Magister Legum - LLM / The impact of trade policies on the pursuit of gender equality is often ignored. Recognising the link between trade and gender, this dissertation aims to enhance the capacity of policy-makers to mainstream gender in trade policy and to help identify ways for using trade to respond to women's needs in South Africa. In order to meet this objective, it analyses the impacts that trade liberalisation has had on the economy and on gender in general and in South Africa in particular. In addition, it evaluates the impacts on men and women in order to see if trade has contributed to reducing, accentuating or perpetuating gender inequality in South Africa. Findings have confirmed that Trade liberalisation has had both positive and negative impacts on women and men. But, they have also demonstrated that trade liberalisation has affected women and men differently having negative influences on the pursuit of gender equality. The research has, however, concluded that the impact of trade liberalisation on the pursuit of gender equality is influenced by other key factors. As strategy to mainstream gender in trade policies, the research suggests that policy-makers should analyse the implications for women and men of any trade policy before adopting such policy. This analysis would help him/her to see the possible imbalances of the new policy and implement policies and programmes to eradicate them. Also, it will help him/her to identify possible ways for using trade to empower women. The research is based on the idea that the elimination of the existing inequalities will put women at the same stage with men and will, therefore, contribute to women's empowerment in South Africa. / South Africa

There is a considerable body of literature on the transportation activities of rural households. Still, efforts to address rural women's specific travel and transport needs have met with limited or no success. Because rural women are vulnerable members of society, their productive roles are sometimes not fully reflected in sector strategies. Considering how transport policies and projects address rural women's needs is important for socially and economically sustainable rural transport policy. The main argument presented in this research is based on the expectations raised by the democratic elections of 1994 in South Africa. After the elections many people, particularly those in the rural areas, were expecting improvement in service delivery. However, ten years later, rural African women still face daunting challenges in terms of access to basic services. The main argument in this thesis is therefore that rural transport policy and plans in South Africa, as elsewhere, have failed to adequately address specific gender issues. Since studies of this nature are complex, and the issues involved cannot be clearly understood from the outside, it is essential to have an inside perspective. The research, therefore, was not viewed simply as an abstract process of knowledge-seeking but as a means through which to acquire a more complete understanding of rural women's transport needs. Hence, a qualitative feminist approach was adopted, and a gendered perspective was followed in addressing the transport needs of rural women. Using a non-gendered perspective for studying patterns and processes of rural conditions would not only have provided an incomplete understanding of rural transport, but also would have constituted a disservice to efforts to generate an informed basis for rural women's emancipation. Just as feminist research often draws on multiple disciplines, this study too draws on several: human geography, sociology and feminist methodology, in particular. Moreover, the use of multiple methods in this project, rather than a single method, was chosen not only because of its feminist concerns but also because of a commitment to thoroughness and the need to be responsive to the rural women studied. To this end, multiple research methods, such as participant observation, focus group discussions, document and photograph analysis, and photographs were used. These methods made it possible to provide some insights into the roles of rural women and to their related travel and transport needs in the three villages studied in Limpopo: Mamoleka, Tshitwi and Babanana. The question of whether transport empowers or is disempowering rural women was addressed. Three main themes emerged in this study. These themes suggest that rural women use the transport system in order to satisfy their multiple roles. Transport practitioners, however, provide transport facilities and services that are often characterised by constraints that create problems for these women and hence impact on their opportunities. Consequently, unresolved problems lead to opportunities denied. Therefore, policy makers should generate new strategies to address African rural women's transport needs. One thing immediately apparent in reviewing the findings of this research is that gender biases in rural transport stem from the multiple roles that rural women perform in society and at home. Because the total workload of a rural household is rarely shared equally among its members, the burden of transport falls on women. Inadequate and inappropriate transport increases the amount of time necessary to perform their multiple roles, leaving rural women perform with little or no spare time to develop themselves by participating in socio-economic and political activities. The burden of transport not only deprives rural women of participation in development activities, it also makes them lose out on opportunities to earn higher incomes and to improve their financial resources. Finally, because they already have limited financial resources and opportunities, they are unable to invest in personal means of transport, through which they might reduce their transport burden and improve their incomes. A close linking of gender perspective and rural transport policy is proposed in order to improve rural transport systems and initiatives and to make them more gender-responsive and sustainable. Making rural transport policy more responsive to the needs of rural women requires developing a structural approach to understand their needs, identifying instruments to address those needs, and establishing an appropriate policy framework. To this end, this thesis identifies some approaches that would help in developing a gender-responsive rural transport policy through paying attention to rural women's travel and transport needs. These approaches include recognition of the need for an integrated rural transport policy, in which both transport and non-transport interventions applicable to addressing rural transport problems for self-employed and unemployed rural women, as found in Limpopo, are promoted. Furthermore, the need for awareness of rural women's multiple roles is outlined. What remains is the need for development of a comprehensive, gender-sensitive strategy in all fields of rural transport research, policy and projects to help explore ways of correcting existing biases in rural travel and transport for rural women. / Thesis (DPhil)--University of Pretoria, 2005. / Geography, Geoinformatics and Meteorology / Unrestricted

Much emphasis has been placed on democracy, equality and human rights since the dawn of the democratic South Africa in 1994. Efforts to align the South African education system with the democratic principles of the Constitution, not only in terms of eradicating past racial divides, but also in terms of accessibility to learners who experience barriers to learning are eminent. The South African Government issued various policies to ensure quality, equitable and accessible education for all, irrespective of ability. Theoretically, no learner should therefore being discriminated against on any basis. In practice, however, thousands of learners, especially those who experience barriers to learning are denied the opportunity to receive meaningful development opportunities in many mainstream primary schools, resulting in their early drop out from school without having acquired the basic skills and knowledge to become self sustainable members of their communities. With the adoption of Bronfenbrenner’s ecological model as theoretical framework for this study, the primary aim of this qualitative investigation was to investigate and describe how effective learners who experience barriers to learning are managed in mainstream primary schools and to develop a framework for the creation of more sustainable management systems to ensure that the needs of all learners are met. The findings of the empirical investigation revealed that most learners who experience barriers to learning are currently not managed effectively in mainstream primary schools due to factors situated across the whole education system, to the detriment of learners who experience barriers to learning. Based on the findings of the empirical investigation, this study proposes a framework which will ensure the effective management of learners who experience barriers to learning in mainstream primary schools. The framework include recommendations to be implemented across all layers of the ecological system.

Inclusion is about the organizational change within schools to improve the educational system for all learners. It means changes in the curriculum, changes in how teachers teach and how learners learn, as well as changes in how learners with and without special needs interact with and relate to one another. The quality of leadership makes a significant difference to educator participation in accommodating all learners. However, for this we as educators must ensure that we are fully capable of delivering this service irrespective how old we are or what our qualification levels are. It is my objective to understand the role the school management team plays in facilitating the process of changes, as change cannot be forced and the fear of change must be acknowledged and faced. The qualitative research paradigm and more specifically the participatory action research approach, which is, applied research that treats knowledge as a form of power and designates with the line between research and social action particularly assisted me in answering my research question. xiv used to describe school management team members’ understanding and experiences pertaining to inclusive education and why they are procrastinating. After data analysis of the first step was concluded, the research established that the participant educators were not in favour of inclusive education and for that reason perceived it negatively. Educators are not enthusiastic about inclusivity. Step 2 was the action plan of my research study on which the school management team members decided collective as a method to restructure their thinking towards an implementation programme for inclusive education for their school. The researcher also reflected on the limitations inherent to this study and presented guidelines and recommendations for implementing and maintaining inclusive education.

The purposes of this case study were: to ascertain the beliefs held by teachers of mentally handicapped students toward the concept of integration; to determine the perceptions of teachers about their program planning practices, in particular the development of Individual Education Programs and their use of the Special Education Core Curriculum Supplement; to elicit teacher opinions regarding their job-related needs for administrative and instructional support and personal professional development; and to generate, in the form of recommendations to the school district, a framework of support combining teachers' perceived needs and district objectives. The setting of the case study was the anonymously named Burrard School District—a medium-sized school district located in the metropolitan Vancouver area. The participants in the study were fourteen teachers of students with mental handicaps located in five different school settings and members of the District's administrative and consultative staff. Data for the study were obtained through open-ended "reflective" interviews with the study's participants during the period of May and June 1985. Interviews were tape-recorded and transcribed and condensed into major categories related to the questions posed for the study. Among the major findings of the study were: 1. Integration is judged to be an appropriate goal for mentally handicapped students in that it results in: more normalized behaviour, greater skill acquisition, improved self-concept, and access to more facilities and activities. 2. Positive attitudes among regular classroom teachers, administrative support, and the degree of co-operation between specialist and general classroom teachers were the factors judged to be minimally required for successful integration. 3. Teachers of mentally handicapped students endorse the development of Individual Education Programs (IEP's) as a part of program development activities, regardless of program type and actual use. 4. Individual Education Programs are used most by teachers of moderately and severely handicapped students and least by teachers of students with mild handicaps. 5. Specific program concerns varied considerably from program to program. 6. Teachers were positive about the structure and philosophy of the Special Education Core Curriculum Supplement and, with the exception of teachers of the severely/profoundly handicapped, judged it to be a useful guide for program planning. 7. Teachers indicated a desire for more professional development opportunities to gain more expertise, to be reassured of the soundness of their own practices, and to maintain professional affiliations with colleagues. The findings of the study suggest that teachers of students with mental handicaps have three general concerns: opportunities for expanding their skills, feelings of professional isolation, and the ambiguities of program ownership. The study presented several recommendations for the amelioration of these concerns. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

Made available in DSpace on 2016-01-26T18:49:28Z (GMT). No. of bitstreams: 1 dissertacao Roberta.pdf: 735945 bytes, checksum: da712d4ef926c719219a8ee57eabc67e (MD5) Previous issue date: 2008-12-10 / Schools nowadays face a host of demands which, as decades went by, became more and more diversified, requiring a special attention on the part of schools, aiming at considering every student within the context of his/her limitations or differences so that one may have a chance to participate in school life, in the teaching/learning process just like any other student. Among such diversities one may mention the insertion of handicapped students into normal schools. Thus the aim of this dissertation is to study School Management aiming at insertion and its implications to school managers, in two state public schools located in the county of Tupã. Therefore, such a proposal was carried out to analyze how school managers make such an insertion process feasible; to identify which are the managerial, political, and pedagogical implications for school managers in that process; and to compare how such an insertion takes place in the aforesaid schools. The theoretical reference material consulted for the development of this research broaches features such as: integration, insertion, school insertion, insertion-oriented schools, besides pondering about the historical current context of school management, about school management within the context of the insertion-oriented perspective, about the development of the political pedagogical project, and about proposals meant for the manager s action, emphasizing his/her role in everyday school life within the context of the insertion-oriented perspective. The research at issue uses the descriptive qualitative approach aiming at making a diagnosis of the insertion process in two schools of the county of Tupã, followed by the description and discussion of its data in face of the process of school insertion. Therefore, it was possible to find out that all the school managers considered their school one which favored insertion, even with the fragmented development of political, pedagogical and managerial actions which needed to be broached all together so that the inserting school may become feasible and effective, but also considering the enlargement of more such wide actions necessary. Besides that, in relation to the implications to make insertion feasible, the difficulties experienced by managers were surveyed and discussed, issues such as the acceptance of handicapped students by other students, teachers resistance to teach handicapped students due to insecurity, since they had no specialization in that field, among others. By comparing both schools one notices that most of the difficulties presented by those schools are similar but there are lot of things to be done to make insertion really feasible, however it is necessary that such actions should be shared by all those who participate in the school community, doing their best to make their school one which favors insertion. Therefore one holds the opinion that this research may contribute to the development of insertion actions in both theoretical and practical dimensions and work in both schools, in order to improve their educational role, focused around the human being, aiming at creating a school of and for everyone, in pursuit of a fairer society which is aware of its social role. / As escolas, atualmente, deparam-se com inúmeras demandas as quais, com o passar das décadas, tornaram-se cada vez mais diversificadas, exigindo das escolas uma atenção especial, no sentido de atender cada um com suas limitações ou diferenças para que tivessem a oportunidade de participar da escola, do processo de ensino/ aprendizagem como qualquer outro aluno. Entre essas diversidades está a inclusão de alunos com deficiência na escola regular. Nesse sentido, esta dissertação tem como objetivo estudar a Gestão Escolar na perspectiva da Inclusão e suas implicações para os gestores escolares, em duas escolas estaduais do Município de Tupã. Esta proposta visa, portanto, analisar como os gestores escolares viabilizam o processo de inclusão; identificar quais são as implicações administrativas, políticas e pedagógicas para os gestores escolares neste processo; e comparar como se processa a inclusão nas escolas analisadas. O referencial teórico para o desenvolvimento do trabalho aborda aspectos sobre: integração, inclusão, inclusão escolar, escola inclusiva, além de considerações a respeito do momento histórico da gestão escolar, da gestão escolar na perspectiva inclusiva, da construção do projeto político pedagógico e da proposta de atuação para o gestor, com ênfase para o papel do gestor no cotidiano escolar na perspectiva inclusiva. A pesquisa apresentada utiliza o método descritivo qualitativo, com o objetivo de realizar um diagnóstico do processo de inclusão em duas escolas do município de Tupã, seguida da descrição e discussão dos dados frente ao processo de inclusão escolar. Desta forma, foi possível verificarmos que todos os gestores consideram sua escola inclusiva, mesmo com o desenvolvimento fragmentado das ações políticas, pedagógicas e administrativas que necessitam serem trabalhadas em conjunto para que realmente possa se viabilizar e efetivar a escola inclusiva, porém, consideraram necessária a ampliação de mais ações destas dimensões. Além disso, em relação às implicações para ser possível efetivar a inclusão, foram levantadas e discutidas as dificuldades vivenciadas pelos gestores, tais como: a aceitação de alunos não deficientes em relação aos alunos deficientes; a resistência de professores em lecionar para alunos deficientes por insegurança, por não serem especializados na área, entre outros. Comparando ambas as escolas, percebemos que grande parte das dificuldades são similares, mas que existe muito a ser realizado pelas escolas para realmente se efetivar a inclusão escolar, contudo, é preciso que estas ações sejam realizadas por todos que participam da comunidade escolar, que assumam seu compromisso em busca de uma escola inclusiva. Considera-se, portanto, sobretudo, que esta pesquisa colabore para a evolução de trabalhos de inclusão nas dimensões teóricas e práticas em ambas as escolas, a fim de que aprimorem seu papel educacional, centrado no ser humano, visando construir uma escola de todos para todos, em busca de uma sociedade mais justa e consciente de seu papel social.

Made available in DSpace on 2016-07-18T17:54:06Z (GMT). No. of bitstreams: 1 dissertacao Roberta.pdf: 735945 bytes, checksum: da712d4ef926c719219a8ee57eabc67e (MD5) Previous issue date: 2008-12-10 / Schools nowadays face a host of demands which, as decades went by, became more and more diversified, requiring a special attention on the part of schools, aiming at considering every student within the context of his/her limitations or differences so that one may have a chance to participate in school life, in the teaching/learning process just like any other student. Among such diversities one may mention the insertion of handicapped students into normal schools. Thus the aim of this dissertation is to study School Management aiming at insertion and its implications to school managers, in two state public schools located in the county of Tupã. Therefore, such a proposal was carried out to analyze how school managers make such an insertion process feasible; to identify which are the managerial, political, and pedagogical implications for school managers in that process; and to compare how such an insertion takes place in the aforesaid schools. The theoretical reference material consulted for the development of this research broaches features such as: integration, insertion, school insertion, insertion-oriented schools, besides pondering about the historical current context of school management, about school management within the context of the insertion-oriented perspective, about the development of the political pedagogical project, and about proposals meant for the manager s action, emphasizing his/her role in everyday school life within the context of the insertion-oriented perspective. The research at issue uses the descriptive qualitative approach aiming at making a diagnosis of the insertion process in two schools of the county of Tupã, followed by the description and discussion of its data in face of the process of school insertion. Therefore, it was possible to find out that all the school managers considered their school one which favored insertion, even with the fragmented development of political, pedagogical and managerial actions which needed to be broached all together so that the inserting school may become feasible and effective, but also considering the enlargement of more such wide actions necessary. Besides that, in relation to the implications to make insertion feasible, the difficulties experienced by managers were surveyed and discussed, issues such as the acceptance of handicapped students by other students, teachers resistance to teach handicapped students due to insecurity, since they had no specialization in that field, among others. By comparing both schools one notices that most of the difficulties presented by those schools are similar but there are lot of things to be done to make insertion really feasible, however it is necessary that such actions should be shared by all those who participate in the school community, doing their best to make their school one which favors insertion. Therefore one holds the opinion that this research may contribute to the development of insertion actions in both theoretical and practical dimensions and work in both schools, in order to improve their educational role, focused around the human being, aiming at creating a school of and for everyone, in pursuit of a fairer society which is aware of its social role. / As escolas, atualmente, deparam-se com inúmeras demandas as quais, com o passar das décadas, tornaram-se cada vez mais diversificadas, exigindo das escolas uma atenção especial, no sentido de atender cada um com suas limitações ou diferenças para que tivessem a oportunidade de participar da escola, do processo de ensino/ aprendizagem como qualquer outro aluno. Entre essas diversidades está a inclusão de alunos com deficiência na escola regular. Nesse sentido, esta dissertação tem como objetivo estudar a Gestão Escolar na perspectiva da Inclusão e suas implicações para os gestores escolares, em duas escolas estaduais do Município de Tupã. Esta proposta visa, portanto, analisar como os gestores escolares viabilizam o processo de inclusão; identificar quais são as implicações administrativas, políticas e pedagógicas para os gestores escolares neste processo; e comparar como se processa a inclusão nas escolas analisadas. O referencial teórico para o desenvolvimento do trabalho aborda aspectos sobre: integração, inclusão, inclusão escolar, escola inclusiva, além de considerações a respeito do momento histórico da gestão escolar, da gestão escolar na perspectiva inclusiva, da construção do projeto político pedagógico e da proposta de atuação para o gestor, com ênfase para o papel do gestor no cotidiano escolar na perspectiva inclusiva. A pesquisa apresentada utiliza o método descritivo qualitativo, com o objetivo de realizar um diagnóstico do processo de inclusão em duas escolas do município de Tupã, seguida da descrição e discussão dos dados frente ao processo de inclusão escolar. Desta forma, foi possível verificarmos que todos os gestores consideram sua escola inclusiva, mesmo com o desenvolvimento fragmentado das ações políticas, pedagógicas e administrativas que necessitam serem trabalhadas em conjunto para que realmente possa se viabilizar e efetivar a escola inclusiva, porém, consideraram necessária a ampliação de mais ações destas dimensões. Além disso, em relação às implicações para ser possível efetivar a inclusão, foram levantadas e discutidas as dificuldades vivenciadas pelos gestores, tais como: a aceitação de alunos não deficientes em relação aos alunos deficientes; a resistência de professores em lecionar para alunos deficientes por insegurança, por não serem especializados na área, entre outros. Comparando ambas as escolas, percebemos que grande parte das dificuldades são similares, mas que existe muito a ser realizado pelas escolas para realmente se efetivar a inclusão escolar, contudo, é preciso que estas ações sejam realizadas por todos que participam da comunidade escolar, que assumam seu compromisso em busca de uma escola inclusiva. Considera-se, portanto, sobretudo, que esta pesquisa colabore para a evolução de trabalhos de inclusão nas dimensões teóricas e práticas em ambas as escolas, a fim de que aprimorem seu papel educacional, centrado no ser humano, visando construir uma escola de todos para todos, em busca de uma sociedade mais justa e consciente de seu papel social.

No description available.

No description available.

The general purpose of this study was to investigate the concept that the learning disabled group (LDG) students who are given extra attention will show improvement in their regular classes. Three methods selected: Group counseling, individual counseling, and individual tutoring.