there are characterized basic attributes of estimates, various approaches to their formation and problems that can accompany estimation activity. This work also describes diversification of information systems according to their way of development on Individual application software and Type application software. Then it defines their mutual differences while implementation. Next chapter resolve the first objective associated with exploration of implementation methodologies used by companies operating on the Czech market in the area of IS / ICT. Part of this chapter is dedicated to the AcceleratedSAP methodology which describes the life cycle of projects. The following chapter deals with the performance of the second objective, which is a comprehensive overview of estimation methods. Some items from this list are later selected for more detailed evaluation, in account of some of them are marked under the third objective as suitable for projects dealing with implementation of Type application software. In the last section of this essay is solved the main given objective, which is to implement some of chosen estimation methods into AcceleratedSAP methodology. Later in this chapter is recorded a reflection on possibilities of using model based estimation methods in area of Type application SW. It is followed with a proposal for possible course of development of such a model. The work ends with a practical example of effort estimation through UCP method adapted for the Type application software environment. This is followed by conclusions evaluating the achievements of set objectives.

Open government relies heavily on reliable records to uphold service delivery and access to information. Without proper records management of business transactions and activities of an organization, the primary objective of openness becomes obscured and difficult to achieve. Within the digital space and environment, establishing good record- keeping procedures is challenging to both paper and e-records, because of a scarcity of clarity in the processes and measures in place, as well as as a result of lack of suitable ICT infrastructure plus skilled human resources to help facilitate good e-records management. The aim of this research was to provide a structure for the integration of records into open government initiatives in Botswana with the aim of assisting access to information and service delivery, and a subsequent transparent, accountable and open government. This is a mixed research study framed within the interpretivism epistemological inquiry model, and used Open Government Implementation Model and Action research being a theoretical lense in this study. Document analysis was used to gather information, complemented by interviews and questionnaires with participants and respondents alike purposively selected from the Ministry of Local Government and Rural Development (MLGRD). According to the findings, the legislative as well as regulatory frameworks in order to manage both paper and e-records were available in Botswana although inadequate. Similarly, the research showed that legislation that gives the citizens access to information and subsequently make compulsory for organizations to avail information upon request is absent. Furthermore, it was established through the study findings that information management practitioners are particularly are ill equipped and inexperienced to manage paper and electronic records. Due to the inavailability of ICT infrastructure to help facilitate both paper and e-records management was noted. In addition, open government initiatives were identified as producing e- records, but there were no defined protocols to help aid in their management. Therefore, this weakness can be addressed by integrating records management into open government initiatives, and be able to utilize suitably identified Enterprise Content Management (ECM) or Electronic Document and Records Management System (EDRMS). Currently, open government remains ensured through the reliance of only open government initiatives, without leveraging on good records management. This project study suggests a structure to integrate records management into open government initiatives anchored on legislation and regulatory frameworks with the confidence that its employment would support better information and service accessibility by the citizens. Finally, because of poor records management and a lack of legislation that encourage access to information, there will be continued reliance on the discretion of records professionals by the citizens to have information access. Similarly, without proper records management procedures, Information Communication Technologies (ICTs) will remain underutilized. Thus, it is a recommendation that MLGRD should develop proper records management procedures to guide and improve on the management of records. A further study to establish the level of e-readiness of the Botswana government to fully automate and guarantee the success of open government is recommended. / Information Science / D. Litt et Phil (Information Science)

No description available.

The introduction of Outcomes-Based Curriculum 2005, has meant that the learning area of Life Orientation has undergone significant changes. These changes encompass both the scope of the learning area of Life Orientation, and the implementation of Life Orientation. The aim of this investigation has been to examine the implications of Outcomes-Based Curriculum 2005, for Life Orientation as well as to propose a method of assisting this implementation. The training of facilitators has met with mixed results and there is still confusion surrounding Curriculum 2005, and the learning area of Life Orientation. The development of an implementation model was therefore proposed and developed to assist Life Orientation facilitators to make the transition from a theoretical understanding to the practical implementation. The results of the study determined that the facilitators were overwhelmingly in support of the implementation model. They found it provided a logical and comprehensive framework, which would be helpful in assisting them with planning their learning programmes. In order to understand more fully the effectiveness of the implementation model in the classroom reality, it will however be necessary to undertake a study over a longer term with participating facilitators. A number of other issues also were investigated as part of this study. From this it was determined that facilitators feel they require more training to implement an Outcomes-Based appro'ach particularly with regard to assessment. Facilitators have also not yet fully understood what constitutes the learning area of Life Orientation, nor their tasks as a facilitator. / Psychology of Education / D. Ed. (Psychology of Education)

Les politiques éducatives se multiplient à l’échelle des pays industrialisés mais celles-ci semblent rencontrer de graves problèmes d’atteinte de résultats concrets et satisfaisants. La mise en œuvre d’une politique, notamment les stratégies gouvernementales « hybrides » sélectionnées, c’est-à-dire des stratégies d’implantation de politiques qui misent à la fois sur des stratégies « top-down » et aussi « bottom-up », semble être un élément-clé à considérer pour leur efficience (Gather-Thurler, 2000; Van Zanten, 2004; Fullan, 2005, 2007). Or, les connaissances concernant ces stratégies de mise en œuvre sont partielles, encore peu développées et les raisons qui expliquent ces choix politiques se font rares; ce qui rend la production de politiques effectives et durables difficile (Fullan, 2000; Leithwood et Earl, 2000; Van Zanten, 2004). Le Québec a entrepris, en 1997, une réforme à grande échelle de son système d’éducation; réforme qui mise explicitement sur des stratégies gouvernementales « hybrides » pour sa réalisation. Cette étude s’attarde à cette réforme, plus spécifiquement à sa réforme du curriculum au primaire, afin de : 1) retracer les grands moments-clés de la mise en œuvre de la politique associés aux différentes dimensions du concept d’« hybridité »; 2) identifier et décrire les stratégies gouvernementales « hybrides » qui leur sont associées; 3) formuler des hypothèses explicatives provisoires et les valider; 4) élaborer un modèle explicatif et 5) expliciter l’incidence du modèle proposé sur les théories existantes. Cette étude de cas est effectuée par l’entremise de deux formes de cueillette de données complémentaires : une analyse documentaire et des entrevues semi-dirigées. Une analyse documentaire est réalisée à partir des documents formels de l’autorité publique (N=14) et d’une revue de presse, de 1995 à 2003 (N=648). Les entrevues (N=23) visent, pour leur part, à recueillir les propos des : 1) concepteurs et décideurs; 2) opérationnalisateurs; 3) concepteurs-opérationnalisateurs et 4) experts. La combinaison des données recueillies permet d’établir la comparaison entre le processus et la structure (Meny et Thoenig, 1989), le prescriptif et l’effectif, afin de comprendre la vraie dynamique qui a animé le processus de mise en œuvre de la politique étudiée. Ainsi, l’examen du processus de mise en œuvre de la réforme du curriculum québécois du primaire permet de retracer le modèle d’implantation de la politique curriculaire québécoise. Ce modèle d’implantation novateur fait état du fait que des stratégies hybrides non improvisées et exigeantes furent pensées et proposées par les autorités québécoises. Ce modèle d’implantation élaboré permettait de penser que la politique curriculaire québécoise allait, possiblement, permettre d’obtenir des résultats tangibles et durables dans les milieux scolaires. L’analyse de la structure de mise en œuvre révèle, pour sa part, que les stratégies d’implantation qui se sont déployées sur le terrain rejoignaient presqu’intégralement les stratégies « hybrides » initialement prévues. Le processus d’implantation a cependant connu une évolution différente de celle attendue. La mise en œuvre concrète qui s’est vécue sur le terrain fut difficile et hasardeuse, malgré l’approche « hybride » adoptée. Les éléments qui expliquent les difficultés d’implantation vécues sont présentés et analysés dans cette étude. / Industrialized countries are implementing more and more educational policies, but these policies face serious problems in their attempts at obtaining concrete and satisfying results. The implementation of a policy, especially the “hybrid” government strategies selected, e.g. policy implementation strategies that rely on both “top-down” and “bottom-up” strategies, seems to be a key element to consider ensuring their efficiency (Gather Thurler, 2000; Van Zanten, 2004; Fullan, 2005, 2007). However, knowledge of these implementation strategies is incomplete and underdeveloped, and the reasons behind these political choices are rare. All this makes the development of actual and sustainable policies difficult (Fullan, 2000; Leithwood & Earl, 2000; Van Zanten, 2004). In 1997, Quebec implemented a large-scale reform of its educational system, which focused explicitly on “hybrid” government strategies for its success. The present study focuses on this reform, more specifically on the changes to the elementary school curriculum, in order to: 1) recount the key moments of the implementation of the policy associated with the different dimensions of the concept of “hybridity”; 2) identify and describe the government strategies; 3) formulate provisional explanatory hypotheses and validate them; 4) develop an explanatory model; 5) explain the impact of the proposed model on existing theories. This case study used two complementary data collection methods: a review of the literature and semi-structured interviews. The review of literature was based on formal documents from the government (N=14) and a media review, from 1995 to 2003 (N=648). The interviews (N=23) aimed to collect the comments of 1) idea men and policy-makers; 2) policy implementers; 3) idea men and policy implementers; 4) experts. The combination of the data collected establishes a comparison between the process and the structure (Meny & Thoenig, 1989), the prescriptive and the actual, in order to understand the real dynamic behind the implementation process studied. Thus, through the study of the implementation process of the Quebec elementary school curriculum reform, we can recount the implementation model of Quebec’s curricular policy. This innovative implementation model shows that non-improvised and demanding hybrid strategies were thought out and proposed by the Quebec government. This elaborate implementation model led to the belief that the Quebec curricular policy could possibly obtain tangible and sustainable results in schools. Analysis of the implementation structure reveals that the implementation strategies in the field stuck closely to the “hybrid” strategies originally planned. However, the implementation process did not evolve in the expected way. The actual implementation in the field was difficult and risky, despite the “hybrid” approach adopted. The elements explaining the implementation problems are presented and analyzed in this study.

Les politiques éducatives se multiplient à l’échelle des pays industrialisés mais celles-ci semblent rencontrer de graves problèmes d’atteinte de résultats concrets et satisfaisants. La mise en œuvre d’une politique, notamment les stratégies gouvernementales « hybrides » sélectionnées, c’est-à-dire des stratégies d’implantation de politiques qui misent à la fois sur des stratégies « top-down » et aussi « bottom-up », semble être un élément-clé à considérer pour leur efficience (Gather-Thurler, 2000; Van Zanten, 2004; Fullan, 2005, 2007). Or, les connaissances concernant ces stratégies de mise en œuvre sont partielles, encore peu développées et les raisons qui expliquent ces choix politiques se font rares; ce qui rend la production de politiques effectives et durables difficile (Fullan, 2000; Leithwood et Earl, 2000; Van Zanten, 2004). Le Québec a entrepris, en 1997, une réforme à grande échelle de son système d’éducation; réforme qui mise explicitement sur des stratégies gouvernementales « hybrides » pour sa réalisation. Cette étude s’attarde à cette réforme, plus spécifiquement à sa réforme du curriculum au primaire, afin de : 1) retracer les grands moments-clés de la mise en œuvre de la politique associés aux différentes dimensions du concept d’« hybridité »; 2) identifier et décrire les stratégies gouvernementales « hybrides » qui leur sont associées; 3) formuler des hypothèses explicatives provisoires et les valider; 4) élaborer un modèle explicatif et 5) expliciter l’incidence du modèle proposé sur les théories existantes. Cette étude de cas est effectuée par l’entremise de deux formes de cueillette de données complémentaires : une analyse documentaire et des entrevues semi-dirigées. Une analyse documentaire est réalisée à partir des documents formels de l’autorité publique (N=14) et d’une revue de presse, de 1995 à 2003 (N=648). Les entrevues (N=23) visent, pour leur part, à recueillir les propos des : 1) concepteurs et décideurs; 2) opérationnalisateurs; 3) concepteurs-opérationnalisateurs et 4) experts. La combinaison des données recueillies permet d’établir la comparaison entre le processus et la structure (Meny et Thoenig, 1989), le prescriptif et l’effectif, afin de comprendre la vraie dynamique qui a animé le processus de mise en œuvre de la politique étudiée. Ainsi, l’examen du processus de mise en œuvre de la réforme du curriculum québécois du primaire permet de retracer le modèle d’implantation de la politique curriculaire québécoise. Ce modèle d’implantation novateur fait état du fait que des stratégies hybrides non improvisées et exigeantes furent pensées et proposées par les autorités québécoises. Ce modèle d’implantation élaboré permettait de penser que la politique curriculaire québécoise allait, possiblement, permettre d’obtenir des résultats tangibles et durables dans les milieux scolaires. L’analyse de la structure de mise en œuvre révèle, pour sa part, que les stratégies d’implantation qui se sont déployées sur le terrain rejoignaient presqu’intégralement les stratégies « hybrides » initialement prévues. Le processus d’implantation a cependant connu une évolution différente de celle attendue. La mise en œuvre concrète qui s’est vécue sur le terrain fut difficile et hasardeuse, malgré l’approche « hybride » adoptée. Les éléments qui expliquent les difficultés d’implantation vécues sont présentés et analysés dans cette étude. / Industrialized countries are implementing more and more educational policies, but these policies face serious problems in their attempts at obtaining concrete and satisfying results. The implementation of a policy, especially the “hybrid” government strategies selected, e.g. policy implementation strategies that rely on both “top-down” and “bottom-up” strategies, seems to be a key element to consider ensuring their efficiency (Gather Thurler, 2000; Van Zanten, 2004; Fullan, 2005, 2007). However, knowledge of these implementation strategies is incomplete and underdeveloped, and the reasons behind these political choices are rare. All this makes the development of actual and sustainable policies difficult (Fullan, 2000; Leithwood & Earl, 2000; Van Zanten, 2004). In 1997, Quebec implemented a large-scale reform of its educational system, which focused explicitly on “hybrid” government strategies for its success. The present study focuses on this reform, more specifically on the changes to the elementary school curriculum, in order to: 1) recount the key moments of the implementation of the policy associated with the different dimensions of the concept of “hybridity”; 2) identify and describe the government strategies; 3) formulate provisional explanatory hypotheses and validate them; 4) develop an explanatory model; 5) explain the impact of the proposed model on existing theories. This case study used two complementary data collection methods: a review of the literature and semi-structured interviews. The review of literature was based on formal documents from the government (N=14) and a media review, from 1995 to 2003 (N=648). The interviews (N=23) aimed to collect the comments of 1) idea men and policy-makers; 2) policy implementers; 3) idea men and policy implementers; 4) experts. The combination of the data collected establishes a comparison between the process and the structure (Meny & Thoenig, 1989), the prescriptive and the actual, in order to understand the real dynamic behind the implementation process studied. Thus, through the study of the implementation process of the Quebec elementary school curriculum reform, we can recount the implementation model of Quebec’s curricular policy. This innovative implementation model shows that non-improvised and demanding hybrid strategies were thought out and proposed by the Quebec government. This elaborate implementation model led to the belief that the Quebec curricular policy could possibly obtain tangible and sustainable results in schools. Analysis of the implementation structure reveals that the implementation strategies in the field stuck closely to the “hybrid” strategies originally planned. However, the implementation process did not evolve in the expected way. The actual implementation in the field was difficult and risky, despite the “hybrid” approach adopted. The elements explaining the implementation problems are presented and analyzed in this study.

The introduction of Outcomes-Based Curriculum 2005, has meant that the learning area of Life Orientation has undergone significant changes. These changes encompass both the scope of the learning area of Life Orientation, and the implementation of Life Orientation. The aim of this investigation has been to examine the implications of Outcomes-Based Curriculum 2005, for Life Orientation as well as to propose a method of assisting this implementation. The training of facilitators has met with mixed results and there is still confusion surrounding Curriculum 2005, and the learning area of Life Orientation. The development of an implementation model was therefore proposed and developed to assist Life Orientation facilitators to make the transition from a theoretical understanding to the practical implementation. The results of the study determined that the facilitators were overwhelmingly in support of the implementation model. They found it provided a logical and comprehensive framework, which would be helpful in assisting them with planning their learning programmes. In order to understand more fully the effectiveness of the implementation model in the classroom reality, it will however be necessary to undertake a study over a longer term with participating facilitators. A number of other issues also were investigated as part of this study. From this it was determined that facilitators feel they require more training to implement an Outcomes-Based appro'ach particularly with regard to assessment. Facilitators have also not yet fully understood what constitutes the learning area of Life Orientation, nor their tasks as a facilitator. / Psychology of Education / D. Ed. (Psychology of Education)

Genom Agenda 2030 skapades Sveriges 16 miljömål och ett av dessa miljömål uppnås inte i dagsläget är målet Levande skogar. Trots befintliga åtgärder har miljömålet en fortsatt negativ utveckling, för att bevara skogens biologiska och kulturella värden krävs förstärkta åtgärder och styrmedel. En kommunal nivå är viktig för implementeringen av miljömålet genom samhällsplanering. Syftet med studien är att skapa förståelse för hur Sunne och Karlstad kommun prioriterar och värderar skogen i deras samhällsplanering genom att genomföra en jämförande fallstudie och analysera utifrån en syntetisk top-down/bottom-up teoretisk implementeringsmodell och även granska likheter och skillnader mellan detaljplanerna. Uppsatsens frågeställningar följer: • Reflekteras de politiska argumenten angående miljömålet levande skogar genom implementeringsprocessen inom stadsplanering? • Finns ett tydligt arbete i planeringsprocessen i Sunne och Karlstad kommun som strävar efter att uppnå miljömålet levande skogar?  • Vilka prioriteringar inom samhällsplanering görs i förmån till skogen i Sunne och Karlstad kommun? Studiens resultat visar att implementeringsprocessen inom stadsplanering påverkas av de politiska argumenten angående miljömålet Levande skogar. Samarbetet mellan olika nivåer inom implementeringen som involverar organisationer och aktörer från ett beslutande av en policy till genomförandet på lokal nivå är viktigt för hur det sedan implementeras i samhällsplaneringen. Policyn för Levande skogar diskuteras inte specifikt i någon av detaljplanerna, men flera delar av planerna berör ändå detta policyområde. Det finns flera likheter och skillnader mellan detaljplanerna i Sunne och Karlstad kommun när det gäller arbetet med frågor kopplade till natur och skog. I Sunne kommun finns det en tydlig prioritering av att bevara skogen och dess naturvärden. I Karlstad kommun genomförs skogliga åtgärder för att utveckla trygghet, upplevelse, funktion och trivsel för människor, djur och växtlighet i tätortsnära skog enligt kommunen. / Through Agenda 2030, Sweden developed 16 environmental goals. One of these environmental goals that are currently not reached is the Living Forests goal. Despite existing measures, the goal has continued negative development. To preserve the forest's biological and cultural values, strengthened measures and instruments are required. The municipal level is essential for implementing the environmental objective through community planning. The case study's intent is to develop a deeper understanding of how the municipalities of Sunne and Karlstad prioritize and value the forest in their urban planning. Conducting a comparative case study and analysing based on a synthetic top-down/bottom-up theoretical implementation model and reviewing similarities and differences between the detailed plans. The case study's questions follow:  • Are the political arguments regarding the environmental goal of living forests reflected through the implementation process in urban planning? • Is the work evident in the planning process in Sunne and Karlstad municipalities that strive to achieve the environmental goal of living forests?  • What priorities in urban planning are made in favour of the forest in Sunne and Karlstad municipalities? The results show that the implementation process in urban planning is influenced by the political arguments regarding the environmental goal of Living Forests. The cooperation between different levels within the implementation that involves organizations and actors, from the decision of a policy to the implementation at the local level, is essential for how it implements in community planning. The Living Forests policy is not addressed in any of the detailed plans, but several parts of both plans still touch on this policy area. There are several similarities and differences between the detailed planning documents in both municipalities regarding the work with topics connected to nature and forests. Sunne municipality has a clear priority to preserve the forest and its natural values. In Karlstad municipality, forestry measures are carried out to develop safety, experience, function, and well-being for people, animals, and vegetation in forests close to urban areas, according to the municipality.