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    The good governance agenda and urban governance : the case of Dhaka, Bangladesh : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy (Arts) in Development Studies at Massey University, Palmerston North, New Zealand
    (Massey University, 2001) Loveridge, Donna
    This thesis argues that the good governance agenda has reached an impasse in Dhaka due to the absence of political will and commitment. The current status of the good governance agenda, its advocates and opponents, after ten years of advancement as a prerequisite for poverty alleviation is investigated as well as its connection to the more recent phenomenon of urban governance. Urban governance on the one hand is used to describe urban actors and their relationships and on the other to describe the management of urban centres. Using Dhaka, Bangladesh as a case study, the thesis highlights that the two descriptions are very much connected since actors and their relationships, in the context of Bengali culture and accepted behavioural norms, influence the outcome of urban management issues, such as the provision of basic services and infrastructure. While there is little evidence that good governance does in fact lead to poverty alleviation, multilateral and bilateral donors and numerous NGOs, encouraged by the amount of funding available, are pursuing strategies to improve the governance situation in Dhaka. However, the current state of governance and the entrenched norms greatly affect the outcome which is emphasised through an examination of a number of current projects and programmes. Development practitioners, especially donors, are only now beginning to acknowledge the importance and influence of culture and politics on development policy, programme and project outcomes. However, direct attempts to modify culture and politics will undoubtedly lead to criticisms of interference in sovereignty issues. It is suggested that the good governance agenda has reached an impasse until there is a demonstration of political will and commitment for achieving good governance from the Government of Bangladesh, civil society and donors. The Government because as elected representatives they have power to change legislation, provide leadership nationwide and set a context for improvements; civil society because their attitudes and actions can either reinforce the current societal norms or challenge them; and donors because their own political and strategic agendas should help and not hinder development.
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    Decentralization, identity construction, and conflict : education under Aceh's special autonomy : a dissertation presented in fulfilment of the requirements for the degree of Doctor of Philosophy in Development Studies, Massey University, Palmerston North, New Zealand
    (Massey University, 2017) Fitriah, Amaliah
    This study contributes to the existing literature on decentralization by exploring the relationship between decentralization, identity construction and conflict in the context of decentralization reform in Indonesia. Using the concept of bottom-up autonomy as its theoretical lens, this study explores the impact of political decentralization on the autonomy of Aceh and examines the notion that autonomy can contribute to peaceful management of intra-state conflict. The study involves research into education stakeholders in the two districts of Aceh and uses the qualitative methods of pairwise ranking, semi-structured interviews, observation, and document analysis. More specifically, the impact of decentralization on the autonomy of Aceh is investigated through perceived changes in three areas of education: the curriculum, the structure, and the financing of education. The results demonstrate that the autonomy agreed between Aceh and the Indonesian government has contributed to extensive bottom-up autonomy for Aceh by accommodating the distinct identity of the Acehnese and by providing a political framework for local empowerment. Through providing frameworks for the accommodation of local identity and for local empowerment, the form of bottom-up autonomy resulting from political decentralization has offered negotiated avenues for managing intra-state conflict peacefully. These frameworks have hopefully created common ground for both parties to sustain peace. However, this study also revealed that there is potential for internal discontent within Aceh society as a result of perceived unequal access to resources. This study does not, therefore, emphatically conclude that political decentralization necessarily reduces conflict. Instead, this research suggests that political decentralization which results in extensive bottom-up autonomy may be a tool for promoting a more peaceful management of conflict between regions and the central state than would otherwise be possible.
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    Exploring decentralisation for improving education administration in the Kurdistan Region of Iraq : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Administration and Leadership at Massey University, Manawatū, New Zealand
    (Massey University, 2016) Mohialdeen, Mohammed Ahmed
    Decentralisation features in most education reforms around the world. However, the rebuilding and development of education in the Kurdistan region of Iraq has yet to include movements towards increased school autonomy. With international development partners's agendas and local in interest in increasing the autonomy of local level authorities and schools, it is an opportune time for education stakeholders to participate in change plans. This study gathered the perspectives of a sample of school principals, education academics and education officers in the Kurdistan region of Iraq through a questionnaire designed around four elements of decentralisation in education. Reflective interpretation using a phenomenological approach identified shared themes and synthesised them to reveal the essence of the shared experience of the participants in terms of the current school administration structure. Some of the central shared themes found were the call for closer connection between decision-makers and school needs, concerns about accountability, and a bid for equality. Unique findings showed some innovative ideas, a belief in the power of local networks to ensure accountability, and also that there is a need to develop confidence and a belief in the possibility of improvement in education.