Im Spannungsfeld von Globalisierung und Lokalisierung. Politische Dezentralisierung in Hoachanas, Namibia
"Demokratisierung und Dezentralisierung sind zentrale Ziele der gegenwärtigen Entwicklungspolitik. Namibia hat diese Zielsetzung aufgegriffen und zumindest formal umgesetzt. Die kritische politische und wissenschaftliche Diskussion entzündet sich vor allem an der Frage inwieweit auf der nationalen Ebene Demokratie tatsächlich verwirklicht ist. Dieser Beitrag nimmt dagegen die Wirkung von Demokratisierung und Dezentralisierung auf der lokalen Ebene in den Blick. Im Zentrum steht dabei die Siedlung Hoachanas im abgelegenen Süden Namibias. Hoachanas war weitgehend von der formalen Verwaltung Namibias abgeschnitten und unterstand einer traditionellen Autorität. Im Rahmen der Dezentralisierungspolitik sollte die Siedlung durch die Errichtung eines auf demokratischen Prinzipien beruhenden Gremiums in die nationalen Verwaltungstrukturen integriert werden. Dabei zeigt sich, dass die auf der nationalstaatlichen Ebene nach westlichen Vorbildern entwickelten Konzepte von Demokratisierung und Dezentralisierung im Prozess ihrer Umsetzung auf der lokalen Ebene umgearbeitet werden und im lokalen Kontext als Instrumente lokaler politischer Auseinandersetzung dienen. Dezentralsierung bewirkt in diesem Fall erst die wirksame Einbezieung von Hoachanas in das nationalstaatliche Verwaltungssystem und Demokratisierung eröffnet neue lokale politische Arenen."
Carolin Olivares-Canas
https://epub.uni-bayreuth.de/818/
Universität Bayreuth
2005
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Playing the Globalisation Game: The Implications of Economic Liberalisation for Namibia
Namibia‟s investment policies are largely shaped by the process of globalisation and the neo-liberal line of thought which claims that developing countries have to attract investment by offering increasing concessions to foreign investors. This is reflected in the Government‟s policy on Export Processing Zones (EPZs). However, the manufacturing sector is still underdeveloped and Namibia continues to be a net exporter of capital. The figures for the last 5 years reveal that the foreign investment received is significantly lower than the capital leaving the country each year. Last year (2000),for example, Namibia received capital inflows of 795 million N$, but more than 2 billion N$ left the country. About two thirds of the foreign investment that Namibia receives goes into the capital-intensive mining sector without contributing significantly to employment creation. Unless this trend can be reversed, there is little prospect for the development of a significant manufacturing sector in Namibia.
Herbert Jauch
Labour Resource and Research Institute (LaRRI)
2001
© Labour Resource and Research Institute (LaRRI)
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"A Nation On the Move”: A Discourse Analysis of Namibian Policies for Development
M.A. Thesis - "This thesis is approaching the concept of development in Namibian plans for development, its Vision 2030 and Third National Development Plan. The aim is to analyse discourses of development in the Namibian political context of planning for development. I have done this through the theoretical and methodological framework of Norman Fairclough’s critical discourse analysis, CDA. I have identified four contrasting and complementing discourses in the way that the documents talk about development. Two of them, discourse of tradition and discourse of modernity, are connected to meanings of development. The two others, a social equity and justice discourse and a neo-liberal market discourse, are connected to structures of development, which shape how the documents vision development to happen. I have seen that there is a struggle between the discourses in the way they are described as both complementing and conflicting."
Elise Jansson
http://www.diva-portal.org/smash/get/diva2:359287/FULLTEXT01.pdf
Linköpings Universitet
2010
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Implementing inclusive education in Namibian primary schools: from policies to practice
M.A. Thesis (Education) - "This study set out to explore the issues of inclusive education in primary education in Namibia. The specific research questions were: 1. How does Namibia address the issue of inclusive education in its educational policies and practices? 2. What are the main successes and challenges in the implementation of inclusive policies? The research is a qualitative study and the data consists of the analysis of current Namibian policy documents related to inclusive education and interviews of seven Namibian experts in the field of education. The data was analysed by applying content analysis approach. The theoretical framework consists of theories of inclusion and inclusive education as well as the concepts and aims of Education for All global approach. The findings show that Namibia has made relevant progress in universal access to education with the percentage of 99,6% in 2012. This is particularly significant taking into account the legacy of Apartheid, which ended after Namibia gained independence only twenty-five years ago. Another area of success is gender equality, which interviewees reported to have been achieved with the exception of two regions. At the moment it seems that more attention needs to be paid to boys, as girls seem to do better in school and stay in school longer than boys. Quality of education is a source of much concern in Namibia. The diversity of languages and ethnic groups as well as life circumstances makes it challenging to organize inclusive relevant education for all. The language of instruction is a debated topic and forms a different challenge in urban and rural areas. There is also a shortage of qualified teachers and relevant, culture-sensitive teaching materials in all the local languages. In principle education is free of charge but some other expenses cause difficulties for children from poor backgrounds. HIV has had dramatic effects on society increasing the number of orphans and children who are responsible for their younger siblings, which has an effect on school performance. Community involvement was emphasizes as a condition to increase inclusion. Namibian educational policies demonstrate commitment to educational development with a special concern regarding inclusive education. However, there are gaps between policy and its implementation. Interviews emphasised that efficient policy guidance and monitoring is needed to identify the bottlenecks in implementation and to plan concrete actions to develop inclusive education further."
Diego Martinez Madrid
http://jultika.oulu.fi/files/nbnfioulu-201506061809.pdf
University of Oulu
2015
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