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The purpose of this study was to identify the determinants of strategic success or failure in Zimbabwean Profit and Non-Profit Organizations. The convergent parallel mixed methods research design was adopted as the guiding model for the data collection, analysis and interpretation process in this study. This explains why data was collected through a concurrent parallel methodological triangulation of questionnaires, semi-structured interviews, and document analysis. Quantitative data was analyzed using the Statistical Package for Social Sciences (SPSS) version 21.0 while the analysis of qualitative data was performed using the NVivo 10 data analysis software. The study established that there is a high rate of strategy implementation failure in Zimbabwean Profit and Non-profit Organizations. The failure to build the distinctive competences and resource capabilities needed for successful strategy implementation was identified as the main cause of strategic failure in these Organizations.

Cognizant of Nigeria's quest for the consolidation of her nascent democratic experience, the teaching and learning of Government as an academic discipline is of great importance to the contemporary Nigerian society. The significance clearly transcends but includes, the inculcation of the spirit of patriotism and nationalism in Nigerian students (future leaders), exposing them to the dynamics of the Nigerian political system, engaging students in rigorous intellectual training and development, training of students in the art of constructive, sequential and objective analysis and presentation of facts with near scientific prediction and conclusion. In addition, are the facts that Government trains students in character development, exposes them to the dynamics of international relations and instills in them the much needed civic attitudes required for a free, democratic, just and egalitarian state. However, despite the importance of teaching and learning of the subject, there are numerous factors militating against it in Nigerian Senior Secondary Schools. Against this backdrop, this paper reviews the factors militating against the effective teaching and learning of Government in Nigerian Senior Secondary Schools and concludes that the most critical of these problems are the non-availability of professionally trained teachers and relevant instructional materials peculiar to the subject.

At the minimum, democracy refers to a political system that guarantees opportunities for citizens to choose and replace their leaders or representatives via free and fair elections; that respects and protects socio-economic, political and cultural rights of citizens as well as guarantee acceptable level of active involvement of citizens in decision-making. In any good sense of the word, in terms of its ability to bring changes to the living conditions of citizens, it is a form of governance that holds this truth that the people are the most that matter. This implies that both civic engagement of citizens and responsiveness of the state to citizens' promptings and demands are key ingredients of democratic governance. However, except in very few countries such as Botswana, Ghana, Mauritius, Senegal, South Africa and Tanzania, democracy appears to be rare for most of Africa. Against this backdrop therefore, this paper seeks to examine based on direct observation and grand narratives found in literature, the missing link in the actualization of citizens' aspirations in the supposed democratic states of Africa, focusing on Nigeria. It argues that good governance is virtually, the missing link in Nigeria's democratic experience since 1999. Furthermore, it posits that the institutionalization and realistic intensification of the crusade against corruption remains the basis of ensuring good governance only if the anti-corruption institutions will themselves be subject to democratic governance and the oversight powers of responsible civil society. DOI:10.5901/mjss.2014.v5n16p524