The 17 July 1863 saw a British military force led by Major General Cameron, with Crimean War experience, invade the Waikato of Aotearoa New Zealand, and essentially ending for Waikato Maori on 2 April 1864 at Orakau when Cameron with 1,200 troops, defeated a group of 300 Maori that included representatives of at least nine iwi, and women and children, led by Rewi Maniapoto.In December 1863, well before the events of Orakau, the New Zealand Settlements Act of 1863 (NZSA) was passed into law. This Act’s only purpose was to confiscate 1,408,400 hectares of land from Maori; 486,500 hectares from Waikato Maori, of whom Ngati Maniapoto are an important part. The Act deprived Maori of their traditional lands and the means to participate in the economy, with serious social and economic consequences for them well into the 20th century.In 1993, tertiary educational status was granted to what was essentially an initiative of the people of Ngati Maniapoto that began in 1983 to provide educational alternatives to young people, predominately Maori. This initiative became Te Wananga o Aotearoa (TWOA). Over a period of six years from 1998, TWOA moved from being an insignificant tertiary educational institution to the largest in the country in terms of student and equivalent full time student numbers. By mid 2005, TWOA was under the control of the State, the first time such a situation had occurred in this country, and completely contrary to the independence provisions that the Education Act 1989 bestows on tertiary educational institutions.This thesis is an examination of the State’s battle for control of TWOA, to consider likely reasons why the State sought this control, and the tactics used by the State to achieve this outcome.The thesis examines the part that knowledge and access to education plays in global economics in the late 20th and early 21st century, and will consider whether knowledge and access to education was as economically important to individuals in these times, as land was in 1863.The fact that TWOA’s success was achieved completely within the parameters of the tertiary education policies of both successive Governments since 1998 was irrelevant to the NZ Labour Party led Government of 2005. They appeared to set out on a predetermined path to gain control, in order to neutralise TWOA’s growth and to then reshape the sector to ensure that such success did not happen again. The conclusion is that what was seen as a just a small ‘window’ to get some leverage, was thrown open, and very powerful levers then used, to achieve this end.

The 17 July 1863 saw a British military force led by Major General Cameron, with Crimean War experience, invade the Waikato of Aotearoa New Zealand, and essentially ending for Waikato Maori on 2 April 1864 at Orakau when Cameron with 1,200 troops, defeated a group of 300 Maori that included representatives of at least nine iwi, and women and children, led by Rewi Maniapoto.In December 1863, well before the events of Orakau, the New Zealand Settlements Act of 1863 (NZSA) was passed into law. This Act’s only purpose was to confiscate 1,408,400 hectares of land from Maori; 486,500 hectares from Waikato Maori, of whom Ngati Maniapoto are an important part. The Act deprived Maori of their traditional lands and the means to participate in the economy, with serious social and economic consequences for them well into the 20th century.In 1993, tertiary educational status was granted to what was essentially an initiative of the people of Ngati Maniapoto that began in 1983 to provide educational alternatives to young people, predominately Maori. This initiative became Te Wananga o Aotearoa (TWOA). Over a period of six years from 1998, TWOA moved from being an insignificant tertiary educational institution to the largest in the country in terms of student and equivalent full time student numbers. By mid 2005, TWOA was under the control of the State, the first time such a situation had occurred in this country, and completely contrary to the independence provisions that the Education Act 1989 bestows on tertiary educational institutions.This thesis is an examination of the State’s battle for control of TWOA, to consider likely reasons why the State sought this control, and the tactics used by the State to achieve this outcome.The thesis examines the part that knowledge and access to education plays in global economics in the late 20th and early 21st century, and will consider whether knowledge and access to education was as economically important to individuals in these times, as land was in 1863.The fact that TWOA’s success was achieved completely within the parameters of the tertiary education policies of both successive Governments since 1998 was irrelevant to the NZ Labour Party led Government of 2005. They appeared to set out on a predetermined path to gain control, in order to neutralise TWOA’s growth and to then reshape the sector to ensure that such success did not happen again. The conclusion is that what was seen as a just a small ‘window’ to get some leverage, was thrown open, and very powerful levers then used, to achieve this end.

My essay begins with a story of one day in pre-school class. It is about how I, as a preschool teacher, find it challenging to work with inclusion of children in need of special support. It is also about the feeling of inadequacy experienced by a teacher, single handedly covering a proportionally large group of children. I discuss the hard work of building relationships in a school intended for everyone, when operating in the periphery of a cost-effective budget policy, where efforts of achieving inclusion is no longer allowed to come at a cost.   The method used herein, is essay writing, and my objective is to deliver a qualitative, experienced-based essay that begins with a true story from my professional life. When working with the text, I am obliged to put an end to what is happening in particular, and problematic situations. This provides me with perspective, allows me to reflect around the situations, and I am given a chance to take a step back and discover and reflect on matters from a new angle, not previously considered or reflected upon.   My main questions are: How is the preschool teacher expected to work with inclusion of children in need of extra support, in preschool class? In what way is the possibility to create relationships with all pupils in preschool class affected by the school budget, or lack thereof? What does it mean for a child to succeed in pre-school? / Min essä inleds med en berättelse om en dag i förskoleklass. Den handlar om hur jag som förskollärare upplever det svårt att arbeta inkluderande med barn i behov av särskilt stöd, och om känslan av otillräcklighet som ensam lärare i en stor barngrupp. Jag skriver om det svåra i att bygga relationer i en skola ämnad för alla, i skuggan av en kostnadseffektiv skolbudget där inkludering inte längre får kosta.   Metoden för mitt examensarbete är essäskrivande och jag skriver en erfarenhetsbaserad essä som inleds med en berättelse från min yrkeserfarenhet. När jag skriver i essäform får jag sätta ord på vad som händer i en eller flera situationer som jag upplever som problematiska. Jag får syn på ett dilemma jag vill reflektera kring och med skrivandet får jag en chans att ta ett steg tillbaka och se det jag inte hunnit se, och tänka tankar jag inte hunnit tänka.   Mina huvudsakliga frågeställningar är:Hur förväntas förskolläraren arbeta med inkludering av barn i behov av särskilt stöd i förskoleklass? Hur påverkar skolans ekonomi chansen för mig som lärare att skapa relation till alla elever i förskoleklass? Vad innebär det för ett barn att lyckas i förskoleklass?

"Education For All" is the goal which the Ministry of Education and Human Resources, in Mauritius, wishes to attain, based on the recommendations of UNESCO. Mauritius urges for quality education, that is, a world-class education in which each Mauritian child should be given the opportunity to reach high educational success. Education must be the privilege of all and not the sole right of a few elites. This study analyses, from an educator‘s point of view, the extent to which Mauritius is proficient in reaching quality education at secondary level. It is mainly based on hypothesis-testing. The research process also includes a case study of the Zone 2, for which a selfadministered questionnaire was distributed to a sample of 90 educators. The study reveals that Mauritius is heading towards a quantified education rather than a quality education. Mass education can be seen as a better rhetoric for its current educational plan. / Sociology / M.A. (Sociology)

Cette étude se concentre principalement sur le rôle de l'enseignement supérieur dans la mobilité sociale. Les enquêtes qualitatives et quantitatives ont été réalisées dans la municipalité de Haraba en Libye auprès des jeunes de 18 à 32 ans. Ils ont été interrogés notamment sur leurs parents et grands-parents afin de mesurer les grandes lignes de la mobilité sociale dans une zone rurale de Libye située dans l'ouest du pays. L'étude s'est surtout focalisée sur les grands changements sociaux-professionnels dans la société libyenne et sur le rôle de l’éducation depuis l’indépendance du pays. / This study focuses mainly on research into the role of higher education in social mobility for the benefit of the third generation, compared to the two previous generations. The qualitative and quantitative survey was carried out with 18 to 32 year-olds from the municipality of Haraba situated in a rural area of Western Libya. Indeed, the study focused on the occupational variations that have taken place in Libyan society, particularly in the study area, by comparing the educational levels and occupational diversity of three generations successively.

In this dissertation I explore the nature of an internship for high school students in a university science laboratory and the issues that arise from it. The investigation of science internships is relatively new to science education; therefore, this exploration is urgently needed. Twenty-one participants were involved in the internship experience, including 13 students, one teacher, two research scientists, and five technicians. Data sources include observations, field notes, and videotapes. Drawing on four coherent and complementary research tools—cultural-historical activity theory, discourse analysis, conversation analysis, and phenomenography, I articulate a variety of phenomena from multiple perspectives. The phenomena identified in the dissertation include (a) the discursive resources deployed by a teacher for interesting and inviting students to participate in science; (b) the discursive resources high school students used for articulating their interests in science-related careers; (c) the natural pedagogical conversations for accomplishing the work of teaching and learning during the internship; (d) the theoretical concepts mobilized for describing the unfolding of science expertise in the internship; (e) participants’ ways of experiencing the science internship; and (f) students’ understandings of scientific practice after participating in the internship. The study identifies many useful resources for understanding the nature of the science internship and provides a foundation for future research. The findings reported here will also serve others as a springboard for establishing partnerships between high schools and science communities and improving teaching and learning in science education.

In this dissertation I explore the nature of an internship for high school students in a university science laboratory and the issues that arise from it. The investigation of science internships is relatively new to science education; therefore, this exploration is urgently needed. Twenty-one participants were involved in the internship experience, including 13 students, one teacher, two research scientists, and five technicians. Data sources include observations, field notes, and videotapes. Drawing on four coherent and complementary research tools—cultural-historical activity theory, discourse analysis, conversation analysis, and phenomenography, I articulate a variety of phenomena from multiple perspectives. The phenomena identified in the dissertation include (a) the discursive resources deployed by a teacher for interesting and inviting students to participate in science; (b) the discursive resources high school students used for articulating their interests in science-related careers; (c) the natural pedagogical conversations for accomplishing the work of teaching and learning during the internship; (d) the theoretical concepts mobilized for describing the unfolding of science expertise in the internship; (e) participants’ ways of experiencing the science internship; and (f) students’ understandings of scientific practice after participating in the internship. The study identifies many useful resources for understanding the nature of the science internship and provides a foundation for future research. The findings reported here will also serve others as a springboard for establishing partnerships between high schools and science communities and improving teaching and learning in science education.

This study serves two major purposes. First, it explores and validates attributes, dimensions and constructs that can be used to measure service quality in Ethiopian public higher education (EPHE) context. Second, it examines the interplay among the major service quality constructs and student related variables in search of a comprehensive theoretical framework for HE service quality. The study started its investigation by formulating a set of research questions that explore attributes, dimensions and constructs essential to measure service quality (RQ1), test for the measurement model fit (RQ2), examine the relationships or associations among the four service constructs and characteristics of students (RQ3), test for the structural model fit (RQ4), determine the causal relations among the variables in the structural model (RQs4.1 - 4.7), and assess service quality performances of EPHE institutions (RQ5). A mixed methods study with the qual-QUAN exploratory sequential design was employed to empirically answer the research questions. Fifteen interviewees took part in the qualitative phase. The interviews were analysed employing thematic analysis and narration of verbatim accounts. Three levels of themes that represent attributes, dimensions and constructs of service quality were identified and used to develop a questionnaire designed to measure service quality more objectively. The questionnaire was piloted at a pilot site involving 460 undergraduate students and its psychometric properties were determined. The main study was carried out in three universities selected from a target population of seven first generation public universities employing lottery sampling method. Concurrently, four programmes were chosen from a target population of 27 commonly offered programmes in the three sample universities employing systematic random sampling. Considering different batches and the four programmes as strata, 1412 undergraduate students were included in the main study using proportionate stratified random sampling technique. Descriptive and inferential statistics including factor analysis and structural equation modelling (SEM) were employed to address the research questions. The results from the qualitative and quantitative phases show that service quality can be measured by four constructs, of which three are multi-dimensional and one is a single dimensional construct. The four factor measurement model fit analysis resulted in an acceptable fit indices (i.e., CMIN/DF = 4.398, GFI = .915, CFI = .951, RMSEA = .049 and PCLOSE =.743) after some re-specifications and confirmed the structural validity of the instrument. Mixed results were obtained with regard to the correlations/associations between student characteristics and service quality constructs. After some re-specification, a structural model for the four service quality constructs and nine student related variables were identified with an acceptable fit indices (CMIN/DF=3.856, GFI=.901, CFI =.934 and RMSEA=.045, p=1.000). The path analyses also revealed that loyalty is a latent construct with 62% of its varaince predicted by the joint effects of percieved service quality, satisfaction and perceived gain. Each of these predicator latent constructs are also explained by some other control varaibles and latent constructs that have a predictive power ranging from 12% to 60%. Students perceived the current status of service quality in EPHE institutions as daunting in all constructs of service quality except perceived gain. Finally, conclusions pertinent to the measurement instrument and understanding of HE service queality are drawn, and recommendations that have theoretical and practical implications are forwarded. / Educational Leadership and Management / D. Ed. (Education Management)

"Education For All" is the goal which the Ministry of Education and Human Resources, in Mauritius, wishes to attain, based on the recommendations of UNESCO. Mauritius urges for quality education, that is, a world-class education in which each Mauritian child should be given the opportunity to reach high educational success. Education must be the privilege of all and not the sole right of a few elites. This study analyses, from an educator‘s point of view, the extent to which Mauritius is proficient in reaching quality education at secondary level. It is mainly based on hypothesis-testing. The research process also includes a case study of the Zone 2, for which a selfadministered questionnaire was distributed to a sample of 90 educators. The study reveals that Mauritius is heading towards a quantified education rather than a quality education. Mass education can be seen as a better rhetoric for its current educational plan. / Sociology / M.A. (Sociology)

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