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Thesis (B.A.(Hons.))--University of Adelaide, Depts. of Geography and History, 1994. / Includes bibliographical references.

Where post-GDP, a socio-ecological substitute of GDP, has become increasingly salient within international relations, its practice at an institutional economic level remains largely marginalised. At a discursive level, however, both GDP and post-GDP appear to be both supplementary and antithetical to one another. This thesis investigates this relationship between GDP and post-GDP discourse, as well as the dependency of economic institutions to exercise such a discourse. Constructivist institutionalism initially frames these economic ideas as both constitutive and antagonistic towards institutional stability. This thesis, however, draws primarily upon institutional poststructuralism, articulating GDP/post-GDP discourse, not the agent, as a mechanism that produces economic knowledge and, by association, the institutions that are shaped by it. A two-part analysis takes place, consisting of an historical genealogy of GDP/post-GDP and a discourse logics analysis between the IMF development committee and the economic departments of India and surrounding countries. The findings show that the formative discourse of GDP and post-GDP had become divorced during the 20th century and that while GDP logics often struggle to reconcile requisite development outcomes, economic institutions exercise the two as a unitary discourse; albeit one that maintains a GDP centre.

An intervention on food security is sustainable when it begins to address issues of development that are the priority to the beneficiaries rather than those of the benefactor. Food security in this study is regarded as the priority that is interwoven in social, economical and ecological aspect of development. Therefore, it can only be solved through processes of sustainable development. This study is concerned about the current approaches and processes of food security programmes that do not capture the elements of sustainable development. Therefore, the aim of the study was to establish how the elements of sustainable development are practiced in the programmes of food security in South Africa. Most importantly how the programme goes beyond food and market availability to social change. In order to achieve this aim, a qualitative research process was applied using a case study. The study examined one of the food security programmes in uMsinga area. north of KwaZulu Natal. This programme is funded by the National Development Agency (NDA) and administered by the Non-Governmental Organisation called uMsinga Peace and Development Committee (MPDC). The study found that the programme still reflects the common and the short-sighted understanding of food security. It still emphasises the market-led methods of food security which have undermined the environment and social development of the community. Hence the programme comes short in ensuring sustainable food security in the area of uMsinga where years of factions fights has destroyed the social fabric of the community. The study recommended a deliberate intervention strategy of community building for uMsinga community. This calls for a strategy where a process of community conscientization becomes one of the main objectives of the programme. It is through community building that those available resources such as financial, natural, human, infrastructure and institutions call be identified within the community. Conscientization process can be able to equip tlte community with skills and knowledge of how to access and control those resources to satisfy both short term and long- term needs. / Thesis (M.A.)-University of KwaZulu-Natal, 2005.

The study sought to establish the quality of Early Childhood Development (ECD) programmes. It was therefore important that the researcher investigates whether the ECD programmes were meeting the expectations of the quality indicators and consequently the holistic needs of ECD children. The qualitative design methodology was used in this study. Self-constructed observation checklists and in-depth interview guides were used. The participants in the study were 10 school heads, 10 ECD teachers and 10 ECD parents, one from each of the ten schools under study from Harare low and high density suburbs. The data were content analysed. The findings of the study revealed that school heads incompetently managed the ECD curriculum. It was also revealed in the study that ECD policies existed in schools but some were not adhered to which impacted negatively on the quality of ECD programmes. Findings of the study also revealed that the components of a quality ECD programme which included; nutrition, health and safety, parental involvement, stakeholder involvement, guidance and counselling in ECD were compromised. The study showed that ECD personnel qualifications were varied. The study also revealed that teaching methods in ECD were all child-centred though some ECD parents and school heads criticised the play-way and child-centred method of teaching. Findings revealed that material, financial and human resources were scarce. It was concluded that the quality of ECD programmes in Harare primary schools was compromised. It was recommended that training of all stakeholders on ECD management and organisation would bring about a better understanding of ECD programmes, mounting staff development workshops on practical skills training in guidance and counselling of ECD children for ECD teachers, school heads and counsellors and, inviting parents as resource persons when teaching certain concepts would improve the quality of ECD programmes. Recommendations for further study were made / Educational Studies / D.Ed. (Psychology of Education)

The study sought to establish the quality of Early Childhood Development (ECD) programmes. It was therefore important that the researcher investigates whether the ECD programmes were meeting the expectations of the quality indicators and consequently the holistic needs of ECD children. The qualitative design methodology was used in this study. Self-constructed observation checklists and in-depth interview guides were used. The participants in the study were 10 school heads, 10 ECD teachers and 10 ECD parents, one from each of the ten schools under study from Harare low and high density suburbs. The data were content analysed. The findings of the study revealed that school heads incompetently managed the ECD curriculum. It was also revealed in the study that ECD policies existed in schools but some were not adhered to which impacted negatively on the quality of ECD programmes. Findings of the study also revealed that the components of a quality ECD programme which included; nutrition, health and safety, parental involvement, stakeholder involvement, guidance and counselling in ECD were compromised. The study showed that ECD personnel qualifications were varied. The study also revealed that teaching methods in ECD were all child-centred though some ECD parents and school heads criticised the play-way and child-centred method of teaching. Findings revealed that material, financial and human resources were scarce. It was concluded that the quality of ECD programmes in Harare primary schools was compromised. It was recommended that training of all stakeholders on ECD management and organisation would bring about a better understanding of ECD programmes, mounting staff development workshops on practical skills training in guidance and counselling of ECD children for ECD teachers, school heads and counsellors and, inviting parents as resource persons when teaching certain concepts would improve the quality of ECD programmes. Recommendations for further study were made / Educational Studies / D.Ed. (Psychology of Education)