Tesi sul tema "Social policy and planning"
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1
Brennan, Mark Emmanuel. "Social policy and operations management". Thesis, Massachusetts Institute of Technology, 2020. https://hdl.handle.net/1721.1/129047.
Testo completoAbstract (sommario):
Thesis: Ph. D. in Policy, Operations, and Management, Massachusetts Institute of Technology, Department of Urban Studies and Planning, September, 2020Cataloged from student-submitted PDF of thesis.
Includes bibliographical references.
This dissertation strengthens planning and policy analysis by using concepts from operations management to examine production and distribution of goods and services for disadvantaged groups. Building on the introduction, chapter two tells a cautionary tale, investigating how scholars and decision makers used operations management methods to consider operations in planning and policy analysis in the 1970s in ways that further marginalized already vulnerable residents. The tools and concepts of operations management, however, if sufficiently framed by concerns about equity and advocacy, are powerful instruments in solving production and distribution problems with social consequences. Chapter three explores how these concepts can be used to descriptively identify disparities in access to goods and services by socio-economic status, examining the distribution of irrigation equipment in Senegal. The core question is about the allocation of risk and inventory across levels of a supply chain that extends far into Senegal's farming regions. Chapter four identifies how these concepts can be used to causally explain disparities, tracing policies and plans that aggregative or ameliorate them. It focuses on the main program that subsidizes affordable housing construction in the United States, a durable necessity that is unevenly available and exposed to environment risks across space. The core question is about patterns over space and time in building affordable housing stocks, relative to where and when disasters occur. Chapter five shows how these concepts can be used to prescriptively remedy disparities. It investigates quality risks in the US international food assistance supply chain in Eastern Africa. The core question is about what levers can be pulled in supply chain design to improve food aid quality. Chapter six concludes.
by Mark Emmanuel Brennan.
Ph. D. in Policy, Operations, and Management
Ph.D.inPolicy,Operations,andManagement Massachusetts Institute of Technology, Department of Urban Studies and Planning
2
Thompson, Mary Summers. "The social context of family planning policy in highland Chiapas, Mexico". Thesis, Durham University, 1999. http://etheses.dur.ac.uk/4587/.
Testo completoAbstract (sommario):
This thesis focuses on the concept of informed choice in family planning and how numerical and systematic targeting aimed at raising the numbers of contraceptive acceptors fundamentally undermines this concept in highland Chiapas. The Government of Mexico’s policy aims within its Reproductive Health Programme (1995-2000) are to reduce the total fertility rate whilst promoting reproductive health services and family planning choices. Though Mexico has seen a decline in its total fertility rate attributed to increased contraceptive use in urban areas, in rural parts the rate remains high. Consequently, the rural poor, and in Chiapas overwhelmingly indigenous populations, have become a major target of the Reproductive Health Programme. Monthly targets are set for clinics and family planning services are offered systematically every time a woman attends a clinic for whatever reason. Amongst the factors which must be accounted for in assessing family planning provision in highland Chiapas are cultural differences between mestizo providers and the indigenous target groups as well as local economic and political conditions. Presently, the state of Chiapas is highly militarised and under the cloud of a low intensity war precipitated by the Zapatista uprising in 1994. The provision of any kind of health services is difficult under these situations, but more so what one considers the distrust sown between some indigenous communities and the government Who provide the health services. This thesis examines the practicalities of implementing a global policy at a local level and the constraints faced by both providers and intended recipients in the social context of Los Altos. Mindful of the care required in identification most people in this thesis (with the exception of a few well-known academics) appear under pseudonyms.
3
Manaugh, Kevin. "Incorporating issues of social justice and equity into transportation planning and policy". Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=117075.
Testo completoAbstract (sommario):
For most of the 20th century transportation planning goals were almost entirely mobility-based; transportation systems were primarily seen as a means to efficiently, safely, and quickly connect people and freight to desired destinations. However, as the century progressed, cultural, societal and ecological movements had major impacts on how planners perceive transportation networks and public transit more specifically. Several overlapping concerns have altered the role that planners and policy-makers see for transportation and land use planning. Environmental degradation, air pollution, traffic congestion, an unsure energy future, and global climate change, for example, have drastically redefined priorities for planners and policy-makers. These concerns have led to an increasing interest in public transit and active transportation—walking and cycling—as potential solutions to many environmental problems. Concurrent to these shifts, concerns of social equity and environmental justice have also entered the transportation planning framework. However, while transportation planning goals have shifted in recent decades to encompass social justice and environmental goals, many of these aims do not have clear indicators or accepted ways of measuring progress. In addition, while these diverse values and ideals do often underlie policy, they can have contradictory influence on transportation planning decisions. Transportation benefits include, what might be termed "tangible" or easily measured outcomes, however, many goals that address issues of social equity have "intangible" outcomes. Not only are the former easier to measure and to present to the public, but they often have more political capital than more socially progressive goals. While a rich body of research has explored these issues, most current planning documents do not make explicit that these conflicts of value exist. The concern from an equity planning standpoint is that very real and important environmental concerns will lead away from the other important roles that transportation systems can play in providing equitable outcomes. In light of these concerns, this dissertation sets out to address four research questions: •How do municipalities and transit agencies balance economic, social, and environmental goals and objectives in transportation plans? •How do these decisions affect outcomes, particularly with regards to social equity? •How can current methods of measuring and understanding active transportation and neighbourhood walkability be improved to better capture these wide ranging objectives? •How can these findings be used to improve decision-making in the future?This dissertation highlights the importance of adopting a multi-dimensional and mixed methods approach to examining complex urban issues and processes, and contributes to knowledge in three ways:•Identifies a set of indicators that capture elements of social equity in transportation planning and decision-making;•Develops methodologies to measure outcomes of transportation infrastructure using accessibility measures that focus on the desired destinations of residents; and•Deepens the understanding of how people and households of different socio-economic status “respond” to measures of local and regional accessibility. While most—if not all—studies do "control for" socio-economic factors, my work makes these factors the primary focus.In doing so, this research brings awareness of important transportation-related social equity goals and increases the role that these goals may play in decision-making processes.La planification des transports au 20e siècle a été principalement fondée sur l'objectif de la mobilité : les systèmes de transport ont été vus avant tout comme un moyen sécuritaire, rapide et efficace de mettre en réseau des personnes et de transporter des marchandises. Cependant, au fil du siècle, les mouvements culturels, sociétaux et écologiques ont peu à peu changé la façon dont les planificateurs perçoivent le transport en général et le transport en commun spécifiquement. Plusieurs préoccupations se chevauchant ont profondément modifié le rôle que les urbanistes et les élus attribuent au transport et à l'aménagement du territoire. La dégradation de l'environnement, la pollution atmosphérique, la congestion routière, l'avenir énergétique, et les changements climatiques, ont radicalement redéfini les priorités du transport. Ces préoccupations ont conduit à un intérêt croissant pour le transport en commun et pour le transport actif, la marche et le vélo, apparaissant de plus en plus comme des solutions potentielles aux problèmes environnementaux.Cependant, en dehors de ces préoccupations environnementales, des questions importantes se posent en matière de redistribution et de justice sociale. Les nouvelles infrastructures de transport offrent des avantages évidents tels que l'accès facilité a une destination voulue, la stimulation du développement économique ou la réduction des temps de déplacement. En outre, bien que diverses valeurs et idéaux sous-tendent une politique, ceux-ci peuvent influencer de manière contradictoire les décisions prises en matière de planification des . Cependant, de nombreux objectifs ayant trait aux questions d'équité sociale sont «intangibles» en matière de résultats quantifiables. Cela les rend difficiles à présenter à la population, ce qui conduit à des décisions aux gains potentiels plus grands en terme de capital politique que ne le sont des objectifs de progrès social difficilement mesurables.À la lumière de ces préoccupations, cette thèse vise à répondre à quatre questions de recherche: •Comment les municipalités et les organismes de planification du transport équilibrent le traitement des objectifs économiques, sociaux et environnementaux dans les plans de transport?•Comment ces décisions influencent les résultats, en particulier en ce qui concerne l'équité sociale?•Comment les méthodes de mesure actuelles, la compréhension du transport actif et le potentiel piétonnier d'un quartier peuvent être améliorés afin de mieux en saisir les des objectifs généraux?•Comment ces résultats seront utilisés à l'avenir pour améliorer la prise de décision? Cette thèse met en évidence l'importance d'adopter des méthodes multidimensionnelles et des approches mixtes lors de l'examen des questions complexes et des processus urbains ; elle contribue à l'enrichissement de la connaissance de trois façons:•Par l'identification d'un ensemble d'indicateurs qui rendent compte des facteurs d'équité sociale dans la planification des transports et dans la prise de décision;•Par l'élaboration des méthodes permettant d'évaluer une infrastructure de transport en utilisant des mesures d'accessibilité qui se concentrent sur les destinations souhaitées par les résidents;•Par une meilleure compréhension de la façon dont les gens et les ménages de différentes catégories socio-économiques «répondent» à des paramètres d'accessibilité locale et régionale. Alors que la plupart, sinon toutes les études ne font qu'utiliser les facteurs socio-économiques, mon travail se concentre directement sur ces facteurs, avec pour objectif principal de les mettre au premier plan.Ce faisant, cette recherche participe à une prise de conscience de l'importance des objectifs d'équité sociale reliés au transport et souligne le rôle que ces objectifs peuvent jouer dans les processus décisionnels.
4
Byrne, David S. "Deindustrialization, planning and class structure : a study of the effects of social policy on social structure". Thesis, Durham University, 1993. http://etheses.dur.ac.uk/5786/.
Testo completoAbstract (sommario):
This thesis examines the relationship between planning programmes in three industrial areas in the North East of England since 1945, and the socio-spatial structure of these places as it has changed over time with a focus on the period since 1975 during which all three areas have undergone a process of major de-industrialization. The study employs secondary data analyses of successive censuses of employment and population to chart the nature of industrial and socio- spatial change, with particular reference to the possible emergence of a spatially segregated and socially residualized 'underclass'. This spatial data is complemented by household level material drawn from the Cleveland Social Survey. The study concludes that there is a spatial segregation between the 'prosperous', defined in terms of housing tenure and location in the labour market, and the 'dispossessed poor' defined in terms of tenure and absence of work relation, but that the benefit dependent 'dispossessed poor' live in close relation to the low waged 'working poor' and more closely resemble a traditional 'industrial reserve army' than a surplus population. The planning history of the areas is reviewed in both its modern and post-modern phases. The study concludes that the socio-spatial structure of the early 1990s is a product of the interaction between global processes of industrial transformation and the local processes of land-use and housing planning in the places studied. Thus, planning programmes are identified as constitutive of social structure as opposed to merely responsive to economic changes.
5
Chin, Tom Yee-Huei. "Old age and social security in Taiwan : a study in policy and planning". Thesis, University of Edinburgh, 1989. http://hdl.handle.net/1842/18782.
Testo completo
6
Neku, Ruby Junior Ntombinini. "Towards a model for social welfare policy formulation in KwaZulu". Master's thesis, University of Cape Town, 1988. http://hdl.handle.net/11427/14372.
Testo completoAbstract (sommario):
Bibliography: leaves 105-111.The study set out to establish the extent to which the needs of Community's were taken into consideration in the formulation of Social Welfare Policy. The Structure in the Government service is such that Policy's are formulated by top management. Top management in the Government Service is constituted by the Ministry. When the KwaZulu Legislative Assembly sits the Minister at one of these sessions delivers the policy speech. This policy is disseminated to the Community through the Department's Secretary by the Civil Servants. As Social Workers are concerned in their delivery of Social Welfare Services about minimising problematic situations, the study will examine the role played by Social Workers in the formulation of Social Welfare Policy. The involvement of Social Workers in policy formulation is seen as a helpful tool in enabling them to play the advocacy role. Their contribution would enable the policy formulation to have an idea about issues that policy must address.
7
Scurfield, Richard Garland. "Strategic planning in government : a review of the possibilities /". [Hong Kong : University of Hong Kong], 1985. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12316015.
Testo completo
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Gavron, Michele. "The contradictions and contestations in policy production and elaboration of policy for the training of tourist guides in South Africa". Master's thesis, University of Cape Town, 2002. http://hdl.handle.net/11427/3652.
Testo completo
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Szeto, Siu-wai Jerry, e 司徒紹威. "An examination of the social policy content considered in the urban regeneration policy for Hong Kong: lessonsfor urban planning". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B43893715.
Testo completo
10
Longlands, Sarah L. J. "The Growth Prerogative : how does an objective of economic growth influence local planning policy?" Thesis, University of Glasgow, 2016. http://theses.gla.ac.uk/7327/.
Testo completoAbstract (sommario):
This research aimed to explore the privileging of growth and its influence on planning in England. The research examined two contrasting case studies: Middlesbrough Borough Council and Cambridge City Council. The analysis of growth privileging is rooted within a constructionist ontology which argues that planning is about the way in which people construct value relative to the function of land. This perspective enables the research to position growth privileging as a social construction; a particular mental frame for understanding and analyzing place based challenges and an approach which has been increasingly absorbed by the UK planning community. Through interviews with a range of planning actors, the first part of the research examined the state of planning in the current political and economic context and the influence that a privileging of growth has on planning. The second part of the research investigated the merits and feasibility of the capabilities approach as an alternative mental frame for planning, an approach developed through the work of Amartya Sen and Martha Nussbaum. The research results disaggregate the concept of economic growth, based on the responses of interviewees and conclude that it is characterized by homogeneity. Growth is valued, not only because of its economic role, for example, supporting jobs and income but its potential in creating diversity, enriching culture and precipitating transformative change. Pursuing growth as an objective has a range of influences upon planning. In particular, it supports a utilitarian framework for decision-making which values spatial decisions on their ability to support aggregate economic growth. The research demonstrates the feasibility and merits of the capabilities approach as a means with which to better understand the relationship between planning and human flourishing. Based on this analysis, the research proposes that the capabilities approach can provide an alternative ‘mental frame’ for planning which privileges human flourishing as the primary objective or ‘final end’ instead of economic growth.
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Henshaw, Thomas. "Agricultural Social Infrastructure: People, Policy, and Community Development". The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1448376064.
Testo completo
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Lebovits, Hannah Y. "PEOPLE, PLACE, PROCESS: UNPACKING LOCAL EFFORTS TO PRODUCE SOCIAL SUSTAINABILITY". Cleveland State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=csu1610463733360939.
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Mero, John C. "Under the influence has MADD's policy agenda limited the Elks' capability to create social capital? /". Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2009. http://wwwlib.umi.com/cr/syr/main.
Testo completo
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Szeto, Siu-wai Jerry. "An examination of the social policy content considered in the urban regeneration policy for Hong Kong : lessons for urban planning /". Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18154906.
Testo completo
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Last, Kathryn Victoria. "The social and political determinants in the formation and implementation of habitat conservation policy : the Wildlife and Countryside Act 1981". Thesis, University of Sheffield, 1996. http://etheses.whiterose.ac.uk/1879/.
Testo completoAbstract (sommario):
The aim of the thesis is to ascertain the determinants involved in the introduction of the 'voluntary system' for the protection of habitats in the Wildlife & Countryside Act 1981 in order to explain its existence and form and also its effectiveness. The identification of the determinants involves consideration of a number of hypotheses. A positive proof shows why the voluntary approach was chosen. A negative proof shows why the alternatives of using criminal sanctions or planning control were not chosen. Hypothesis 1 is that the system adopted for species protection had proved inefficacious and thus criminal sanctions were regarded as inappropriate for protecting habitats. This hypothesis is disproved. Hypothesis 2 is that the purpose of the legislation was a determinant. The thesis will show that there is no positive proof of this hypothesis although there is the possibility of a negative proof. Hypothesis 3 is that pressure group activity in the pre-parliamentary stages of its enactment was a determinant. This shows a possible positive proof. Hypothesis 4 is that the influence of pressure groups and Parliament was a determinant during the parliamentary stages of its enactment. This hypothesis is disproved. Hypothesis 5 is that Thatcherite policy was a determinant. This shows a negative proof. Hypothesis 6 is that trends in governmental implementation mechanisms were a determinant in the adoption of the voluntary approach. This shows both positive and negative proofs. The determinants in the formation of the system are then reconsidered in the context of the impact of the system The purpose of the system is then reconsidered to evaluate the efficacy of the system. This evaluation indicates the predicted defects of the system that have materialised. The results are then considered in relation to the implementation of the Habitats Directive. Criteria for reform of the system are then proposed.
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Dyall, Silfverbrand Lovisa. "Socially mixed housing : A study on the operationalisation and outcomes of social mix policy in Sweden". Thesis, Stockholms universitet, Kulturgeografiska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-169414.
Testo completoAbstract (sommario):
In response to increasing patterns of socio-spatial segregation, Swedish cities have adopted policies to promote social mix, which is generally considered positive due to its effect on spatial justice and social cohesion. However, institutional changes have negatively impacted the possibilities of fulfilling this policy objective. Moreover, there is a suggested discrepancy between objective and outcome. This paper is a comparative study on the operationalisation and outcomes of social mix policies in Sweden, focusing on two large-scale urban development projects; Stockholm Royal Seaport and RiverCity Gothenburg. Qualitative content analysis of planning documents and interviews with key actors have been conducted and the results demonstrate that in both cases, social mix has been promoted to some extent by planning for a diverse housing structure. In Gothenburg, additional measures have been taken in order to safeguard affordability. However, the absence of such measures in the case of Stockholm has resulted in the exclusion of low-income households. I argue that while there is a perceived inability among the planners of Stockholm to influence housing costs, the planners of Gothenburg have found ways of utilising the current institutional setting in favor of social mix. By applying a social justice perspective, I conclude that a policy approach safeguarding the affordability of housing is critical for combating residential segregation and spatial injustice.
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Gotkin, Ronald. "Fiscal and regulatory state policy for private schools in South Africa : (a policy options analysis)". Master's thesis, University of Cape Town, 1993. http://hdl.handle.net/11427/15991.
Testo completoAbstract (sommario):
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.
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Lee, Shuk-ping. "Social stability and public policy the role of special interest groups in Macao /". Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B3642433X.
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Orchard-Webb, Johanne Marie. "Social dimensions of urban regeneration : discourses, policies and practices of social sustainability in Hastings, England". Thesis, University of Brighton, 2012. https://research.brighton.ac.uk/en/studentTheses/e66c784c-cece-4009-bc3f-9c349dd0e09d.
Testo completoAbstract (sommario):
This thesis develops an alternative critique of social urban regeneration practice by using a political-governance approach to examine the impact of regeneration governance upon barriers and opportunities for social sustainability. The research responds to a call from scholars to refocus sustainability research on the institutional, political and governance space that fosters or marginalises its presence and form. This ethnographic case study involved a year-long cycle of participant observation within the extensive Hastings regeneration governance infrastructure, and interviews with key stakeholders in that regeneration community. An analysis using NVivo was undertaken of thirty-one interviews, fifty regeneration governance meetings and the documents from each meeting. From that data emerged a strong argument for the centrality of the specificity of place in the construction or obstruction of social sustainability. Of particular importance is the impact of the socio-political context and the institutional and cultural legacy of New Labour partnership-led regeneration. The alternative critique identified in the Hastings example, in part emerges from the agency of a large-scale, political, and active Voluntary Community Sector (VCS) that is integral to, and embedded into the local governance infrastructure. The alternative model of activism employed by the VCS core utilises governance norms and practices to navigate the complex regeneration policy and governance landscape to contribute to, and disturb dominant agendas. In this regeneration landscape a distinctive local socio-political context, an alternative model of activism, and a valued good governance partnership culture enable what other commentators have termed 'actually existing' social sustainability (AESS). The research findings advance an understanding of principal critiques of the New Labour regeneration project, including the notions of 'post-political regeneration tactics' and democratic deficit, through a critical analysis of their presence in terms of their obstruction of AESS. The alternative critique that emerges from this research explores a possible shift in the locus and production of power, and the redistribution of roles in UK regeneration practice that enables a stronger VCS position.
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Latief, Shahnaz. "Time and school learning". Master's thesis, University of Cape Town, 2002. http://hdl.handle.net/11427/7948.
Testo completoAbstract (sommario):
Bibliography: leaves 67-71.This study, conducted at Poor Man's Friend Secondary School (fictitious name), describes the use of Time Tabled School time. In fact, it quantifies the Time spent on Instruction and relates it to Learner Engagement-rates. Cumulatively, these variables impact on Learner Outcomes.
21
Mavimbe, Paulo Gustavo. "Living close to life : social housing in the inner city of Pretoria". Pretoria :[s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-07212008-151838.
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Li, Ching-yi Helen. "Planning policy for hawkers : case studies of Fa Yuen Street & Temple Street /". Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19906274.
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Rammala, Johannes Ratsikana. "Language planning and social transformation in the Limpopo Province : the role of language in education". Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-06222005-152119.
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Hudson, Stanton. "The rhetoric of the uninsured claimsmaking in public policy research /". Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5639.
Testo completoAbstract (sommario):
Thesis (M.A.)--University of Missouri-Columbia, 2008.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 3, 2008) Includes bibliographical references.
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Alavibelmana, Maryam, e Robert Fazekas. "The Role of Smart City Concept in Sustainable Urban Planning from Policy Perspective- Case Study of Malmö". Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21569.
Testo completoAbstract (sommario):
Smart city as a concept or term is the contemporary buzzword which is referred as a means to deliver urban sustainability. In recent years, different smart city initiatives have emerged worldwide, which are advocated increasingly by the private and public sectors. However, there has been a considerable amount of critiques by social and urban scholars who question the current understanding and practice of the smart city, raising doubt if the current smart city is sustainable. The most frequently mentioned critiques indicate that the current smart city which does not have a common definition and theoretical foundation is intensively dominated by technical perspective and the role of private sector. This thesis aims to find out how this current understanding and application of smart city concept affect the urban planning practices and urban policy-making. By taking Malmö as a case study and conducting policy analyses, the research shows that this trend leads to the project-based practices which in the absence of strategic and holistic vision toward the smart city as a concept might not fulfil sustainability criteria, cannot be a beneficiary means for sustainable urban planning, and is a poor concept for social sustainability. It shows that although private sector is an integral part of smart city practices, public sector -municipality -needs to take a leadership position in defining smart city based on the real city’s demand and integrate it into the urban planning strategies.
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Kleijn, Willemien Cornelia. "A developmental approach to statutory social work servies". Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-08082005-211705.
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Brokking, Christoffer. "Wind power policy and planning - a comparative study of Sweden and the Netherlands". Thesis, KTH, Urbana och regionala studier, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-254527.
Testo completoAbstract (sommario):
As the world try to combat the impacts of climate change governments have taken action by implementing a greater emphasis on renewable energy sources. To facilitate this transition to more sustainable energy sources new policies and planning practises are required. This study has focused on how two countries, Sweden and the Netherlands, work with implementing wind power by exploring what policies they have concerning wind power development, how the planning process work in practise and what challenges they face regarding policies and the planning process. The result of this study has shown that the Netherlands has made large efforts in providing policies and are working towards establishing a new regional body responsible for the transition towards renewable energy sources. Sweden on the other hand, has not made the same commitment to policies and is mostly focused on improving the planning process.I och med att världens länder försöker bekämpa effekterna av klimatförändingen har regeringar världen över ökat sina satsningar på förnyelsebara energikällor. För att främja övergången till mer hållbara energikällor krävs nya policyers och planerings processer. Den här studien har fokuserat på hur två länder, Sverige och Nederländerna, arbetar med att implementera vindkraft genom att undersöka vilka policys som finns för vindkrafts utveckling, hur planeringsprocessen fungerar i praktiken och vilka utmaningar som finns gällande policys och planeringsprocessen. Resultatet av studien visar att Nederländerna har gjort stora ansträngningar i att tillgodose policys och håller på med arbetet att upprätta ett nytt regionalt organ som ska ansvara för övergången till förnyelsebara energikällor. Sverige däremot, har inte haft samma engagemang gällande policys utan har istället fokuserat på planeringsprocessen.
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Leung, Cho-bun, e 梁祖彬. "Community development in Hong Kong: a study of "top-down" and "bottom-up" social policy planning andimplementation". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B3123186X.
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Scurfield, Richard Garland. "Strategic planning in government: a review ofthe possibilities". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B31974557.
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Muthama, Evelyn Loko. "Looking at schools through a professional learning community lens : a comparison of leadership and management practices at two secondary schools". Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/11028.
Testo completoAbstract (sommario):
Includes bibliographical references (leaves 82-87).This study compares the association between leadership and management practices and teacher practices in two secondary schools. The schools are similar with regard to socioeconomic background but different with regard to learner achievement in grade twelve science examination results. I identify the extent to which leadership and management practices nurture the development of a Professional Learning Community (PLC). The data comprised transcripts of semi structured interviews, notes from observation of interactions between staff and documents pertaining to meetings. I chose a double case study approach in order to analyse and compare the practices in the two schools.
31
Molteno, Alexander. "The effect of LoLT on learner performance in disadvantaged schools in the Western Cape". Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/25427.
Testo completoAbstract (sommario):
The research investigated the differential effect of language of teaching and learning (LoLT) on learner performance in relation to learners' first language (L1) (isiXhosa) compared to their second language (L2) (English) by researching a sample of comparable primary schools that followed one of two LoLT models; either: • An early-exit transitional LoLT model, which employed isiXhosa as LoLT until Grade 4, where a transition to English LoLT occurred; or • A straight-for-English LoLT model, which made use of English as LoLT from Grade 1 and throughout all grades. The research was conducted in two parts, A and B. Part A indicated which LoLT model was associated with higher learner performance, and Part B determined the extent to which Part A's findings reflected LoLT model implementation, as well as the ways in which this implementation affected performance. Part A quantitatively compared the performance of 14 714 (average dataset size) learners in 2012 and 2015 Western Cape Education Department (WCED) Systemic Testing of Language and Mathematics from 135 (average dataset size) National Quintile (NQ) 1–3 schools which followed different LoLT models cross-sectionally and longitudinally. Comparisons drawn by the research were tested for statistical significance. Part A found that: • Grade 3 learners in L1 LoLT contexts performed better than Grade 3 learners in L2 LoLT contexts. • The performance of learners in the early-exit transitional model of LoLT declined after the point of transition to L2. • Learners who had had more years of exposure to L2 LoLT performed better in Grade 6 when taught and assessed in the language than learners who had had fewer years' exposure to the language as LoLT. Part B qualitatively studied a sample of 5 schools from Part A identified from each of the LoLT models, visiting them to investigate how LoLT model implementation affected learner performance. 11 teachers were surveyed using comparative rating scale response item questionnaires and 14 teachers as well as members of school management were interviewed using structured interview schedules. Part B found that: • Particularly where English was LoLT, the greatest challenge was teachers' and learners' inability to use the LoLT in order to teach and learn. • Teachers and learners typically employed mixed-language-use practices to communicate during lessons that deviated from the LoLT, constituting LoLT non-implementation to the extent that LoLT descriptors were inaccurate. • Schools designated as following a straight-for-English model were unintentionally implementing a rough dual-medium (two-way immersion) LoLT model which outperformed schools following an early-exit transitional LoLT model by Grade 6. • The transition of LoLT from L1 to L2 at Grade 4 in early-exit transitional models was non-conducive to educational outcomes from the point of transition onwards. The research concluded that a dual-medium late-exit transitional LoLT model with gradually increasing L2 LoLT/gradually decreasing L1 LoLT use from Grade 1 up to the point of transition should be advocated for. From the point of transition, the L2 beshould used as sole LoLT for the rest of schooling , while the L1 should be taught as a subject during this time.
32
Penduka, Mamthembu Mamachele. "Differentiation in higher education : a case study of Lesotho". Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/20628.
Testo completoAbstract (sommario):
Differentiation has become a crucial policy driver in higher education systems that attempts to respond to global pressures for a highly skilled labour force, employ new technologies and adapt to unpredictable or volatile global product markets and rapid technological change. In order to be globally competitive, nations have to place knowledge production, accumulation, transfer and application at the centre of their national development strategies. This study investigates the case of Lesotho, a relatively small African country with a colonial past that has left a lasting imprint, both enabling and constraining, on many aspects of its education system. The aim of this explanatory case study was to identify differentiating trends within Lesotho's higher education system, focusing on two institutional types: the polytechnic and the university. These institutions were investigated at both institutional and programme level. The research question was "How differentiated is the polytechnic-university binary division in the public sector higher education system in Lesotho?" The sample for the study comprised two schools and two faculties at the polytechnic and the university respectively. One programme under each school or faculty was investigated.
33
Hanekom, Laurene. "Organisational barriers to women's equal representation in secondary school principal posts in the Wynberg Region of the Western Cape Education Department". Master's thesis, University of Cape Town, 2001. http://hdl.handle.net/11427/3653.
Testo completo
34
Homadzi, Joseph Atsu. "The applicability of the school effectiveness and school improvement approaches to school reform in Africa". Master's thesis, University of Cape Town, 2005. http://hdl.handle.net/11427/3654.
Testo completo
35
Yende-Mthethwa, Josephine. "Perceptions of curriculum 2005 : grade one primary teachers in twenty-eight Cape Town schools". Master's thesis, University of Cape Town, 1999. http://hdl.handle.net/11427/18040.
Testo completoAbstract (sommario):
Includes bibliography.This study looks at teachers' perceptions of Curriculum 2005, in order (i) to understand how a group of Grade One teachers, in the Cape Town region, are reacting to the introduction of an outcomes-based-system, and (ii) to make sense of where their understandings might come from. The study holds significance because it helps to shed light on the reality of policy implementation, and the importance of the teacher in the process of policy-making and policy implementation. The study explores the patterns of teachers' thoughts within a variety of diverse school contexts. This diversity is assessed through the use of a detailed questionnaire, in-depth interviews and site visits. Forty-one Grade One teacher's perceptions of Curriculum 2005 were studied. This process involved the use of Grounded Theory principles, which guided the data collection process and analysis procedure. The outcome of this approach led to the formulation of a model, which outlines the process of understanding the personal (internal) and social (external) factors, which affect the development of teachers' perceptions towards change. The study suggests that there are three main categories of perceptions of Curriculum 2005 that teachers fall into, although each category is dynamic. Within each category both internal and external factors affect the development of teachers' perceptions of educational change. The analysis shows that within and between each category the factors of age and experience play a role in the way teachers come by their teacher knowledge and develop their teaching practice. The study also reveals the dynamic nature of teachers' understanding, consciousness and perceptions of Curriculum 2005, and seeks to show how dependent these are on a variety of internal and external factors. The development of perceptions is both a process and a product within the minds of individuals. The findings of the research suggest that both personal and -social dynamics play a major role in the development of teacher knowledge and teaching practice. The study seeks to emphasise that there is need to recognise and promote the professional development of teachers, and to achieve this there is a need to understand teachers in the process of educational change. It is suggested that each school context generates different dynamics, and in order to address the question of change it is also necessary to address the specific position of teachers within the school. At the same time the study emphasises the need to bridge the gaps between policy-making and policy implementation.
36
Malone, Todd Sarti. "What do you mean by 'learner-centred'?" Master's thesis, University of Cape Town, 2004. http://hdl.handle.net/11427/3647.
Testo completo
37
Ghartey, Seth Baisie. "An investigation into the micropolitics of the South African Schools Act : a case study of a school in the Western Cape". Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/9717.
Testo completoAbstract (sommario):
Includes bibliographical references.The apartheid system of government in South Africa created undemocratic governing structures, inequity and inequality in the country's education system, as were evident in the pattern of school organisation, governance and funding (Hunter Commission Report, 1995: 1). This situation led to the emergence of a series of policy documents following the election of a democratic government in 1994, leading to the birth of the South African Schools Act (the SASA) (No. 84 of 1996), in November 1996.
38
Maedza, Marcos Tlhaloso. "Perceptions of success and reasons for success : a study of two successful senior secondary schools in Botswana". Master's thesis, University of Cape Town, 2000. http://hdl.handle.net/11427/9730.
Testo completoAbstract (sommario):
Includes bibliographical references.The aim of this study was to research top-management, teachers' and students' perceptions of success and reasons for the success of their school in two senior secondary schools identified as successful in Botswana. Interviews of these participants correlate across students, teachers, school heads and deputy heads in respect of their perceptions of the reasons for their schools' success. Important are the pedagogical and social climate of the school and how they are expressed in the daily work of the school. These factors are: the school head's leadership and expectations, teacher involvement in school policy; forms and content of teacher co-operation; teacher expectations on, and attitudes to student capacity; teaching organisation and content; press for academic success; community involvement and social relations in the school. Governments and schools need knowledge and skills about school improvement and this research attempts to contribute research-based information to help them cope with innovation and improve teaching and learning. School improvement is seen as a combination of school effectiveness and management of change research. Factors that seem to be related to effective schools are listed and knowledge about the change process is used to consider how a school could be improved. It is argued that generic school improvement characteristics and processes take on different meanings in practice, and these meanings are shaped by a school's response to the particular circumstances and challenges of its environment. In turn, this response has implications for the way school improvement programmes are developed and for the role and contribution of the stakeholders to educational change. The study concludes with an outline of possible school effectiveness factors common to those identified in the international literature, those factors specific to Botswana context, and offers further research and policy recommendations.
39
Sabata, Siyabulela. "Legitimacy, traditional institutions and school governance : a case study of an eastern district". Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/10779.
Testo completoAbstract (sommario):
Includes bibliographical references (leaves 74-77).Following South Africa's democratization in 1994, the country has undergone significant transformation in virtually all spheres of life. In the rural local governance arena this transformation has been characterized by tensions and contradictions arising from uncertainties about structures of local governance. In post apartheid South Africa we have a situation which may be described as having two bulls in one kraal i.e. traditional authorities and newly elected democratic councillors sharing the responsibility of government. The presence of these two centres of power at the local level serves as basis for conflictual relationships and competing discourses and this impact badly on service delivery. While the current legislation on rural local governance is rich in issues pertaining to redress and equity, the reality on the ground is that rural-urban inequalities are perpetuated. This research seeks to offer insights into this situation.The study focuses on the role of traditional institutions in rural development and more specifically in school governance in rural communities. In the case of schools, traditional authorities and school governing bodies represent these competing discourses. During the apartheid period traditional authorities were directly involved in schooling and they were part of school governance, working hand in glove with school communities. This relationship was redefined in 1994 and consequently traditional authorities were excluded from schooling. The aim of this study is to investigate the consequences of the exclusion of this institution from school governance by comparing ways in which governing structures operated and impacted on education practices before and after 1994. The study is therefore trying to answer the question: What were the advantages and disadvantages of the involvement of the Qwebe-qwebe traditional authority in schools under its jurisdiction before 1994 and what was the significance of its exclusion after 1996? The study draws on Ray's concepts of shared and divided legitimacy to conceptualize shifts in the role of traditional authorities in relation to school governance before and after 1994. This is a qualitative case study. Most of the data were collected through interviews. The data was analyzed in order to foreground the relationship between the legitimacy of the modem state and that of traditional leaders in relation to school governance functions. The study concludes that traditional leaders fulfilled a number of functions that supported schools before 1994. New state structures have not been able to take on these functions effectively. As traditional leaders are competing with new government structures for legitimacy and support this competition further undermines the effectiveness of these structures.
40
Singh, Marcina. "Engendering discipline : perceptions and practices of students and teachers in a secondary school in South Africa". Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/10780.
Testo completoAbstract (sommario):
Includes bibliographical references (leaves 97-106).This thesis aimed to investigate whether there is a gender bias in the way teachers discipline boys and girls. The study was conducted in an affluent school in Cape Town and consisted of 113 participants, 97 students (48 boys and 49 girls) and 16 teachers and staff (6 males and 10 females). The data showed that although teachers assume they are being gender neutral in the way they respond to misdemeanors committed by boys and girls, in reality, this is not the case. However, even though the biases of the teachers are largely unconscious, the students were very much aware of the biased nature of the teachers. The data also revealed that male and female teachers react and respond differently when they discipline boys and girls and that male teachers focus more on serious offenses whereas female teachers focused on the less serious offenses.
41
Malambane, Mokgweetsi. "An assessment of Botswana teacher in-service". Master's thesis, University of Cape Town, 1999. http://hdl.handle.net/11427/9769.
Testo completoAbstract (sommario):
Bibliography: leaves 79-83.The importance of In-service training in Botswana's education system cannot be overemphasised. The formulation of an in-service policy and deployment of resources in the support of the policy, is testimony of the government's commitment to the in-service work. In-service is highly regarded in the education system because, it is hoped that it will transform the practice of serving teachers. The implementation of policy, however, is always a complex matter. The purpose behind this research study was to investigate how the policy on in-service was understood and represented by trainers in the field of practice. This study arises from the fact that policy analysis is an area that has been overlooked in the study of in-service work. The literature on in-service, in the developing world, has ably dealt with mechanics of policy implementation, with a strong bias towards the acquisition of resources and the procedures necessary for the successful implementation of in-service policy. Investigating the way policy is understood by in-service providers has not, however, been given the attention it deserves in the field of research. The interest in this area of study was, further, given impetus by the argument that intentions of policy texts are likely to be represented differently in practice. A group of in-service trainers in a particular regional in-service area were selected for the purpose of information gathering. The selection was done on the basis that trainers were key interpreters of in-service policy. As the study depended on their subjective information, semi structured interview questions were designed as they provided trainers with some degree of freedom, to express their understanding of policy unhindered. The research study, established that policy is understood in keeping with trainers' backgrounds. This means that policy is not necessarily represented according to the intentions of the texts. Two groups of trainers are identified, viz, the poorly grounded and well grounded trainers. Trainers classified as well grounded, demonstrated a higher knowledge of policy and correctly interpreted the policy texts. This is in contrast with poorly grounded trainers who had not well read the policy texts and as a result incorrectly interpreted policy texts. The study concludes that policy representation is complex and informed by everyday understandings.
42
Janari, Spencer. "An analysis of parents' reasons for participating in school governance". Master's thesis, University of Cape Town, 2001. http://hdl.handle.net/11427/3655.
Testo completo
43
Tsoene, Litsabako Hilda. "An investigation into factors that are associated with low learners' performance in development studies (DS) as compared to geography performance at Cambridge Overseas School Certificate (COSC) in the Southern region of Lesotho". Master's thesis, University of Cape Town, 2004. http://hdl.handle.net/11427/5946.
Testo completo
44
Hipondoka, Oiva Shuuveni. "Managing learner discipline : a case study of two secondary schools in the Khomas region, Namibia". Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/9477.
Testo completoAbstract (sommario):
Includes bibliographical references (leaves 102-105).This study is concerned with how two schools in the Khomas Region manage learners' discipline. In particular, it seeks to determine why the two schools experience different states of discipline despite the fact that they have learners from similar social backgrounds. The study uses a case study approach. The qualitative methods comprise on-site observations, semi-structured interviews and a review of disciplinary and other policy documents. Interviews were done with the School Boards, the two principals, heads of department, teachers, Learners' Representative Council and learners. The study draws its conceptual framework from seven factors that are believed to influence school discipline: strategy, structures and procedures, school identity and purpose, school resources, parents and community involvement, leadership and management, and school culture. The study revealed that the two schools have many disciplinary practices in common. However, active teamwork, which falls under the school culture factor, and leadership and management were more pronounced in School B than in School A. Compared with School A, School B was characterized by fairly good discipline, and the study consequently attributed these factors, teamwork, leadership and management as the major cause of different levels of discipline in these two schools. It also emerged in the study that School B has a better academic performance in comparison with School A, which suggests that there is a positive relationship between academic performance and discipline.
45
Botsis, Hannah. "Making public politics private: A narrative study of apartheid racial ideology and its effects on white teenage female sexual desire in post-apartheid South Africa". Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/7814.
Testo completoAbstract (sommario):
An effect of apartheid among the youth has been that transformation in educational institutions has largely not moved beyond artificial interaction. There is an obvious divide between public rhetoric of integration and private experience. A reason for this may be that the private realm is a fertile and productive space for the reproduction of prejudice, where desire is seemingly coded in private tastes and not political ideologies. Theoretically I examine how historical public discourses come to function as personal norms, expressed as personal desire not political ideology. Literature has shown that these racial ideologies function both to fetishize the Other in interracial relationships and to maintain the hegemony of whiteness in interracial contact. Through narrative interviews with a select group of white teenage girls from a mixture of schools in the Northern Suburbs of Cape Town, I analyse how historical power relations become an intimate part of our subject experience. Drawing on a psychoanalytical account of ideology I examine how their racial subjectivities are predicated on exclusionary logics that bar certain objects from being produced as desirable for them.
46
Ter, Horst Aukje. "An identification and analysis of the socio-economic challenges children from rural areas face in the pré-university cycle in the Mocuba District, Zambézia Province, Mozambique". Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/11216.
Testo completoAbstract (sommario):
Includes bibliographical references.The weak performing Mozambican education system has gone through significant changes since independence in 1975. The Government’s main focus has been on increasing access and equity to overcome the high dropout rates, high grade repetition, high pupil-teacher ratios and the low number of qualified teachers. Despite this focus, access remains a large problem for the people of Mozambique. It is particularly so, as this interpretive case study research revealed, for learners from rural areas. The primary purpose of this research, therefore, was to outline the challenges learners from rural areas face in accessing what has been described as the ESG2 (Escola Secundária geral do Segunda Grãu) cycle. This research focussed on a specific school within the Zambézia province.
47
Tembwe, Nicolars Nyambe. "Perceptions of educational professionals regarding the goals and implementation of the school cluster system reform in Namibia: a case study of one cluster in Caprivi region: 1999-2011". Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/14006.
Testo completoAbstract (sommario):
The School Cluster System (SCS) reform was introduced in Namibia from 1996 under the auspices of the Basic Education Project. The SCS entails the organising of schools into groups for educational, management and administrative purposes. In the framework of the SCS policy schools are grouped according to their geographical proximity and the curriculum they offer in order to work together as a collective network, one school in the group being selected as the core school, or Cluster Centre. There are varying goals for the promotion of the SCS policy depending on context, but close examination of the international literature reveals that the most widespread arguments for this policy are based on assumptions that a SCS seeks to enhance education quality through localised decision-making, interschool cooperation and community participation in education. One of the key assumptions of the SCS reform is that it seeks to achieve cost-effectiveness by allowing schools to pool educational resources. The focus on the SCS policy in the last two decades, in particular in the developing countries, appears to be closely linked to the ongoing efforts of achieving the internationally set goals of the 1990 World Declaration on Education for All (EFA) within a context of financial austerity. In this study, the purpose was to investigate how educational professionals perceive and understand the goals and the implementation of the SCS policy in the Caprivi region of Namibia. The study aimed to explore the views and experiences of the case study participants regarding the effectiveness of the SCS in relation to the goals of decentralized management and local support for rural schools. The study examines the views and experiences of implementers of the SCS in a rural context, including the challenges faced by the implementers in the process of implementation.
48
Ndeunyema, Alpha. "The implementation of the new curriculum in Namibia, with an emphasis on the Junior Secondary Accounting Sallybus (JSAS) and its uptake by teachers". Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/11029.
Testo completoAbstract (sommario):
Includes abstract.Includes bibliographical references (leaves 100-106).
The focus of this study is an examination of (i) the extent to which teachers are implementing the 2006 Junior Secondary Accounting Syllabus (JSAS) in five Namibian schools; (ii) the influence of sense-making process on teachers' classroom practice and pedagogical understanding of the new JSAS descriptors. The study hopes to add to the information about the importance of the teacher in the process of policymaking and policy implementation.
49
Maged, Rushid. "Quality schooling : defining and developing indicators of quality schooling for South African schools. A case study of a secondary school in an economically deprived area of the Western Cape". Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/16132.
Testo completoAbstract (sommario):
Bibliography: 129-134.If the main objective of schooling is the holistic development of the learner, i.e. the development of cognitive skills, critical thinking skills, social skills, life skills, creativity and emotional maturity, then it stands to reason that a quality school is one which contributes to such a holistic development of the learner. Therefore indicators of quality schooling would be those factors which make the holistic development of the learner possible. The important point to bear in mind however, is that these factors (indicators) in themselves are not standard nor static, they are dynamic and context-specific. It is this conceptual framework which underpins the research study. Tue research study is informed by the work of West and Hopkins (1996), Schmelkes (1996), Heneveld (1994) and Govinda & Vargese (1993), who propose a more ''whole school approach" in the measurement of school performance. The indicators of quality schooling were measured separately, but it is their collective impact that must be considered when attempting to assess the quality of schooling. Over a seven month period a co-educational secondary public school centrally situated in a community which resides in an economically and socially deprived area of the Western Cape, was closely observed and studied. The items and questions used in the questionnaires, interviews and observations were significantly influenced by the following: the work of West and Hopkins' (1996) four domains of school effectiveness; the IIEP research on increasing and improving the quality of basic education and Heneveld's (1994) model: Factors that determine School Effectiveness. The case study illustrates that when assessing the quality of schooling of any school it is important to assess all the factors that impact on the quality of schooling.
50
Pomuti, Hertha Ndategomuwa. "The impact of a practice-based inquiry in-service teacher education model on teachers'understanding and classroom practice". Master's thesis, University of Cape Town, 2000. http://hdl.handle.net/11427/3643.
Testo completo