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This dissertation thesis is focused on the theme of the integration of foreign pupils into Czech primary schools. The aim of this thesis is to map and describe in detail the process of integrating and educating foreign pupils in a Czech primary school, and what procedures and strategies the school uses in integrating and educating foreign pupils. The theoretical part of the work provides a basic theoretical and empirical basis, which is based on Czech and foreign literature. Furthermore, the concept of a foreign pupil, including their characteristics and needs in the educational process, is defined. The legislative context of the issue is outlined. An important concept is the emphasis on removing obstacles and barriers in the education of foreign pupils. The thesis deals with the concepts of integration, inclusion, thought of ideas of equality of educational opportunity, multiculturalism, and pedagogical constructivism as ideas to which the Czech school should aim. The theoretical background is then applied in the empirical part, which aimed to achieve an answer to the basic research question: How does the Czech school integrate foreign pupils into the educational process at the primary level? Other specific research questions were formulated. The design of qualitative research was chosen for the...

South African universities have embarked upon a wide range of initiatives to foster and acclimatise to new social development needs of the society. A significant area of change involved implementation of employment equity. This study investigated the manner in which universities manage employment equity.The composition of staff in higher education institutions fails to reflect the demographic realities of South Africa.As a result, black people and women are still severely under-represented, especially in senior academic management positions. Universities are slowly, but steadily redirecting their student bodies and staff to reflect the demographics of South African society applying fragmented effort and piecemeal approach. The “as is” statistical reports obtained from the Department of Labour were used to substantiate the progress being made in the selected universities. Quantitative research methods were employed to collect data. University of Pretoria, University of Witwatersrand, and Free State University were selected as the population and the academic managers (Heads of Departments, Directors of Schools, and Deans of Faculties) as the sample of the study. The study finds that white males still dominate in the universities and white females are adequately represented, particularly in the professional and academic categories. The academic managers responded less positively on retention strategies for academic staff, especially for the designated groups and the functionality of employment equity awareness campaigns. The study also outlined the success of employment equity factors that the academic managers indicated, such as their loyalties to the institutions, prospects of career development, and collegial relations. The study recommended proficient leadership to drive the employment equity process, development of employment equity strategy with reasonable goals, diversity management, retention strategy, and vigorous employment equity awareness. / Educational Leadership and Management / D. Ed. (Education Management)

Ce mémoire de maîtrise tente de répondre à deux questions interreliées : l’État a-t-il, d’un point de vue philosophique, un droit d’exclure et quelle est la réponse que l’État devrait donner, d’un point de vue moral, au phénomène migratoire? Pour ce faire, nous nous livrons à l’analyse critique du débat philosophique sur les frontières et l’immigration entre les défenseur.e.s du droit d’exclure de l’État et les tenant.e.s de l’ouverture des frontières. Adoptant une approche non idéale égalitariste libérale cosmopolitique et nous concentrant principalement sur la migration économique non qualifiée en provenance des pays pauvres et à destination des riches démocraties libérales dans le monde d’aujourd’hui, nous critiquons successivement les arguments sécuritaire, socio-économique et démocratique en faveur du droit d’exclure de l’État. De manière générale, nous visons à montrer que ces trois arguments exagèrent la menace que représente l’immigration pour la sécurité, l’ordre public, les emplois, les salaires, l’État-providence, la culture et l’autodétermination politique, et qu’ils n’accordent pas assez de poids aux intérêts des migrant.e.s en provenance de pays pauvres. Nous en concluons que l’État n’a pas, d’un point de vue philosophique, un droit d’exclure, et qu’il serait moralement préférable d’ouvrir davantage les frontières, tout en redéfinissant les pouvoirs et les responsabilités des États et des institutions internationales afin de permettre une gouvernance internationale multilatérale de la migration et de mieux répondre aux principaux problèmes qui amplifient le phénomène migratoire, c’est-à-dire les conflits armés, les inégalités socio-économiques criantes au niveau international et les changements climatiques. / This master’s thesis tries to answer two interrelated questions: does the state have, from a philosophical point of view, a right to exclude, and what is the answer the state should give, from a moral point of view, to the migratory phenomenon? To do this, we engage in a critical analysis of the philosophical debate on borders and immigration between the defenders of the state’s right to exclude and the defenders of open borders. Adopting a non-ideal cosmopolitan liberal egalitarian approach and focusing mainly on unskilled economic migration from poor countries to rich liberal democracies in today's world, we successively criticize the security, socio-economic and democratic arguments for the state’s right to exclude. In general, we aim to show that these three arguments exaggerate the threat of immigration for security, public order, jobs, wages, the welfare state, culture and political self-determination, and that they do not give enough weight to the interests of migrants from poor countries. We conclude that the state does not, from a philosophical point of view, have a right to exclude, and that it would be morally preferable to open the borders further, while redefining the powers and responsibilities of states and international institutions to enable an international multilateral governance of migration, and to better respond to the main problems that amplify the migratory phenomenon, i.e. armed conflicts, glaring global socio-economic inequalities, and climate change.

South African affirmative action law in the workplace is in its infancy. Yet some concepts in this context have already proven to be unclear or in need of interpretation, or are lacking. This thesis focuses on the beneficiaries of affirmative action in employment law. The Employment Equity Act (EEA) creates `designated groups' ─ black people, women and people with disabilities ─ as the beneficiaries of affirmative action. It lays down two requirements for beneficiaries of affirmative action which are investigated: (a) beneficiaries must be from the designated groups - in this regard, the question that arises is whether, having been categorised as disadvantaged, persons are presumed to be de facto disadvantaged and entitled to benefit from affirmative action, or whether further evidence of actual past disadvantage is required; and (b) beneficiaries must be `suitably qualified'. In addition, citizenship as a third requirement for beneficiaries of affirmative action has been mooted in case law. This is evaluated against modern interpretation theory, the Constitution and discrimination law. Against the background of a comparative investigation of the position in the US and Canada, and under international law, specific findings and recommendations are made in respect of South African affirmative action law. These relate to the interpretation of the concept `disadvantage', to a pragmatic and contextualised approach to the notion `degrees of disadvantage', to the recognition of the concept `multiple disadvantage', to the clarification of the meaning and application of the concept `suitably qualified' in a code of good practice, and to a policy decision by government to ensure that affirmative action measures apply mainly to South African citizens who otherwise qualify to benefit. To this end, certain amendments to the EEA, its regulations and codes of good practice are proposed with the aim of ensuring that affirmative action measures in fact benefit those intended by the EEA. Some projections are made to indicate the way forward for affirmative action in South Africa. / Jurisprudence / LL.D.

To understand how Aboriginal youths’ access to post-secondary schooling opportunities is created and constrained, structures of inclusion and exclusion are examined. In particular, the legitimization of unequal treatment and disparate outcomes is problematized; making the case that public schooling systems limit the opportunities of youth. In this study, youths’ post-secondary aspirations are contextualized on the basis of racial identity, gender, programs of enrolment, graduate destinations, parent’s level of schooling, parental income, and community size; binary analyses evaluate the relationships among these variables. The variables were accessed from the Youth in Transition Survey (YITS) and the Programme for International Student Assessment (PISA). Findings of this research counter other studies that demonstrate Aboriginal youth with lower post-secondary opportunities relative to their peers. This study substantiates that barriers to aspiration achievement and post-secondary opportunities are not from a lack of ambition or academic preparedness among Aboriginal youth attending Canadian public schools.

To understand how Aboriginal youths’ access to post-secondary schooling opportunities is created and constrained, structures of inclusion and exclusion are examined. In particular, the legitimization of unequal treatment and disparate outcomes is problematized; making the case that public schooling systems limit the opportunities of youth. In this study, youths’ post-secondary aspirations are contextualized on the basis of racial identity, gender, programs of enrolment, graduate destinations, parent’s level of schooling, parental income, and community size; binary analyses evaluate the relationships among these variables. The variables were accessed from the Youth in Transition Survey (YITS) and the Programme for International Student Assessment (PISA). Findings of this research counter other studies that demonstrate Aboriginal youth with lower post-secondary opportunities relative to their peers. This study substantiates that barriers to aspiration achievement and post-secondary opportunities are not from a lack of ambition or academic preparedness among Aboriginal youth attending Canadian public schools.

South African affirmative action law in the workplace is in its infancy. Yet some concepts in this context have already proven to be unclear or in need of interpretation, or are lacking. This thesis focuses on the beneficiaries of affirmative action in employment law. The Employment Equity Act (EEA) creates `designated groups' ─ black people, women and people with disabilities ─ as the beneficiaries of affirmative action. It lays down two requirements for beneficiaries of affirmative action which are investigated: (a) beneficiaries must be from the designated groups - in this regard, the question that arises is whether, having been categorised as disadvantaged, persons are presumed to be de facto disadvantaged and entitled to benefit from affirmative action, or whether further evidence of actual past disadvantage is required; and (b) beneficiaries must be `suitably qualified'. In addition, citizenship as a third requirement for beneficiaries of affirmative action has been mooted in case law. This is evaluated against modern interpretation theory, the Constitution and discrimination law. Against the background of a comparative investigation of the position in the US and Canada, and under international law, specific findings and recommendations are made in respect of South African affirmative action law. These relate to the interpretation of the concept `disadvantage', to a pragmatic and contextualised approach to the notion `degrees of disadvantage', to the recognition of the concept `multiple disadvantage', to the clarification of the meaning and application of the concept `suitably qualified' in a code of good practice, and to a policy decision by government to ensure that affirmative action measures apply mainly to South African citizens who otherwise qualify to benefit. To this end, certain amendments to the EEA, its regulations and codes of good practice are proposed with the aim of ensuring that affirmative action measures in fact benefit those intended by the EEA. Some projections are made to indicate the way forward for affirmative action in South Africa. / Jurisprudence / LL.D.