This ethnographic study has been undertaken to address a literature gap relating to rural students’ experiences of distance education in developing countries. It gives an account of teaching and learning practices at the Open University of Tanzania (OUT), describes the needs, challenges and coping strategies of students and makes recommendations for improving teaching and support practices in rural areas. An ethnographic approach was used to enable the generation of rich, contextual data from four OUT regional centres. Data generation methods included interviews, observation and document review, while themes were inductively generated through thematic analysis. Bourdieu’s concepts of field and habitus were used to guide the conduct of the study and interpretation of the findings. The study shows that the OUT does not significantly address the problem of the educational divide between the rural and urban populations of Tanzania. This is mainly due to the urban location of regional centres and to students’ inadequate access to relevant teaching and support services such as tutors, library resources and Internet services. The existence of poor infrastructure and the many technological challenges encountered in rural areas further exacerbate the situation. Such limitations may make it difficult for students to develop the intellectual inquiry and critical commentary skills necessary to make informed decisions, and to acquire the competencies expected of graduates of higher education programmes. This study presents rich data based on the immersion of the researcher in the everyday lives of students at the OUT, and proposes a series of recommendations addressing the development of future policy and planning for the university.

Thesis (MA)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: Policy makers and development practitioners particularly in developing countries face daunting challenges in formulating strategies to achieve sustained growth and improved standards of living through productive engagement of the population in the economy rather than through welfare transfers. Business activities are self-sustaining and therefore have the potential to contribute greatly through the economic system to the creation of sustainable employment and prosperity. Yet many developing countries are faced with inadequate levels of business activity and business growth. Historical approaches to stimulating and supporting business development have proved largely cost ineffective and unequal to the challenge. The hypothesis that fundamental paradigm shifts in the approach to business support are taking place internationally is tested in this thesis. Key features of an evolving entrepreneurial approach to business support are identified and described representing the defining elements of the new business development support paradigm. Institutional implications of the approach in the context of institutional development theory and current approaches to the stimulation of local economic development at local community level are also discussed, as are key implications of the new paradigm for local government. / AFRIKAANSE OPSOMMING: Beleidmakers en praktisyns in ontwikkelende lande staar uitdagings in die gesig wat betref die handhawing van volgehoue ontwikkeling en die verbetering van lewensstandaarde by wyse van werkgeleentheidskepping en produktiewe betrokkenheid van die bevolking by die ekonomie eerder as deur sosiale welvaarts oordragte. Sake bedrywe en 'n dinamiese sakesektor het die potensiaal om aansienlik by te dra tot volhoubare ontwikkeling. Maar die meeste ontwikkelende lande ondervind ontoereikende vlakke van sake aktiwiteit en van groei in die omvang van die sakesektor. Benaderings tot die stimulering van uitbreiding van die sakesektor as grondslag vir volgehoue werkskepping is in die verlede grootliks koste ondoeltreffend en die resultate was ontoereikend. Die hipotese dat daar 'n fundamentele aanpassing van die paradigma onderliggend aan benaderings tot stimulering van die sakesektor as deel van algehele ontwikkelingsstrategie plaasvind word in die tesis getoets. Kern eienskappe van 'n nuwe benadering word geidentifiseer en omskryf. Institusionele implikasies van die benadering in die samehang van ontwikkelingsteorie en huidige benaderings tot plaaslike ekonomiese ontwikkeling op plaaslike gemeenskapsvlak word ook bespreek, asook kern implikasies van die nuwe paradigma vir plaaslike regering.

This mixed methods study investigates the influence of student characteristics and institutional support services and interventions on graduation rates. Regression analysis was conducted using a dataset constructed from multiple publically available resources to estimate graduation rates. Regression results showed High School Grade Point Average to be the highest estimator of graduation rates, among other student and institutional characteristics. The results confirmed existing findings on the influence of student pre-college and demographic characteristics on graduation rates for students with academic needs. Content analysis of survey data from office of support service personnel at public four-year institutions shows institutions implement a wide array of support services, with a focus on Summer Bridge Programs to support college readiness in underprepared students. Content analysis of interviews with Academic Support Staff indicates institutions focus attention on students with low academic credentials through support services and interventions practiced in unique ways at the institutional level. Findings from the study were used to construct a model for use by institutions to improve support services and programs provided to students with low academic credentials regardless of their pre-existing characteristics.

The study is concerned with the education system of Botswana after independence. This period starts from the 30th September 1966, when Botswana became independent up to the present moment. Since then the education system has undergone many changes. Consequently the focus is on the nature and impact of these changes. The study identifies changes which took place with regard to the Education System of Botswana since independence as far as meeting the minimum requirements of education of developing countries are concerned. The minimum requirements that the education systems of developing countries, must meet are discussed according to the four central components of the education systems, viz. the education system policy, education system administration, structure for teaching and support services. After introducing the problem statement and background in the introductory chapter, the minimum requirements of education systems in developing countries are discussed in Chapter 2. Chapter 3 then deals with a historical perspective on the education system of Botswana before independence, concentrating on the different historical periods associated with educational development up to independence day. The study then discusses the determinants of the education system of Botswana after independence in Chapter 4, focussing on the particular factors influencing the Botswana education system. Finally, Chapter 5 evaluates the level to which the education system policy and education system administration of the education system of Botswana meet the minimum requirements of the education systems of developing countries, while Chapter 6 evaluates the level to which the structure for teaching and support services meet the minimum requirements of the education systems of developing countries. In general, the evaluation indicates that the education system of Botswana has undergone many positive changes and that the Botswana education system compares favourably with the minimum requirements expected of the education systems of developing countries. / Skripsie (MEd (Vergelykende Opvoedkunde))--PU vir CHO, 1997

La grande distribution s'est imposée au cours de la deuxième moitié du XXIème siècle comme un acteur incontournable, voire comme une institution. En ce début de XXIème siècle, elle est confrontée à une crise de légitimité liée notamment aux conflits dans ses relations avec ses fournisseurs. Le développement de la grande distribution au Maroc prend un chemin comparable aux trajectoires observées dans des pays comme les Etats-Unis et la France, avec l'émergence d'acteurs incontournables comme Wal-Mart et Carrefour. Le groupe « Marjane Holding » occupe aujourd'hui une place centrale. Il a développé des relations originales avec les petits producteurs en adoptant un dispositif d'accompagnement.L'objectif de cette thèse est de montrer que l'accompagnement des producteurs peut contribuer à améliorer la légitimité des distributeurs. L'étude de cas du distributeur « Marjane Holding », fondée sur une période d' immersion de 6 mois dans le service des achats des produits frais, une trentaine d'entretiens et des observations, montre que l'accompagnement apparaît comme un processus de légitimation. / The development of supermarket chains in Morocco is heading more or less the same way as what has been observed in countries like the United States and France, with the emergence of key players such as Wal-Mart and Carrefour. The “Marjane Holding” group has reached dominant position today, with more than twenty hypermarkets, and it increasingly acts as a shaping force in the mass distribution industry. It has developed unique relationships with small producers by adopting support services of its own. Our research aims to show that supporting producers can indeed help foster distributors' legitimacy. For our empirical research,we opted for a case study approach. The data collection involves both parties: the Moroccanretailer that support small producers and the suppliers who are small producers of fruits andvegetables or red meat. Using direct observation we were able to identify and collect thenecessary information for this study. Additional primary data has been collected throughinterviews with people directly involved in the trade channel (members of the retailer’s tradeteam, and small suppliers), as well as through consulting of internal documents of the retailer organization.

The Master's Thesis is generally about facility management -- its essence, individual services it consists of, and also about their integration when they are provided by one key supplier, and finally about their complex integration in one service package, i. e. complex integrated supporting services provision what is a modern trend of this discipline. The aim of the thesis is to evaluate the advantages and efficiency of the trend of service integration under one key supplier based on specific practical examples.

Magister Curationis - MCur / Transition has been the major focus of educational institutions. The focal argument of the majority of research into student transition deals with the challenges that students faced when they moved from high school to first year at university. Not much focus has been placed on the transition from undergraduate to postgraduate studies. Postgraduate enrollment rates have steadily grown over the past few years in Higher Education Institution`s (HEI). Support systems have been put in place to assist students. In spite of these available support systems, postgraduate students still find themselves facing challenges when engaging with postgraduate studies. The primary aim of this study was to investigate the academic transitional challenges postgraduate students' experience as reflected by the inconsistencies in the enrollment and throughput rates. Secondly, to determine whether students utilised available support systems, e.g. the Academic Writing Centre and the Postgraduate Enrolment and Throughput (PET) programme at the Faculty of Community and Health Science at University of the Western Cape. This was a quantitative study. A cross sectional survey has been conducted by means of a computerised self-administered questionnaire (CSAQ). The study population was postgraduate students in the Faculty of Community and Health Science at masters' level. Both course work and research students were included in the study. No sampling method was employed due to the small size of the population. Data was collected to explore the academic preparedness of postgraduate students, and there primary motivations for studying and the utilization of available support services at the University of the Western Cape. / South Africa

Athletic programs within Division I-A universities and colleges have maintained a unique relationship with both the NCAA and their governing academic institutions. Resources in support of academic, social, and athletic services for student athletes vary across the country for Division-I collegiate athletes. The purpose of this study was to assess the attitudes and opinions of student athletes concerning academic, athletic, and social services provided to them at numerous Division-I athletic programs. Student athletes have not been assessed through a questionnaire concerning their own perceptions and opinions of the specific services (athletic, academic, and social) provided to them at their designated university. Is there a relationship between the attitudes and opinions of student athletes on academic, athletic, and social services and the amount of money spent per student athlete at their Division-I institutions? Four Division-I universities were viewed, individually, according to the athletic academic budget designated for each scholarship student athlete. As a result of the findings, the following summary and conclusions were drawn regarding student athletes' attitudes and opinions toward athletic academic services provided at their designated university. The researcher concluded that overall gaps between expectations and experiences do exist at all target universities. There is a realistic value in identifying expectation-experience gaps at individual universities as a means for internal evaluation and potential improvement for services provided to student athletes. Identification of areas in need of change or improvement would be the first step toward creating a more holistic environment for the student athletes at each targeted university.

Academic policies in higher education address institutional academic standards and student requirements including academic underachievement. Academic probation is one academic policy designed to alert students they are not meeting the minimum academic standards of the institution. Institutions offer a variety of student services to support institutional retention efforts and student persistence to graduation; however, there is little research that addresses academic policies and their role in the success of the college student (Brawner, Frillman, & Ohland, 2010). This qualitative case study was an exploration of the perceptions of undergraduate students and the administration by examining the policy of academic probation at one 4-year, private, small liberal arts college in southwest Virginia. The study explored what the institution intended the purpose of academic probation to serve and the perception of the policy by students who were placed on academic probation. Interviews were conducted with 1 undergraduate student who was currently on academic probation and 2 administrators of the institution who were familiar with the policy of academic probation. Survey questions were administered to 5 additional students on academic probation. A document review of the policy of academic probation was conducted. The findings of this study demonstrated that 3 students and both administrators viewed the policy as a way to alert students to refocusing their attention on academics in order to raise their GPA and meet the academic requirements needed for graduation. The study also revealed that students who were placed on academic probation did not feel they had sufficient knowledge of the policy before they were placed on probation.

The study reports on analyses of data collected from the Inventory for Client and Agency Planning (ICAP) for 5,859 children with Autism (n = 511), Traumatic Brain Injury (TBI, n = 522), or Mental Retardation (MR, n = 4826) whose legal guardians applied for support services through the Utah Department of Services for People with Disabilities (DSPD). Results indicate that the least to most frequent problem behaviors were (a) destructive to property, (b) hurtful to self, (c) hurtful to others, (d) socially offensive, (e) unusual habits, (f) withdrawal, (g) uncooperative, and (h) disruptive behaviors. The degree of severity varied from problem to problem, with uncooperative behaviors rated as most severe. Males displayed higher frequency and severity for all problem behaviors, except hurtful to self.