Magister Educationis - MEd / School admission policies are powerful tools that can sometimes contain provisions that are in conflict with the Constitution of the Republic of South Africa and other legislation and policies which regulate education in South Africa. Provisions relating to fees, documents required for admission and specific admission practices may have the effect of excluding certain learners from admission to schools. Such practices include charging application fees, charging registration fees, administering admission tests and demanding only specific documents for proof of address. On the face of it, these practices may seem unproblematic, but in effect, they exclude certain learners. This may be contrary to South African Law. Section 36 of the Constitution allows for the limitation of rights. Differentiation or discrimination may be permissible; however, it is unfair discrimination that is prohibited. Consequently the constitutionality of these policies and practices investigated are measured against the protection afforded by the Constitution. This study identifies some of these exclusionary provisions and practices at schools and proposes possible ways to eradicate and combat them. Because the exclusion of learners, whether through school admission policies or practices, may unjustifiably encroach upon the rights of such learners, this is an investigation into a legal issue and a legal theoretical lens must, therefore, be used to address this phenomenon. This qualitative study thus determines whether or not, and if so, how school admissions policies function to exclude learners from schools. The research is based on the comparative analysis of various public documents including the Constitution; legislation; judicial decisions; awards of cases of the Education Labour Relations Council (ELRC) and policies of the Western Cape Education Department school admission policies and practices from five high schools and five primary schools in the Western Cape were sampled and analysed. The focus of the research is public schools in the Western Cape Province including specialised schools referred to as focus schools.

Šiame magistro darbe yra analizuojama Lietuvos regionų esama ekonominė situacija bei pagrindinės priežastys, kurios lemia netolygią regionų plėtrą. Atlikta regionų teritorinių skirtumų analizė pagal egzistuojančius ūkio subjektus, tiesiogines užsienio bei materialines investicijas. Įvertinti Bendrojo vidaus produkto vienam gyventojui ir vienam užimtajam rodikliai, o taip pat atlikta regionų specializacijos bei lyginamojo pranašumo analizė. Patvirtinta tyrimo hipetezė, kad Lietuvos regionų ekonominių bei socialinių skirtumų augimą lemia kumuliatyvinis priežastingumo procesas, todėl siekiant įveikti šį procesą, reikalinga šalies parama, kuri skatintų ir finansuotų darbo jėgos mokymą bei investicijas į žmogiškąjį kapitalą. / This master’s final paper analyses available economic situation in Lithuania region and its main causes, that determine even development of regions. The paper presents a detailed analysis of differences in spatial economic activity described by territotial disparity of active economic subjects, investment in tangible fixed assets and foreign direct investment in regions. Estimation of the rate and speed of uneven growth is grounded on spatial disparity measurement of GDP per capita and GDP per worker. The hypothesis is formulated as follows- the source of increasing economical and social differences in Lithuanian regions is cumulative causation process- is confirmed. Political intervantion in promoting workplace training programs and accumulation of human capital stock is necessary to defeat this causation process.

H. G Wells’s novel The Time Machine is a significant work of science fiction that dramatizes the themes of degeneration and social inequality, themes that were very relevant during the Victorian era in relation to the discovery of evolution. Degeneration was seen as the degradation of society into primitiveness far from the Victorian standards, and the problem of social difference, where the gap between poor and rich was very wide, became the visible proof of the difference between the evolved and civilized and the degenerated and primitive. The purpose of this essay is to analyse how the frame narrative, the story surrounding the main adventure, affects the theme of degeneration in the novel. The framework reveals the reactions of the people present at the dinner parties, where the Time Traveller recounts his journey into a degenerated future. The guests are all representing different factions of Victorian society, such as the Provincial Mayor, the Very Young Man and the Editor who all have their own motives and agendas in relation to degeneration, social differences and time travel. By examining the guests’ individual motives, the essay argues that they do not want to believe in time travel since it would include believing in a degenerated future where all the glory of their present-day Victorian era would crumble into chaos and pandemonium. This essay shows that by denying the relevance of the Time Traveller’s story, despite the evidence presented, the dinner guests are condemning themselves to the degenerated future they are afraid of, hence making the novel a warning example of not accepting new ideas.

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