Bibliography: leaves 55-60. / The primary aim of this study is to investigate the Lesotho Education Ministry textbook distribution policy in order to * understand the relationship between equity and efficiency in textbook distribution policy and practice * investigate whether there is differentiation between urban and rural schools in textbook distribution policy and practice. The study examined policy and practice at the level of the Ministry of education as implemented by the School Supply Unit, and at the level of the school. The study took the form of a case study. First, official documents were analysed to develop an account of the textbook provision scheme, its origins, objectives, form and content. Secondly, interviews and a questionnaire provided participants views, attitudes, perspectives, expectations and experiences in relation to the scheme. Finally, an inventory of books and an analysis of order and inventory forms supplied evidence of what books were actually available in the schools. This was sometimes but not always, motivated by the desire to effect equity. On the whole, the outcomes of the textbook distribution scheme were found to be fairly equitable. This can be explained with reference to * the fact that up to a point improved efficiency also brought improved equity * the ad hoc adaptations of policy in practice by officials and school staff and * the efforts of the rural based school parent community to take full advantage of the scheme.

Includes bibliography. / School effectiveness is a multi-faceted concept. One of the important factors leading to school effectiveness is the type of leadership provided by the principal. Through his/her leadership, the principal must create the conditions under which the staff can function optimally in pursuit of the educational goals of the institution. A very important means of creating these conditions is for the principal to try to match his/her leadership style with the expectations of his/her staff. Failure to do so may lead to frustration and consequently to conditions not conducive to education. The only way for this match to take place is to know what teachers perceive as appropriate leadership styles and under which conditions these will be appropriate. Although much research has been done on effective leadership and leadership styles, they remain very complex issues. Research outside the sphere of educational management coupled with institutionally based research will provide us with a source of information rich enough to try to unravel the complexities of effective leadership. This survey must also be seen in that context.

Includes bibliographies. / This paper explores possible future policy options for a democratically elected South African government as regards private schools. The paper establishes the context of contemporary and historical state policy for private schools in South Africa in combination with a comparative international perspective, a summary of arguments in the literature for and against private schools, and principles identified by a recent (non-governmental) policy investigation into education in South Africa (NEPI) as encapsulating the demands of the democratic movement concerning education. These principles therefore serve as evaluative criteria for the examination of future fiscal and regulatory policy for private schools in South Africa. It will be shown that, as compared to many countries, private schools in South Africa are moderately regulated and receive only moderate financial assistance. However, the historical (and current social and political) context of state policy for private schools will be shown to be one of increasing state support since the early 1980s. It will be argued that this increased level of ideological and fiscal support for private schools in the past decade is a consequence of the government's reformist strategy, and its identification with the politics of 'New Right' parties, which dominated Britain and the USA in particular during the 1980s. It will also be demonstrated that changes in state policy have resulted in large-scale growth in the private schooling sector over the past decade. It is against this background that the lens of democratic principles and fiscal implications will be used to focus on possible future policies for private schooling in South Africa.

An attempt has been made to examine the relationship between social structure and medical factors in a framework which links cosmopolitanism to health orientation and behavior. Specifically, this study has attempted to investigate the variations in health knowledge, beliefs, attitudes and behavior among individuals whose social structure varies in terms of cosmopolitanism.

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A number of research studies have highlighted the importance of using empirically supported treatment (evidence-based practices (EBPs)) as the most effective means to reduce addiction. Even though significant federal funding has been committed to support implementation of EBPs in community-based treatment organizations (CBOs) (Glasner-Edwards & Rawson, 2010; NIDA, 2006; IOM, 2003) systematic study of the policy-components of EBP implementation is limited to date. This study examined whether the federal-funder-specific activities (measured as: recommending specific EBPs rather than promoting CBO selection of EBPs, activities associated with specific funding mechanisms, and providing training through ATTCs) were associated with staff perception of level of barriers to implementing federally-funded EBPs. Data sources included interviews with 510 clinical staff from CBOs nationwide who received SAMHSA funding (2003-2008) to implement EBPs. Bivariate analysis and regression modeling methods examined the relationship between federal-funder specific activities and three dependent variables: level of barriers experienced when implementing the EBP, level of modifications made to the EBP that was implemented, and a series of questions regarding attitudes about the usefulness of EBPs. In the regression models, the study controlled for staff, geographic and treatment unit characteristics. It also controlled for variables related to organizational capacity. Findings include: 1. whether or not federal-funders promoted the use of a specific EBP or whether the organization self-selected the EBP to implement was not significantly associated with the level of barriers experienced, the modifications made to the EBP or the attitudes about EBPs. 2. Staff receiving funding from different federal funding mechanisms was associated with reporting different levels of barriers, modifications and attitudes toward EBP implementation. 3. Finally, having received ATTC training was not significantly associated with having more positive attitudes about specific EBPs or the level of modifications or barriers to EBP implementation.