This master thesis deals with the questions of teaching the small school children to read. Particularly, there is paid attention to teaching children with reading disorders. The theoretical part of the thesis specifies the reading disorders and the methods of work which lead to the succesful training of the reading abilities. The practical part of the thesis subsumes working with children of the small school "ZŠ Josefa Suka" and the kindergarten "MŠ Křečovice,preparing materials for teaching reading to either children without any learning disabilites or those with disabilites and verifying the materials in practical training.

In recent years the field of reparations for indigenous peoples has increased remarkably. Past wrongs made by states in the distant past has become more important to highlight, not only because of the memories of historical injustice, but because of how the past impacts the future, and not least, still appears as structures of discrimination remaining from the past.   As an indigenous people the Saami people living in Sweden have experiences of both historical injustices as well as todays struggle with discrimination on different levels. Mostly regarding their right to be a part of decisions concerning them and the right of culture, language, identity, land and nature resources, fundamental for them as a people. In order to change their situation and to search for redress the Saami people in Sweden have announced their need of a truth commission. The Saami people are not the first indigenous people whom search for redress through a truth commission, but is it possible to learn from others?   With this in mind, my study aim to look at practical experiences of truth commissions in Canada and New Zealand and further, examine what the Saami people in Sweden hope to achieve with a truth commission. Thereafter, I weight other indigenous peoples experiences of a truth commission with the Saami peoples expectations to find out what keys need to be considered to increase the outcome of a truth commission. Where theory, practical experience and Saami expectations connects is where the key issues can be found. Given this, my study suggests that five different key issues must be thought through and shall not be underestimated as they may have an effect on the ongoing process as well as on the results and the aftermaths. The key issues that is suggested is as follows: 1) political will, 2) the role and engagement of Civil Society, 3) the Saami´s own involvement 4) the problem of what focus the commission should have, and 5) the awareness of “tough” questions coming up.

Thesis (Ph.D. (Curriculum Studies)) --University of Limpopo, 2013 / After the establishment of the first democratic government in South Africa in 1994, the Education Ministry started transforming the apartheid education system into the democratic education system aimed at achieving equity, redress and access to education. Amongst the policies developed, were South African Schools Act (Act No. 84 of 1996), National Norms and Standards for School Funding, Exemption of Parents from Payment of School Fees Regulations, Education Laws Amendment Act (Act No. 24 of 2005), Amended National Norms and Standards For School Funding, and No- Fee School Policy. In this study, I analysed how schools in Bolobedu cluster circuits of Mopani District implemented the No-Fee School policy regarding the use and management of school finances. Qualitative case study was used. Four schools, two primary and two secondary schools, were sampled. Three methods of data collection were used: interviews, document analysis (school records such as SGB minutes, finance policy, School Business Plan/School Development Plan, budgets, auditors’ reports, etc.) and observation. Interviews were conducted with school principals, teachers, parents and learners. The research findings indicate that the three SGBs have the capacity to practise good financial management in relation to the No-Fee school policy, although they still need to improve on some areas of responsibility. These SGBs demonstrated sound and good practice in the use and management of school finances. However, one SGB was struggling to practice good financial management responsibility. This school has the potential to improve its capacity to execute its financial responsibility if provided with support. Key words: South African Schools Act (SASA), National Norms and Standards for School Funding (NNSSF), Amended National Norms and Standards For School Funding (ANNSSF), No-Fee School Policy, Equity, Access and Redress, Use and management of school finances.

"Whereas victims of ordinary crimes such as theft, robbery, assault or murder find it easier to obtain redress, victims of the most serious violatons such as war crimes, genocide and crimes against humanity receive less attention insofar as their redress is concerned. Apart from some exceptional cases where victims of serious human rights abuses had their right to redress vindicated, there has not been an effective and comprehensive way of redressing victims of gross human rights violations. In Africa for instance, victims' redress in post-Apartheid South Africa and post-genocide Rwanda have been problematic. Thus, it is meaningful investigating how effectively the victims' right to reparation can be implemented in case of gross and systematic human rights violations. Preliminary to the above interrogation are questions such as: what are gross and systematic human rights violations? What are international standards regarding redress for the victims of such abuses? The case studies of Sierra Leone and the DRC will be closely analysed as an empirical foundation for these questions. ... This study consists of five chapters. Chapter one draws the context in which the study emerges. It provides the foundation and the structure of the dissertation. Chapter two outlines the legal framework that is relevant for answering the questions raised by this study. It explores international human rights standards regarding reparation of vicitms of gross and systematic violations. Chapter three analyses the implementation of victims' reparation in the context of Sierra Leone. It confronts Sierra Leonean responses to war victims with international standards on victims' reparation. Chapter four analyses victims' situation in the post-conflict Democratic Republic of Congo and draws lessons from the Sierra Leonean experience. Chapter five sums up findings of the study." -- Introduction. / Prepared under the supervision of Professor Alejandro Lorite Escorihuela at the Department of Law, American University in Cairo, Egypt / Thesis (LLM (Human Rights and Democratisation in Africa)) -- University of Pretoria, 2006. / http://www.chr.up.ac.za/academic_pro/llm1/dissertations.html / Centre for Human Rights / LLM

"The establishment of the International Criminal Court (ICC) in Rome in 1998 is a milestone for humanity and a watershed in the life of victims of ongoing violations or wars. The Preamble to the Rome Statute of the ICC acknowledges that 'during this century [20th century] millions of children, women and men have been victims of unimaginable atrocities that deeply shock the conscience of humanity'. This dissertation explores the development and state of victims' rights in international criminal law. ... The study consists of five chapters. Chapter one will provide the context in which the study is set. It oulines the basis and structure of the study. Chapter two endeavours to define some of the basic concepts central to the study: victim, witness, compensation, reparation, redress, restitution, etc. This chapter will give a brief overview of victims' rights in the domestic system. It will also analyse the right to an effective remedy in international law with specific focus on the UN human rights system and on regional systems. Chapter three will outline victims' rights before the ad hoc international criminal tribunals and hybrid courts. These tribunals and courts are the International Criminal Tribunal for the Former Yugoslavia (ICTY), International Criminal Tribunal for Rwanda (ICTR), Special Court of Sierra Leone (SCSL), Extraordinary Chambers in the Courts of Cambodia (ECC), and the Special Pannels for Serious Crimes in East Timor (SPSC). Chapter four is devoted [to] the ICC. It will focus on its provisions dealing with victims' rights and assess whether this mechanism makes effective allowance for victims to be heard and compensated. Chapter five will consist of a summary of the entire presentation and the conclusions drawn from the study. It will make some recommendations for the adequate protection of victims' rights." -- Introduction. / Prepared under the supervision of Dr. Raymond Koen at the Faculty of Law, University of the Western Cape / Thesis (LLM (Human Rights and Democratisation in Africa)) -- University of Pretoria, 2006. / http://www.chr.up.ac.za/academic_pro/llm1/dissertations.html / Centre for Human Rights / LLM

MSCAEC / Department of Agricultural Economics and Agribusiness

This study briefly discusses land restitution in several countries in Europe and the Americas, the history of land deprivation in South Africa, and the legislation introduced to remedy the inequality of land ownership. Differing interpretations of the legislation in respect of the valuation of land to be purchased by the state for restitution purposes and the valuation formulae recommended at various times by the state and its advisors are discussed. Some of the problems encountered in the implementation of the South African restitution program, including the highly emotional expropriation/confiscation issues, are mentioned. Three case studies based on these differing interpretations are given. The case studies illustrate the evolution of the interpretations of the legislation concerning land restitution valuations in South Africa. / School: Management sciences / M. Tech. (Real Estate)

Between 1980-2006, thousands of South African pension funds converted members from defined benefit to defined contribution structures. This research set out to answer the questions of why this phenomenon occurred and whether peculiar environmental circumstances influenced the outcome. The research framework identified various stakeholders in the retirement fund industry - government; regulator; pension fund adjudicator; ombudsman for long term insurance; trade unions; members; trustees; business; employers and service providers - and isolated the elements to be considered in the research. Industry experts were interviewed to obtain a macro view of the phenomenon and specific manifestations of the phenomenon were also considered in case studies. The purpose of the research was to develop a model for managers to assist them in dealing with environmental change. Qualitative research methodology was utilised and feedback from semi-structured interviews was categorised into several emergent themes. Within-case and cross-case analyses were conducted. Research results indicate that the conversion phenomenon occurred in two waves - one initiated in the 1980s and driven by the trade unions and a second in the 1990s, driven by employers, often at the advice of their consultants. Evidence of the start of a third wave also emerged. Results indicate that an environmental shock exerted a substantial influence on the course of events. Under these:  Various factors combined to drive organisational evolution (i.e. adaptation to the environment).  Adaptation speed was inappropriate and exceeded that which was required for sufficient thought.  Uncertainty and vacuum circumstances arose leading to consequences that require redress.  The power of the relative stakeholders changed and influenced the strategic outcome.  An imbalance in stakeholder interests arose and ethical factors became consequential.  Business acted to restore certainty for itself. Existing literature explained organisational behaviour in environments of competitive shock and high turbulence, but not in circumstances of environmental shock. A model emerged to assist managers to deal with environmental change, which was applied to an analysis of pension fund reform. It was also applied to the pension fund perspective on Broad-Based Black Economic Empowerment. This model may also be applied in analysis of land redistribution, sanctions and constitutional development. / Business Management / DBL

This study, in the main, focuses on the racial imbalances and inequities that characterised South African education between 1965 and 1992. A historical background of the South African educational system as well as an account on the apartheid ideology and its impact on education is presented. For the four principle racial groups in South Africa, namely, the Africans, Indians, Whites and Coloureds, a historicaleducational survey of the imbalances and inequities prevalent in pre-primary, school-based and post-secondary education in respect of access to education, financing of education, and human and physical resources is given. As a way forward, some recommendations for the redressing of the imbalances and inequities identified in this study are presented. / Educational Studies / M. Ed. (History of Education)

Thesis (MEd)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: The main goal of this thesis was to better understand the role and function of the focus schools project in the Western Cape, to explore the reasons for their emergence in 2006, and to locate the policy initiative within historical and policy developments around vocationalism in the province. The study focused in particular on how one focus school experienced the roll-out of this policy decision, what the impressions of the learners and educators at a case study school were, and also how officials attached to the Western Cape Education Department described the emergence and implementation of the policy. Further goals of the study were to contextualize the policy process that led to this form of provision, and to conceptualise how this fitted in with educational development issues in the province. A brief backdrop of historical developments and its role in the education of communities in the Western Cape, particularly the coloured community, was provided to contextualize the policy initiative. The main contribution of the thesis is its description and analysis of policy documents and the viewpoints of a range of people connected to a new provincial initiative, focus schools, with regard to what a focus school is meant to achieve and how it is experienced. Data was collected by studying a range of unpublished policy documents, and to link these to interviews conducted with departmental and district officials, educators, learners, and one principal in relation to one case study school. The study showed that focus schools were regarded mainly as a form of vocational education provision to accommodate the desire of the Western Cape economy for intermediate skills in the mid-2000s. It illustrated how the focus school band has run its own unique course within educational structures since 2006, and highlighted how they have fulfilled their goal of getting more learners from historically disadvantaged communities into further study or into positions that better serve the needs of the local economy. The thesis suggested that the policy focus of getting learners into higher education seemed misguided and contrary to the goals of vocational education provision. This policy confusion was further highlighted by learners interviewed in the study who noted that they would have preferred to follow a more academically-based path. Few believed they could either get to university (as claimed by policy officials) or into a viable employment poisition by following a vocational route at school. / AFRIKAANSE OPSOMMING: Die hoofdoel van die tesis was om ´n beter begrip van die rol en funksie van die fokusskool-projek in die Wes-Kaap te verkry, die redes vir die ontstaan van hierdie skole in die jaar, 2006 te ondersoek, asook om die beleids-inisiatief binne die historiese en beleidsontwikkeling rondom beroepsonderwys (vocationalism) in die provinsie na te speur. Die navorsing konsentreer hoofsaaklik op hoe een fokusskool die implementering van die beleidsbesluit ervaar, en in hoe ´n mate die leerders en die opvoeders verbonde aan die gevallestudie-skool die onderwysvoorsiening beleef. ´n Gedeelte van die ondersoek gee ook die sieninge van sleutelpersone in die Wes-Kaapse Onderwysdepartement weer. Verdere doelwitte van die ondersoek was om die beleidsproses wat gelei het tot hierdie onderwysvoorsiening te kontekstualiseer, en om dit te konseptualiseer in hoe ´n mate dit inpas in die opvoedkundige ontwikkeling binne die provinsie. ´n Kort agtergrond skets van die historiese ontwikkeling en die rol wat onderwys in die gemeenskappe van die Wes-Kaap, spesifiek die van die bruin (kleurling) gemeenskap was aangebied om die beleids-inisiatief te konseptualiseer. Die belangrikste bydrae van die tesis is die beskrywing en analise van beleidsdokumente en die standpunte van 'n verskeidenheid van mense wat betrokke is by die nuwe provinsiale inisiatief, fokusskole, met betrekking tot wat fokusskole beoog om te bereik en hoe dit beleef word. Inligting was versamel deur die bestudering van 'n reeks van ongepubliseerde beleidsdokumente, en dit verbind met onderhoude wat gevoer was met departementele- en distriks-amptenare. Opvoeders, leerders, en 'n skoolhoof verbonde aan een gevallestudie skool was ook ondervra. Die navorsing het getoon dat fokusskole ´n vorm van beroepsonderwys is om die strewe van die Wes-Kaapse ekonomie vir intermediêre vaardigheidsvlakke te verhoog. Die planne was gedurende die middel 2000´s in werking gestel. Die navorsing het ook getoon dat die fokusskool-projek sy eie unieke verloop binne die onderwys strukture sedert 2006 gehad het. Die ondersoek het ook getoon dat die strewe om meer leerders uit die historiese benadeelde gemeenskappe sover te kry om verder te gaan studeer of posisies te vervul om die plaaslike ekonomie te bedien, nie so suksesvol is soos die beleid dit vooruitstel nie. Die tesis stel voor dat die beleidsfokus om leerders na hoër onderwys te lei, misleidend is en teenstrydig is met die doelwitte van beroepsonderwys. Die verwarring wat deur die beleid veroorsaak was, was verder belig deur die leerders wat onderhoude mee gevoer was. Die leerders se mening is dat hulle liefs verkies om die meer akademiese-gebaseerde weg te volg. Min van hulle het geglo dat hul weg oop is na hoër onderwys soos wat amptenare van die Wes-Kaapse Onderwysdepartement beweer of dat beroepsmoontlikhede daar is nadat hy beroepsonderwys in fokusskole gevolg het.