Thesis (M.Ed.)--Regis University, Denver, Colo., 2006. / Title from PDF title page (viewed on Aug. 29, 2006). Includes bibliographical references.

Universiẗat, Diss., 2004--Osnabrück.

No description available.

A thesis submitted to the Faculty of Education in fulfilment of academic requirement for the Degree of Doctor of Education in the Department of Educational Psychology and Special Education at the University of Zululand, 2019. / The purpose of this study was to examine the importance of mainstreaming care and support to address barriers to teaching and learning. The research explored both the potential and limitations of mainstreaming care and support, as a practical and an analytic strategy, by addressing key underlying issues, as well as comparatively assessing the implications of mainstreaming care and support in different settings. There were principles and values about placing a child in the centre of education and taking the importance of the rights of a child so that no child is differentiated or discriminated against. The education ministry ensured that all children access education because it is the right of children regardless of gender and socio economic status. In this study mainstreaming was presented as an approach that held and followed a variety of needs for teaching and learning. Mainstreaming attempted mostly to be socially, customarily, aesthetically, ethically, environmentally and circumstantially relevant and applicable. Mainstreaming called for multi-sectoral collaboration of different ministries that work with and for children, for an example the Ministry of Home Affairs for documentations (birth certificates), the Ministry of Social Development (grants), the Ministry of Health and civil societies. The formation and collaboration with appropriate and relevant partners and stakeholders was presented as an important element in the development of commitment and nurturing of the service delivery of care and support programmes and activities for children. Mainstreaming of care and support served as the amelioration in breaking down the barriers to learning. The addressing of barriers demonstrated that all children accessed school, increased enrolment and retention. It ensured that children stayed in school for the number of required years. Mainstreaming called for the participation and involvement of different role players at different levels in education, including the community, parents, and caregivers. It based its focus on local expertise by providing and prioritizing capacity building on knowledge, skills and guidance through mentoring, training and technical support. It also based its focus on existing initiatives or programmes that supported learners’ social needs. This study based its research in two SADC Member States, namely Swaziland and Zambia. The study compared what was pertinent, using questionnaires to collect information. It investigated what already existed and implemented to deliver care and vi support services. The research used both quantitative and qualitative research methods, however a qualitative research method was mostly used, as a natural science and social science tool, enabling the researcher to study social and cultural phenomena. The decision to use mostly the qualitative research method was based on the context, relevance and theses objectives’ satisfaction. The study enquired into what existed and implemented for care and support service delivery. Key informants in both Member States included senior officials from the key ministries in the National Co-ordinating Units (NCU), Southern African Development Community (SADC), Care and Support Programme Steering Committee, Monitoring Information Systems Units (EMIS), civil society organisations (NGOs), United Nations (UN) agencies, school support teams and teachers.

Thesis (M. Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaf 100-107).

Thesis (M. Ed.)--University of Hong Kong, 1994. / Includes bibliographical references.

Thesis (M.P.A.)--University of Hong Kong, 1998. / Includes bibliographical references.

Thesis (M.Ed.)--University of Hong Kong, 1994. / Includes bibliographical references. Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaves 100-107). Also available in print.

Thesis (M.P.A.)--University of Hong Kong, 1998. / Includes bibliographical references. Also available in print.