Agro-based climate adaptation has gained traction in scholarly and policy circles, albeit with limited comprehensive empirical evidence on the pathways of crop sector-specific adaptation approaches in sub-Saharan Africa (SSA). To stem this knowledge gap, this study examines the evolution of farm-based climate adaptation practices in the vegetable subsector of Cameroon’s western highlands. Specifically, we (i) explore the different adaptation practices, (ii) estimate the determinants of farm-based adaptation, and (iii) determine the effects of farm-based adaptation on vegetable performance. Data were collected from a representative sample of farming households (N = 150) in two communities using a semi-structured questionnaire, complemented by key informant interviews (N = 10) and focus group discussions (N = 5). The Product Moment Correlation established an evolution from traditional practices to more modern scientific practices with changing climate, as vegetable farmers shifted from using local seeds to improved ones, intensified pest control strategies and adopted water pump-based irrigation practices. The binary logistic regression model revealed that belonging to farming groups, increase in income and access to credit significantly explained farm-based adaptation (p = 0.041). Furthermore, farm-based practices were significantly reflected in crop performance, mirrored through an increase in vegetable quantity (p = 0.003) and perceived quality (p = 0.046). The results suggest the need for further research to blend traditional and conventional adaptation approaches, and to create enabling environments to foster social capital (belonging to groups) and access to credit as key levers for climate-resilient vegetable production in the western highlands of Cameroon.

El objetivo de la presente investigación es analizar los determinantes de la demanda laboral en los sectores económicos que logran insertarse dentro del mercado de trabajo peruano. Se empleó un enfoque cuantitativo y el modelo econométrico de datos de panel, estudiando la influencia que pueden generar las variables, bajo parámetros que logren explicar el crecimiento en el mercado laboral en 15 sectores económicos, utilizando datos extraídos de la Encuesta Economía Anual durante el periodo 2010-2019. Como variable dependiente se utilizó la demanda laboral medida a través del promedio de personal ocupado por cada actividad económica y como variables explicativas la remuneración, productividad, ventas y densidad de capital. Entre los principales resultados se pudo determinar que durante el periodo de análisis, las variables remuneración y ventas son estadísticamente negativas, logrando explicar la teoría de la demanda de trabajo, donde se refleja la dinámica negativa que enfrenta los cambios negativos de salario hacia el trabajo; en tanto existe una relación directa con la variable productividad estadísticamente positiva, reconociendo que un mayor proceso productivo se determina bajo los recursos de empleabilidad aplicados y por último, la densidad de capital, como un determinante adicional, aplicado y evidenciando que la inversión de las empresa para demandar mayor trabajo, causa una influencia tanto positiva como negativa para el modelo. / The objective of this research is to analyze the determinants of labor demand in the economic sectors that manage to insert themselves into the Peruvian labor market. A quantitative approach and the panel data econometric model were used, studying the influence that the variables can generate, under parameters that explain the growth in the labor market in 15 economic sectors, using data extracted from the Annual Economy Survey during the period. 2010-2019. Labor demand was used as the dependent variable, measured through the average number of personnel employed by each economic activity, and remuneration, productivity, sales and capital density were used as explanatory variables. Among the main results, it was determined that during the analysis period, the variables remuneration and sales are statistically negative, explaining the theory of labor demand, which reflects the negative dynamics that face negative changes in salary towards work; while there is a direct relationship with the statistically positive productivity variable, recognizing that a greater productive process is determined under the employed employability resources applied and finally, the capital density, as an additional determinant, applied and evidencing that the company's investment to require more work, causes both positive and negative influence for the model.

No / This study examines the effect of board composition on the likelihood of corporate failure in the UK. We consider both independent and non-independent (grey) non-executive directors (NEDs) to enhance our understanding of the impact of NEDs' personal or economic ties with the firm and its management on firm performance. We find that firms with a larger proportion of grey directors on their boards are less likely to fail. Furthermore, the probability of corporate failure is lower both when firms have a higher proportion of grey directors relative to executive directors and when they have a higher proportion of grey directors relative to independent directors. Conversely, there is a positive relationship between the likelihood of corporate failure and the proportion of independent directors on corporate boards. The findings discussed in this study support the collaborative board model and the view that corporate governance reform efforts may have over emphasised the monitoring function of independent directors and underestimated the benefits of NEDs' affiliations with the firm and its management. (C) 2013 Elsevier Ltd. All rights reserved.

No / The roadside vegetation in some counties of north England (north and west Yorkshire) was studied to determine the community structure according to the British National Vegetation Classification (NVC) and main environmental factors influencing its composition. The data from Phytosociological survey (699 quadrats) and from the physico-chemical analyses of 233 soil samples from 35 sites were obtained. Both the classification (TWINSPAN & MATCH) and ordination programs (Canonical Correspondence Analysis) were used. The roadside vegetation is mainly dominated by few grasses (Arrhenatherum elatius, Festuca rubra, Dactylis glomerata, Lolium perenne, Poa trivialis, Elymus repens, Holcus lanatus) and their associated herbs (Cirsium arvense, Heracleum sphondylium, Urtica dioica). Five NVC Mesotrophic grassland communities (Arrhenatheretum elatioris community MG1, Lolium perenne-Cynosurus cristatus grassland MG6, Lolium perenne leys MG7, Holcus lanatus- Deschampsia cespitosa grassland MG9, Festuca rubra-Agrostis stolonifera-Potentilla anserina grassland MG11) and one Upland Festuca ovina- Agrostis capillaris-Galium saxatile grassland, U4 were identified which in general, exhibited good fit with the typical NVC units. Altitude, pH, potassium, sodium and road age were found to be the main variables affecting the roadside vegetation. By relating the floristic composition with ecological characteristics of the roadside verges, three kinds of pattern of variation are observed. The first pattern is related to regional or geographical characteristics and the second pattern of variation exists across the width of the road verges showing a zonal pattern of plant distribution. The third scale of pattern is active at the local level including micro-environmental conditions, e.g., local edaphic variables.

Die algemene persepsie bestaan dat dit 'n struikelblok is om 'n enigste kind te wees omdat hierdie kinders meestal sosio-emosionele probleme ervaar. Hulle word getipeer as onder andere selfsugtig, eensaam, afhanklik, ongelukkig, dominerend en bederf. Daar bestaan betreklik min navorsing omtrent die enigste kind as sodanig. Die meeste inligting wat omtrent hierdie kinders beskikbaar is, is verkry uit"'vergelykende studies waarvan enigste kinders toevallig deel gevorm het en waarin die invloed van veranderlikes soos geboorterangorde en gesinsgrootte op aspekte soos intelligensie, persoonlikheid en gedrag ondersoek is. Die gebruik van hierdie veranderlikes het wye kritiek uitgelok omdat dit aanleiding gegee het tot teenstrydige navorsingsresultate wat sowel negatiewe as positiewe persoonseienskappe uitgewys het. 'n Sterk pleidooi is gelewer vir 'n holistiese benadering tot die persoonlikheidsontwikkeling van die enigste kind met grater klem op die bepalende invloed van f aktore binne en buite die gesin. In hierdie studie word die invloed van ouerlike opvoedingsgedrag op die persoonlikheidsontwikkeling van die enigste kind ondersoek. Die vertrekpunt van die studie is 'n ondersoek na die rol wat gehegtheid en die gesin as sosiale sisteem as grondslag van 'n ouer-kind-verhouding speel. Albei ouers dra vanuit hul onderskeie ouerhuise bepaalde opvoedingsinhoude, gebaseer op die opvoedingsgedrag wat hulle as kinders ervaar het, in hul huwelik en gesin in. Dit dien as grondslag vir die opvoedingsgedrag wat hulle teenoor hul kind openbaar. Sodoende skep hulle 'n eie opvoedingskultuur. Die literatuur Die literatuur bevestig die regstreekse verband tussen ouerlike opvoedingsgedrag en die persoonlikheidsontwikkeling van die enigste kind. In hierdie studie word agt dimensies van - ouerlike opvoedingsgedrag beskryf, asook die invloed daarvan op die persoonlikheid van die enigste kind. In die empiriese ondersoek word die opvoedingsgedrag van vyf ouerpare, asook hul enigste kinders se betekenisgewing daaraan en belewing daarvan, aan die hand van vraelyste en ongestruktureerde onderhoude kwalitatief geevalueer. Op grond hiervan is bevind dat die populere stereotipering van die enigste kind ongegrond is en dat daar nie sprake is van 'n tipiese enigste kind nie. 'n Waardering van die persoonlikheidsontwikkeling van die enigste kind, trouens van enige kind, is eerder gelee in die kind se belewing van en betekenisgewing aan sy ouers se opvoedingsgedrag. / A general perception exists that it is an impediment to be an only child because these children frequently experience socio-emotional problems. They are typified as self-centred, lonely, dependent, domineering and spoit Little research exists to verify this description. Most of the available information has been obtained through comparative studies in which only children participated through sheer coincidence. These studies investigated the effects of variabl~ such as position in family and family size on aspects such as intelligence, personality and behaviour. The use of these variables elicited wide criticism since it resulted in contradictory research findings which indicated the presence of both negative and positive personality traits. This prompted a plea for a holistic approach to the personality development of the only child, with a greater emphasis on the determining influences of factors within and outside the family. This study investigates the influence of parental educational behaviour on the personality development of the only child. The point of departure is an inquiry into the roles played by the family as a social system and attachment in the foundation of the parent-child relationship. From their respective parental homes, both parents bring certain educational contents into their marriage, based on the educational behaviour that they experienced as children. This serves as a basis for the behaviour that they display towards their children. The literature establishes a linear relationship between parental educational behaviour and the personality development of the only child. In this study, eight dimensions of parental educational behaviour are described, as well as the influence of these on the personality of the only child. In the empirical investigation, the educational behaviour of five couples was quantitatively evaluated using questionnaires and unstructured int~rviews. The only child's attribution of meaning to and experience of this behaviour were also evaluated. Based on these results, it was found that the popular stereotyping of the only child is unfounded, and that there is no such thing as a typical only child. An appreciation of the personality development of the only child, and indeed any child, lies rather in the child's experience of and meaning attribution to his parents' educational behaviour. / D.Ed. (Psychology of Education)

Die algemene persepsie bestaan dat dit 'n struikelblok is om 'n enigste kind te wees omdat hierdie kinders meestal sosio-emosionele probleme ervaar. Hulle word getipeer as onder andere selfsugtig, eensaam, afhanklik, ongelukkig, dominerend en bederf. Daar bestaan betreklik min navorsing omtrent die enigste kind as sodanig. Die meeste inligting wat omtrent hierdie kinders beskikbaar is, is verkry uit"'vergelykende studies waarvan enigste kinders toevallig deel gevorm het en waarin die invloed van veranderlikes soos geboorterangorde en gesinsgrootte op aspekte soos intelligensie, persoonlikheid en gedrag ondersoek is. Die gebruik van hierdie veranderlikes het wye kritiek uitgelok omdat dit aanleiding gegee het tot teenstrydige navorsingsresultate wat sowel negatiewe as positiewe persoonseienskappe uitgewys het. 'n Sterk pleidooi is gelewer vir 'n holistiese benadering tot die persoonlikheidsontwikkeling van die enigste kind met grater klem op die bepalende invloed van f aktore binne en buite die gesin. In hierdie studie word die invloed van ouerlike opvoedingsgedrag op die persoonlikheidsontwikkeling van die enigste kind ondersoek. Die vertrekpunt van die studie is 'n ondersoek na die rol wat gehegtheid en die gesin as sosiale sisteem as grondslag van 'n ouer-kind-verhouding speel. Albei ouers dra vanuit hul onderskeie ouerhuise bepaalde opvoedingsinhoude, gebaseer op die opvoedingsgedrag wat hulle as kinders ervaar het, in hul huwelik en gesin in. Dit dien as grondslag vir die opvoedingsgedrag wat hulle teenoor hul kind openbaar. Sodoende skep hulle 'n eie opvoedingskultuur. Die literatuur Die literatuur bevestig die regstreekse verband tussen ouerlike opvoedingsgedrag en die persoonlikheidsontwikkeling van die enigste kind. In hierdie studie word agt dimensies van - ouerlike opvoedingsgedrag beskryf, asook die invloed daarvan op die persoonlikheid van die enigste kind. In die empiriese ondersoek word die opvoedingsgedrag van vyf ouerpare, asook hul enigste kinders se betekenisgewing daaraan en belewing daarvan, aan die hand van vraelyste en ongestruktureerde onderhoude kwalitatief geevalueer. Op grond hiervan is bevind dat die populere stereotipering van die enigste kind ongegrond is en dat daar nie sprake is van 'n tipiese enigste kind nie. 'n Waardering van die persoonlikheidsontwikkeling van die enigste kind, trouens van enige kind, is eerder gelee in die kind se belewing van en betekenisgewing aan sy ouers se opvoedingsgedrag. / A general perception exists that it is an impediment to be an only child because these children frequently experience socio-emotional problems. They are typified as self-centred, lonely, dependent, domineering and spoit Little research exists to verify this description. Most of the available information has been obtained through comparative studies in which only children participated through sheer coincidence. These studies investigated the effects of variabl~ such as position in family and family size on aspects such as intelligence, personality and behaviour. The use of these variables elicited wide criticism since it resulted in contradictory research findings which indicated the presence of both negative and positive personality traits. This prompted a plea for a holistic approach to the personality development of the only child, with a greater emphasis on the determining influences of factors within and outside the family. This study investigates the influence of parental educational behaviour on the personality development of the only child. The point of departure is an inquiry into the roles played by the family as a social system and attachment in the foundation of the parent-child relationship. From their respective parental homes, both parents bring certain educational contents into their marriage, based on the educational behaviour that they experienced as children. This serves as a basis for the behaviour that they display towards their children. The literature establishes a linear relationship between parental educational behaviour and the personality development of the only child. In this study, eight dimensions of parental educational behaviour are described, as well as the influence of these on the personality of the only child. In the empirical investigation, the educational behaviour of five couples was quantitatively evaluated using questionnaires and unstructured int~rviews. The only child's attribution of meaning to and experience of this behaviour were also evaluated. Based on these results, it was found that the popular stereotyping of the only child is unfounded, and that there is no such thing as a typical only child. An appreciation of the personality development of the only child, and indeed any child, lies rather in the child's experience of and meaning attribution to his parents' educational behaviour. / D.Ed. (Psychology of Education)

La récente crise financière qui a débuté aux États-Unis en 2007 a révélé les faiblesses du système bancaire international se traduisant par l’effondrement de nombreuses institutions financières aux États-Unis et aussi par l’augmentation de la part des prêts non performants dans les bilans des banques européennes. Dans ce cadre, nous proposons d’abord d’estimer et de tester l’efficacité des modèles de prévisions des défaillances bancaires. L’objectif étant d’établir un système d’alerte précoce (EWS) de difficultés bancaires basées sur des variables financières selon la typologie CAMEL (Capital adequacy, Asset quality, Management quality, Earnings ability, Liquidity). Dans la première étude, nous avons comparé la classification et la prédiction de l’analyse discriminante canonique (CDA) et de la régression logistique (LR) avec et sans coûts de classification en combinant ces deux modèles paramétriques avec le modèle descriptif d’analyse en composantes principales (ACP). Les résultats montrent que les modèles (LR et CDA) peuvent prédire la faillite des banques avec précision. De plus, les résultats de l’ACP montrent l’importance de la qualité des actifs, de l’adéquation des fonds propres et de la liquidité en tant qu’indicateurs des conditions financières de la banque. Nous avons aussi comparé la performance de deux méthodes non paramétriques, les arbres de classification et de régression (CART) et le nouveau modèle régression multivariée par spline adaptative (MARS), dans la prévision de la défaillance. Un modèle hybride associant ’K-means clustering’ et MARS est également testé. Nous cherchons à modéliser la relation entre dix variables financières et le défaut d’une banque américaine. L’approche comparative a mis en évidence la suprématie du modèle hybride en termes de classification. De plus, les résultats ont montré que les variables d’adéquation du capital sont les plus importantes pour la prévision de la faillite d’une banque. Enfin, nous avons étudié les facteurs déterminants des prêts non performants des banques de l’Union Européenne durant la période 2012-2015 en estimant un modèle à effets fixe sur données de panel. Selon la disponibilité des données nous avons choisi un ensemble de variables qui se réfèrent à la situation macroéconomique du pays de la banque et d’autres variables propres à chaque banque. Les résultats ont prouvé que la dette publique, les provisions pour pertes sur prêts, la marge nette d’intérêt et la rentabilité des capitaux propres affectent positivement les prêts non performants, par contre la taille de la banque et l’adéquation du capital (EQTA et CAR) ont un impact négatif sur les créances douteuses. / The recent financial crisis that began in the United States in 2007 revealed the weaknesses of the international banking system resulting in the collapse of many financial institutions in the United States and also the increase in the share of non-performing loans in the balance sheets of European banks. In this framework, we first propose to estimate and test the effectiveness of banking default forecasting models. The objective is to establish an early warning system (EWS) of banking difficulties based on financial variables according to CAMEL’s ratios (Capital adequacy, Asset quality, Management quality, Earnings ability, Liquidity). In the first study, we compared the classification and the prediction of the canonical discriminant analysis (CDA) and the logistic regression (LR) with and without classification costs by combining these two parametric models with the descriptive model of principal components analysis (PCA). The results show that the LR and the CDA can predict bank failure accurately. In addition, the results of the PCA show the importance of asset quality, capital adequacy and liquidity as indicators of the bank’s financial conditions. We also compared the performance of two non-parametric methods, the classification and regression trees (CART) and the newly multivariate adaptive regression splines (MARS) models, in the prediction of failure. A hybrid model combining ’K-means clustering’ and MARS is also tested. We seek to model the relationship between ten financial variables (CAMEL’s ratios) and the default of a US bank. The comparative approach has highlighted the supremacy of the hybrid model in terms of classification. In addition, the results showed that the capital adequacy variables are the most important for predicting the bankruptcy of a bank. Finally, we studied the determinants of non-performing loans from European Union banks during the period 2012-2015 by estimating a fixed effects model on panel data. Depending on the availability of data we have chosen a set of variables that refer to the macroeconomic situation of the country of the bank and other variables specific to each bank. The results showed that public debt, loan loss provisions, net interest margin and return on equity positively affect non performing loans, while the size of the bank and the adequacy of capital (EQTA and CAR) have a negative impact on bad debts.

[pt] Esta pesquisa destina-se à análise crítico-jurídica dos determinantes sistêmicos (jurídicos, políticos e econômicos) que atuam em face da efetividade dos instrumentos da justiça alimentar (do direito humano à alimentação adequada, da política de segurança alimentar e nutricional e da soberania alimentar) no Brasil. A fim de identificar e demonstrar como atuam os principais determinantes sistêmicos da justiça alimentar, dividiu-se a tese em três capítulos. O jurídico está dividido em duas seções que analisam os limites de fundamentabilidade e de justiciabilidade do ordenamento jurídico do direito humano à alimentação adequada. O político está dividido em três seções. A primeira analisa a crise da democracia como um macrodeterminante político da efetividade dos instrumentos da justiça alimentar. A segunda seção analisa injustiça alimentar como um determinante das assimetrias de poder entre os cidadãos e o sistema alimentar agroindustrial brasileiro. Na terceira seção analisam-se as espécies de determinantes políticos estruturais da injustiça alimentar que atuam em face da efetividade da política de segurança alimentar. O econômico está dividido em duas seções. Na primeira, analisam-se os determinantes econômicos na cadeia do sistema alimentar; e, na segunda, as espécies de determinantes econômicos de natureza processual-representativa: a comoditização, a corporificação e o poder de subordinação da propriedade e do mercado. Através de conclusões parciais, ao final dos capítulos, e das considerações finais, apresentam-se os principais limites, obstáculos e determinantes sistêmicos para a efetividade dos instrumentos da justiça alimentar no Brasil. / [en] This research is intended for the critical-legal analysis of the systemic determinants (legal, political and economic) that act in the face of the effectiveness of food justice instruments (the human right to adequate food, food and nutrition security policy and food sovereignty) in Brazil. In order to identify and demonstrate how the main systemic determinants of food justice work, the thesis was divided into three chapters. The legal is divided into two sections that analyze the limits of justiciability and justiciability of the legal system of the human right to adequate food. The politician is divided into three sections. The first analyzes the crisis of democracy as a political macro-determinant of the effectiveness of food justice instruments. The second section analyzes food injustice as a determinant of power asymmetries between citizens and the Brazilian agro-industrial food system. In the third section, the types of structural political determinants of food injustice that act in the face of the effectiveness of the food security policy are analyzed. The economic is divided into two sections. In the first one, the economic determinants in the food system chain are analyzed; and, in the second, the species of economic determinants of a procedural-representative nature: commoditization, embodiment and the power of subordination of property and the market. Through partial conclusions, at the end of the chapters, and final considerations, the main limits, obstacles and systemic determinants for the effectiveness of food justice instruments in Brazil are presented. / [fr] Cette recherche est destinée à l analyse critique-juridique des déterminants systémiques (juridiques, politiques et économiques) qui agissent face à l efficacité des instruments de justice alimentaire (le droit humain à une alimentation adéquate, la politique de sécurité alimentaire et nutritionnelle et la souveraineté alimentaire) au Brésil. Afin d identifier et de démontrer le fonctionnement des principaux déterminants systémiques de la justice alimentaire, la thèse a été divisée en trois chapitres. Le juridique est divisé en deux sections qui analysent les limites de la justiciabilité et de la justiciabilité du système juridique du droit humain à une alimentation adéquate. Le politicien est divisé en trois sections. La première analyse la crise de la démocratie comme un macro-déterminant politique de l efficacité des instruments de justice alimentaire. La deuxième section analyse l injustice alimentaire comme un déterminant des asymétries de pouvoir entre les citoyens et le système alimentaire agro-industriel brésilien. Dans la troisième section, les types de déterminants politiques structurels de l injustice alimentaire qui agissent face à l efficacité de la politique de sécurité alimentaire sont analysés. L économie est divisée en deux sections. Dans le premier, les déterminants économiques de la chaîne du système alimentaire sont analysés ; et, dans le second, les espèces de déterminants économiques de nature procédurale-représentative : la marchandisation, l incarnation et le pouvoir de subordination de la propriété et du marché. À travers des conclusions partielles, à la fin des chapitres, et des considérations finales, les principales limites, obstacles et déterminants systémiques de l efficacité des instruments de justice alimentaire au Brésil sont présentés.

Background: After independence education was declared one of the inviolable fundamental human rights of all persons entrenched in the Supreme Law of the country, the Constitution of the Republic of Namibia. It is an irrefutable fact proven by a number of research findings and confirmed by educational theorists and decided cases that appropriate and quality early childhood education is a foundation of all levels of education. In Namibia currently, public early childhood development and education is provided by community members in Early Childhood Development Community Centres in both rural and urban areas. It is against this background that the purpose of the study on which this research report is based was to determine, through stakeholder participants’ eyes, how the presumed right to education of the pre- grade one learners in rural early childhood development and education community centres (ECDECCs) in Northern Namibia is adhered to. Research Design and Methodology: The study was based on a qualitative interpretive hybrid case study of four (including pilot study) rural ECDECCs, review of early childhood development and education literature, legal literature, relevant legislation, case law, regulations, policies and International Human Right Instruments conducted before and after conducting research in the field. Empirical data were collected through semi-structured individual (one on one) face to face interviews with various stakeholder participants (such as heads of/teachers at ECDECCs, parents/guardians, community leaders/members, officials from the Ministry of Gender Equality, Ministry of Education and Human Rights Activists. The findings of the study were inter alia that all participants had knowledge of and understood the fact that five to six years old children indeed have the right to education, and most of them also understood the significance of pre- grade one learners’ education. As such, the communities were doing everything in their power to provide early childhood education. However, early childhood development and education community centres were ill-equipped in terms of physical facilities, human resources, and learning-teaching aids. In addition, heads of centres/teachers were not properly trained. There was no tap water, no electricity, and no toilet facilities. Most children did not fully or not at all attend community centres for early childhood education, because of inability on the part of their parents/guardians to pay the prescribed fees. Buildings (structures) in which pre-grade one education was practised were not completed and therefore not suitable for human occupation, as community members who initiated them did not have sufficient funds to finance such undertakings. Literature studies of selected relevant legal literature, Constitutions, legislation, decided cases and international human right instruments confirm the fact that pre-grade one education is indeed a legally enforceable fundamental human right to basic education. To this end, there are legal determinants of the provision of pregrade one learners early childhood development and education. Recommendations were that the State (government) had to take over early childhood education, and that teachers have to be academically and professionally trained and accordingly paid salaries by the Ministry of Education. Because of the above obstacles experienced in rural ECDECCs, pre-grade one learners’ right to education leaves much to be desired. Consequently, it is recommended that the Ministry of Education must, as of necessity, legally take over education of all pre-grade one learners (preprimary learners) in entirety in order to comply with the provisions of International Human Rights Instruments in general, and Article 20 (1) of the Constitution of Namibia in particular. In addition, in order to ensure promotion, advancement, realisation and fulfilment of the pre-grade one learners’ right to education, the current Namibian Education Act needs to be amended like the South African Schools Act, or a new Early Childhood Development and Education Act has to be promulgated altogether, to specifically and particularly cater for the pre-grade one learners’ right to basic education. This is indispensable because, in the words of Smith (2011: 305): “The value and necessity of education is beyond dispute because education is both a human right in itself and a crucial means of realising other human rights.” The study concluded that early childhood education provision and practice in ECDECCs in rural areas in their current nature and status at the time of conducting this study in Northern Namibia leaves much to be desired. As such, it is not the best possible vehicle for the early childhood development and education provision of pregrade one education for the five to six years old children in light of their human right to education. / PhD (Education Law), North-West University, Potchefstroom Campus, 2015

Background: After independence education was declared one of the inviolable fundamental human rights of all persons entrenched in the Supreme Law of the country, the Constitution of the Republic of Namibia. It is an irrefutable fact proven by a number of research findings and confirmed by educational theorists and decided cases that appropriate and quality early childhood education is a foundation of all levels of education. In Namibia currently, public early childhood development and education is provided by community members in Early Childhood Development Community Centres in both rural and urban areas. It is against this background that the purpose of the study on which this research report is based was to determine, through stakeholder participants’ eyes, how the presumed right to education of the pre- grade one learners in rural early childhood development and education community centres (ECDECCs) in Northern Namibia is adhered to. Research Design and Methodology: The study was based on a qualitative interpretive hybrid case study of four (including pilot study) rural ECDECCs, review of early childhood development and education literature, legal literature, relevant legislation, case law, regulations, policies and International Human Right Instruments conducted before and after conducting research in the field. Empirical data were collected through semi-structured individual (one on one) face to face interviews with various stakeholder participants (such as heads of/teachers at ECDECCs, parents/guardians, community leaders/members, officials from the Ministry of Gender Equality, Ministry of Education and Human Rights Activists. The findings of the study were inter alia that all participants had knowledge of and understood the fact that five to six years old children indeed have the right to education, and most of them also understood the significance of pre- grade one learners’ education. As such, the communities were doing everything in their power to provide early childhood education. However, early childhood development and education community centres were ill-equipped in terms of physical facilities, human resources, and learning-teaching aids. In addition, heads of centres/teachers were not properly trained. There was no tap water, no electricity, and no toilet facilities. Most children did not fully or not at all attend community centres for early childhood education, because of inability on the part of their parents/guardians to pay the prescribed fees. Buildings (structures) in which pre-grade one education was practised were not completed and therefore not suitable for human occupation, as community members who initiated them did not have sufficient funds to finance such undertakings. Literature studies of selected relevant legal literature, Constitutions, legislation, decided cases and international human right instruments confirm the fact that pre-grade one education is indeed a legally enforceable fundamental human right to basic education. To this end, there are legal determinants of the provision of pregrade one learners early childhood development and education. Recommendations were that the State (government) had to take over early childhood education, and that teachers have to be academically and professionally trained and accordingly paid salaries by the Ministry of Education. Because of the above obstacles experienced in rural ECDECCs, pre-grade one learners’ right to education leaves much to be desired. Consequently, it is recommended that the Ministry of Education must, as of necessity, legally take over education of all pre-grade one learners (preprimary learners) in entirety in order to comply with the provisions of International Human Rights Instruments in general, and Article 20 (1) of the Constitution of Namibia in particular. In addition, in order to ensure promotion, advancement, realisation and fulfilment of the pre-grade one learners’ right to education, the current Namibian Education Act needs to be amended like the South African Schools Act, or a new Early Childhood Development and Education Act has to be promulgated altogether, to specifically and particularly cater for the pre-grade one learners’ right to basic education. This is indispensable because, in the words of Smith (2011: 305): “The value and necessity of education is beyond dispute because education is both a human right in itself and a crucial means of realising other human rights.” The study concluded that early childhood education provision and practice in ECDECCs in rural areas in their current nature and status at the time of conducting this study in Northern Namibia leaves much to be desired. As such, it is not the best possible vehicle for the early childhood development and education provision of pregrade one education for the five to six years old children in light of their human right to education. / PhD (Education Law), North-West University, Potchefstroom Campus, 2015