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This study examines the contribution of saving and credit cooperatives (SACCOS) on the improvement of members‘ socio economic development in Rwanda: Opportunities and challenges‖, Evidence from Umwalimu SACCO- Huye District‖. The appearance of saving and credit cooperatives or credit unions has been known as remedy for social ills rooted in poverty because of its efficiency in loans or credits dispensation, social equality for enhancement and reduction of poverty amongst low income earners. Therefore, millions and millions of poor people and non-bankable in developing countries (or third world countries) have been provided access to formal financial services through saving and credit cooperatives‘ programs.
The targeted population concerned by the study was 1,940 members of USACCO from which a sample of 92 respondents was purposively selected. The study has adopted a combination of correlation and descriptive research design. It has employed both quantitative and qualitative approaches. The study used both primary and secondary data. The primary data was collected using questionnaire and interview and, while secondary data was collected using documentations techniques whereby, Manual of procedures and Credit policies of USACCO and financial reports have been consulted. The analysis of data was done using SPSS version 21. The data was presented in form of tables, charts and graphs designed by SPSS v. 21. The bio-characteristics of respondents showed that, the majority of respondents were women with 55.4%, majority of respondents‘ age is between 26 to 45 years Furthermore, and majority 77.20% of respondents were married. 100% of respondents attended school, where the majority of respondents attended secondary school with certificate A2.
The study has revealed that Umwalimu SACCO services offered to its members have a positive effect on the improvement of members‘ welfare. It was found that USACCO services have slightly affected income level of members, assets acquired, access to education and medical care as well as small income generating activities established by members in Huye District. The analysis of data also revealed that there are some variables which have effected USACCO members‘ socio-economic status, these were listed as: Education background of a member, number of dependents, the occupation of a member, and number of loans got from USACCO, government programs against teachers‘ welfare, and membership duration played very important role on the improvement of standard living of teachers. All these variables were found to have positive effects on teachers‘ socio-economic status, except the family size of respondents.
In addition, the findings showed that, the majority of respondents confirmed that, they did not find opportunities to save with other financial institutions, and other respondents did not have access to loan from other financial institutions due to complicated loan requirements. In addition, after they
have joined USACCO, their deplorable status somewhat changed, both socially and economically which has contributed to the improvement of their welfare. Therefore, the study testified that, the welfare of USACCO members in terms of assets acquired, income increased was improved compared to situation before joining USACCO. The study concludes that ―the level of improvement of living conditions of teachers depends largely to the level of loan granted by USACCO to teachers and membership duration. If the level of teachers‘ loan and saving increases, there will be also improvement of teachers‘ wellbeing‖ and finally, USACCO financial service is a veritable instrument for better improvement of economic and social conditions of teachers. The study recommends that, USACCO should provide frequent and regular trainings on business management game to their members. This could help members for good management of their loans and reducing loan defaulters‘ cases observed at USACCO. Challenges observed were lack of physical collateral security required by USACCO, complicated loan requirements terms and conditions and insufficient trainings on business management game.
Successful export sectors in manufacturing and agribusiness are important drivers of structural transformation in Sub-Sahara African countries. Backed by industrial policies and active state involvement, a small number of successful productive export sectors has emerged in Sub-Saharan Africa. This thesis asks the question: How do politics shape the promotion of export-driven industrialisation and firm-level upgrading in Sub-Saharan Africa? It exemplifies this question with an in-depth, qualitative study of the cashew processing industry in Mozambique in the period from 1991 until 2019. Mozambique used to be one of the world’s largest producers and processors of cashew nuts in the 1960s and 1970s. At the end of the 20th century, the cashew processing industry broke down completely but has re-emerged as one of the country’s few successful agro-processing exports.
The thesis draws on theoretical approaches from the fields of political science, notably the political settlements framework, global value chain analysis and the research on technological capabilities to explore why the Mozambican Government supported the cashew processing industry and how Mozambican cashew processors acquired the technological capabilities needed to access the global cashew value chain and to upgrade. It makes an important theoretical contribution by linking the political settlements framework and the literature on upgrading in global value chains to study how politics shaped productive sector promotion and upgrading in the Mozambican cashew processing industry. The findings of the thesis are based on extensive primary data, including 58 expert interviews and 10 firm surveys, that was collected in Mozambique in 2018 as well as a broad base of secondary literature.
The thesis argues that the Mozambican Government supported the cashew processing industry because it became important for the Government’s political survival. Promoting the cashew sector formed part of an electoral strategy for the ruling FRELIMO coalition and a means to keep FRELIMO factions united by offering economic opportunities to key constituencies. In 1999, it adopted a protectionist cashew law that created strong incentives for cashew processing in Mozambique. This not only facilitated the re-emergence of the cashew processing industry after its breakdown. The law and the active involvement of the National Cashew Institute (INCAJU) also affected the governance of the local cashew value chain, the creation of backward linkages, and the upgrading paths of cashew processors. The findings of the thesis suggest that the cashew law reduced the pressure on the cashew processing industry to upgrade. The law further created opportunities for formal and informal rent creation for members of the political elite and lower level FRELIMO officials that prevented a far-reaching reform of the law. The thesis shows that international buyers do not promote upgrading among Sub-Sahara African firms in global value chains with market-based or modular governance. Moreover, firms that operate in countries where industrial policies are not enforced effectively cannot draw on the support of government institutions to enhance their capabilities and to upgrade. Firms therefore mainly depended on costly learning channels at firm level, e.g. learning by doing or hiring skilled labour, and/or on technical assistance from donors to build the technological capabilities needed to access global value chains and to remain competitive.
The findings of the thesis suggest that researchers, governments, development practitioners and consultants need to rethink their understanding of upgrading in GVCs in four ways. First, they need to move away from understanding upgrading in terms of moving towards more complex, higher value-added activities in GVCs (functional upgrading). Instead, it is important to consider the potential of other, more realistic types of upgrading for firms in low-income countries, such reducing risks by diversifying suppliers and buyers or increasing rewards by making production processes more efficient. Second, they need to replace an overly positive view on upgrading that neglects possible side-effects at sector and/or country level. Third, GVC participation on its own does not promote upgrading among local supplier firms in Sub-Saharan Africa. The interests of lead firms and Sub-Sahara African supplier firms may not be aligned or even conflicting. Targeted industrial policies and the creation of institutions that effectively promote capability building among firms therefore become even more important. Finally, upgrading needs to be understood as a process that is not only shaped by interactions between firms, but also by local domestic politics.
The findings of the thesis are highly relevant for scholars from the fields of political science, development studies, and economics. Its practical implications and tools, e.g. a technological capabilities matrix for the cashew industry, are of interest for development practitioners, members of public institutions in Sub-Sahara African countries, local entrepreneurs, and representatives of local business associations that are involved in promoting export sectors and upgrading among local firms.
Water is used in a way as if it were available infinitely. Droughts, increased rainfall or flooding already lead to water shortages and, thus, deprive entire population groups of the basis of their livelihoods. There is a growing fear that conflicts over water will increase, especially in arid climate zones, because life without water - whether for humans, animals or plants - is not possible.
More than 60 % of the African population depend on land and water resources for their livelihoods through pastoralism, fishing and farming. The water levels of rivers and lakes are decreasing. Hence, the rural population which is dependent on land and water move towards water-rich and humid areas. This internal migration increases the pressure on available water resources. Driven by the desire to strengthen the economic development, African governments align their political agendas with the promotion of macro international and national economic projects.
This doctoral thesis examines the complex interrelationships between water shortages, governance, vulnerability, adaptive capacity and violent and non-violent conflicts at Lake Naivasha in Kenya and Lake Wamala in Uganda. In order to satisfy the overall complexity, this doctoral thesis combines various theoretical and empirical aspects in which a variety of methods are applied to different geographical regions, across disciplines, and cultural and political boundaries.
The investigation reveals that Lake Naivasha is more affected by violent conflicts than Lake Wamala. Reasons for this include population growth, historically grown ethnic conflicts, corruption and the preferential treatment of national and international economic actors. The most common conflict response tools are raiding and the blockage of water access. However, deathly encounters, destruction of property and cattle slaughtering are increasingly used to gain access to water and land.
The insufficient implementation of the political system and the governments’ prioritization to foster economic development results, on the one hand, in the commercialization of water resources and increases, on the other hand, non-violent conflict between national and sub-national political actors. While corruption, economic favours and patronage defuse this conflict, resource access becomes more difficult for the local population. Resulting thereof, a final hypothesis is developed which states that the localization of the political conflict aggravates the water situation for the local population and, thereby, favours violent conflicts over water access and water use in water-rich areas.
This thesis is concerned with an issue of considerable importance to the development of revision skills: the role of teacher feedback. Prompted by the concern to develop a model of instruction which will help students write to the best of their capacities, the present study forms a proposal: an interactive model of revision. The study researches whether the kind of feedback proposed in this model is indeed a helpful tool for revision and whether the kind of negotiated revision that occurs is a vehicle for learning. The first section of the thesis reviews different areas of literature which are relevant to the study. More specifically, Chapter 2 presents the historical and theoretical foundations of different writing instructional practices and sheds light on issues concerning the use of the process approach. It also reviews research based on sociocognitive theoretical perspectives in an attempt to delineate the impact of interpersonal or social activity on individual performance and progress. Chapter 3 examines issues associated with the process approach in particular and illustrates how theory and method come together in a process writing classroom. Chapter 4 presents the differences in revising behaviours between experienced and inexperienced writers in both L1 and L2 contexts and the various ways these differences have been justified. It also highlights a number of issues which have been identified as contributing to effective revision. Particular attention is paid to the role that teacher feedback has to play as a means of promoting substantive student revision with an instructional emphasis on fluency, organisation and language. Chapter 5 presents an interactive model of revision, which envisions a communicative exchange between two partners, the student-writer and the teacher-reader, collaborating in order to develop awareness of revision strategies and establish criteria for effective writing. Chapter 6 investigates the epistemological basis of the research and presents a set of research questions and hypotheses, which guided the investigation. Chapter 7 frames the context of the research and details the methods used to collect the data from the study. The study involved 100 Year 7 students in two gymnasia in Koblenz, Germany. During the time of the investigation, the students wrote and revised five tasks. Three of these tasks were revised after receiving teacher feedback, which focused on aspects such as appropriacy and sufficiency of information, organization, coherence and grammatical accuracy. The study investigates the effects of this kind of focused feedback on the students" revisions and explores the relationship between revision and text improvement. Large quantitative and qualitative data sets were generated during the research. The quantitative data was based on the student documents (1000 original and revised drafts) whereas the qualitative data emerged from student questionnaires and seven case studies. Chapter 8 presents descriptions of the data analyses. More specifically, it describes the initial and final coding of the revisions traced in the student documents. Then it focuses on the type of qualitative analysis employed in the case studies in order to investigate the relationship between revision and text improvement. The final section of the chapter describes the questionnaire analysis, which was carried out to investigate attitudes, benefits and constraints from the implementation of the model. Chapter 9 examines the statistical results from the analysis of the students" revisions. More specifically, it explores the revisions made by the students across tasks and the relationships between the features of the teacher feedback and these revisions. The analysis highlights patterns in the development of revision skills and positive correlations of student revisions with features of the teacher feedback. Chapter 10 looks at the descriptive data from the case studies of seven individual student writers. The analysis of this data illustrates how the specific students negotiated the revisions and sheds more light on the relationship between feedback, revision and text improvement. Chapter 11 contains the analysis of the students" answers to the questionnaire, which provide illuminative information about the feedback-related attitudes. In Chapter 12, the thesis reaches its final destination. The journey over the paths of literature exploration, data gathering and data analysis ends with reflections on the messages that emerge from the data analysis. The conclusion reached is that young students can learn how to revise their writing and focused feedback is a viable pedagogic option for teaching revision. In addition to discussing the findings, this final section considers the pedagogical implications for the teaching of writing and suggests possible avenues for further work.