The intention of this study is to interview teachers in order to create a picture of how they look at their work with IUP (Plan of individual development). The main question formulated in my study is in what way IUP can become a contribution to the learner´s development. All teachers who participated in the interviews believe that the purpose of the document is to be proactive, developing and positive for the pupils. The teachers also believe that it is intended to serve as a clarification for pupils as well as teachers. It´s clear to see that the IUP generally is believed to be a supportive resource in education. The results of the interviews, however, show that the document does not in any significant way function as a support to the pupils and their learning during the term.  Most of the attention is put into the meeting between teacher, parents and pupil (“utvecklingssamtal”) held once per term, in which the individual plan also is set up. A variety of reasons contribute to the fact that the majority of the responding teachers do not enable the pupils themselves to use the document on a regular basis in everyday work. Only one of the participating teachers stated that she actively encouraged pupils to use their IUP on a continual basis during their school day. In the other cases the IUP was filed and often kept locked up while the pupil and the parents kept a copy at home. However, the pupils are involved in the establishing of the IUP and are given a good opportunity to take part in formulating its goals, based on their capacities. The pupil´s own wording is important to make him or her feel that the IUP is fit for them. There were different statements about how much and how often the teachers participate in discussing the work of IUP with colleagues. One conclusion is that there was, in most of the cases, a will to create a common interpretation in order to get more out of the document.

In 2002 Tanzania initiated the implementation of the Primary Education Development Plan (PEDP), in which a substantial capacity expansion and quality improvement of primary education was outlined. The most important measure in the plan was to make primary school free and accessible to all, irrespective of financial capabilities. This thesis is a qualitative policy study, which aims at finding out whether or not primary education is free and equally accessible to all in Tanzania. Besides establishing if it is in fact free and accessible, the thesis identifies the main costs and restraints to access and also brings forward the children’s perceptions on these restraints. The answers to these questions were sought in a case study, conducted in Babati District in Northern Tanzania. Data were collected through semi-structured interviews with households, school staff and primary school children and their responses has been compared to the national policy on primary education. The main conclusions of the study are that: Primary education is not free in Tanzania, as there are significant costs involved to send a child to primary school, such as school uniform, school material and various contributions to the running costs of the school. Neither is primary education equally accessible to all, as children from households, which cannot pay these costs, are sent home from school on a regular basis. Lastly, being sent home has a damaging effect on the children’s school performances and self-esteem.

Alla elever i grundskolan, ska sedan januari 2006, ha en individuell utvecklingsplan vars syfte främst är att stödja elevers måluppfyllelse, enligt de nationella styrdokumen-ten. I Skolverkets allmänna råd (2005) anges att elever såväl som föräldrar ska ges del-aktighet och inflytande över arbetet med IUP. Vi har en uppfattning om att en samver-kansprocess, mellan lärare, elev och föräldrar, kring arbetet med IUP är av vikt för att eleven ska nå ökad måluppfyllelse. Därför var syftet med studien att belysa hur elever och föräldrar uppfattar sin delaktighet i samverkansprocessen kring IUP samt hur lära-ren gör för att involvera elever och föräldrar i det arbetet. För att få en bild av hur sam-verkansprocessen kring den individuella utvecklingsplanen uppfattas av lärare, elever och föräldrar har såväl kvalitativa som kvantitativa metoder använts. Dessa har bestått av lärar- och föräldraenkäter samt av elevintervjuer. Resultatet visar att elever och för-äldrar upplever stor delaktighet kring arbetet med IUP. Studiens resultat visar även att eleverna genom IUP fått en större medvetenhet över sitt lärande. Beträffande lärarper-spektivet visar vårt resultat att lärarna anser det viktigt att involvera elever såväl som föräldrar. Lärarnas motiv för att involvera eleven i arbetet med IUP är att skapa delak-tighet, motivation och ansvarstagande hos eleven för en ökad måluppfyllelse. Samman-taget visar vår studie att en god samverkansprocess kan leda till ökad måluppfyllelse för eleven. / Since January 2006, an individual development plan (IUP) should be prepared for every pupil in comprehensive school. The aim of development plan is to support pupils’ pos-sibilities to fulfil the goals of the National curriculum. General counsels of the National Board of Education (2005) states that both pupils and parents should be given the pos-sibility to influence on and participate in the work with IUP. We articulate that the co-operation process between teacher, pupil and parents concerning IUP, is of importance for pupils’ goal fulfilment. Therefore, the aim of the study was to elucidate how stu-dents and parents consider their participation in the cooperation process with IUP, and how the teacher involves students and parents in the process. In order to find out how the cooperation process concerning the individual development plan is considered by teachers, students, and parents, both qualitative and quantitative methods have been used. These consist of teachers’- and parents’ inquiries, and by pupils’ interviews. The result shows that both pupils and parents experience a great deal of participation con-cerning the work with IUP. The result also shows that the students through IUP have improved their awareness of the learning process. Regarding the teachers’ perspective, our study illuminates that teachers consider it important to involve both pupils and par-ents. Teacher’s reason for involving pupils in the work with IUP is to create participa-tion, motivation, and responsibility among pupils for an increased goal fulfilment. All in all, our study shows that a good cooperation process increases pupils’ goal fulfil-ment.

The aim of this essay has been to find out whether the individual development plan does make it easier to teachers to discover any needs of the students to get education or material changes and by that make adjustments in the classroom. I chose to seek information by interviewing special educators at four compulsory schools, since they have an overall apprehension of how the work is carried out at the school, especially the work with students in need of any form of extra support. All students at the Swedish compulsory school shall have an individual development plan. The purpose with the plan is, besides that the student is to be given possibilities to form his own pedagogical and social goals, that the teacher shall get early signals if a student may be in need of getting education and materials changed and adjusted for to easier manage his studies. The individual development plan of the student should have the function as a tool to the teacher to facilitate for his students. The answer of my question can be sum-up in a no, the inherent potential in the individual development plan is not utilized by the teachers that seem to have the apprehension that the plan is for the student all by him/herself. The teaching staff has obviously not understood the use they can get out of it.

The government has included biological technology industries among the priorities of development program for ¡§challenge 2008--national development plan¡¨ and ¡§Two Trillions Double Stars Industries Development Plan¡¨. As the labor cost rising and many industries moving to Mainland China, several traditional industries in Taiwan have successfully transformed into biological technology industries for surviving, while some pharmaceutical industries seems not to do well as above. So the author would like to dip out intensively why non-pharmaceutical industries could convert the investment into biological technology sectors successfully than the pharmaceutical counterparts. It would collect some relevant data and get interviews from respective company and literature review, and then apply SWOT (Strength, Weakness, Opportunity and Threats) analysis to understand what kinds of impediments those companies have encountered, how they resolved the problems and what results they yielded. May this study provide feasible advises about the optimal routes and approaches for Taiwan industries to transform into biological technology sectors by analyzing and comparing different cases of converted investment. The results that have been found are as follows: the converted investments which non-pharmaceutical industries embarked upon could divided into two approaches--- one for those companies that had adequately understand their own merits and felt they should convert the investment into biological technology sectors; another one is that the transformed company only hoped to facilitate the opportunity which government prioritized to market their products well. In near future, we would see the biological technology industries come to merger, vertical integration and strategic alliance due to research & development, marketing access and acquirements of capitals. According to this survey, most pharmaceutical companies wouldn¡¦t like to transform into biological technology industries because of some state policies, such as cGMP system, health insurance bureau lowering the payment for pharmaceutical companies, domestic markets having been liberated and new labor retirement pension fund systems. Besides, the pharmaceutical industries have been stepping up the speed of merger and shakeout, certainly would they not to transform into biological technology industries. Therefore, if the domestic industries hope to convert their investments, they should layout short-term and long-term strategies, which the former ought to take priority of creating the profits so as to facilitate the development of the latter which would focus on building up marketing accesses, cultivating R&D talents and their competences, as well as expanding strategic alliance actively with international enterprises for biological technology. To conclude, this study would provide Taiwan industries who tried to transform some advises, such as to consider merger, develop healthy food, beef up the integrated supply chains, loosen the conditions of becoming a listed company or OTC(over-the-counter) company, value the intellectual property right and open overseas markets.

<p>Alla elever i grundskolan, ska sedan januari 2006, ha en individuell utvecklingsplan vars syfte främst är att stödja elevers måluppfyllelse, enligt de nationella styrdokumen-ten. I Skolverkets allmänna råd (2005) anges att elever såväl som föräldrar ska ges del-aktighet och inflytande över arbetet med IUP. Vi har en uppfattning om att en samver-kansprocess, mellan lärare, elev och föräldrar, kring arbetet med IUP är av vikt för att eleven ska nå ökad måluppfyllelse. Därför var syftet med studien att belysa hur elever och föräldrar uppfattar sin delaktighet i samverkansprocessen kring IUP samt hur lära-ren gör för att involvera elever och föräldrar i det arbetet. För att få en bild av hur sam-verkansprocessen kring den individuella utvecklingsplanen uppfattas av lärare, elever och föräldrar har såväl kvalitativa som kvantitativa metoder använts. Dessa har bestått av lärar- och föräldraenkäter samt av elevintervjuer. Resultatet visar att elever och för-äldrar upplever stor delaktighet kring arbetet med IUP. Studiens resultat visar även att eleverna genom IUP fått en större medvetenhet över sitt lärande. Beträffande lärarper-spektivet visar vårt resultat att lärarna anser det viktigt att involvera elever såväl som föräldrar. Lärarnas motiv för att involvera eleven i arbetet med IUP är att skapa delak-tighet, motivation och ansvarstagande hos eleven för en ökad måluppfyllelse. Samman-taget visar vår studie att en god samverkansprocess kan leda till ökad måluppfyllelse för eleven.</p> / <p>Since January 2006, an individual development plan (IUP) should be prepared for every pupil in comprehensive school. The aim of development plan is to support pupils’ pos-sibilities to fulfil the goals of the National curriculum. General counsels of the National Board of Education (2005) states that both pupils and parents should be given the pos-sibility to influence on and participate in the work with IUP. We articulate that the co-operation process between teacher, pupil and parents concerning IUP, is of importance for pupils’ goal fulfilment. Therefore, the aim of the study was to elucidate how stu-dents and parents consider their participation in the cooperation process with IUP, and how the teacher involves students and parents in the process. In order to find out how the cooperation process concerning the individual development plan is considered by teachers, students, and parents, both qualitative and quantitative methods have been used. These consist of teachers’- and parents’ inquiries, and by pupils’ interviews. The result shows that both pupils and parents experience a great deal of participation con-cerning the work with IUP. The result also shows that the students through IUP have improved their awareness of the learning process. Regarding the teachers’ perspective, our study illuminates that teachers consider it important to involve both pupils and par-ents. Teacher’s reason for involving pupils in the work with IUP is to create participa-tion, motivation, and responsibility among pupils for an increased goal fulfilment. All in all, our study shows that a good cooperation process increases pupils’ goal fulfil-ment.</p>

South Africa is a signatory to the Rio Earth Summit Agenda 21 and the World Summit on Sustainable Development's, Johannesburg Plan of lmplernentation. These documents are the definitive guidelines towards sustainable development. As a local authority within South Africa, Ekurhuleni is therefore obliged to implement these sustainability principles as highlighted in Chapter 28 of Agenda 21, namely Local Agenda 21. Various tools are available to implement the Local Agenda 21 principles. The Municipal Systems Act, 32 of 2000, prescribes the compilation of an lntegrated Development Plan for all local authorities, part of this is a Performance Management System that measure performance in terms of specified indicators. Another management tool is the State of the Environment Report, which in turn identifies indicators in terms of which environmentally sustainable development can be measured. The Ekurhuleni Metropolitan Municipality's lntegrated Development Plan have been compared with the objectives set out in Agenda 21 and the Johannesburg Plan of lmplementation, to assess whether this document can be used as the Ekurhuleni Local Agenda 21 Strategy. It was found that the requirements for an lntegrated Development Plan are very similar to the requirements for a Local Agenda 21. The Ekurhuleni lntegrated Development Plan to a great extent complies with the Agenda 21 and Johannesburg Plan of lmplementation. In terms of sustainable development, the economic and social aspects, receive substantial attention, however the biophysical environmental aspect of sustainable development is not sufficiently integrated into all aspects of the lntegrated Development Plan. Neither are the target dates as specified in the Johannesburg Plan of Implementation highlighted in the lntegrated Development Plan. By integrating the biophysical environmental aspects into the Ekurhuleni lntegrated Development Plan and setting target dates in line with the Johannesburg Plan of lmplernentation great strides will be made towards achieving sustainable development. If the further step is taken to combine the sustainability indictors as identified in the state of the Environment Report with the Performance Management System, the Ekurhuleni lntegrated Development Plan with its Performance Management System, can be accepted as the Ekurhuleni Local Agenda 21 Strategy. / Thesis (M. Omgewingsbestuur)--North-West University, Potchefstroom Campus, 2004

No description available.

<p>This research study focuses on the way the Namibian public sector plans and implements capital projects, mainly in the Ohangwena region, and the Ministry of Health and Social Services in general. The research results show that the planning and project process is not clear and that options need to be considered for the improvement thereof. It is observed that often some of the identified and approved capital projects are not implemented and, if implemented, this is typically done in two or three years. Most parts of Ohangwena are comprised of sandy roads, especially the north-eastern area of Ohangwena which represents a large part of the region. Distances between health facilities and the scarcity of transport make it difficult for the community to easily reach the nearest health facility. The primary objective of this study is to perform an assessment of the planning process in the public sector for the implementation of capital projects and its effectiveness with regard to the planning and implementation of identified capital projects. From the outset, the critical issue is not only implementation, but also how the Ministry plans its capital projects for successful implementation. Interestingly, no research has been done before on this topic in Namibia. Against this background, officials (planners) that are directly involved in capital projects design were interviewed at the district, regional and national levels of the Ministry. The research investigation found that, in general, the planning and project processes in the Ministry are good, but a number of weaknesses were observed in the implementation process. The findings of the study showed that capacity in the Ministry, in terms of skills and technical expertise, are among the main causes of delay in the implementation of capital projects, particularly in the region and in the Ministry in general. The research found that lack of technical expertise in the Ministry and the limited capacity of those responsible for capital projects initiation and implementation, especially at the District and Regional level, have a substantial influence on most of all the weaknesses observed in the system. In this regard, specific recommendations were made regarding the prioritization of the necessary posts and building capacity at the operational level</p>

A detailed development plan (DDP) is a legally binding plan that regulates the municipalities land use on a detailed level. The purpose with the DDP is to evaluate the suitability for development on land access, in order for municipalities to manage spatial planning and minimize environmental harm. If a DDP would likely cause a significant impact on the environment, an Environmental Impact Assessment (EIA) has to be produced. The aim of this thesis was to investigate how DDP and EIA processes are working on a local level in Sweden, and how the quality is reflected in the processes. More specifically, I investigated the role of EIA actors involved in the DDP process, as well as whether these processes are inadequate from an environmental conservation perspective. To investigate these issues, a document study was conducted as well as an interview study. The results from the study presents several shortcomings in both processes; examples of shortcomings were the lacking knowledge among the DDP and EIA actors in how to conduct the process, as well as interpreting and understanding the law.  Other observed shortcomings were the different levels of engagement among the plan administrators, the EIA performers and the County Administrative Board reviewers. Three important factors were recognized for achieving good processes. Firstly, the people involved need to have broad knowledge and good qualifications. Secondly, the actors must be able to communicate in a good and clear manner. Lastly, the third factor is a good process leader who brings together the DDP and EIA process.