The Impact of the Implementation of Technology Education on In-Service Teacher Education in South Africa (Impact of Technology Education in the RSA)

In this article the impact of technology education, as a new learning area (subject) in the curriculum, on in-service teacher education in South Africa is described in order to ascertain the extent of the impact. The research on which this article is based draws on a variety of experiences and observations in the field at grassroots level (in particular an outreach project in rural communities). The envisaged impact of technology education on South African schools, communities, teacher educators and teachers, the range of in-service teacher education that is required, and the impacts in urban and rural areas are discussed. Finally a number of concluding remarks are made about the extent of the impact of the inclusion of technology education in the new National Curriculum Statement and whether the situation has changed since the implementation of a pilot technology education project in 1998. This revised version was published online in July 2006 with corrections to the Cover Date.     

DURATION MOMENTS AND YIELD CURVE MOVEMENTS

In this paper we will analyze the relationship between the value and duration moments of a cash flow and movements in the yield curve. We will show that for changes in the yield curve which can be related to tⁿ , the 1st order changes in the net present value of a cash flow are linearly dependent on the n + lth duration moments, and that the 2nd order changes are dependent on the sum of duration moments of order 2 n + 1 and 2 n + 2. We will use this relationship to tilt tracking portfolios so as to protect them against specific changes in the yield curve.     

Small Firm Growth: Intentions, Implementation and Impediments

Recent evidence suggests that many small to medium sized enterprises (SMEs) in the UK experience difficulty growing from the start-up phase into larger well established firms. This research uses survey data from UK instruments, printing and software SMEs to explore the attitudes of SME managers towards growth, to identify the strategies they pursue to achieve growth, and to establish the main factors they perceive to be limiting their growth. We find that although most managers profess to value growth and follow expansionary strategies, the main limits on the growth of SMEs are the intensity of competition stemming from the recession, and the inability or unwillingness of management to deal with the increased administrative burden arising from expansion.     

Strategy as Simulacra? A Radical Reflexive Look at the Discipline and Practice of Strategy*

ABSTRACT Over the past three decades strategic management has become a crucial aspect of business education and practice. At the core of strategic management – linking technique to worldview – is modelling (e.g. value chain, SWOT analysis) whereby the complex elements of strategic thinking are simplified. This accounts in large part for the apparent popularity of strategic management as complex interrelationships are pursued through relatively simple models. Yet has the field of strategic management realized the third order of simulacra? Is strategic management a model of simulation whereby reality has been replaced by hyperreality? A review of the extant literature on strategy explores the study and practice of strategy as a discourse, engulfed by its own truth effects. An examination of the concepts of reflexivity demonstrates the value of a postmodern radical reflexive account through the application of Baudrillard's (1983 , 1988 , 1991 , 1994 ) simulation and simulacra. It is through the development of a radical reflexive discourse of strategy as simulacra, this paper critically examines the study and practice of strategy and the lessons we can take from this perspective.     

'Technoscience' Education: Empowering Citizens Against the Tyranny of School Science

The status quo for school science and technology is unacceptable. While the former often is required for admission to university engineering, as well as to science programmes, the latter is deemed most appropriate for less able, concrete thinkers. This situation persists, despite the fact school science tends to generate large groups of citizens who are relatively scientifically and technologically illiterate, largely as a result of its preoccupation with identifying and training potential scientists and engineers. This practice is tyrannical. It must be abandoned forthwith. A realistic alternative is a combined technology and science programme – perhaps called 'technoscience' education – that would treat science and technology as equals. Such courses may, as well, be more democratic in the sense that technological problem solving often is more natural to everyday situations that everyone may find useful, not just future scientists or engineers. A framework for combined technology and science courses is described and defended here. Originally developed through collaborative action research amongst practising teachers of science, the approach appears to be feasible, under certain – perhaps ideal – conditions. A number of changes to science and technology education may be necessary for broader implementation, not the least of which is a general retrenchment in expectations for pre-determined learning, along with adjustments to teacher education. Nevertheless, the approach is recommended because of its emphasis on: personalization, inclusion, problematization, explicitness, apprenticeship, authenticity, contextualization and freedom. This revised version was published online in July 2006 with corrections to the Cover Date.     

Substance, Form and PFI Contracts

The Private Finance Initiative (PFI) was launched by the United Kingdom Government in 1992 in order to encourage the private sector in the UK to become more involved in public sector development projects. A key theme of the initiative was that the public should receive 'value for money'. This article investigates the accounting issue as to whether or not the private or the public sector should record any property related to PFI projects on balance sheet. It argues that although both HM Treasury and the Accounting Standards Board (ASB) might agree on the accounting principles, the practical impact is that in order for related properties to stay off the public sector's balance sheet, substantial risk needs to be transferred to the private sector. As a consequence of this, the objective of providing value for money to the public may not be achieved.