Ethnicity, conflict and the developmental state in Rwanda
- Authors: Muleya, Emmison
- Date: 2018
- Subjects: Rwanda -- Politics and government -- 1994- Rwanda -- Politics and government -- 1962-1994 Rwanda -- Economic conditions
- Language: English
- Type: Thesis , Doctoral , PhD (Development Studies)
- Identifier: http://hdl.handle.net/10353/10083 , vital:35334
- Description: Socioeconomic development is a crucial means of improving standards of living and increasing the incomes of developing countries. This study is premised upon the assumption that the concepts of the developmental state and socioeconomic development are inextricably interrelated. The concept of a developmental state has gained a significant amount of traction in both academic and non-academic circles in recent times. This study took the form of a case study of Rwanda and its developmental trajectory since the country gained independence in 1962. By adopting a historical approach, this study determined that the factors which continue to retard socioeconomic development in post-colonial and post-genocide Rwanda are rooted in a lingering colonial legacy. Although Rwanda has achieved a significant degree of socioeconomic development since 1994, the sustainability of the nascent developmental state which appears to be emerging could still be undermined by ethnic divisions. Accordingly, it was recommended on the basis of the findings of this study that the Rwandan state and its development partners should pursue transformative socioeconomic policies which ensure an equitable distribution of socioeconomic resources, in order to facilitate the creation of an enabling environment for local entrepreneurs and a reduction of dependence upon foreign aid through the effective mobilisation of domestic resources.
- Full Text:
- Date Issued: 2018
- Authors: Muleya, Emmison
- Date: 2018
- Subjects: Rwanda -- Politics and government -- 1994- Rwanda -- Politics and government -- 1962-1994 Rwanda -- Economic conditions
- Language: English
- Type: Thesis , Doctoral , PhD (Development Studies)
- Identifier: http://hdl.handle.net/10353/10083 , vital:35334
- Description: Socioeconomic development is a crucial means of improving standards of living and increasing the incomes of developing countries. This study is premised upon the assumption that the concepts of the developmental state and socioeconomic development are inextricably interrelated. The concept of a developmental state has gained a significant amount of traction in both academic and non-academic circles in recent times. This study took the form of a case study of Rwanda and its developmental trajectory since the country gained independence in 1962. By adopting a historical approach, this study determined that the factors which continue to retard socioeconomic development in post-colonial and post-genocide Rwanda are rooted in a lingering colonial legacy. Although Rwanda has achieved a significant degree of socioeconomic development since 1994, the sustainability of the nascent developmental state which appears to be emerging could still be undermined by ethnic divisions. Accordingly, it was recommended on the basis of the findings of this study that the Rwandan state and its development partners should pursue transformative socioeconomic policies which ensure an equitable distribution of socioeconomic resources, in order to facilitate the creation of an enabling environment for local entrepreneurs and a reduction of dependence upon foreign aid through the effective mobilisation of domestic resources.
- Full Text:
- Date Issued: 2018
Community development education: the integration of individual and collective consciousness for community well-being within a social development paradigm in South Africa
- Authors: Maistry, Savathrie
- Date: 2008
- Subjects: Community development -- South Africa , Social planning -- South Africa , Public welfare -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD (Development Studies)
- Identifier: vital:11754 , http://hdl.handle.net/10353/182 , Community development -- South Africa , Social planning -- South Africa , Public welfare -- South Africa
- Description: This study focused on community development education and practice for the democratic and transformative South context. Social and community development are relatively new approaches to social welfare and community development is emerging as a discipline and profession to contribute to the goal of developmental social welfare. Community work, albeit to a minimal extent and not community development was viewed as a method of social work during apartheid. With community development being prioritized as an intervention strategy for poverty reduction by the national government, the gap in community development education needs to be addressed. The goal of the study was to develop an undergraduate curriculum framework for community development education that would produce a new generation of ethical community development professionals to contribute to the goal of developmental social welfare. The study focused on the integrated approach to community development education and practice; with education of the student as a whole human being as critical for community development in a transformative South Africa. To achieve its goal, the study identified three themes that were critical to the research: a conceptual framework, clarifying key terms; a curriculum framework for community development education; and qualities and ethics for a new generation of development practitioners. The qualitative study was based in the Eastern Cape Province, South Africa and because of the lack of a referential framework for community development education, the researcher looked towards learning from India which has over fifty years of experience in social and community development education and practice. The state of Kerala established a social development approach in 1957 and was chosen as a learning experience. The state’s Kudumbashree Mission which aims at poverty alleviation through the empowerment of women was chosen as a case study. The integral and values based education system of Sri Sathya Sai University in the state of Andhra Pradesh and the community development education and practice of Loyola College in the state of Kerala were examined. The research design was exploratory, conceptual, descriptive and developmental in nature. The qualitative methodology best suited the nature of this study and a combination of methods to obtain data from a variety of sources across national boundaries was employed. The participants interviewed in both countries were purposively selected for their involvement in social and community development directly as target groups, practitioners, managers and policy makers. The research produced a philosophical and theoretical framework that is unitary and integral and aligned with the current social development policy to guide community development education and practice. The unitary and integral framework encompasses the individual within the family and community context and locates the various dimensions of development such as the social, physical, cultural, psychological, spiritual, political and economical dimensions within a unitary platform. The framework is dominated by the holistic and humanistic philosophies without negating the rational and pragmatic perspectives. In conclusion, the study conceptualizes community development as a natural process; the integration of individual and collective consciousness and an intervention. The outcome of the study is a recommended curriculum framework for community development education that would be of relevance to the Eastern Cape Province in particular and for the South African context generally.
- Full Text:
- Date Issued: 2008
- Authors: Maistry, Savathrie
- Date: 2008
- Subjects: Community development -- South Africa , Social planning -- South Africa , Public welfare -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD (Development Studies)
- Identifier: vital:11754 , http://hdl.handle.net/10353/182 , Community development -- South Africa , Social planning -- South Africa , Public welfare -- South Africa
- Description: This study focused on community development education and practice for the democratic and transformative South context. Social and community development are relatively new approaches to social welfare and community development is emerging as a discipline and profession to contribute to the goal of developmental social welfare. Community work, albeit to a minimal extent and not community development was viewed as a method of social work during apartheid. With community development being prioritized as an intervention strategy for poverty reduction by the national government, the gap in community development education needs to be addressed. The goal of the study was to develop an undergraduate curriculum framework for community development education that would produce a new generation of ethical community development professionals to contribute to the goal of developmental social welfare. The study focused on the integrated approach to community development education and practice; with education of the student as a whole human being as critical for community development in a transformative South Africa. To achieve its goal, the study identified three themes that were critical to the research: a conceptual framework, clarifying key terms; a curriculum framework for community development education; and qualities and ethics for a new generation of development practitioners. The qualitative study was based in the Eastern Cape Province, South Africa and because of the lack of a referential framework for community development education, the researcher looked towards learning from India which has over fifty years of experience in social and community development education and practice. The state of Kerala established a social development approach in 1957 and was chosen as a learning experience. The state’s Kudumbashree Mission which aims at poverty alleviation through the empowerment of women was chosen as a case study. The integral and values based education system of Sri Sathya Sai University in the state of Andhra Pradesh and the community development education and practice of Loyola College in the state of Kerala were examined. The research design was exploratory, conceptual, descriptive and developmental in nature. The qualitative methodology best suited the nature of this study and a combination of methods to obtain data from a variety of sources across national boundaries was employed. The participants interviewed in both countries were purposively selected for their involvement in social and community development directly as target groups, practitioners, managers and policy makers. The research produced a philosophical and theoretical framework that is unitary and integral and aligned with the current social development policy to guide community development education and practice. The unitary and integral framework encompasses the individual within the family and community context and locates the various dimensions of development such as the social, physical, cultural, psychological, spiritual, political and economical dimensions within a unitary platform. The framework is dominated by the holistic and humanistic philosophies without negating the rational and pragmatic perspectives. In conclusion, the study conceptualizes community development as a natural process; the integration of individual and collective consciousness and an intervention. The outcome of the study is a recommended curriculum framework for community development education that would be of relevance to the Eastern Cape Province in particular and for the South African context generally.
- Full Text:
- Date Issued: 2008
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