<p>The number of children with disabilities under the age of 18 years around the world varies from 120 to 150 million. In many countries, throughout the world, the majority of children with disabilities either do not receive any form of education or, if they receive any, it is often inappropriate. UNESCO estimates that more than 90% of children with disabilities in developing countries do not attend schools. Rwanda has recently started inclusive education in a number of schools around the country for ensuring that children with disabilities have access to education. Despite this, in Rwanda, many children with disabilities do not attend school and this number is not known. This study aimed to identify the barriers to school attendance by children with disabilities in Rwanda.</p>

Contrary to many efforts by the new South African government in its commitment to widen access to educational opportunities and the provision of a free education for all, dropping out of school episodes remain a major threat to the gains of the past nines years in the new South Africa. Using the second wave of 'Transitions to Adulthood in the Context of Aids in South Africa' dataset, this dissertation investigates dropping out of school episodes. A dropout refers to an adolescent who discontinued his/her education before completing grade 12. In particular the study investigates the major determinants of dropouts. Reasons cited for dropping out of school varies from economic, individual, social and school based. It was found that the major contributor to the dropping out of school episodes in KwaZulu-Natal is poverty. Hence the impact of poverty is widely acknowledged as being among the most serious problems facing post-apartheid South Africa. It is against this backdrop that this dissertation seeks an immediate response by government to invest in human capital, particularly in education, as means to alleviate poverty. The government among others therefore should recommit itself in providing and funding education for all. Both access and opportunities to schooling need to be widened. / Thesis (M.A.)-University of Natal, 2003.

The purpose of the study is to determine whether absenteeism is a real concern amongst the educators in South African schools. Although there are sufficient and appropriate policies in place, the rate of absenteeism is on the increase on a daily basis. Through the literature and investigations, the study tries to unravel the causes of absenteeism and the solutions thereof. The study revealed that 66% of the educators abused the current leave policy. Great majority (64%) of the educators were in favour of the introduction of some form of incentives and seventy eight percent of the educators wanted the re-introduction of the accumulation of leave policy. Eighty four percent of the respondents also agreed that teacher absenteeism contributes to poor learner performance. Workload of educators was not a major contributing factor in the high rate of teacher absenteeism. Some of the reasons attributed to absenteeism are depression, redeployment, ill health, lack of motivation and self esteem, low salary, demoralizing learners and poor working conditions. All levels of educators suggested solutions to this ever-increasing problem, which is becoming difficult to manage. Recognition of least absenteeism, effective implementation of the policy, strong management team, motivating the staff, offering fringe benefits, organizing workshops to manage absenteeism and to equip educators and building team work are some of the noticeable and common solutions suggested by all levels of educators. The study recommends the re-introduction of accumulation of leave policy and linking the school database of educators with departmental database so that on a daily basis the leave statistics can be l:Jpdated and appropriate actions effected with out delay. / (MBA) North-West University, Mafikeng Campus, 2006

Thesis (Ph.D.)--University of Tulsa, 1991. / Bibliography: leaves 51-54.

Thesis (Ph. D.)--Boston University, 2007. / Vita. Includes bibliographical references (leaves 158-172). Available also from the ProQuest website.

Thesis (Ed.D.)--University of Western Sydney, 2008. / A thesis submitted to the University of Western Sydney, College of Arts, School of Education, in fulfilment of the requirements for the degree of Doctor of Education. Includes bibliography.

Thesis (M.S.P.H.)--University of Michigan, 1938.

Thesis (Ph. D.)--Auburn University, 2008. / Abstract. Vita. Includes bibliographical references (p. 72-75).

Thesis (M.Ed. (Educational Management)--Mahidol University, 2008. / LICL has E-Thesis 0036 ; please contact computer services.

Thesis (M.S.P.H.)--University of Michigan, 1940.