Considering the rise in global sustainability challenges and most especially in a continent like Africa, these challenges could pose a grave danger to the population owing to the limited commitment towards sustainability. This requires a proactive and systematic approach in order to propagate Education for Sustainable Development (ESD) on the continent. The purpose of this thesis was to support the implementation of Transformational Learning in an African perspective and to see how the TL components can be used to support this learning experience. This was conducted within some selected programs of LEAP Africa. As a case study, the Youth Leadership Development Program (YLDP) and the Transformative Leadership Program (TLP) were examined to explore the transformative learning experiences that these programs provide. The research examines how the program participants perceive and rate the transformational nature of the programs using a mixed-methods approach that includes survey questions and interviews. Through the Transformational Learning theory and the components of Transformational Learning,the findings from the research showed that above 50 % of the participants of the programs, YLDP and TLP considered them as transformative experiences that shaped their perspectives in terms of their knowledge, behavior, abilities, leadership, and personal development. The findings further attest to the importance of an African perspective in promoting Transformational Learning for sustainability. Thus, the study uncovered that some of the components of Transformational Learning; Community, Place, Pedagogy, Concepts and Content, Disorientation, and Hope and Agency are transformational and present within the selected programs though perceived differently across regions and cultures.

As school divisions across the country toil with closing achievement gaps and work towards finding a comprehensive approach to meeting the needs of all learners, many have turned to the implementation of multi-tiered response to intervention (RTI) models. While RTI initially surfaced as an alternative to the IQ discrepancy model used to identify students with specific learning disabilities, it is now being used by school divisions as a systemic framework for responding to the needs of all students. The difficulty, however, for many school divisions as they move forward with the implementation of such a model is the conceptualization of what RTI should look like, especially at the middle school level. The purpose of this study is to assess and compare the perceptions of faculty and staff (teachers, counselors, school psychologists, and social workers), and administrators at two middle schools in the same school division regarding the fidelity of implementation of key RTI components in their schools. The study utilized school administrator interviews and teacher focus group interviews to make comparisons and draw conclusions about similar challenges and successes. The researcher used a combination of descriptive and inferential procedures to determine the perceptions of fidelity of RTI implementation in two middle schools within a school division in southeastern Virginia. The two overarching research questions for the study were: How does the integrity tool survey completed by faculty and staff reflect the concerns and successes perceived when interviewing faculty and staff? What, if any, similarities and differences were identified in the implementation of RTI between two middle schools in a school division in southeastern Virginia? In addition to the interviews, an integrity survey was utilized as a method to identify levels of fidelity to the key features of the RTI program. Implementation profiles were developed for each participating school, and comparisons were made through the surveys and interviews to determine if strategies, barriers and infidelity features could be identified as a means to direct overall school feedback, growth and facilitate RTI implementation at the middle school level. The findings from the study indicated that both middle schools are implementing the various components of an RTI framework, although at relatively low levels of implementation fidelity. Because of the complexity of such a system and lack of empirical evidence regarding systems change for RTI implementation, schools are still struggling with attaining higher levels of fidelity of implementation with all RTI components. / Ed. D.

Le législateur français a formellement prévu des contrats de transfert de risque de crédit sans pour autant en donner une définition. Partant de ce visa exprès, il est possible d’identifier substantiellement des contrats de transfert de risque, de les distinguer de contrats voisins et de les systématiser malgré leur diversité, en une catégorie autonome. Ayant posé la définition d’un contrat de transfert de risque et analysé ses éléments constitutifs, un régime juridique commun ressort clairement, pour régir aussi bien la formation que les effets d’un tel contrat. L’existence d’une notion de contrat de transfert de risque, qui va de pair avec un régime particulier ouvrira la voie aux praticiens à la conclusion de contrats innommés de transfert de risque, répondant à un besoin grandissant : celui de couverture des conséquences dommageables issues de la réalisation d’un évènement incertain / The French legislator has formally established a credit risk transfer contrat, but without actually defining it. Drawing on this, it is possible to substantially identify many risk transfer contracts, to distinguish them from neighbouring contracts, and assemble them despite their diversity in an autonomous category. Having set a definition of a risk transfer contract and having analysed its essential components, a legal status that governs the formation as well as the effects of such a contract emerges naturally. The existence of a risk transfer contract notion and as well as a corresponding legal status, makes it possible for the parties to conclude new contractual figures of risk transfer contract, in order to meet a growing need: the need to cover the pecuniary losses, resulting from the occurrence of an uncertain event.