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No description available.

No description available.

No description available.

No description available.

The failure of the gold industry in the 1890's and of the railway schemes of the early 20th century restricted the lives of most British Guianese to the coast. There the advanced nature of the sugar industry, more complex than its rivals and increasingly owned by non-resident companies, had enabled the planting interest to order politics to their ends, the strange semi-representative system of government giving elected members, mainly planters until the 20th century, major control over policy and finance. With the depression affecting the creole population from the late 1870's and everyone from the 1880's, there came a tendency to elevate economic considerations above all others, reflected throughout in the planters' attitudes and increasingly in the creoles' to the East Indians. Concerned with the deteriorating social conditions of the 1870's, the Anglicans, predominant in education, achieved a system of compulsory education with church control despite some opposition. This self-interested but humanitarian scheme was never properly implemented. Increased expenditure on education and the dubious compulsion of non-Christians to attend Christian schools gave its opponents their opportunity in 1882. Recently arrived in that year, Governor Irving, later an opponent of the planters, was induced by them and like minded officials to make education the scapegoat in reducing expenditure. Irving's methods, to eliminate the teachers' certificate salaries and introduce payments by results, provoked a debate in which interested parties concentrated on the economic effects of these changes. From then the equation of economy with efficiency and a sense of economic grievance among teachers became major concerns: neither agricultural education nor the special requirements of the immigrants' children were met. The compulsory education ordinance appeared an anomalous plan in a society dominated by the values of an industry concerned wholly with profit.

This research concentrates on the newly established integrated primary school for girls which have been created to allow children with a range of special needs to work with mainstream children. The research investigates and analyses the experience of integration in Saudi primary schools from the perspective of head teachers, classroom teachers, and special needs teachers as they attempted to improve the primary school as an effective place of learning for both handicapped and nonhandicapped children. The fieldwork was conducted in Riyadh, the capital of Saudi Arabia. Outcomes of the study came from an examination of the existing literature and data collected in thirty integrated primary schools for girls. Data were gathered from a questionnaire and interviews. Questionnaire data were gathered from 240 integrated primary school staff, and interview data was collected from 24 of them. The study was confined to head teachers, the classroom teachers who were in charge of special needs in the classrooms they teach, and all the special needs teachers. An attempt has been made to set the Saudi experience against other Arab countries and the USA and UK through the research and educational literature. The thesis is organised into eight chapters: Chapter One: presents a brief introduction which includes a statement of the problem under review, the significance of the study and its purpose, the research hypotheses, limitation of the study and a definition of terms; Chapter Two: deals with the Saudi Arabian background-both its physical and cultural background and the organisation of the education system; Chapter Three: describes primary education in Saudi Arabia; Chapter Four: concerns the development of integration in Saudi Arabia; Chapter Five: presents an analysis of the research methodology; Chapter Six: this major section presents the questionnaire analysis; Chapter Seven: presents the interview analysis; Chapter Eight includes a review, conclusions and recommendations. The thesis considered the following main issues in relation to the difficulties in achieving successful integration in Saudi Arabia: educational policy and the powers of head teachers; the school itself and its facilities; the attitude of society; and the funds available; the attitudes of the staff to innovation. The thesis raises more precise issues related to the staff which seemed significant factors in the integrated primary schools. These issues are the age of staff, lack of experience; the level of training among the staff; and staff qualifications. Also, the thesis considered the necessity to improve staff morale and professionalism as one of the main criteria for successful integration. The study considered that the Ministry of Education and some other ministries in the country have a vital role in achieving successful integration. It was found that all of these aspects needed development. The thesis ends by drawing conclusions from the literature and from the evidence collected in the form of data and makes recommendations to the education authorities for making appropriate policy decisions.

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Previous research on education amongst pastoralists has concentrated mainly on the reasons for their comparatively low rates of enrolment and attainment. This thesis examines education in pastoralist areas more critically. It is based on fourteen months of fieldwork carried out between 2003 and 2006 in a predominantly agro-pastoralist Maasai area in Monduli District in northern Tanzania. Quantitative and qualitative data are used to explore the nature of the schooling process and the ways in which schooling has influenced pastoralism and pastoralists' livelihoods. Theoretical approaches which view schooling as a diverse collection of socially situated practices embedded in a local context, as well as approaches which see 'development' as a discursive practice, are drawn on. Various actors have shaped the schooling process, including the Tanzanian government, teachers, non-Maasai in-migrants, and Maasai. The results of this process are shown to have been affected by discursive contestations, mediated by local constraints and opportunities. The schooling process in pastoralist areas in Tanzania has been informed by discourses of pastoral development that are not supportive of extensive pastoralism. Involvement of Maasai children in schooling has consequently brought practical as well as ideological challenges for those trying to maintain successful and sustainable pastoralist livelihoods. This thesis argues that the schooling process in this area has influenced livelihood choices and thus the practice and viability of pastoralism. Through examining the ideological basis, practices, and consequences of schooling, as well as through an analysis of the formulation of education policies, this thesis seeks to inform and stimulate current debate surrounding education provision for pastoralists.

No description available.