3. Electronic Theses and Dissertations (ETDs) - All submissions
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Item Exploring the policy process leading to the establishment of the ARF (African Renaissance and International Co-operation Fund)(2015) Brook, Aletta NomgidiDevelopment aid plays a significant role on the African continent in a number of ways which include, but is not limited to, financing budget deficits, conflict resolution and humanitarian assistance. South Africa, China, India and Brazil are among the “four main South powers” emerging on the global scene with aid policies designed at providing development aid to African Countries [Tjønneland, 2013: 1]. This study has examined the establishment and implementation of the African Renaissance and International Co-operation Fund (ARF) by analysing the policy processes that led to its creation and operation, from 2000 to 2009. The principle behind the development of such an act was South Africa’s desire to show its commitment in assisting in resolving Africa’s socio-economic challenges that impede development in Africa. ARF has suffered inconsistency in policy making and implementation. The study has found that the challenges in ARF policy processes were attributed to governance issues, issues of accountability, temptation to be used as a state fund for political interest, weakness in the institutional framework, absence of autonomy in management, absence of monitoring and evaluation, political power and poor administration systems.Item Policy insights from an assessment of NEPAD e-schools in Rwanda : a case study of three NEPAD schools in Rwanda.(2012-10-16) Karangwa, EugeneThe purpose of this research is to investigate how the Rwanda NEPAD e-schools project is achieving its objectives, in order to draw lessons for policy. Case studies of three NEPAD e-schools were conducted to explore the integration of ICT in schools. This qualitative research was based on semi-structured interviews with Ministry of Education staff, school personnel and students, as well as a review of policy documents. The literature review identified a number of factors that hinder the use of ICT, which factors were also evident in the research findings. It was found that greater support is required to overcome the barriers, including lack of policy, teaching and learning, funding, access, training and professional development, curriculum content, technical support, time and attitudes towards ICTs. The analysis of the position in these e-schools offers lessons for policy and practice in Rwanda and with regard to the NEPAD e-schools programme on the continent. Ministries of Education in African countries should align ICT in education policy with other education strategic and operational policies to ensure that ICT initiatives are in line with national developmental goals and objectives.Item Public participation in the constitution making process in Zimbabwe (2009-2010)(2012-10-04) Shonhe, ToendepiThe purpose of this study was to examine the extent to which participatory deliberative democracy is being practised in the constitution making process in Zimbabwe. The nature of public participation determines the character, quality and extent of consultations and democratic deliberation in policy formulation Constitution making has inescapably remained an ‘unfinished business’ in Zimbabwe as a consequence of the Lancaster House settlement of 1979. Yet, a national constitution is a biography of the nation, whose crafting must embody legitimacy and credibility. This research sought to examine the processes available for public participation for constitution making in Zimbabwe. The research focused on the constitution making process as a case study against the background of a partocratic policy making system that existed since 1980, and the advent of the Inclusive Government consummated on 13 February 2009 whose policy making architecture is premised on the GPA. The central question of this study was: “What processes are being used to secure deliberative democratic participation in the constitution design process in Zimbabwe? The research relied on documentary evidence, the researcher’s experience and observations as well as targeted semistructured interviews on public participation in the constitution making process in Zimbabwe for data collection, as a case study. The researcher relied on secondary data from published and unpublished literature and tracked newspaper publications to gather data related to the constitution making process. The researcher also visited and observed some of the Constitution Select Committee (COPAC) outreach meetings to gather information relating to the quality of deliberation at the meetings. The main findings were that the COPAC structure did not adequately provide a framework for delivering deliberative democracy as political parties retained decision making at stages of the process. The research concluded that political parties, the Executive and Parliament, dominated the process. Participation was cosmetic and “Executo-partocratic driven” rather than a “people-driven” process. The prevalence of citizen harassment and intimidation as well as the occurrence of violence during the consultative process hampered meaningful participation in deliberative processes by citizens. Similarly the inauspicious operating environment discouraged the free flow of information and debate, alienating citizen views and limiting deliberative participatory democracy. In the main, the policy making approach adopted was ‘Executo-partocratic’ and as such limited the citizens participation in equal, open and free deliberation resulting in a process that lacked legitimacy and credibility.