Exporting is a popular mode of internationalisation for a variety of reasons. For instance, many enterprises prefer exporting because it permits them to learn from competition with minimum resources committed by the enterprise. However, it is noted in literature that enterprises face various constraints when exporting. Earlier studies, mostly conducted in developed countries, have documented several exporting constraints. The studies do not agree on the grouping of factors constraining exporting and elements that form such groupings. Also, it is acknowledged in literature that generalising findings from developed countries to developing countries would not necessarily be appropriate, hence studies in developing countries such as Lesotho are necessary and, to the researcher’s knowledge, this study is the first to be conducted in Lesotho. This formal study, therefore, was carried out to test the hypotheses developed from literature regarding factors that constrain exporting. Lesotho is land locked, being completely surrounded by the Republic of South Africa. It is believed that Lesotho’s setting can bring insights into exporting as the country becomes a popular destination for export-oriented investors. Although enterprises operating in Lesotho had been exporting prior to 2000, there was a major boost of exports at the beginning of 2000 when Lesotho became eligible for exports to the United States, Canada and European markets under the agreement in the African Growth Opportunity Act (AGOA). The AGOA agreement brought a flow of Asian export-oriented investors into Lesotho. Lesotho’s exports are concentrated in the apparel and textile industries and are destined to a few countries, predominantly South Africa and the United States. The literature review covers the globalisation of the business environment. Further, the international entry modes are discussed along with the theories that explain the decision of the enterprises to initiate the internationalisation process. Finally, the exporting mode of internationalisation is discussed detailing the constraints that enterprises face when engaging in exporting. A questionnaire was used to collect data. The instrument first underwent a rigorous evaluation by experts who are knowledgeable about the subject. The experts proposed changes that were adopted prior to conducting a pilot study. A judgemental sampling approach was used where manufacturing enterprises located in seven of ten industrial areas in Lesotho, who agreed to participate in the study, were issued one questionnaire each. The questionnaires were distributed to key informants who were regarded as managers directly responsible for international operations. Alternatively, chief executive officers were approached in situations where enterprises did not employ international operation’s managers. A response rate of 94.7 percent was obtained. The study revealed that exporting constraints are internal to the enterprises and that three factors, as opposed to the five that were hypothesised, constrain exporting. The study further revealed that perceived exporting constraints varied according to the size of the enterprise as well as the ownership structure thereof. Recommendations were made relating to actions aimed at minimizing exporting constraints. Lastly, future areas of research were identified. The study will be beneficial to enterprises as they will be able to adopt suitable measures to overcome or reduce the impact of exporting constraints. Also, the study will inform policy makers in Lesotho with regards to areas where appropriate assistance should be provided. In addition, the study would inform business educators regarding areas of training for exporters, which will address the training needs of exporters. Lastly, researchers interested in exporting will find other avenues that can be researched in order to build the field of exporting. / Thesis (PhD)--University of Pretoria, 2012. / am2013 / Business Management / unrestricted

This comparative study is an investigation into the changing concerns of feature film policy in Canada and Australia from 1968 to 1998. Its purpose is to determine how similar policy initiatives have produced divergent results in two economically, culturally and socially similar nations. The inquiry's aim is to establish what financial, political and geographic variables affect the application of feature film policy. While resemblances between these nations justify the contrasting of comparable feature film policy initiatives, differences in outcomes suggest that these nations are not entirely alike. Therefore, rather than following the leads of comparable national agencies, film policy makers in Canada and Australia need to concentrate on conditions specific to their own particular situation.

The most common and enduring explanation for the way research is used (or abused or not used) in policy is the ‘two communities’ theory. According to this theory, the problematic relationship between research and policy is caused by the different ‘cultures’ inhabited by policy makers and researchers. The most common and enduring types of strategies that are put forward to increase research use in policy involve bridging or linking these ‘two communities’. This study challenges this way of thinking about the relationship between research and policy. Four case studies of national public health policy in Australia—breast cancer screening, prostate cancer screening, needle and syringe programs in the community, and needle and syringe programs in prisons—are used to present the context, events, processes, research, and actors involved in policy making. Three theories are deployed to explore the relationship between research and policy in each of the cases individually and across the cases as a whole. These theories bring different determinants and dynamics of the relationship to light and each is at least partially successful in increasing our understanding of the relationship between research and policy. The Advocacy Coalition Framework (ACF) understands the relationship in terms of a power struggle between competing coalitions that use research as a political resource in the policy process. The Policy Making Organisation Framework (PMOF) understands the relationship in terms of institutional and political factors that determine the way data is selected or rejected from the policy process. The Governmentality Framework (GF) understands the relationship in terms of the Foucauldian construct of power/knowledge that is created through discourse, ‘regimes of truth’ and ‘regimes of practices’ found in public health policy and research. This study has found that in three of the four case studies, public health policy was strongly influenced by research, the exception being NSP in prisons. In all cases, however, it is not possible to construct a robust and coherent account of the policy process or the policy outcome without considering the multifaceted role of research. When these theories are explored at a more fundamental level they support the argument that when research influences policy it is transformed into knowledge-for-policy by being invested with meaning and power. This process of transformation occurs through social and political action that mobilises ideal structures (such as harm minimisation and the World Health Organisation’s principles for evaluating screening programs) and material structures (such as medical journals and government advisory bodies) to resolve meta-policy problems (such as how to define complex public health problems in a way that makes them amenable to empirical research and practical action). This study provides good evidence that the notion of ‘research transfer’ between ‘two communities’ is a flawed way of understanding the research–policy relationship. Rethinking the relationship between research and policy involves building an enhanced theoretical repertoire for understanding this complex social interaction. This step is essential to the success of future efforts to make public health policy that is effective, just and emancipatory. This study makes a contribution to this task.

The selection of an inappropriate regime by policy makers can thwart the effective implementation of public policy and lead to implementation failure. Competing values in the implementation process have a significant impact on the results of implementation, and the regime selected for implementation implies the choice of one value over another. Stoker has argued that on the one hand central leadership is valued for consistency, benefits of scale, co-ordination and cost sharing (instrumental model); and on the other, diffuse authority is valued as knowledge is particular and situational, and the task of analysis is to understand the problems, perspectives and interactions of implementation participants at the contact point between public programs and their clients (accommodation model). This study examines the implementation regime chosen by the Victorian Government for the introduction of a modern internal auditing function into the Victorian Public Service, using the Bureau of Internal Audit within its Department of Management and Budget. The selection of the Department of Management and Budget for the introduction of Internal Audit as a managerial accountability mechanism indicates that the instrumental model was held by the Victorian Government to be the most important in implementation. It is argued that use of a top-down central agency leadership approach resulted in implementation failure. Three propositions suggesting the mechanisms by which this result is brought about are examined: that lack of co-ordinated planning at the outset will result in inadequate definition of client needs as part of policy formulation; that intraorganisational conflict during the implementation success, as individual participants are likely to exercise their veto; and the increasing the number of participants contributes to complexity, so that they should only be involved in implementation when their presence is absolutely required. It is argued that the essential task of implementation is to create an environment where participants are likely to co-operate to achieve predetermined public policy goals; and that the introduction of a modern internal auditing approach into the Victorian Public Service required a more participatory implementation regime in order to facilitate policy outcomes and prevent implementation failure. It is also argued that the dominance of economic reform over accountability in Victoria restricted the ability of the Bureau of Internal Audit to implement change to internal audit practices within Victorian Government departments. The selection of an instrumental model of implementation by the Department of Management and Budget is examined in the context of the environment that existed in Victoria between 1982-1987; and while some of the values which Stoker associates with the top-down approach to policy making were observed, an alternative view to the development of internal auditing in the Victorian Public Service can be sustained.

The purpose of this study was to compare Turkey and the European Union (EU) regarding aspects (use, self-confidence and attitude) of students&rsquo / information and communication technologies (ICT), the relationships between ICT aspects and mathematical and problem solving literacy performances, and to understand education policy makers&rsquo / perceptions on ICT in Turkey. A multimethod (quantitative and qualitative) research design was used in this study. Country groups &ndash / an EU member group, a new EU member group and Turkey- were formed on the basis of the status of a country in the EU, and that of having ICT data in the Programme for International Student Assessment (PISA) 2003. This study has three focuses. The first focus of the present study was to examine similarities and differences in ICT use, self-confidence in ICT and attitudes toward computers in students from Turkey and the EU. The sample of this focus was those students from the EU member group (N=56,610), the new EU member group (N=24,834) and Turkey (N=3,231) who participated in the PISA 2003. Multivariate analysis of covariance - controlling students&rsquo / economic, social and cultural status (ESCS) and attitudes toward computers- and univariate analysis of covariance -controlling ESCS- were conducted to see whether students&rsquo / ICT aspects differ across country groups. The first focus of the present study indicated that Turkish students have lower self-confidence in using computer and the Internet and they use the Internet less frequently than students in the EU. Contrary to this, the findings of this focus revealed that Turkish students have relatively more positive attitudes toward computers and they use program/software more frequently than do students in the EU. The second focus of the present study was to model the relationships among ICT factors and mathematical and problem solving literacy performances of Turkish and the EU students. The sample of this focus was those students from the EU member group (N=57,787), the new EU member group (N=25,359) and Turkey (N=3,590) who participated in the PISA 2003. The proposed path analytic models were separately tested for each country group. The second focus revealed that students&rsquo / socioeconomic and cultural status and selfconfidence in routine computer tasks have positive and medium level relationships with their mathematical and problem solving literacy performances, for all country groups. Furthermore, students&rsquo / self-confidence in Internet tasks had a positive and low level relationship with these performances for all country groups. On the other hand, it was found that students&rsquo / frequency of computer and Internet use and their self-confidence in high-level computer tasks have generally negative and small relationships with these literacy performances in all country groups. The third focus aimed to investigate education policy makers&rsquo / perceptions of the ICT policy making and implementation process in Turkey, and their evaluations of the findings of the quantitative phase of this study. The participants of this focus consisted of seven education policy makers from the Ministry of National Education and universities in Turkey. The data, collected with interviews, were content-analyzed by coding data, identifying, and relating the categories and sub-categories, that is, open, axial and selective coding were conducted respectively. In the third focus of the present study, participants specified the primary issues of ICT policy making and the implementing process in Turkey and made suggestions on these issues. Participants frequently related the findings of the quantitative phase of this study to the economic, social and cultural status of students.

No description available.

Convinced of the role of education in promoting and accelerating economic and social development, the Government of Kenya devoted the early years of independence to the expansion of the education sector. The Government, however, could not shoulder the whole burden of financing education for long and, therefore, introduced the cost sharing policy in 1988. Demand for education has considerably increased in Kenya, yet, the sources of education finances are experiencing constraints even with the cost sharing strategy. With increased poverty levels, many parents are not able to meet the cost requirements under the cost sharing policy. This study, therefore, intended to investigate the impact of the cost sharing policy in secondary education in Kenya. In particular, the study sought to find out the views of teachers, parents and students on the cost sharing policy, the costs of secondary education, the main participants of the cost sharing policy and the proportion of dropouts and absenteeism attributed to the costs of education. This study established that there was an escalation of school fees at secondary school level as a result of the introduction of cost sharing policy in Kenya as well as in the other countries cited in this study. Most parents viewed cost sharing as a burden because not all of them were able to educate their children beyond the primary school level. The study recommends that the Government should introduce better methods of financing secondary education that would enable poor but bright students to join secondary schools of their choice, establish policies of identifying needy students among others. / Educational Studies / M. Ed. (Education Management)

Research on policy implementation suggests that many education reforms designed to improve the quality of education in general have been more rhetorical than substantive in their impact on the organisation of schools and classrooms. Schools and classrooms do change, but the extent and directions of change are not always consistent with the intention of policy initiatives. This same argument applies to the South African education policy process, where a substantial body of literature has documented the gaps between the intention of policy makers (intended policy) and their implementation (implemented policy) in schools. The gap has been especially relevant for those policies focusing on the change of the knowledge, skills and competency levels of teachers through accountability and professional development policies. The purpose of this investigative and descriptive study originated in a hypothesis that the lack of orientation, knowledge sharing, understanding and the capacity building of teachers on policy intentions make it difficult for teachers to implement policies. I assumed therefore that through information and workshop sessions the gap between the policy intentions and the practice of teachers can be solved. In particular, my involvement in the drafting of the Developmental Appraisal System (DAS) policy gave me the sense that there was nothing fundamentally wrong with the policy, but that the lack of capacity building among teachers is what is undermining the implementation of the policy in schools. The study therefore intended to investigate the impact of a five-day information session on the implementation process of the DAS policy at Cape Flats Secondary School (CFSS) – this is a pseudo name. These sessions were facilitated by me during the last semester of 2001. Thereafter, the school was given a year to implement the policy during 2002. Regular contact with the chairperson of the Staff Development Team (SDT) to ascertain the progress of implementation brought me to the realisation after eighteen months and still no implementation that the focus of my study had to change to understand the challenges of implementation at the school. As a member of the Policy Formulation team, I could not understand why a policy with such immense potential in enhancing professional development among teachers could not be implemented in a school where staff members publicly stated their commitment to implement the policy. This school (CFSS) in particular, had a high number of union leaders involved at numerous levels within the union who researched and developed the initial ideas and proposals of the DAS policy. The study is therefore guided by the following questions: 1. What made it difficult for the staff of Cape Flats Secondary School to implement the DAS policy, despite a high level of stated commitment to implement the policy and a thorough five-day information session (both theoretical and practical) on how to implement the policy? a) What was the expected level, scope or depth of the policy change, envisaged by policy formulators, necessary by the school to implement the policy? b) Which elements of the policy and the conditions at the school needed to be supported by implementation support agents (national, provincial and district officials) to facilitate the implementation at school level? and c) What was the level of functionality of the school to facilitate the successful implementation of this policy? This research explains how the different levels of functionality of schools affect the potential of implementation of a ‘one-size-fits-all’ policy. In particular, I reflect on the deliberations which inform the features of the DAS policy, during the policy formulation stage. I furthermore pay special attention to what interviewees called the ‘what was going on’ at the school, as if ‘outsiders’ don’t know what was going on in the school. The research therefore focuses on the functionality of the school through the lenses of ten school functionality components. Teachers at CFSS believe that policy makers do not understand and know what is going on at their school and therefore the effect, relevance and implementability of their policies are disconnected from the operational implementation contexts of schools. The data was collected over a period of six months. In this regard, I used multiple methods of data collection which include critical engagement with the entire staff through information workshop sessions, semi-structured interviews, critical engagements with the strategic liaison team, structured questionnaires, document analysis and photographic records. The main insights of the study include the following: -- Policy makers have to re-assess and re-conceptualise the current policy making paradigm in operation in developing ‘professional’ policy; -- The influence and power relations of employers and employee parties in the policy-making process must be re-assessed and re-conceptualised in order to clarify the policy-making process in South Africa; -- The lack of systems (both technical and human), at different levels of education, makes it impossible to monitor and evaluate the effective and efficient implementation of the DAS policy; -- Understanding schools as individual organisations with unique characteristics, is a key pre-requisite for developing policies that are aimed at addressing real problems at specific schools; -- Leadership and management skills are seriously lacking at South African schools; -- Educators should implement reform policies around clear performance standards and accountability expectations; -- Intervention support agents should help schools make informed choices among a variety of implementation strategies; -- Policy makers should allocate target funding to encourage adoption of proven change practice; -- Policy makers should focus on schools that are ready for change with an expectation that many schools not ready for change this year may in the normal course of events become ready within a few years. The key insights of this research make this study unique and offer critical advice to policy makers. In particular, the re-organisation of the literature on policy-practice gaps (PPG) is insightful. The utilisation of both qualitative and quantitative data adds validity and reliability to the study. More importantly, the study shows that quantitative data can contribute towards understanding the policy implementation challenges in schools. Finally, my ‘insider’ experience of the policy-making process shares rare deliberations of what are the ‘trade-offs’ during the policy formulation stage. / Thesis (PhD (Education Policy Studies))--University of Pretoria, 2007. / Education Management and Policy Studies / unrestricted

Convinced of the role of education in promoting and accelerating economic and social development, the Government of Kenya devoted the early years of independence to the expansion of the education sector. The Government, however, could not shoulder the whole burden of financing education for long and, therefore, introduced the cost sharing policy in 1988. Demand for education has considerably increased in Kenya, yet, the sources of education finances are experiencing constraints even with the cost sharing strategy. With increased poverty levels, many parents are not able to meet the cost requirements under the cost sharing policy. This study, therefore, intended to investigate the impact of the cost sharing policy in secondary education in Kenya. In particular, the study sought to find out the views of teachers, parents and students on the cost sharing policy, the costs of secondary education, the main participants of the cost sharing policy and the proportion of dropouts and absenteeism attributed to the costs of education. This study established that there was an escalation of school fees at secondary school level as a result of the introduction of cost sharing policy in Kenya as well as in the other countries cited in this study. Most parents viewed cost sharing as a burden because not all of them were able to educate their children beyond the primary school level. The study recommends that the Government should introduce better methods of financing secondary education that would enable poor but bright students to join secondary schools of their choice, establish policies of identifying needy students among others. / Educational Studies / M. Ed. (Education Management)

This thesis focuses to assessment of creation of public political instrument National system of Profession (NSP), which is current database containing description of profession units, skills and competences. This instrument reflects the real situation on the nation Czech labour market. In thesis there is description of creation NSP using Multiple Stream Theory. Attention i salso dedicated to some elements of NSP, which are non-functional or they have a different use that the policy makers were intended. Dissertation was wrote based expert interviews with relevant persons and analysis of documents, which are relevant with creation and policy settings of National system of Profession.