Intractable conflicts are characterized by their duration, level of violence as well as their attractivity of conflict management and resolution efforts. When mediated, they are most often dealt with coercive tactics designed to pressure the parties to reach an agreement. Despite such adverse context, some third-parties choose to remain mildly involved in the process. This has notably been the case for numerous mediations attempts in the Israeli-Palestinian conflict. The objective of this research is to explore under what conditions can facilitative mediation reach a formal agreement in an intractable conflict? We conduct a structured focused comparison of two mediation episodes, the 1993 Norwegian mediation and 2000 American mediation of the Israeli Palestinian conflict. In order to investigate our research question, we employ and articulate the readiness theory elaborated by Dean Pruitt. The empirical findings support our hypothesis that a high level of readiness is necessary for facilitative mediation to result in an agreement. However, some limitations and alternative explanations challenge the explanatory power of our theoretical framework. Further research is necessary to consolidate and precise Pruitt’s model.

Thesis (Ph.D.(Curriculum Studies)) -- University of Limpopo, 2017 / Full-service schools have been introduced as a means to pilot the implementation of inclusive education in South Africa. The purpose of the study was to explore whether this model of full-service schools is ready to roll-out the implementation of inclusive education to all schools or not. The study followed a qualitative research approach and a case study design was adopted. Scaccia, Cook, Lamont, Wandersman, Castellow, Katz and Beidas (2015) readiness theory (R = MC2) was adopted. Sixteen teachers (16) and eight (8) Head of Departments (HoDs) from eight full-service schools were recruited to form part of the study. Data was collected through interviews, observations and document analysis. The study came up with five findings: i) the implementation of inclusive education was perceived as a good practice, ii) teachers did not acquire adequate training during pre-service training, iii) insufficient provision of resources, iv) lack of on-going support , and v) lack of collaboration amongst stakeholders. The overall finding of the study is that, although full-service schools in Limpopo Province appear motivated to implement inclusive education, they still lack the capacity to implement it. As a result, full-service schools in Limpopo Province are not yet ready to roll-out the implementation of inclusive education. Recommendations that may assist in realising a smooth roll-out to all other schools have been presented by the study. Keywords: Inclusive education, full-service schools, readiness theory / Humanities and Social Sciences (NIHSS-SAHUDA) and the National Research Foundation (NRF)