In Malawi, an estimated 202 000 children are out of school and of those in school, less than 50 percent reach grade five. Increasingly, alternatives to the formal school system are gaining traction as a means to reach these excluded children. Recognizing the necessity, the Malawian government recently stipulated a non-formal provision in its education plan. As demand increases, it is important to consider what makes these programmes appealing and sustainable. Using qualitative interview methods, this study explores the lives of ten rural Malawian youth who are participating in an alternative initiative and investigates factors that have influenced the students to initially join and remain in the programme. The study sheds light on experience with alternative education initiatives as seen from the student perspective and provides insight into influences, motivation and successful non-formal programming by linking the theoretical framework to the findings.

In Malawi, an estimated 202 000 children are out of school and of those in school, less than 50 percent reach grade five. Increasingly, alternatives to the formal school system are gaining traction as a means to reach these excluded children. Recognizing the necessity, the Malawian government recently stipulated a non-formal provision in its education plan. As demand increases, it is important to consider what makes these programmes appealing and sustainable. Using qualitative interview methods, this study explores the lives of ten rural Malawian youth who are participating in an alternative initiative and investigates factors that have influenced the students to initially join and remain in the programme. The study sheds light on experience with alternative education initiatives as seen from the student perspective and provides insight into influences, motivation and successful non-formal programming by linking the theoretical framework to the findings.

Worldwide, the subject of inclusion in higher education has become moreimportant in recent years and has brought about actions for the full inclusion ofstudents. In this work the substantive and contextual aspects that are present inMexican and Spanish universities to the attention of students with disabilities areanalysed, considering the historical development axis of the process of inclusiveeducation in both countries and identifying similarities, differences, needs anddeficiencies to the attention of those students. Likewise the different programsand actions that have to finally make some considerations to overcome somefactors that still persist and limit the effectiveness in dealing with diversity andintegration of the group of persons with disabilities will be analysed. / A nivel mundial, el tema de la inclusión en la educación superior ha cobrado mayorimportancia en los últimos años y ha propiciado que se realicen acciones para laplena incorporación de los estudiantes En este trabajo se analizan los aspectossustantivos y contextuales que están presentes en las universidades mexicanasy españolas en relación con la atención del estudiantado con discapacidad,considerando como eje el desarrollo histórico del proceso de inclusión educativaen ambos países e identificando las semejanzas, diferencias, necesidades ycarencias para la atención de dichos estudiantes. De igual forma se analizan losdistintos programas y acciones que se tienen para finalmente realizar algunasconsideraciones para superar algunos factores que todavía persisten y limitan laeficacia en la atención a la diversidad así como la integración del colectivo depersonas con discapacidad. / A nível mundial, o tema da inclusão no ensino superior adquiriu uma maiorimportância nos últimos anos e conduziu à realização de ações no sentido daplena integração dos estudantes. Neste trabalho, analisam-se os aspetos concretose contextuais que estão presentes nas universidades mexicanas e espanholas,relativamente aos estudantes com necessidades educativas especiais, considerandocomo eixo o desenvolvimento histórico do processo de inclusão educativa emambos os países e identificam-se as semelhanças, diferenças, necessidades, ecarências desses estudantes. De igual modo, analisam-se individualmente os doisprogramas e ações para, finalmente, tecer algumas considerações de modo a tornarpossível ultrapassar alguns fatores que, apesar de tudo, persistem e limitam aeficácia da atenção à diversidade, tal como a integração das pessoas com deficiência.

A bolsa de estudo para o ensino fundamental privado, financiada com recursos da educação pública, está prevista na CF/88 e na LDB/96 em caráter excepcional para atender ao direito público subjetivo de acesso ao ensino fundamental. Trata-se de uma excepcionalidade, pois a Lei permite o uso deste instituto sob três condições: quando não houver vaga na escola pública próxima à residência da criança, quando a criança não possuir recursos para financiar o próprio estudo em escola privada, e como conseqüência, o poder público obrigado a investir prioritariamente na solução da falta de vagas na local de moradia do aluno bolsista. Em resumo a bolsa deve ser transitória. A pesquisa tomou o caso de Nova Iguaçu/RJ, centrandose nos anos de 1997 a 2008, no entanto, mostrou que esse Município tem concedido bolsas de estudo de forma recorrente desde, no mínimo 1990, e no mesmo lugar e a crianças não necessariamente carentes, pois a maior parte delas já estava na escola quando receberam bolsa. O que caracteriza a sua ilegalidade, a sua inconstitucionalidade. A pesquisa objetivou entender a natureza da política de concessão de bolsas no âmbito deste Município. A hipótese de que a concessão de bolsas, mais do que uma resposta ao direito público subjetivo, seria uma forma de desviar recursos públicos à escola privada, pautada pelo clientelismo e pela troca de favores foi corroborada pela pesquisa. Para tanto, recorreu-se a uma combinação de métodos de pesquisa, ao paradigma indiciário e ao materialismo histórico. Procedeu-se a consultas a documentos do Município e a entrevistas com gestores da educação pública, da escola privada, políticos, lideranças sindicato dos trabalhadores da educação do Município, conselheiros na área da educação e aos próprios bolsistas. Constatou-se, sobretudo até o final de 2004, devido à forma sub-reptícia e à falta de transparência pública na sua concessão, que, até a sua extinção em 2008 pelo Governo Municipal, a sociedade civil enfrentou imensas dificuldades para exercer o papel de cidadão no controle social sobre esta política pública. / State-funded grants for private schools operating in the compulsory education sector (comprising 8 years) are provided for in the Federal Constitution of 1988 and the General Law of Education of 1996 as an exception to fulfill the public subjective right of access to the 8 years of compulsory education. This is an exception, for the law allows said grants under three conditions: when there is no place available in the State school near the child home, when the child has not funds to pay his own fees in a private school and, as a result, the State should prioritarily invest to solve the lack of places in the place of residence of the pupil with a grant. In short, the grant should be provisional. This research examined the case of the municipality of Nova Iguaçu, in the State of Rio de Janeiro, between 1997 and 2008. It found that the local government has consistently given grants since at least 1990, always in the same place and with the same schools for children not necessarily deprived, for most of them were already at school when they were given a grant, which indicates the illegal and nonconstitutional nature of the grants. The research sought to understand the nature of the grant awarding policy in this local government and confirmed the hypothesis that, the awarding of grants, far from being an answer to the subjective public right of access to education, would be a way of channelling public funds to private schools, based on clientelism and exchange of favours. To do this, the research employed a combination of research methods, the criticalhistorical approach and the index paradigm. Local government documents were examined and interviews were carried out with State education and private school administrators, politicians, leaders of the local government education workers\' union, education councillors and those legally responsible for the children who were given the grants. It was found, up to its extinction, in 2008, particularly until the end of 2004, owing to the subreptitious form and the lack of public transparency in the grant awarding, that civil society faced immense difficulties to perform the citizen role of social control over this public policy.

Conflict crises have a devastating impact on education. In response, international organisations have increasingly implemented Education in Emergencies (EiE) interventions in seeking to improve the access to education. However, little is known about the impact of these interventions in the context of armed conflict. The literature has mostly focused on the physical barriers that conflict brings to educational access and most of the previous research on the effectiveness of EiE interventions comes from stable low- and middle-income countries. By answering the question ‘How do Education in Emergencies interventions affect the access to education in conflict crises?’, this study seeks to contribute to this understudied field by first discussing the non-physical ‘opportunity costs’ conflict barriers to educational access. Subsequently, this study moves on to demonstrate the significance of particular components that EiE interventions may hold that are able to address these specific conflict barriers. The argument is tested through a qualitative comparative study of two international organisations that implement EiE programmes in Colombia. The empirical findings demonstrate the importance of a variety of different components of EiE interventions in improving access to education in conflict contexts, with indeed many of these addressing ‘opportunity costs’.

El acceso a la educación es un tópico relevante para la investigación económica, desde su relación con las expectativas de ingresos del individuo hasta su relación con el desarrollo económico de un país, a través del capital humano. Se destaca que en Perú la educación superior tiene el mayor retorno económico percibido y real, por lo cual el estudio del acceso a la misma es de particular interés. La literatura académica plantea que el acceso está relacionado con características individuales, familiares y del entorno educativo del estudiante. Si bien la mayor parte de investigaciones en el campo destacan el rol de los ingresos familiares sobre el acceso a la educación superior, se considera relevante para Perú analizar otros factores puedan influir sobre el acceso a la educación superior. La presente investigación analiza el acceso a la educación superior a través de la decisión de la cantidad de años de estudios que toma el individuo con base en una función de utilidad que considera que el estudiante elige la cantidad de años de educación que cursará dependiendo de la utilidad que esta puede brindarle, sujeto a características individuales y de su entorno. Como resultado, esta investigación identifica que existen características individuales del estudiante que influyen sobre el acceso de este las universidades y dentro de estas destaca que características del estudiante recogidas por el tipo de gestión del colegio donde estudian, tienen un rol significativo sobre la probabilidad del acceso a una universidad. / Access to education is a relevant topic for economic research, from its relationship with the individual's income expectations to its relationship with the economic development of a country, through human capital. It is highlighted that in Peru higher education has the highest economic return, for which the study of access to it is of particular interest. The academic literature states that access is related to individual and family characteristics, as well as to the educational environment of the student. Although most research in the field highlights the role of family income on access to higher education, for Perú it is considered relevant to analyze other factors that may influence access to higher education. This research analyzes access to higher education (universities) through the decision of the number of years of education that the individual takes, based on a utility function that considers that the student chooses the number of years of education that he will study depending on the utility that it can provide, subject to individual and environment characteristics. As a result, this research identifies that there are individual characteristics of the student that influence his access to university; and within these it highlights that the characteristics of the student represented by the type of management of the school where they study, have a significant role on the probability of access to a university. / Trabajo de investigación

Latinx population is growing rapidly, however, they are falling behind in educational attainment. In Tennessee, 17% of Latinx adults have earned an associate degree or higher, compared to 32% of all adults. This study focuses on improving Latinx students' access to STEM higher education in the Northeast Tennessee region. A survey was conducted among Latinx students who identified legal, financial and social challenges as barriers in their journey to higher education in STEM fields. An innovative collective impact model is proposed as a solution for this socially complex problem. Early data shows positive effects of the initiative.

The overall policy goal of education for the Kenyan Government is the provision of education and training to all Kenyans as it is fundamental to the Government’s overall development strategy. This emphasis means that every Kenyan has the right to education and training no matter his/her socio-economic status. The Government has therefore allocated substantial resources and there has been notable achievements attained, but the sector still faces major challenges related to access, equity, and quality amongst others (Session paper no. 1 2005:2). One of these major challenges to access is the existence and persistence of retrogressive traditional practices such as female genital mutilation (FGM).The first concern of this study is that despite the immense awareness of the dangers on the victims in many aspects in life, and efforts to stamp it out, FGM still persists and thrives in many parts of the country to date. Secondly, there is an ever growing gender disparity in Kuria district, whereby women professionals are hard to come by. Even in the teaching profession which is associated with females in Kenya, there are a negligible number of Kuria female teachers. There is therefore need to liberate these girls from the persistent “senseless genital mutilation” by proper and relevant socialization and empowerment against cultural practices. The Cultural Lag theory of sociologist William F. Ogburn (1964) will be the underlying theoretical perspective of this study to explain the phenomenon, focusing explicitly on the / Sociology / DLITT(SOC)

Austria's aim to provide equitable education to its citizens is an ongoing process. In 1747 a decree opened schools to all children. From 1891 to 1941 schooling was compulsory for children between 6 and 14. In 1955 the Austrian Constitution guaranteed Austrian minority groups equal access to education. In 1966 and 1976 legislation further guaranteed minority groups' right to be taught in their home language subject to certain provisos. Currently minority groups are supposed to be taught in their horne language for the frrst three years of school and school is compulsory for nine years. This study wished to establish whether minority groups are, in fact, provided with education as provided for by law, and examined the situation in the United States of America, the United Kingdom and Canada as well. If Austria is successful, Zimbabwe or South Africa could adapt her policies in their educational situation. / Educational Leadership and Management / M Ed. (Educational Management)

The overall policy goal of education for the Kenyan Government is the provision of education and training to all Kenyans as it is fundamental to the Government’s overall development strategy. This emphasis means that every Kenyan has the right to education and training no matter his/her socio-economic status. The Government has therefore allocated substantial resources and there has been notable achievements attained, but the sector still faces major challenges related to access, equity, and quality amongst others (Session paper no. 1 2005:2). One of these major challenges to access is the existence and persistence of retrogressive traditional practices such as female genital mutilation (FGM).The first concern of this study is that despite the immense awareness of the dangers on the victims in many aspects in life, and efforts to stamp it out, FGM still persists and thrives in many parts of the country to date. Secondly, there is an ever growing gender disparity in Kuria district, whereby women professionals are hard to come by. Even in the teaching profession which is associated with females in Kenya, there are a negligible number of Kuria female teachers. There is therefore need to liberate these girls from the persistent “senseless genital mutilation” by proper and relevant socialization and empowerment against cultural practices. The Cultural Lag theory of sociologist William F. Ogburn (1964) will be the underlying theoretical perspective of this study to explain the phenomenon, focusing explicitly on the / Sociology / DLITT(SOC)