Critiquing the viability of a trade biased approach to regional integration in Southern Africa
- Authors: Chipendo, Kudakwashe
- Date: 2008
- Subjects: Regionalism -- Africa, Southern , International economic integration
- Language: English
- Type: Thesis , Masters , M Soc Sc (Dev)
- Identifier: vital:11409 , http://hdl.handle.net/10353/163 , Regionalism -- Africa, Southern , International economic integration
- Description: Africa’s international marginalization is preponderantly conceptualized through world systems approaches, particularly structural dependency. Consequently, the region’s socioeconomic quagmire, characterized by economic stagnation, abysmal poverty, inequality and foreign dependency, is often attributed to its colonial heritage. Particular reference is made to the small size of the African state and its structural specialization in primary production. Collective self reliance based on mutual interdependence (regional integration) thus suggests itself as a logical way to overcome the structural constraints imposed by the small size of the state, while at the same time representing a viable alternative to asymmetric trade with developed countries. It is within the context of this theoretical framework that this study critiques the predisposition of the regional body in Southern Africa, the Southern African Development Community (SADC), towards a trade biased approach to regional integration (market integration). This critique is based on theoretical and empirical findings showing that trade led strategies are primarily suited for developed countries with robust manufacturing industries and complimentary production structures. Countries in Southern Africa are however characterized by a near absence of manufacturing industries, are at different levels of development and show low levels of trade complementarities. This study therefore concludes that market integration is an inappropriate strategy for regional integration in Southern Africa and in the process suggests development integration – a political economy approach, as an alternative.
- Full Text:
- Authors: Chipendo, Kudakwashe
- Date: 2008
- Subjects: Regionalism -- Africa, Southern , International economic integration
- Language: English
- Type: Thesis , Masters , M Soc Sc (Dev)
- Identifier: vital:11409 , http://hdl.handle.net/10353/163 , Regionalism -- Africa, Southern , International economic integration
- Description: Africa’s international marginalization is preponderantly conceptualized through world systems approaches, particularly structural dependency. Consequently, the region’s socioeconomic quagmire, characterized by economic stagnation, abysmal poverty, inequality and foreign dependency, is often attributed to its colonial heritage. Particular reference is made to the small size of the African state and its structural specialization in primary production. Collective self reliance based on mutual interdependence (regional integration) thus suggests itself as a logical way to overcome the structural constraints imposed by the small size of the state, while at the same time representing a viable alternative to asymmetric trade with developed countries. It is within the context of this theoretical framework that this study critiques the predisposition of the regional body in Southern Africa, the Southern African Development Community (SADC), towards a trade biased approach to regional integration (market integration). This critique is based on theoretical and empirical findings showing that trade led strategies are primarily suited for developed countries with robust manufacturing industries and complimentary production structures. Countries in Southern Africa are however characterized by a near absence of manufacturing industries, are at different levels of development and show low levels of trade complementarities. This study therefore concludes that market integration is an inappropriate strategy for regional integration in Southern Africa and in the process suggests development integration – a political economy approach, as an alternative.
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The efficacy of education decentralisation policy in Zimbabwe: a case of Kadoma district
- Authors: Mupindu, Wisemen
- Date: 2008
- Subjects: Universities and colleges -- Decentralization -- Zimbabwe , Education and state -- Zimbabwe
- Language: English
- Type: Thesis , Masters , M Soc Sc (Dev)
- Identifier: vital:11410 , http://hdl.handle.net/10353/202 , Universities and colleges -- Decentralization -- Zimbabwe , Education and state -- Zimbabwe
- Description: The study focused on the efficacy of the democratic education decentralization policy. The study focused on the efficacy of the democratic education decentralization policy implementation of the four schools of Kadoma District in Zimbabwe. The thesis reviewed literature and discussed the concept of the democratic education decentralization policy implementation and how this has been practiced in Zimbabwe. The theoretical basis of democratic education decentralization policies were outlined and the argument for and against the policy discussed. Thus the dissertation explored the concept of education decentralization policy with specific reference to the notions of democratization and participation in Zimbabwe. Besides the qualitative and the quantitative research methods employed, the study was complemented by the observation on the ground and document analysis. The thesis unearthed that; the democratic education decentralization policy is characterized by some successes and problems during implementation of the policy as indicated by the paucity of the teaching and learning resources. The research findings revealed that, there is prevalence of poor learning outcomes at ‘O’ level in schools; the SDCs/SDAs are underutilized sources of school development because they are not fully empowered by the education system since they had a minimum role in participating towards the implementation of the policy in order to acquire the teaching and learning resources at the schools in Kadoma District. The above findings long-established the view held by critical theorists of the Participatory Governance Model that there is a complementary relationship between the participation of the SDC/SDA in acquiring the teaching as well as the learning resources and the academic performance of learners. Thus, the study concluded that decentralization policy implementation was the major driving force in strengthening efficiency and accountability of resources and results.mplementation of the four schools of Kadoma District in Zimbabwe. The thesis reviewed literature and discussed the concept of the democratic education decentralization policy implementation and how this has been practiced in Zimbabwe. The theoretical basis of democratic education decentralization policies were outlined and the argument for and against the policy discussed. Thus the dissertation explored the concept of education decentralization policy with specific reference to the notions of democratization and participation in Zimbabwe. Besides the qualitative and the quantitative research methods employed, the study was complemented by the observation on the ground and document analysis. The thesis unearthed that; the democratic education decentralization policy is characterized by some successes and problems during implementation of the policy as indicated by the paucity of the teaching and learning resources. The research findings revealed that, there is prevalence of poor learning outcomes at ‘O’ level in schools; the SDCs/SDAs are underutilized sources of school development because they are not fully empowered by the education system since they had a minimum role in participating towards the implementation of the policy in order to acquire the teaching and learning resources at the schools in Kadoma District. The above findings long-established the view held by critical theorists of the Participatory Governance Model that there is a complementary relationship between the participation of the SDC/SDA in acquiring the teaching as well as the learning resources and the academic performance of learners. Thus, the study concluded that decentralization policy implementation was the major driving force in strengthening efficiency and accountability of resources and results.
- Full Text:
- Authors: Mupindu, Wisemen
- Date: 2008
- Subjects: Universities and colleges -- Decentralization -- Zimbabwe , Education and state -- Zimbabwe
- Language: English
- Type: Thesis , Masters , M Soc Sc (Dev)
- Identifier: vital:11410 , http://hdl.handle.net/10353/202 , Universities and colleges -- Decentralization -- Zimbabwe , Education and state -- Zimbabwe
- Description: The study focused on the efficacy of the democratic education decentralization policy. The study focused on the efficacy of the democratic education decentralization policy implementation of the four schools of Kadoma District in Zimbabwe. The thesis reviewed literature and discussed the concept of the democratic education decentralization policy implementation and how this has been practiced in Zimbabwe. The theoretical basis of democratic education decentralization policies were outlined and the argument for and against the policy discussed. Thus the dissertation explored the concept of education decentralization policy with specific reference to the notions of democratization and participation in Zimbabwe. Besides the qualitative and the quantitative research methods employed, the study was complemented by the observation on the ground and document analysis. The thesis unearthed that; the democratic education decentralization policy is characterized by some successes and problems during implementation of the policy as indicated by the paucity of the teaching and learning resources. The research findings revealed that, there is prevalence of poor learning outcomes at ‘O’ level in schools; the SDCs/SDAs are underutilized sources of school development because they are not fully empowered by the education system since they had a minimum role in participating towards the implementation of the policy in order to acquire the teaching and learning resources at the schools in Kadoma District. The above findings long-established the view held by critical theorists of the Participatory Governance Model that there is a complementary relationship between the participation of the SDC/SDA in acquiring the teaching as well as the learning resources and the academic performance of learners. Thus, the study concluded that decentralization policy implementation was the major driving force in strengthening efficiency and accountability of resources and results.mplementation of the four schools of Kadoma District in Zimbabwe. The thesis reviewed literature and discussed the concept of the democratic education decentralization policy implementation and how this has been practiced in Zimbabwe. The theoretical basis of democratic education decentralization policies were outlined and the argument for and against the policy discussed. Thus the dissertation explored the concept of education decentralization policy with specific reference to the notions of democratization and participation in Zimbabwe. Besides the qualitative and the quantitative research methods employed, the study was complemented by the observation on the ground and document analysis. The thesis unearthed that; the democratic education decentralization policy is characterized by some successes and problems during implementation of the policy as indicated by the paucity of the teaching and learning resources. The research findings revealed that, there is prevalence of poor learning outcomes at ‘O’ level in schools; the SDCs/SDAs are underutilized sources of school development because they are not fully empowered by the education system since they had a minimum role in participating towards the implementation of the policy in order to acquire the teaching and learning resources at the schools in Kadoma District. The above findings long-established the view held by critical theorists of the Participatory Governance Model that there is a complementary relationship between the participation of the SDC/SDA in acquiring the teaching as well as the learning resources and the academic performance of learners. Thus, the study concluded that decentralization policy implementation was the major driving force in strengthening efficiency and accountability of resources and results.
- Full Text:
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