An analysis of the countervailing measures used to address the anti-competitive effects of Government subsidies in the African Continental Free Trade Area
- Authors: Matsimbi, Rhulani Shaun
- Date: 2021-04
- Subjects: Subsidies -- Law and legislation -- Africa , Agreement on Subsidies and Countervailing Measures (1994 April 15) , Trade regulation -- Africa , World Trade Organization , Antitrust law -- Africa , Restraint of trade -- Africa , African Continental Free Trade (AfCFTA) Agreement
- Language: English
- Type: thesis , text , Masters , LLM
- Identifier: http://hdl.handle.net/10962/178330 , vital:42930
- Description: Government subsidies are becoming more prevalent on the African continent. Subsidies allow the government to intervene in markets to incentivise more investment into nascent and struggling industries by improving the efficiency of firms in such industries. As such, subsidies form an essential part of some African countries’ industrialisation policies. However, the use of subsidies faces a challenge because of the prohibition contained in the World Trade Organisation’s (WTO) Agreement on Subsidies and Countervailing Measures (SCM Agreement). The SCM Agreement prohibits the granting of subsidies that are contingent on export performance or the use of domestic over imported content. While African countries have not faced challenges in the WTO for their use of these subsidies, this may change with the operation of the African Continental Free Trade (AfCFTA) Agreement. This is because the AfCFTA Agreement localises the WTO’s rules on subsidisation. This study critically examines the provisions in the AfCFTA Guidelines on the Implementation of Trade Remedies that regulate the use of export subsidies and subsidies contingent on the use of domestic content. It discusses how the absolute prohibition of these subsidies in the AfCFTA Agreement is not the most effective way to regulate their anti-competitive effects in the African continent. Specifically, this study discusses the role that competition policy might play in ensuring that export subsidies and local content subsidies are regulated in a manner that suits Africa’s context. Ultimately, this study concludes and recommends that the AfCFTA must develop unique rules to regulate subsidies in a way that caters to the needs of the continent. , Thesis (LLM) -- Faculty of Law, Law, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Matsimbi, Rhulani Shaun
- Date: 2021-04
- Subjects: Subsidies -- Law and legislation -- Africa , Agreement on Subsidies and Countervailing Measures (1994 April 15) , Trade regulation -- Africa , World Trade Organization , Antitrust law -- Africa , Restraint of trade -- Africa , African Continental Free Trade (AfCFTA) Agreement
- Language: English
- Type: thesis , text , Masters , LLM
- Identifier: http://hdl.handle.net/10962/178330 , vital:42930
- Description: Government subsidies are becoming more prevalent on the African continent. Subsidies allow the government to intervene in markets to incentivise more investment into nascent and struggling industries by improving the efficiency of firms in such industries. As such, subsidies form an essential part of some African countries’ industrialisation policies. However, the use of subsidies faces a challenge because of the prohibition contained in the World Trade Organisation’s (WTO) Agreement on Subsidies and Countervailing Measures (SCM Agreement). The SCM Agreement prohibits the granting of subsidies that are contingent on export performance or the use of domestic over imported content. While African countries have not faced challenges in the WTO for their use of these subsidies, this may change with the operation of the African Continental Free Trade (AfCFTA) Agreement. This is because the AfCFTA Agreement localises the WTO’s rules on subsidisation. This study critically examines the provisions in the AfCFTA Guidelines on the Implementation of Trade Remedies that regulate the use of export subsidies and subsidies contingent on the use of domestic content. It discusses how the absolute prohibition of these subsidies in the AfCFTA Agreement is not the most effective way to regulate their anti-competitive effects in the African continent. Specifically, this study discusses the role that competition policy might play in ensuring that export subsidies and local content subsidies are regulated in a manner that suits Africa’s context. Ultimately, this study concludes and recommends that the AfCFTA must develop unique rules to regulate subsidies in a way that caters to the needs of the continent. , Thesis (LLM) -- Faculty of Law, Law, 2021
- Full Text:
- Date Issued: 2021-04
The development of grade one teachers’ mathematics and pedagogical content knowledge through participation in a collaborative intervention
- Authors: Mutlane, Kedisaletse Stella
- Date: 2021-04
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa -- Northern Cape , Pedagogical content knowledge , Mathematics teachers -- Training of -- South Africa -- Northern Cape , Lesson planning -- South Africa -- Northern Cape , Teaching teams -- South Africa -- Northern Cape , Cultural Historical Activity Theory (CHAT)
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/177370 , vital:42815
- Description: The “South African education system is grossly inefficient, severely underperforming and egregiously unfair” (Spaull, 2013, p.3). In particular, grave concerns with learner performance in mathematics in South Africa are well documented (e.g., Taylor, 2008; Spaull, 2013; Venkat & Spaull, 2015). There are various explanations for the poor state of learner performance in mathematics in South Africa. Two of the explanations that relate closely to my research interest are teachers’ insufficient mathematics content and pedagogical knowledge, and inappropriate professional development. This study aims to ascertain how a collaborative intervention can develop teachers’ mathematics and pedagogical content knowledge as they focus on developing learners’ foundational number sense. Cultural Historical Activity Theory, together with Mathematics Knowledge for Teaching (Ball et al., 2008) and the Knowledge Quartet (Rowlands & Turner, 2007) frameworks, provide the explanatory and analytic tools for the research. The research is a qualitative case study underpinned by an interpretivist orientation. The study was conducted at a township public primary school in the Northern Cape. Three Grade One teachers participated in the research. Data was collected through interviews, classroom observations, and videos of collaborative lesson planning and reflection sessions. A key finding emerging from this research is that the teachers had the necessary mathematics content knowledge to teach Grade One mathematics. Despite this and in contrast to it, they lacked adequate pedagogical content knowledge required to develop learners’ number sense. To develop their pedagogical content knowledge, they required the intervention of a ‘more knowledgable other’ (Vygotsky, 2008). Several contradictions and tensions emerged from the research. For example, the teachers expressed that the opportunity to work collaboratively was beneficial, but it was evident that they were familiar with and accomplished in planning and working together. The contradictions emerging from this research provide an opportunity and basis for expansive learning for future collaborative teacher endeavours. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Mutlane, Kedisaletse Stella
- Date: 2021-04
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa -- Northern Cape , Pedagogical content knowledge , Mathematics teachers -- Training of -- South Africa -- Northern Cape , Lesson planning -- South Africa -- Northern Cape , Teaching teams -- South Africa -- Northern Cape , Cultural Historical Activity Theory (CHAT)
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/177370 , vital:42815
- Description: The “South African education system is grossly inefficient, severely underperforming and egregiously unfair” (Spaull, 2013, p.3). In particular, grave concerns with learner performance in mathematics in South Africa are well documented (e.g., Taylor, 2008; Spaull, 2013; Venkat & Spaull, 2015). There are various explanations for the poor state of learner performance in mathematics in South Africa. Two of the explanations that relate closely to my research interest are teachers’ insufficient mathematics content and pedagogical knowledge, and inappropriate professional development. This study aims to ascertain how a collaborative intervention can develop teachers’ mathematics and pedagogical content knowledge as they focus on developing learners’ foundational number sense. Cultural Historical Activity Theory, together with Mathematics Knowledge for Teaching (Ball et al., 2008) and the Knowledge Quartet (Rowlands & Turner, 2007) frameworks, provide the explanatory and analytic tools for the research. The research is a qualitative case study underpinned by an interpretivist orientation. The study was conducted at a township public primary school in the Northern Cape. Three Grade One teachers participated in the research. Data was collected through interviews, classroom observations, and videos of collaborative lesson planning and reflection sessions. A key finding emerging from this research is that the teachers had the necessary mathematics content knowledge to teach Grade One mathematics. Despite this and in contrast to it, they lacked adequate pedagogical content knowledge required to develop learners’ number sense. To develop their pedagogical content knowledge, they required the intervention of a ‘more knowledgable other’ (Vygotsky, 2008). Several contradictions and tensions emerged from the research. For example, the teachers expressed that the opportunity to work collaboratively was beneficial, but it was evident that they were familiar with and accomplished in planning and working together. The contradictions emerging from this research provide an opportunity and basis for expansive learning for future collaborative teacher endeavours. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-04
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