An evaluation of IMF structural adjustment programmes : lessons for South Africa
- Authors: Berolsky, Nuno Goncalo
- Date: 2000
- Subjects: International Monetary Fund , International Monetary Fund -- Developing countries , Structural adjustment (Economic policy) -- Developing countries , South Africa -- Economic policy
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:935 , http://hdl.handle.net/10962/d1002668 , International Monetary Fund , International Monetary Fund -- Developing countries , Structural adjustment (Economic policy) -- Developing countries , South Africa -- Economic policy
- Description: The mixed results of International Monetary Fund structural adjustment programmes in less developed countries are a major motivation for this research. Explanations must be advanced as to what may inhibit the success of such programmes. South Africa has often found itself in a precarious position- with a deteriorating balance of payments, a position similar to other countries that have accepted IMF loans. Furthermore, South Africa undertook an IMF loan in 1993. Financial support from the IMF incorporates structural adjustment programmes. These may include measures such as tighter monetary policy, reduction in the budget deficit, exchange rate devaluation and ceilings on domestic credit with increased interest rates (Ferguson, 1988). These policies illustrate the principle of ‘conditionality,’ whereby access to further loans is conditional on certain criteria being met, such as reduced budget deficits and inflation rates. The principle of conditionality has met with a great deal of criticism. Bacha (1987) and Dell (1982) argue that these aggregate demand-reducing conditions more often than not stagnate domestic economies, worsening the balance of payment and result in programme breakdowns. Essentially, they refer to the IMF conditions as ‘unrealistic.’ The IMF denies this, arguing that shortfalls are mainly due to a lack of political commitment to carry out its conditions (Winters, 1994). This issue of conditionality will be examined in detail, using three specific case studies. The aim of this study is to examine the characteristics of Brazil, Mexico and Zambia to see whether or not the IMF programmes were successful. Guidelines will be established for South African policy from these case studies. South Africa is trying to adjust to the competitiveness of the international economy. At the same time, the need for reconstruction and development exerts increasing pressures on the balance of payments. Guidelines are established for a successful economic adjustment for South Africa. The research concludes that South Africa is certainly in line for a successful transformation. The rigidities are not as extensive as has been the case in Brazil and Zambia. Institutionally, South Africa is sound. However there are still challenges in this area, such as export diversification and economic stability to attract foreign investment.
- Full Text:
- Date Issued: 2000
- Authors: Berolsky, Nuno Goncalo
- Date: 2000
- Subjects: International Monetary Fund , International Monetary Fund -- Developing countries , Structural adjustment (Economic policy) -- Developing countries , South Africa -- Economic policy
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:935 , http://hdl.handle.net/10962/d1002668 , International Monetary Fund , International Monetary Fund -- Developing countries , Structural adjustment (Economic policy) -- Developing countries , South Africa -- Economic policy
- Description: The mixed results of International Monetary Fund structural adjustment programmes in less developed countries are a major motivation for this research. Explanations must be advanced as to what may inhibit the success of such programmes. South Africa has often found itself in a precarious position- with a deteriorating balance of payments, a position similar to other countries that have accepted IMF loans. Furthermore, South Africa undertook an IMF loan in 1993. Financial support from the IMF incorporates structural adjustment programmes. These may include measures such as tighter monetary policy, reduction in the budget deficit, exchange rate devaluation and ceilings on domestic credit with increased interest rates (Ferguson, 1988). These policies illustrate the principle of ‘conditionality,’ whereby access to further loans is conditional on certain criteria being met, such as reduced budget deficits and inflation rates. The principle of conditionality has met with a great deal of criticism. Bacha (1987) and Dell (1982) argue that these aggregate demand-reducing conditions more often than not stagnate domestic economies, worsening the balance of payment and result in programme breakdowns. Essentially, they refer to the IMF conditions as ‘unrealistic.’ The IMF denies this, arguing that shortfalls are mainly due to a lack of political commitment to carry out its conditions (Winters, 1994). This issue of conditionality will be examined in detail, using three specific case studies. The aim of this study is to examine the characteristics of Brazil, Mexico and Zambia to see whether or not the IMF programmes were successful. Guidelines will be established for South African policy from these case studies. South Africa is trying to adjust to the competitiveness of the international economy. At the same time, the need for reconstruction and development exerts increasing pressures on the balance of payments. Guidelines are established for a successful economic adjustment for South Africa. The research concludes that South Africa is certainly in line for a successful transformation. The rigidities are not as extensive as has been the case in Brazil and Zambia. Institutionally, South Africa is sound. However there are still challenges in this area, such as export diversification and economic stability to attract foreign investment.
- Full Text:
- Date Issued: 2000
Minor "dings" - major effects? a study into the cognitive effects of mild head injuries in high school rugby
- Authors: Ackermann, Tessa Ruth
- Date: 2000
- Subjects: Rugby football injuries , Head -- Wounds and injuries -- Psychology , Head -- Wounds and injuries -- Complications , Head -- Wounds and injuries -- Patients -- Rehabilitation
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:2920 , http://hdl.handle.net/10962/d1002429 , Rugby football injuries , Head -- Wounds and injuries -- Psychology , Head -- Wounds and injuries -- Complications , Head -- Wounds and injuries -- Patients -- Rehabilitation
- Description: The present study is part of a larger and ongoing research initiative investigating the cumulative cognitive effects of mild head injury in rugby union and focused specifically on high school rugby players. A comprehensive battery of neuropsychological tests was administered to top team high school rugby players (n = 47), and a non-contact sport control group of top team high school hockey players (n = 34). Direct comparisons of group mean scores and standard deviations across each neuropsychological test were carried out for the Total Rugby group versus the Total Hockey group as well as for the subgroups Rugby Forwards versus Rugby Backs. A correlational analysis was conducted to ascertain whether a relationship exists between the number of mild head injuries reported by the players and their cognitive test performance. Results of the group comparisons of means and variability on WMS Paired Associate Learning Hard Pairs - Delayed Recall provides tentative indications of the initial stages of diffuse damage associated with mild head injury in the rugby group and provides some evidence for impairment of verbal learning and memory in the Rugby Forwards group. The correlational analysis revealed no significant relationship between number of reported mild head injuries and cognitive performance. The findings and possible latent effects of the multiple mild head injuries reported by the rugby players are discussed in terms of brain reserve capacity theory and suggestions for future research are provided.
- Full Text:
- Date Issued: 2000
- Authors: Ackermann, Tessa Ruth
- Date: 2000
- Subjects: Rugby football injuries , Head -- Wounds and injuries -- Psychology , Head -- Wounds and injuries -- Complications , Head -- Wounds and injuries -- Patients -- Rehabilitation
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:2920 , http://hdl.handle.net/10962/d1002429 , Rugby football injuries , Head -- Wounds and injuries -- Psychology , Head -- Wounds and injuries -- Complications , Head -- Wounds and injuries -- Patients -- Rehabilitation
- Description: The present study is part of a larger and ongoing research initiative investigating the cumulative cognitive effects of mild head injury in rugby union and focused specifically on high school rugby players. A comprehensive battery of neuropsychological tests was administered to top team high school rugby players (n = 47), and a non-contact sport control group of top team high school hockey players (n = 34). Direct comparisons of group mean scores and standard deviations across each neuropsychological test were carried out for the Total Rugby group versus the Total Hockey group as well as for the subgroups Rugby Forwards versus Rugby Backs. A correlational analysis was conducted to ascertain whether a relationship exists between the number of mild head injuries reported by the players and their cognitive test performance. Results of the group comparisons of means and variability on WMS Paired Associate Learning Hard Pairs - Delayed Recall provides tentative indications of the initial stages of diffuse damage associated with mild head injury in the rugby group and provides some evidence for impairment of verbal learning and memory in the Rugby Forwards group. The correlational analysis revealed no significant relationship between number of reported mild head injuries and cognitive performance. The findings and possible latent effects of the multiple mild head injuries reported by the rugby players are discussed in terms of brain reserve capacity theory and suggestions for future research are provided.
- Full Text:
- Date Issued: 2000
The development of a WAIS-III short form for use in South Africa
- Authors: Rust, Annegret L
- Date: 2000
- Subjects: Wechsler Adult Intelligence Scale , Intelligence tests -- South Africa , Wechsler Adult Intelligence Scale -- South Africa
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3047 , http://hdl.handle.net/10962/d1002556 , Wechsler Adult Intelligence Scale , Intelligence tests -- South Africa , Wechsler Adult Intelligence Scale -- South Africa
- Description: The Wechsler Adult Intelligence Scale - 3rd Edition (WAIS-III) is the newest of the internationally recognised Wechsler family of intelligence tests. It has been improved in terms of its psychometric properties, neuropsychological assessment abilities and its content. This test is in the process of being standardised by the Human Sciences Research Council (HSRC) in South Africa. As the adapted South African version will be available shortly for use in the multicultural circumstances of South Africa, the application of the various aspects of this test needs to be investigated. This test is very comprehensive and thorough, however its one disadvantage is that it takes on average three hours to administer in its entirety. Thus there is a need to find ways in which to abbreviate the test for particular purposes when time is limited, for example in research, brief clinical assessments or neuropsychological screenings. The concept of abbreviating tests, including the earlier Wechsler intelligence test can be traced back to 1917, when it was asked if all the items on the Binet-Simon scale were required to give an accurate assessment of IQ (Levy, 1968). Since then there have been many short form suggestions made, with many different considerations in mind. These can be divided into two main approaches or methods. Firstly, the number of subtests of the scale can be reduced. Thus with the WAIS-III which consists of 14 subtests in total, an option is to use, for example only four of the subtests to get an estimate of a person's IQ. Secondly, the number of items in each subtest can be reduced. Thus only half the items or even only a third of the items on a subtest can be administered to get an estimate of the persons' performance on each subtest and in this way estimate their overall IQ. Both methods have been used on the WAIS and WAIS-R, although the reduction of the subtests is favoured. Both should now be validated and considered for use with the WATS-III in South Africa. Wechsler tests and their constituent subtests have been found to be differentially effected by race, education, language and socio-economic status (Kaufman, McLean & Reynolds, 1988; Nell 1999). These differences have also been found to impact on the short forms which are suggested, as certain subtests are considered to be more biased towards particular groups than others. Vocabulary and Block Design in particular bias testees who are not as westernised or acculturated towards a largely American and European culture (Kaufman, McLean & Reynolds, 1988). These differences, although often ascribed to race, language or socio-economic status can best be understood more broadly in terms of degree of acculturation (i.e. westernisation) (Shuttleworth-Jordan, 1996) and test-wiseness (Nell, 1999). In South Africa in particular, with its extreme cultural diversity these factors need to be carefully considered when developing short forms. In the present study the development of a short form appropriate to South Africa's diverse cultural circumstances will be approached, through a sample which has been stratified according to gender, first language (English vs. African), quality of schooling received (Private/Model C vs. DET) and level of education achieved (Matric vs. Graduate). Both a subtest reduction method and an item reduction method will be considered to arrive at a short form. The subtest reduction method will be considered further in an attempt to clarify which subtests would be more or less appropriate to include in a short form considering group differences. Finally the thesis will develop suggestions as to which short forms would be best for use in South Africa.
- Full Text:
- Date Issued: 2000
- Authors: Rust, Annegret L
- Date: 2000
- Subjects: Wechsler Adult Intelligence Scale , Intelligence tests -- South Africa , Wechsler Adult Intelligence Scale -- South Africa
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3047 , http://hdl.handle.net/10962/d1002556 , Wechsler Adult Intelligence Scale , Intelligence tests -- South Africa , Wechsler Adult Intelligence Scale -- South Africa
- Description: The Wechsler Adult Intelligence Scale - 3rd Edition (WAIS-III) is the newest of the internationally recognised Wechsler family of intelligence tests. It has been improved in terms of its psychometric properties, neuropsychological assessment abilities and its content. This test is in the process of being standardised by the Human Sciences Research Council (HSRC) in South Africa. As the adapted South African version will be available shortly for use in the multicultural circumstances of South Africa, the application of the various aspects of this test needs to be investigated. This test is very comprehensive and thorough, however its one disadvantage is that it takes on average three hours to administer in its entirety. Thus there is a need to find ways in which to abbreviate the test for particular purposes when time is limited, for example in research, brief clinical assessments or neuropsychological screenings. The concept of abbreviating tests, including the earlier Wechsler intelligence test can be traced back to 1917, when it was asked if all the items on the Binet-Simon scale were required to give an accurate assessment of IQ (Levy, 1968). Since then there have been many short form suggestions made, with many different considerations in mind. These can be divided into two main approaches or methods. Firstly, the number of subtests of the scale can be reduced. Thus with the WAIS-III which consists of 14 subtests in total, an option is to use, for example only four of the subtests to get an estimate of a person's IQ. Secondly, the number of items in each subtest can be reduced. Thus only half the items or even only a third of the items on a subtest can be administered to get an estimate of the persons' performance on each subtest and in this way estimate their overall IQ. Both methods have been used on the WAIS and WAIS-R, although the reduction of the subtests is favoured. Both should now be validated and considered for use with the WATS-III in South Africa. Wechsler tests and their constituent subtests have been found to be differentially effected by race, education, language and socio-economic status (Kaufman, McLean & Reynolds, 1988; Nell 1999). These differences have also been found to impact on the short forms which are suggested, as certain subtests are considered to be more biased towards particular groups than others. Vocabulary and Block Design in particular bias testees who are not as westernised or acculturated towards a largely American and European culture (Kaufman, McLean & Reynolds, 1988). These differences, although often ascribed to race, language or socio-economic status can best be understood more broadly in terms of degree of acculturation (i.e. westernisation) (Shuttleworth-Jordan, 1996) and test-wiseness (Nell, 1999). In South Africa in particular, with its extreme cultural diversity these factors need to be carefully considered when developing short forms. In the present study the development of a short form appropriate to South Africa's diverse cultural circumstances will be approached, through a sample which has been stratified according to gender, first language (English vs. African), quality of schooling received (Private/Model C vs. DET) and level of education achieved (Matric vs. Graduate). Both a subtest reduction method and an item reduction method will be considered to arrive at a short form. The subtest reduction method will be considered further in an attempt to clarify which subtests would be more or less appropriate to include in a short form considering group differences. Finally the thesis will develop suggestions as to which short forms would be best for use in South Africa.
- Full Text:
- Date Issued: 2000
The Raven's Coloured Progressive Matrices Test: a pilot study for the establishment of normative data for Xhosa-speaking primary school pupils in the Grahamstown region
- Authors: Bass, Natalie Tanyia
- Date: 2000
- Subjects: Raven's Progressive Matrices , Students -- South Africa -- Psychology , Educational tests and measurements -- South Africa , Intelligence levels -- South Africa , Students -- Psychology
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:2930 , http://hdl.handle.net/10962/d1002439 , Raven's Progressive Matrices , Students -- South Africa -- Psychology , Educational tests and measurements -- South Africa , Intelligence levels -- South Africa , Students -- Psychology
- Description: The Raven’s Coloured Progressive Matrices (CPM) test is used extensively across a wide variety of settings in South Africa, however more appropriate local normative data has yet to be established. The CPM is internationally recognised as a culture-fair test of nonverbal intelligence, designed for use with children between the ages of 5½ and 11½. This pilot study thus sought to establish normative data for this instrument for a population of Xhosa-speaking Primary School children in the peri-urban township area in the Grahamstown region. The booklet version of the test was used and it was administered in group format and according to an alternate method of test administration (using Xhosa instructions) developed by Vass in 1992. The final normative sample consisted of 197 male and 182 female Xhosa-speaking children in Grades Two to Seven (N=379). The results showed (1) a significant effect of age on test scores, where scores increased with age as expected; (2) a consistent tendency for males to outperform females was also noted, however small sample sizes precluded any categorical claims to this effect; (3) no significant effect of education on test scores was observed and finally; (4) and finally, it appeared that the norms generated for this study revealed a tendency to be lower than those obtained by Raven, Court and Raven (1990) during the standardisation of this instrument in the United Kingdom and America. The study concluded that (1) there is an urgent need for more appropriate South African normative data for this test; and (2) that when assessing African children from disadvantaged backgrounds, further research into the effects of cultural and socio-economic factors and gender on non-verbal intelligence (and on performance on this test in particular) is required.
- Full Text:
- Date Issued: 2000
- Authors: Bass, Natalie Tanyia
- Date: 2000
- Subjects: Raven's Progressive Matrices , Students -- South Africa -- Psychology , Educational tests and measurements -- South Africa , Intelligence levels -- South Africa , Students -- Psychology
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:2930 , http://hdl.handle.net/10962/d1002439 , Raven's Progressive Matrices , Students -- South Africa -- Psychology , Educational tests and measurements -- South Africa , Intelligence levels -- South Africa , Students -- Psychology
- Description: The Raven’s Coloured Progressive Matrices (CPM) test is used extensively across a wide variety of settings in South Africa, however more appropriate local normative data has yet to be established. The CPM is internationally recognised as a culture-fair test of nonverbal intelligence, designed for use with children between the ages of 5½ and 11½. This pilot study thus sought to establish normative data for this instrument for a population of Xhosa-speaking Primary School children in the peri-urban township area in the Grahamstown region. The booklet version of the test was used and it was administered in group format and according to an alternate method of test administration (using Xhosa instructions) developed by Vass in 1992. The final normative sample consisted of 197 male and 182 female Xhosa-speaking children in Grades Two to Seven (N=379). The results showed (1) a significant effect of age on test scores, where scores increased with age as expected; (2) a consistent tendency for males to outperform females was also noted, however small sample sizes precluded any categorical claims to this effect; (3) no significant effect of education on test scores was observed and finally; (4) and finally, it appeared that the norms generated for this study revealed a tendency to be lower than those obtained by Raven, Court and Raven (1990) during the standardisation of this instrument in the United Kingdom and America. The study concluded that (1) there is an urgent need for more appropriate South African normative data for this test; and (2) that when assessing African children from disadvantaged backgrounds, further research into the effects of cultural and socio-economic factors and gender on non-verbal intelligence (and on performance on this test in particular) is required.
- Full Text:
- Date Issued: 2000
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