The Business of Higher Education-A Study of Public-Private Partnerships in the Provision of Higher Education in South Africa ppt

... VViÃÃÊ*>ÀÌiÀÃ«ÃÆÊ>`Ê%*ÀviÃÃ>ÊÃÌÌÕÌiÃÊ*>ÀÌiÀÃ«Ã°ÊÊ`iÛi«}ÊÌÃÊÌÞ«}Þ]Ê«>ÀÌVÕ>ÀÊ>ÌÌiÌÊÜ>ÃÊ«>`ÊÌÊÃ}ÊÌiÊÛiÀ>«ÊvÊV>À>VÌiÀÃÌVÃÊ>VÀÃÃÊÌÞ«iðÊÃÊÌÊÜÊÃÌ>`Ã]ÊÊÛiÀ>««}ÊVÕ`ÊLiÊ`iÌiVÌi`°Ê/iÊ«ÀÛ>ÌiÊ«>ÀÌiÀÊÃÌÌÕÌÃÊÊÌÃÊÃÌÕ`ÞÊÜVÊv>ÊÌÊi>VÊV>Ìi}ÀÞÊvÊÌiÊÌÞ«}ÞÊ>ÀiÊÃÜÊÊ««i`ÝÊÓ°Ê/iÊÃiVÌÃÊLiÜÊ`iviÊi>VÊ`i>ÊÌÞ«iÊÊ`iÌ>°Ê/iÊÀi>`iÀÊÃÕ`ÊÀiiLiÀÊÌ>ÌÊÌiÃiÊÌÞ«iÃÊ>ÛiÊLiiÊ`ii>Ìi`ÊÊÌiÊL>ÃÃÊvÊ«>ÌÌiÀÃÊiiÀ}}ÊvÀÊÌiÊi«ÀV>Ê`>Ì>°Ê/iÞÊ>ÛiÊLiiÊ`iÛi«i`Ê>ÃÊ>ÊÌÊÌÊ«ÀiÃiÌÊÌiÊ`>Ì>ÊÊ>Êi>}vÕÊÜ>Þ]Ê>`ÊÃÕ`ÊÌÊLiÊÀivi`Ê>ÃÊÕÌ>LiÊV>Ìi}ÀiðÌiÀÊV>ÕÌ>ÀÞÊÌiÊÃÊiViÃÃ>ÀÞÊÀi}>À`}ÊÌiÊ`iÃÊvÊvÀ«ÀvÌÊ>`ÊÌvÀ«ÀvÌÊ>ÃÊ>ÊÃ}vV>ÌÊiiiÌÊÊ«ÀÛ>ÌiÊ«ÀÛÃÊvÊ}iÀÊi`ÕV>Ì°ÊiÀÌ>Þ]ÊÌÊÃÊ>ÊiÃÃiÌ>ÊÛ>À>Li]ÊLÕÌÊÌÊÌiÊÞÊiÊÊ`iÌiÀ}ÊÌiÊ«ÀÛ>ÌiiÃÃÊÀÊ«ÕLViÃÃÊvÊÃÌÌÕÌðÊÌÊÃÊÌÊ>Ü>ÞÃÊi>ÃÞÊÌÊ`iÌiÀiÊÊÜVÊÃ`iÊÃÌÌÕÌÃÊv>ÆÊÜiÊÃiÊV>ÊÌÊLiÊÌÊvÀÊ«ÀvÌ]ÊÌiÞÊVÌÕiÊÌÊ`À>ÜÊ«ÀvÌÃÊvÀÊÌiÀÊÛÛiiÌÊÊ}iÀÊi`ÕV>ÌÊ«ÀÛÃ°Ê/iÊ>ÌÕÀiÊvÊÜÀÊ`iÊÊVViÃÃÊ*>ÀÌiÀÃ«Ã]ÊÃiÊ>«>VÌÞÊiÛi«iÌÊ*>ÀÌiÀÃ«Ã]Ê>`Ê*ÀviÃÃ>ÊÃÌÌÕÌiÃÊ*>ÀÌiÀÃ«ÃÊÃÊÃÕVÊÌ>ÌÊÌÊV>ÊLiÊV>ÃÃvi`Ê>ÃÊÌÊvÀÊ«ÀvÌÊ>`]ÊÊv>VÌ]ÊÌiÊ>}ÀiiiÌÃÊ>ÀiÊÌÊvÕ`>iÌ>ÞÊL>Ãi`ÊÊv>V>Ê}>ÊvÀÊiÌiÀÊ«>ÀÌiÀ°Ê/iÊ`vviÀiViÃÊLiÌÜiiÊvÀ«ÀvÌÊ>`ÊÌvÀ«ÀvÌÊ«>ÀÌiÀÃ«ÃÊÜÊLiViÊiÛ`iÌÊÊÌiÊ`ÃVÕÃÃÊvÊi>VÊÌÞ«i]Ê>`ÊvÕÀÌiÀÊ`iÌ>ÃÊ>`ÊiÝ>«iÃÊ>ÀiÊVÌ>i`ÊÊÌiÊV>«ÌiÀÃÊÌ>ÌÊvÜ°ÀiÛiÀ]ÊLÌÊ«ÀÛ>ÌiÊ>`Ê«ÕLVÊÃÌÌÕÌÃÊV>Êi>VÊ>ÛiÊÃiÛiÀ>Ê«>ÀÌiÀÃ«Ã]Ê>`ÊÌiÀÊÀiÃÊ>ÞÊ`vviÀÊÊi>VÊ«>ÀÌiÀÃ«°ÊÃÊÃÕV]ÊiÊvÊÌiÊÌÞ«iÃÊÃÊV«iÌiÞÊ}iiÕðÊ!TYPOLOGY OF PUBLICnPRIVATE PARTNERSHIPS IN 3OUTH!FRICA Free download from www.hsrcpress.ac.za 4HE"USINESS OF (IGHER%DUCATION^-,ÊÓääx-iÀÛViÊ*>ÀÌiÀÃ«Ã-iÀÛViÊ*>ÀÌiÀÃ«ÃÊ>ÀiÊÌÃiÊÌ>ÌÊVVÕÀÊÜiÊ«ÀÛ>ÌiÊ«>ÀÌiÀÊÃÌÌÕÌÃÊ«ÀÛ`iÊvÀ>ÃÌÀÕVÌÕÀiÊ>`Ê>`ÃÌÀ>ÌÛiÊÃÕ««ÀÌÊÃiÀÛViÃÊÌÊÌiÊ`ÃÌ>ViÊi`ÕV>ÌÊÃÌÕ`iÌÃÊvÊv>ViÌv>ViÊ«ÕLVÊÃÌÌÕÌðÊ/>ÌÊÃ]ÊÌiÊ«ÀÛ>ÌiÊ«>ÀÌiÀÃÊvviÀÊÃiÀÛViÃÊLÕÌÊÌÊÌiÊ>VÌÕ>ÊÌÕÌ°Ê"vÊVÕÀÃi]ÊÌiÊVÀ>ÀÞÊÃÊÌ>ÌÊ«ÀÛ>ÌiÊ«>ÀÌiÀÊÃÌÌÕÌÃÊÊ-iÀÛViÊ*>ÀÌiÀÃ«ÃÊ`ÊÌÊëiV>ÃiÊÊ>ÞÊ«>ÀÌVÕ>ÀÊvi`ÊvÊÃÌÕ`Þ°Ê*ÀÛ>ÌiÊ«>ÀÌiÀÊÃÌÌÕÌÃÊÊ-iÀÛViÊ*>ÀÌiÀÃ«ÃÊv>ÊÜÌÊÌiÊV>Ìi}ÀÞÊvÊvÀ«ÀvÌÊÃÌÌÕÌðÊ/iÞÊ«iÀ>ÌiÊ>ÃÊVi}iiÀ>Ì}ÊV«>iÃÊÀÊLÕÃiÃÃiðÊ>``ÌÊÌÊ«ÀÛ`}Ê>`ÃÌÀ>ÌÛiÊÃiÀÛViÃ]ÊÃiÊvÊÌiÊ`}iiÀ>ÌÊ«ÀÛ>ÌiÊ«>ÀÌiÀÊÃÌÌÕÌÃÊ>ÛiÊi>À}Ê«À}À>iÃÊvÊÌiÀÊÜ]ÊÜVÊ>ÀiÊ>VVÀi`Ìi`ÊLÞÊÌiÊÊ>`ÊÀi}ÃÌiÀi`ÊÜÌÊÌiÊi«>ÀÌiÌÊvÊ`ÕV>Ì°ÊÞViÕÊi}iÊÃÊ>ÊiÝ>«iÊvÊÌÃÊÌÞ«i°Ê"iÊvÊÌiÊiÜÊ}iiÀ>ÌÊ«ÀÛ>ÌiÊ«>ÀÌiÀÊÃÌÌÕÌÃ]Ê>VÃ>Ê`ÕV>Ì>Ê/ÀÕÃÌ]ÊÃÌ>ÀÌi`Ê>ÃÊ>Ê`ÃÌ>ViÊi`ÕV>ÌÊÃiÀÛViÊ«ÀÛ`iÀÊvÀÊÕV}>ÃÀiÊÌiÀÃÊ1ÛiÀÃÌÞÊi}iÊ1Ìi`Ê}`®]ÊLÕÌÊ>ÌiÀÊvÀi`Ê>Ê«>ÀÌiÀÃ«ÊÜÌÊ>ÊV>Ê«ÕLVÊÃÌÌÕÌ°ÊÌÕ}ÊÌiÀÊÜÊi>À}Ê«À}À>iÃÊ>ÀiÊÃiÌiÃÊÊÌiÊÃ>iÊvi`ÃÊvÊÃÌÕ`Þ]ÊÌÃÊ`iÃÊÌÊiViÃÃ>ÀÞÊi>Ê>ÊVvVÌÊvÊÌiÀiÃÌÊLiV>ÕÃiÊÌiÊvÕVÌÊvÊ«ÀÛ>ÌiÊ«>ÀÌiÀÊÃÌÌÕÌÃÊÊ-iÀÛViÊ*>ÀÌiÀÃ«ÃÊÃÊÃiÞÊÌÊ«ÀÛ`iÊÃiÀÛViðÊ*ÕLVÊÃÌÌÕÌÃÊÊ-iÀÛViÊ*>ÀÌiÀÃ«ÃÊ>ÀiÊÀiëÃLiÊvÀÊ`iÛi«}Ê>`Ê«>V>}}Êi>À}Ê>ÌiÀ>ðÊ-ÌÕ`iÌÃÊ>ÀiÊÀi}ÃÌiÀi`ÊÜÌÊÌiÊ«ÕLVÊ«>ÀÌiÀÊÃÌÌÕÌÃÊÌÀÕ}ÊÌiÀÊ«ÀÛ>ÌiÊ«>ÀÌiÀÊÃÌÌÕÌÃÆÊÕ«ÊÃÕVViÃÃvÕÊV«iÌÊvÊÌiÀÊÃÌÕ`iÃ]ÊÌiÊ«ÕLVÊ«>ÀÌiÀÊÃÌÌÕÌÃÊViÀÌvV>ÌiÊÌi°Ê/ÕÌÊ*>ÀÌiÀÃ«Ã/ÕÌÊ*>ÀÌiÀÃ«ÃÊ>ÀiÊÌiÊÞÊ«>ÀÌiÀÃ«ÃÊÊÜVÊ«ÀÛ>ÌiÊ«>ÀÌiÀÊÃÌÌÕÌÃÊvviÀÊv>ViÌv>ViÊÌÕÌ°ÊÊv>VÌ]ÊÃiÊ«ÀÛ>ÌiÊ«>ÀÌiÀÊÃÌÌÕÌÃÊvÊÌÃÊÌÞ«iÊ>ÛiÊi>À}Ê«À}À>iÃÊvÊÌiÀÊÜ°Ê/ÕÌÊ*>ÀÌiÀÃ«ÃÊ>ÀiÊÌiÊ>À}iÃÌÊ}ÀÕ«ÊvÊ«>ÀÌiÀÃ«ÃÊLÞÊv>À°Ê/iÊvÕÀÊ`vviÀiÌÊÃÕLÌÞ«iÃÊvÊ/ÕÌÊ*>ÀÌiÀÃ«Ê>ÀiÊ`iÃVÀLi`ÊLiÜ°Ê-«iV>ÃÌÊ*>ÀÌiÀÃ«Ã-«iV>ÃÌÊ*>ÀÌiÀÃ«ÃÊvÀÊÌiÊ>ÀÌÞÊvÊ/ÕÌÊ*>ÀÌiÀÃ«Ã°Ê*ÀÛ>ÌiÊ«>ÀÌiÀÊÃÌÌÕÌÃÊëiV>ÃiÊÊiÊÀÊÌÜÊvi`ÃÊvÊÃÌÕ`ÞÆÊÌiÀÊi«>ÃÃÊÌi`ÃÊÌÊLiÊÊÛV>Ì>Êi`ÕV>ÌnÊÀÊÌÀ>}ÊÀ>ÌiÀÊÌ>ÊÊ>V>`iVÊ`iÛi«iÌ°Ê/iÊ>ÀÌÞÊvÊ-«iV>ÃÌÊ*>ÀÌiÀÃ«ÃÊ>ÀiÊÌÊLiÊvÕ`ÊÊÕÃiÃÃ]ÊiÀVi]Ê>`Ê>>}iiÌÊ-ÌÕ`iÃ]ÊvÀ>ÌÊ/iV}Þ]Ê>`Ê«ÕÌiÀÊ-ÌÕ`iðÊ*ÀÛ>ÌiÊÃÌÌÕÌÃÊÊ-«iV>ÃÌÊ*>ÀÌiÀÃ«ÃÊ>ÀiÊ>ÞÊÊ«>ÀÌiÀÃ«ÊÜÌÊ`ÃÌ>ViÊi`ÕV>ÌÊ«ÕLVÊÃÌÌÕÌð6iÀÞÊviÜÊ«ÀÛ>ÌiÊ«>ÀÌiÀÊÃÌÌÕÌÃÊÊ-«iV>ÃÌÊ*>ÀÌiÀÃ«ÃÊ>ÛiÊi>À}Ê«À}À>iÃÊvÊÌiÀÊÜ°Ê/ÃiÊÌ>ÌÊ`]Ê>ÞÊvviÀÊÌiÊLiÜÊ}iÀÊi`ÕV>ÌÊiÛi°ÊÊv>VÌ]ÊÕÀL>ÛiÊi}iÊÃÊÌiÊÞÊiÊvÊÓ{ÊëiV>ÃÌÊÃÌÌÕÌÃÊÜVÊ>ÃÊ>VVÀi`Ìi`Ê>`ÊÀi}ÃÌiÀi`Êi>À}Ê«À}À>iðÊ/iÀiÌV>Þ]Ê«ÀÛ>ÌiÊ«>ÀÌiÀÊÃÌÌÕÌÃÊÊ-«iV>ÃÌÊ*>ÀÌiÀÃ«ÃÊÃÕ`ÊÌÊLiÊ>LiÊÌÊÀi}ÃÌiÀÊÜÌÊÌiÊi«>ÀÌiÌÊvÊ`ÕV>ÌÊ>ÌÊÌiÊÃ>iÊÌiÊ>ÃÊÌiÞÊÃÕ««ÞÊ«>ÀÌiÀÃ«ÊÃiÀÛViÃ]ÊLiV>ÕÃiÊÌiÞÊëiV>ÃiÊÊÌiÊÃ>iÊvi`ÃÊnÊÊÌÃÊÃÌÕ`Þ]ÊÛV>Ì>Êi`ÕV>ÌÊÃÊ`ivi`Ê>ÃÊ>Ê«À}À>iÊvÊi`ÕV>ÌÊ`iÃ}i`ÊÌÊvVÕÃÊÌiÊÌÀ>}ÊvÊi>ÀiÀÃÊ>`ÉÀÊÕ«}À>`iÊi«ÞiiÃÊÊëiVvVÊvi`ÃÊvÊÃÌÕ`ÞÊÀÊÌÀ>}]ÊLÕÌÊÌ>ÌÊ>ÞÊÌÊiViÃÃ>ÀÞÊLiÊ>ÌÊ}iÀÊi`ÕV>ÌÊiÛi°Ê ... ÌÊÞÊ`ÊÌiÃiÊÃÌÌÕÌÃÊV«iÌiÊÛ}ÀÕÃÞÊÜÌÊÌiÊ«ÀÛ>ÌiÊÃiVÌÀ]ÊÌiÞÊ>ÃÊÃiiÊÌiÃiÛiÃÊ>ÃÊV«iÌ}ÊÜÌÊ«ÕLVÊ}iÀÊi`ÕV>ÌÊÃÌÌÕÌðÊÊv>VÌ]ÊÃiÊV«ÀiiÃÛiÊ«ÀÛ>ÌiÊ«>ÀÌiÀÊÃÌÌÕÌÃÊ>ÛiÊ>ÊÛÃÊvÊLiV}ÊvÕÞvi`}i`ÊÕÛiÀÃÌiÃÊiÊ`>Þ°>«>VÌÞÊiÛi«iÌÊ*>ÀÌiÀÃ«ÃÊÌÕ}ÊÞÊÌÀiiÊÃÌÌÕÌÃÊÊÌiÊÃÌÕ`ÞÊÜiÀiÊvÊÌÃÊÌÞ«i]ÊÌÃÊÃÊ«iÀ>«ÃÊÌiÊÃÌÊ`ÛiÀÃiÊÌÞ«iÊÜÌÊÀiëiVÌÊÌÊÜiÀÃ«]ÊÌiÊvÀ«ÀvÌÊÀÊÌvÀ«ÀvÌÊ`iÃ]ÊÌiÊ>ÌÕÀiÊvÊ«>ÀÌiÀÃ«Ê>}ÀiiiÌÃ]Ê>`Êi`ÕV>Ì>Êv>VÌiðÊ*ÀÛ>ÌiÊ«>ÀÌiÀÊÃÌÌÕÌÃÊÜÌÊ>«>VÌÞÊiÛi«iÌÊ*>ÀÌiÀÃ«ÃÊ>ÀiÊVViÀi`ÊÜÌÊÌiÊ`iÛi«iÌÊvÊÌiÀÊ`ÃV«iÃÊ>`Ê«iÀÃiÊ>`]ÊÌÊ`vviÀ}ÊiÛiÃ]Ê>ÀiÊ«Ài«>Ài`ÊÌÊÛiÃÌÊÀiÃÕÀViðÊiiÀ>Þ]ÊÌiÊ>ÌÕÀiÊvÊÌiÃiÊ«>ÀÌiÀÃ«ÃÊÃÊÌÊ`iÛi«ÊV>«>VÌÞÊÊiÌiÀÊÃ`i°!TYPOLOGY OF PUBLICnPRIVATE PARTNERSHIPS IN 3OUTH!FRICA Free download from www.hsrcpress.ac.za 4HE"USINESSOF(IGHER%DUCATION^-,ấểọọx/iấ`iiôièấvấV>ô>VèịấấV>i`ấếèấấèiiấĩ>ị\ấUấấấấấLịấVV}ấôếLVấô>èiấèèếèấèấ`iiôấèiấV>ô>Vèịấvấô>èiấô>èiấôiiấấ>ếấĩ>ị]ấếVấ>ấVếVếếấ`iiôiè]ấiVèế}]ấ>`ấ>ếấVôièấvấèiấií>>èấôViấvấií>ôi]ấèiấô>èiôấLièĩiiấèiấ1ièịấvấ*èấõ>Lièấ>`ấvíấi}iấvấ ... ^-,ấểọọxè`ếVè/iấôếLVấ}iấi`ếV>èấiVèấấ-ếèấvV>ấ>ấLii]ấ>`ấVèếiấèấLi]ấ>>ịi`ấế}ấèịô}iấĩVấ>iấL>i`ấ>ịấấèV>ấ`iiôièấ>`ấi`ếV>è>ấvVếấ/iiấVế`iấèiấL>ịấ``iấLièĩiiấèiVấ>`ấếièi]ấiiấèế}ấè>èấ>ấLiViấLếi`ấấ>ịấiôiVèấ7èấLèấiVè]ấèiiấ>iấèV>ấ`i>V>èấLịấ>Vi]ấ>}ế>}i]ấ>`ấièVấ}ếô}]ấ>VVô>i`ấLịấ`vviiè>ấiếViấ>V>èấ>`]ấèiivi]ấ`iiôièấ/iiấèV>ấ`vviiè>ấ>iấiếèi`ấấèịô}V>ấVViôèấếVấ>ấèV>ịấL>Vấấ`>`>è>}i`ấèèếèấấấđ]ấèV>ịấĩèiấấ>`>è>}i`ấèèếèấ7ấấđ]ấ>`ấèV>ịấ}ấấv>>ấèèếèấi}>ôV>ấV>èấô`iấ>èiấĩ>ịấvấV>èi}}ấôếLVấiVèấèèếè]ấếế>ịấấèiấvấèiấếL>qế>ấ``iấ7èấèiấ>`ièấvấè>v>è]ấiấvấèiiấèV>ấLế`>iấ>iấLiV}ấLếi`]ấ>`ấ>>ịấvấèiiấèịôiấV>ấấ}iấLiấế`iè>iấĩèếèấàế>viấ/iấV>ôèiấLi}ấLịấií>}ấèiấiVièịấvấ`iiô}ấ>ấèịô}ịấvấôếLVqô>èiấô>èiôấèấèiấ>``iiấèiấL>ấấĩVấèiấèịô}ịấĩ>ấvế>èi`ấ>ị]ấèấôiièấèiấèịô}ịấèiv]ấĩVấấ}ế`i`ấấèiấiôV>ấ`>è>ấvấèiấèế`ị/ịô}iấấ>ấV>}}ấ}iấi`ếV>èấ>`V>ôi/iấè>v>èấvấèiấ}iấi`ếV>èấịèiấấ-ếèấvV>ấấiếè}ấấ>ấiĩấ>`V>ôiấvấôếLVấiVèấèèếèấ/iấ`ấèịôiấ>iấLi}ấô>i`ấếèấ>`ấiĩèịiấếièi]ấếièiấvấèiV}ị]ấ>`ấèèếèiấvấèiV}ịấ>iấV}ấèấô>ịấi>ĩi]ấii>Viấ>`ấ>V>`iVấiVv}ếiấiĩấèịô}iấL>i`ấấếiấếVấ>ấô}>iấ`vviiè>è]ấèiấVếièấVôièiViấvấèèếè]ấ>`ấèiấ>`>ôè>èấèấèiấiĩấôVịấiièấ>`ấèiấ>ièấấểọọọ]ấểọọÊặấếè}ấểọọểặấièiấ>`ấiiấểọọểđấèấấVi>ấè>èấ>ấèịô}ịấấii`i`ấè>èấV>ấ>``iấèiấiĩấiấvấèèếèấế`iấèiấVếièấ`ôi>èấvấ>iè>è]ấ}L>>è]ấ>`ấèi>è>>èấvấ}iấi`ếV>èấ7iấ`iL>èiấ>iấ}}ấ>`ấiĩấVv}ế>èấ>iấLiiấèi`ấấèiấôếLVấ}iấi`ếV>èấiVèấ>`V>ôi]ấiịấviĩấ>èèiôèấ>iấLiiấ>`iấèấ>èiấèiấô>èiấ}iấi`ếV>èấiVèấèịô}ịấ>Lõi>ấièấ>ấểọọọđấ`ièvịấ>ấẳĩ`iấèèếè>ấ>ièịẵấvấô>èiấèèếè]ấVô}ấôvi>ấèèếèi]ấè>>è>ấèèếè]ấ>`ấ}ivVếấ>`ấếèvVếấèèếèấ/ấèịô}ịấĩ>ấ`iiôi`ấấèiấVèiíèấvấ`ièi}ấèiấõiấ>`ấ>ôiấvấèiấiVè]ấ>`ấ``ấèấií>iấèiấvếVèấvấi>Vấ}ếô}ấii]ấèiấèịô}ịấ``ấèấi>L>èiấấVấvi>èếiấ>}ấi>Vấèịôiấqấvấií>ôi]ấLèấôvi>ấèèếèiấ>`ấèiấ>èịấvấè>>è>ấèèếèấ>iấ}ivVếấèèếèấấ>èiấèế`ị]ấ>Lõi>ấểọọÊđấèi}>èiấôiVii`ấvếVèấLịấĩVấô>èiấèèếèấ>iấ`ivi`ấL>i`ấấVViôèế>ấ>>ịấấèi>è>ấèi>èếiấấií>ôi]ấiấấ>èấô>èèiấếVấ>ấèiấ}iấẳè>èèẵấVv}ế>è]ấẳôiôi>ẵấô>èiấiVè]ấẳô>>iẵấô>èiấ>`ấôếLVấiVè]ấ>`ấẳ>ẵấô>èiấấ`i>`ấ>LL}ấiVèấi}iấÊnẩặấiịấÊnẩ>]ấÊnẩLđấếèii]ấấèiấ>iấèế`ị]ấ>Lõi>ấểọọÊđấV>viấô>èiấèèếèấLịấèV>ấôi`ấấĩVấèiịấĩiiấiè>Li`ấ/iấôLiấĩèấèiiấèịô}iấấè>èấèiịấ>iấ`]ấiĩ>èấếè`>èi`]ấ>`ấếếè>>Li]ấiôiV>ịấấèiấiĩấ`ôi>èấvấiè>Lièấvấô>èiấèèếè !TYPOLOGYOFPUBLICn PRIVATEPARTNERSHIPS IN3 OUTH!FRICA Free download from www.hsrcpress.ac.za ^-,ấểọọxièiấ>`ấiiấểọọể\ấẻnẻđấế}}ièấ>ấèịô}ịấè>èấVế`iấ`>V`>è]ấ`>ièiôi]ấ`>ii}]ấ>`ấ`>VấèèếèấiôèiấèiấV>ấè>èấèấèịô}ịấấèấièiịấi>`ấĩèấ>Viấ>`ấièVèị]ấèiấ>ô>èi`ấi}>Vịấấấè}ấè>èấèiấôôi`ấèịô}ịấLi}ấèấ>ôiấèivấèấèiấ`ấ`i>V>èấấií>ôi]ấèiấ>èịấvấấ>iấèấLiấvế`ấ>}ấ`>ii}ấ>`ấ`>Vấèèếè]ấĩiấ7ấ>iấV>èi`ấ>}ấ`>V`>èấ>`ấ`>ièiôiấèèếèấèiấ>èèiôèấ>èấ>ấèịô}ịấấè>èấvấiiấểọọể\ấẻnểđ]ấĩấ`ièviấvếấèịôiấvấô>èiấô`iấqấ>}i]ấôếLVịấè>`i`ấvấĩèấ>ếấèịôiấvấôi>èặấ>]ấ`iôi`ièấViấô`iặấè>>è>ấếièiấôi>è}ấ>iấấấô>èiôấĩèấ-ếèấvV>ấèèếèấ>`ấLếiiặấ>`ấ>ấịL`ấvấvấVô>èiấếièị]ấ>ấôi>è}ấấô>èiôấĩèấ-ếèấvV>ấôếLVấèèếèấ>`ấLếiiấ/iấL>ấvấèấèịô}ịấ>ôôi>ấèấLiấèiấ>iấvấôi>èấẳấô>èiôẵđấ>`ấvấvấôi>èấẳôếLVịấè>`i`ẵ]ấẳ`iôi`ièẵ]ấấẳVô>èiẵđấấ>ấiVièấèế`ịấấèiấ}>>è]ấô>VèVi]ấ>`ấvếVè}ấvấvvèiiấô>èiấèèếèấôi>è}ấấ}iấi`ếV>è]ấếấểọọể\ấÊầđấếi`ấvếấèịôiấèấ`ièvịấẳô>èiấô`iẵ\ấè>>è>ấèèếè]ấv>V}ấVi}i]ấèiVV>ấV>è>ấi`ếV>èấ>`ấè>}ấèèếèấ/6/đ]ấ>`ấVô>èiấV>ấ/iấèịô}ịấiviVèấèiấvếVèấè>èấèèếèấôếôèấèấLiấvếv}ấèi>è>ị]ấèiấĩ>èii`ấvấô>èiấ}iấi`ếV>èấèế`iấấèiấôii}ấĩấvấi}iấÊnẩđấ>`ấiịấÊnẩ>]ấÊnẩLđấi}iẵấèịô}ịấvấẳ>ẵấô>èiấiVè]ấẳô>>iẵấô>èiấiVè]ấ>`ấẳôiôi>ẵấô>èiấiVèấấ`iiôi`ấấèiấL>ấvấèiấiấè>èấô>èiấiVèấvếvấấ>ấVếèịấ>`ấấi>èấèấôếLVấiVèấèèếèấiịẵấèịô}ịấấ>}ấèiấiấvấv>Vi]ấvếVè]ấ>`ấVèấvấô>èiấiVèấèèếèấ/iấ>iấ>>Liấ>iấ>ôôi`ấấèiấ`vviiè>èấvấô>èiấvấôếLVấèèếèấèấi}iấ>`ấiịấvVếấấếièiấ>`ấèấL>`ịấấôèiV`>ịấi`ếV>èấèèếèấ"ịấ>ấviĩấ>ếèấèi>è>ịấ>iấièếi`ấèấ`iiô}ấ>ấèịô}ịấvấôếLVqô>èiấô>èiôấấèiấôấvấ}iấi`ếV>èấ`iấểọọọ\ấểẻđấ`iiôi`ấíấèịôiấqấô>èiôấ>ấ>>}iièấiv]ấô>èiôấ>ấôLiấVi]ấô>èiôấ>ấ>ấi}ii>è]ấô>èiôấ>ấấvè}]ấô>èiôấ>ấièếVèế}ấôếLVấiVi]ấ>`ấô>èiôấ>ấôĩiấ>}ấ`iẵấèịô}ịấấL>i`ấấèiièV>ấV>ấ>Lếèấèiấôếôiấvấô>èiô]ấ>`ấấ}ii>ấ>`ấi>V}ấii`iõấểọọẻđấ`iiôi`ấ>ấèịô}ịấvấôếLVqô>èiấô>èiôấấi>èấèấ-ViVi]ấ/iV}ịấ>`ấ>èấ-/đấôViấ>`ấè>èi}iấấ-ô>ấ/ấèịô}ịấấL>i`ấ>ịấấèiấ>>Liấvấèiấ}ấvấèiấè>èiấiấèấèiấèịô}ịấế}}ièi`ấ>`ấ>ôôi`ấấèấèế`ịấấèiấĩấvấèiấvĩ}ấ>ếèấ>iịấểọọọ\ấẻÊxđấi}>}iấ`ivèấ>`ấèịô}iấvấô>èiô]ấiôiV>ịấ>ấế}}ièi`ấLịấĩiấÊầđ]ấấẳ>ếèièVấô>èiôẵấL>i`ấấèếèấ>`ấVèiè]ấ>i`ấLiiv]ấ>ếi]ấấVếèếi]ấ>VViôèi`ấè>`>`ấvấi}è>Vị]ấè>ô>iVịấ>`ấ>VVếè>Lèị]ấ>`ấVấ>ôô>Vấèấ}i`iấếiđấ>èiịấÊầđấ`VếiấẳViè>ấô>èiôẵấèấèi]ấLếi>ếV>èV]ấiấĩ>ị]ấ>`ấếiàế>đấ>`ấẳiVôV>ấô>èiôẵấèĩĩ>ịấõè>ấi>èôấL>i`ấấ`>èịấ>`ấiàế>èịđấiĩấểọọọđấè>ấvấẳ>Vèiấô>èiôẵấL>i`ấấi}è>èi`ấôVi]ấĩèấ...

... small tree, introduced from Japan; probably not hardy north of Washington. The figure shows only one of the lowest and shortest side divisions (pinnæ) of the leaf. The pinnæ increase in length ... alternate, odd-pinnate leaves, having spines on each side of the stalk in place of stipules. Leafstalk thickened near the base, and covering 2 to 3 buds for the growth of a branch for the next year. ... abruptly pinnate leaves. Fruit a broad-linear straight pod. In the woody portion radiating lines may be seen;[Pg 13] these are the silver grain; they are called by the botanist medullary rays. The...

... concerns?What are the living situation of OVCs, ranging from the best off to those in the worst situations, including the number of them in the community?This set of questions aims to assess the care-giver’s ... do these relate to your own resources? The living situation of OVCs, ranging from the best off to those in the worst situations, including the number of them in the community Awareness of ... in the worst situations, including the number of them in the community This set of questions aims to assess the NGO, CBO, FBO’s assessment of the problem of OVCs in the community, what they...

... from the above data is that there were either cutoffs in water supply, infra-structural failures or non-use of the prepaids. In the event of either of the above the result is reflected by the zero ... with the HSRC. The survey findings reiterate the main points made in the case studies: i) that cost recovery measures are having a seriousnegative effect on the majority of households in South Africa; ... afford). In the context of South Africa, granting service quality along income lines was a guarantee that apartheid-era living standardswould remain intact.Apart from the question of basic...

... university education of nurses;changes in the locus of training, with the private sector assuming the major role in • the training of lower-level nurses; changes in the qualifications for professional ... 1.1 indicate the proportions of nurses working in each of these sectors: about 60% of the nursing workforce in South Africa is Figure 1.1 A model for the analysis of a profession and professional ... contributing ultimately to changes in the structure and emphasis of the South African health system and, in the case of nursing, to the current emphasis of nursing education on comprehensive training...

... passing of the notorious Natives Land Act of 1913. This Act confined the indigenous people to reserves in the remaining marginal portions of land. Despite increasing the size of land for African ... under the premiership of Cecil John Rhodes of the notorious Glen Grey Act in 1894. After the Union of South Africa in 1910, some of the provisions of the Glen Grey Act were incorporated in the ... the performance of the African National Congress (ANC)-led government in the first ten years of South Africa s democracy. The land question in South Africa Ten years of democracy in South Africa...

... really the case there would be no hope for improvement of the race; but close consideration will show them that if the results of our education in the widest sense, in the home, in the shop, in the ... their kind, but such illegitimate offspring was not likely to remain within the circle of learning and therefore could not perpetuate the line. We of to-day know full well that the son of the ... corresponding development in the mind itself. The Greeks had no machinery to speak of, neither had the English in the days of Shakespeare and Newton, but who can doubt that the engineers of those...

... consideration to eliminate these. 2. Aims of the study a. To specify the most common problems in learning business vocabulary in the book Business Basics” faced by the 1st year students in VUC b. ... saying the words clearly one by one and writing them on the board. The next choice falls into the way of using synonyms and antonyms, counting for 19.8%, then comes the interest in translating ... /ju/ in English, they tend to apply it in any words which contain u, like introduction /intr’dju)n/. The other kind of very common mistakes happens in pronouncing the past simple of regular...

... Higher Education in Business Administration’ in Spain1. HIGHER EDUCATION IN SPAIN WITHIN THE FRAMEWORK OF THE «EUROPEAN AREA OF HIGHER EDUCATION As it is well known, the starting point of ... this information, the study analyzes how well the content of the studies of the degree in Business Administration» respond to the demands of the labour market. Based on this analysis, the study ... TÉCNICAS Higher Education in Business Administration’ in SpainRegarding the specifi c subjects, we provide as an example in Table 6 below: a relation of the subjects of the area of knowledge of «Accounting»,...