The purpose of my dissertation was to examine the competition between the U.S.-led Western bloc and the Soviet bloc in the less developed world during Détente. I assessed whether or not the Soviet bloc pushed for strategic gains in the less developed world in the middle-to-late 1970’s and whether this contributed to the U.S. decision to abandon Détente in 1979. I made the attempt to test the international relations theory of balance of threat realism (Walt, 1992). I accomplished the test in two ways. First, I measured the foreign aid allocations (military and economic) made by each respective bloc towards the Third World by using a quantitative approach. Second, I examined U.S. archives using the process-tracing/historical method. The U.S. archives gave me the ability to evaluate how U.S. decision-makers and U.S. intelligence agencies interpreted the actions of the Soviet bloc. They also gave me the chance to examine the U.S. response as we evaluated the policies that were pushed by key U.S. decision-makers and intelligence agencies. On the question of whether or not the Soviet bloc was aggressive, the quantitative evidence suggested that it was not. Instead, the evidence found the Western-bloc to have been more aggressive in the less developed world. The U.S. archives also showed Soviet actions to have been defensive. Key U.S. decision-makers and intelligence agencies attested to this. Finally, the archives show that U.S. officials pushed for aggressive actions against the Third World during the final years of Détente. Thus, balance of threat realism produced an incorrect assessment that U.S. aggression in the late 1970’s was a response to Soviet aggression during Détente. The evidence suggests structural Marxism and domestic politics can better explain U.S./Western actions. The aggressive foreign aid allocations of the West, coupled with evidence of U.S. decision-makers/agencies vehemently concerned about the long-term prospects of the West, strengthened structural Marxism. Domestic politics can also claim to explain the actions of U.S. decision-makers. I found extensive archival evidence of bureaucratic inter-agency conflict between the State Department and other intelligence agencies in areas of strategic concern to the U.S.

The introduction of Grade R (Reception Year) and its curriculum in early childhood education has been a key policy initiative, but despite the importance of this level of education the demands of the transition from Grade R to Grade 1 are not explicitly discussed. Official documents note the likely difficulties and challenges inherent in the transition of children from preschool and home into the primary school environment but they do not explicitly say how these difficulties can be dealt with. This study investigated the implementation of transition policy and existing practices for children transiting from preschool or the home into Grade 1 in South Africa’s schools. A case study of two purposively selected schools, from two different provinces, explored the impact of transition on both children’s adjustment to their new environment and the school itself. Key policy documents were initially analysed, and key informants in government and non governmental organisations (NGOs) were interviewed in relation to aspects of the policy guidelines and practices for transition to school. Participating principals, teachers, parents and children as subjects were interviewed to identify their perspectives about transition and how they deal with it. The social, behavioural and academic adjustment of 6 children from each of the two schools was investigated using the Social Skills Rating Scale (SSRS). The results show that although some differences in the adjustment of children between the two case study schools were noted, it appeared that preschooled children were more likely to make better adjustments than non-preschooled (home) children. The study also revealed that schools’ strategies for dealing with transitions are not informed by the government’s transition policies and guidelines. Instead, the two schools devised their own in-house strategies to deal with transitions and these differed from one school to another. The study also highlights that teachers are not familiar with policies governing their working lives. The schools studied also lamented the lack of continuity in the curricula and the way of life between the school and preschool despite policies enacted to deal with this disjuncture. Whilst the findings show a disparity between the adjustments of preschooled children and their home counterparts a longitudinal study involving more case schools would provide greater insight into preschool grade 1 transition in a developing South Africa. The educational and policy implications of the study are discussed with regard to important processes and structures put in place for the transition process of children entering into primary schools. While case study findings cannot be generalised the results can be beneficial in informing other similar contexts grappling with transitions. The study highlights important processes undertaken in the adjustment of children into primary schools, however it also revealed some shortcomings which have serious implications for policy and practice. “Policy literacy” should be embarked upon to familiarise teachers as end users with what policy entails. Every school should have a transition programme that would help orientate and settle in the new entrants into the school environment. / Thesis (PhD (Education Policy Studies))--University of Pretoria, 2007. / Education Management and Policy Studies / PhD / Unrestricted

This study strives to examine how microfinance activities can be successfully applied in the developed world. This is done through a field study in New York City. Throughout interviews and observations with three of the largest actors in New York: Acción USA, Grameen America and Project Enterprise, as well as interviews with their clients, the lending processes and key characteristics of the organizations have been mapped. Furthermore, the Federal Reserve Bank of New York has been interviewed on the general opinion of microfinance in the US. Previous theory elaborates on some of the major challenges with implementing microfinance activities in the developed world, such as lack of funding and cultural differences hindering the lending processes to be carried out as they are in the developing world. Henceforth, problems regarding regulation, awareness and outreach are discussed. Throughout the observation of the institutions we can confirm that some of the challenges brought up in theory actually are apparent. We do, however, question the criticism towards the use of group-based lending programs in the developed world. Our study does, in contrast to previous research, imply that the concept does work as well in the US as it does in developing countries. Since this is a case study based on the observations of only a few organizations, it is precarious to draw any general conclusions based upon the findings. Indications of key success factors are, though, group-based lending programs, non-financial services, creating awareness, financial sustainability, savings as funding, standardized regulations and increased transparency. Finally we advocate focus on job creation to obtain acknowledgement.

This study strives to examine how microfinance activities can be successfully applied in the developed world. This is done through a field study in New York City. Throughout interviews and observations with three of the largest actors in New York: Acción USA, Grameen America and Project Enterprise, as well as interviews with their clients, the lending processes and key characteristics of the organizations have been mapped. Furthermore, the Federal Reserve Bank of New York has been interviewed on the general opinion of microfinance in the US. Previous theory elaborates on some of the major challenges with implementing microfinance activities in the developed world, such as lack of funding and cultural differences hindering the lending processes to be carried out as they are in the developing world. Henceforth, problems regarding regulation, awareness and outreach are discussed. Throughout the observation of the institutions we can confirm that some of the challenges brought up in theory actually are apparent. We do, however, question the criticism towards the use of group-based lending programs in the developed world. Our study does, in contrast to previous research, imply that the concept does work as well in the US as it does in developing countries. Since this is a case study based on the observations of only a few organizations, it is precarious to draw any general conclusions based upon the findings. Indications of key success factors are, though, group-based lending programs, non-financial services, creating awareness, financial sustainability, savings as funding, standardized regulations and increased transparency. Finally we advocate focus on job creation to obtain acknowledgement.