發展援助議題一直是國際社會相當重要的議題，臺灣在面臨外交困境之際，仍致力於從事國際援助。然而，國際新興援助國的興起，加上發展中國家的轉變，對外援助趨勢逐漸朝向以受援國為主要核心價值的發展。近年來，緬甸逐漸對外開放，不但成為國際發展合作的新焦點，亦成為臺灣接觸的對象。本研究歸納整理國際發展援助的趨勢，並以緬甸為案例，利用文獻分析與深度訪談來分析當代援助模式。此外，為使本研究更具全球意義，將其他國家與國際組織對緬甸的發展合作策略納入分析，探討目前新興國家與緬甸的發展合作模式，並指出目前我國所面臨的援助有效性問題。 在全球化下的今日，僅是透過援助難以使一國持續向上發展，唯有結合投資才能促進發展。研究結果發現，相對於私部門因我國公部門受國際政治限制，使得援助效益不如預期。為此，本研究認為若能利用官方對外援助鼓勵我國私人企業對外投資，不僅能提升政府援助效率，亦可強化我國與受援國之經濟，進而帶動其他發展，對於我國與東南亞國家而言，為雙贏局面。 / Even under diplomatic plight, Taiwan, for long, has been committed to development assistance due to its importance to international community. During the past decade, with the rise of newly emerging donors and certain shifts within developing countries, rule of game has quickly changed. The need of recipients has become the focus of foreign aid, and this research intends to study if Taiwan’s assistance follows such emerging rules. Due to its ascending degree of opening-up, Myanmar has stepped into the spotlight of international and Taiwanese development cooperation in the past few years. To explore Taiwan’s foreign aid efficiency, the author will use Myanmar as a case, summarizing the trends in international development assistance, examining the strategies of different countries and international organizations, and comparing Taiwan’s development methods in this country. In the era of globalization, it is difficult to promote a country’s development without investment. The result of this study indicate that Taiwan’s foreign aid is ineffective due to （domestic）political restriction, therefore, if Taiwan can use official assistance to encourage private sectors to invest abroad, it will not only improve the efficiency of government assistance but also strengthen the economic link between Taiwan and recipient countries. Therefore creates a mutual-benefit situation for Taiwan and Southeast Asian countries.

Philosophiae Doctor - PhD / After the democratic elections of 1994, the South African government embarked on radical reforms to the apartheid education system, which included the development of a policy that is committed to human rights and social justice. The inclusive education policy, entitled: Education White Paper 6: Special Needs Education: Building an Inclusive Education and Training System (Department of Education, 2001) was released in July 2001. This inclusive education policy brought with it the prospect of changing the structures that promoted exclusionary and discriminatory practices in the education system. While the inclusive education framework is characterised by explicit policy directives, well-defined outcomes and a firm commitment to human rights and social justice, there is a growing realisation that a considerable gap exists between this framework and its effective implementation. The main aim of this study was to understand the factors that facilitate or constrain the implementation of inclusive education in the South African context. These factors were explored through a qualitative case study. A documentary analysis, as well as unstructured and semi-structured interviews was used to collect the data within the context of the research aims, questions, and a framework of categories, drawn from relevant literature, was used to analyse the data. The first major finding of this study was that the implementation of inclusive education policy in South Africa has been facilitated by the school communities' beliefs, values and norms relating to the inclusion of learners with disabilities. The second major fmding of this study is that the designers of the inclusive education policy underestimated the deep-seated socio-economic factors that inhibit effective learning in certain contexts. Poverty was identified as a major constraining factor in the study, followed by the complexities of the National Curriculum Statement, a lack of capacity to implement the policy, lack of support for policy implementation, and the limitations of the Education White Paper 6 itself. Given the facilitating and constraining factors emerging from this study, the recommendations made have been based on the assumption that the implementation of inclusive education policy is a worthwhile endeavour. These recommendations are proposed within three broad areas, namely policy implementation, inclusive education policy, and inclusive education practice. Of these recommendations the following are critical: • The Department of Education should develop differentiated inclusive education guidelines that address inclusion of learners in poverty stricken contexts. • The Department of Education, in conjunction with schools, should create formal and informal communication channels through which stakeholders can raise their views and concerns about the policy of inclusive education and how it should be implemented. • The Department of Education should take full responsibility for the advocacy, implementation, monitoring and evaluation of inclusive education policy, rather than relying on the services of independent providers. • The Department of Education should address the complexities that prevent districts and schools from establishing support structures.