This study provides evidence on an aspect of privatization that is increasing in popularity yet rarely considered in the literature: the effect that private-sector task forces have on privatization efforts. It uses case studies from Charlotte and Raleigh, North Carolina, to provide evidence on the role cf task forces in reengineering government and suggests how future privatization efforts can benefit from this knowledge. Specifically, it suggests that task forces need to establish realistic timetables, understand thai there are fundamental differences between the public and private sectors, and work without predetermined biases to achieve desired ends. In addition, they need to identify services that are appropriate for privatization, understand the nature of privatization, and accept both the strengths and weaknesses of it. While the results of privatization endeavors may vary, they may be enhanced by adopting a new awareness of how private-sector task forces irifluence privatization efforts.

Local governments play a crucial role in developing democratic regimes and establishing stable mechanisms for economic and social development. The level of management capacity is a key element of success. Nigeria, the most populous African nation, provides a case study in the difficulties of establishing viable local units of government. Among the potent barriers to local-government capacity in Nigeria are political instability, financial dependence, the power of traditional rulers, and an absence of a tradition of accommodation between elected and professional officials.

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The problemA common lament among faculty members is that students cannot think clearly, do not put things in logical order, and that “they certainly did not learn to think so poorly in my class.” A manifestation of that inability is the work done on essay examinations.In our Master of Urban Administration program, a professional course of study for persons in public administration, a source of stress between faculty and students concerns performance on the comprehensive examinations administered at the midpoint of the two year program. Faculty members complain that students do not address the question asked, only answer part of the question, or do not identify key points in their answers. On the other hand, students argue that they have never been given questions like those on the comprehensive examinations or been shown how to think through an answer in a logical or systematic fashion.