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1
Brown, Eleanor Joanne. "Transformative learning through development education NGOs : a comparative study of Britain and Spain." Thesis, University of Nottingham, 2013. http://eprints.nottingham.ac.uk/13050/.
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This thesis examines non-formal settings for development education by non-governmental organisations (NGOs). I focus on teaching and learning methodologies and on the attitudes and actions generated in learners. The study is informed by transformative learning theory, particularly as developed by Jack Mezirow (2000) and by Paulo Freire (1970). I look at opportunities for non-formal transformative learning in both Britain and in Spain and the use of participative methodologies to develop knowledge and understanding of and attitudes towards global development issues. I consider how such personal transformations might lead to social change and how a postcolonial analysis might affect the way issues are presented. This is a qualitative study informed by interviews with staff from seven organisations in the UK and seven in Spain. Illustrative cases are also provided based on observations of three non-formal educational activities in each country and interviews with learners attending these courses. I found that the extent to which participative critical dialogue was generated by such development education activities varied and depended on a number of factors, including the length of the course and pedagogical styles of the facilitators. Learners showed signs of transformation through the activities. Many talked about increased self-esteem and changes in understanding and attitudes. This had consequential influences on behaviour, particularly relating to more sustainable consumer behaviour and other lifestyle or career choices. I note that, through opportunities for transformative learning, participants also formed networks that could contribute to social as well as personal transformations; this relates to the stated aims and objectives of the NGOs and thus has important policy implications.
2
Cabrera, Hernández Francisco-Javier. "Essays on the impact evaluation of education policies in Mexico." Thesis, University of Sussex, 2016. http://sro.sussex.ac.uk/id/eprint/63707/.
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This thesis gathers research on three impact evaluations of interventions at the school and student level in Mexico. The first chapter evaluates the effects of a School Breakfast Program (SBP) on children's outcomes such as cognitive skills, illness, height and weight and grade repetition in the period 2002 to 2005. Quasi-experimental estimations provide evidence of positive effects on children's weight; however, such gains push children over their 'ideal' standardized average causing them overweight. This effect is significantly higher in the case of poorer children. The second chapter evaluates a Full-Time Primary Schools Program implemented in 2007, to work out if changing the time pupils spend at school can enhance skills in language and mathematics. Differences in Differences regressions point to a significant improvement of 0.11 standard deviations in mathematics and Spanish test scores after four years of treatment. These gains are three times higher in schools located in deprived areas and do not seem to be driven by students self-selection. The last chapter focuses on an exogenous policy change in Mexico which eliminates enforced grade repetition for all first to third grade students. This reform helped schools to reduce repetition rates from varying higher levels to almost zero in one academic year. Estimations coming from two-way fixed effects models using a panel of schools show an average reduction in dropout rates after reform implementation of 0.3% points along with no seeming effects on pupil's performance. General findings from the three chapters are of strong significance when placed into the broader debate about what works best in schools for improving children's academic performance and general education outcomes in Mexico.
3
Haeri, Mazanderani Fawzia. "Navigating the 'new South Africa' : an ethnographic study of the 'born free' generation in Mpumalanga province." Thesis, University of Sussex, 2018. http://sro.sussex.ac.uk/id/eprint/79748/.
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This thesis explores the aspirations of black South Africans who were born after the end of apartheid. These young people are controversially referred to as the ‘born free' generation. They were born into a democracy that officially offers them equal opportunities but continues to grapple with a legacy of racial discrimination, spatial segregation and unequal educational provision. Despite the majority of ‘born frees' experiencing poor educational attainment and high levels of unemployment, existing research indicates that those in this category hold ambitious future aspirations, although these rarely come to fruition. The focus of my work is the aspirations of rural youth and draws upon ten months of ethnographic data collected within a township in Mpumalanga province. It analyses selected curriculum content, observations, focus groups and interviews with two groups of young people – those in their last year of schooling and those two years out of school. Through ethnographic observations in one secondary school in particular, I elucidate how students' schooling environments relay particular discourses concerning what constitutes a ‘good education' and what it means to aspire towards a ‘good life.' Integrating insights from feminist, poststructural and postcolonial theories, I consider how the discourses of the ‘new South Africa' are transmitted within the schooling environments, homes and wider social and political arenas which these young people occupy, thereby creating and structuring ways for them to speak and think about their futures. My analysis engages with the shifting attachments that shape how South Africans living in a rural area construct their narratives of the future and demonstrates how these young people's performances of identity are both spatially constructed and affectively negotiated. By considering the silences and contradictions in their imaginaries, this thesis shows how the discourses through which these imaginaries are constructed create boundaries around ways of being and becoming that are deemed valuable and those that are not. In problematising an understanding of aspiration as an individual disposition, my research demonstrates that the hopes of young, black South Africans are rooted in social and spatial inequalities.
4
Yankosky, Richard E. "The proprietary school sector: a demographic and financial aid profile." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54820.
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The purpose of this study was to answer several questions concerning distribution of student financial aid in the proprietary school sector. The study was conducted in the Spring of 1989 using a Fall, 1986, nationally representative sample of 3,837 students attending less than two-year and two-year proprietary schools in the 50 states and the District of Columbia. The sample was drawn as part of the National Postsecondary Student Aid Survey (NPSAS) conducted by the National Center for Educational Statistics in the 1986/87 academic year. Data came from edited NPSAS tapes dated May 12, 1988.
Several statistical procedures from the Statistical Analysis System (SAS) and Lotus 1-2-3 were used to answer research questions related to (1) types of educational services provided by proprietary schools, (2) types of students receiving financial aid; and, (3) types of aid packages distributed in these schools.
Several of the major results are: (1) Proprietary schools provided short-term, high-cost vocational training leading to relatively low-paying entry-level jobs. (2) Over four-fifths (84%) of the students received financial aid. The majority of these students were unmarried (74%), female (67%), less than 23 years of age (52%), lived off-campus (98%) and attended school on a full—time basis (81%). Nearly one-half (48%) of dependent and 70 percent of independent recipients had incomes of less than $20,000. About 30 percent lacked a high school diploma. Almost 43% percent were from minority backgrounds with over 70 percent having incomes under $11,000. (3) Nearly 80 percent of the recipients received either a single source of aid or two sources of aid in their aid packages. About 88 percent of this aid came from the federal government with the Guaranteed Student Loan and Pell Grant programs the predominate sources.Ed. D.
5
Serventi, Edwina R. F. "The Relationship of Androgyny and Self-Esteem in Women including the Demographic Aspects of Marital Status, Educational Level and Age." Scholarly Commons, 1989. https://scholarlycommons.pacific.edu/uop_etds/3165.
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The purpose of this study was to test certain hypotheses related to androgyny and self-esteem in women and how marital status, educational level, and age may be related to those constructs. These constructs were assessed through the utilization of the Tennessee Self-Concept Scale {TSCS) and the Bern Sex-Role Inventory (BSRI). The subjects who voluntarily participated in this research were 143 female re-entry students from community colleges, colleges and universities in the central-northern region of California. The statistical analyses included the Analysis of Variance procedure, Pearson and Partial Correlation coefficient and the Chi -Square Test of Association. The findings of this study indicated that adult females who are categorized as Androgynous reported higher self-esteem than females in the other three BSRI categories, Feminine sex-typed (high femininity/low masculinity), Masculine sex-typed (high masculinity/low femininity), and Undifferentiated (low femininity/ low masculinity). Those women who were categorized as Undifferentiated generally scored lower than the females in the other categories. Further statistical analyses indicated that women who rated themselves high on masculinity traits and/or those who rated themselves high on femininity traits, tended to also rate themselves high on self-esteem. The magnitude of the trait ratings, however, not their categorization, was the primary correlate to self-esteem. Due to the low magnitude of the coefficients, the practical significance of the relationship is questionable. Results of the study suggested that self-esteem is a personal characteristic not restricted on the bases of marital status, educational level, or age.
6
Rahim, Abdur. "Effects of women's education on fertility in rural Bangladesh : an empirical test of a causal model." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61713.
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Lertphongwathana, Kulthida. "Population dynamics, education and manpower planning in Thailand : the case of the 15-19 age group." Thesis, Canberra, ACT : The Australian National University, 1988. http://hdl.handle.net/1885/133206.
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The objective of this study is to examine
of demographic process in relation to school
iv
the dynamics
enrolment and
employment with particular reference to the Thai population
aged 15-19 years. Secondary sources of information ar e
widely used and the future enrolment and labour force
participation of the study population is assessed.
The study observes that fertility started to decline
around 1960-1970. The fertility decline will have wider
implications not only for the future size of the population
but also for schooling and manpower planning. Universal
primary school enrolment has virtually been achieved in
Thailand. In the age group 6-11 years, the numbers to be
enrolled in primary schooling will start to decline by 1991
and by 1997 for the secondary level aged 12-17 years.
Taking the medium variant of fertility and mortality
assumptions used in official planning in Thailand, the stud y
applies three sets of enrolment and labour force assumptions
to examine the future size of the population aged 15- 19
years in schooling and labour force. According to the medium
variant of the school enrolment projection, school enrolment
in the age group 15-19 will increase from 27 per cent in
1980 to 39 per cent in the year 2005. The labour force
participation rate is estimated to decline from 64 per cent
in 1980 to 42 per cent in the year 2005 for the same age
group of population.
The study concludes that Thailand is undergoin g a
socio-economic and a demographic transition. Therefore,
every effort should be made to reduce the gap bet we en
educated labour supply and demand -so that a favourable
situation can be created for the rapidly modernizing Thai economy and society in order to usher in a quick transition.
8
McPherson, Michael W. "Study of the attitudes of educational leaders in West Virginia toward collective bargaining and selected demographic variables." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/49831.
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Sondhi, Gunjan. "Gendering international student mobility : an Indian case study." Thesis, University of Sussex, 2013. http://sro.sussex.ac.uk/id/eprint/46066/.
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This thesis explores the dialectical relationship between gender and international student mobility (ISM). The focus is on the experiences of Indian students across three space-time locations: before the students left India; while abroad in Toronto; and their return to New Delhi. The value of this research is two-fold. Firstly, my research helps to fill the lacuna in ISM research that examines the phenomenon through a gender optic. Secondly, there is increasing interest in Canada and other countries – evident in the media and government policy – in international students from India. The study is located at the nexus of gender and mobility scholarship; it adopts Gendered Geographies of Power as a foundational framework. The research employed a multi-sited, mixed-methods approach to data collection. The data collection in the field sites of Toronto, Canada and New Delhi, India consisted of in-depth semi-structured interviews and participant observations. An online survey was mounted for the duration of the fieldwork to gather data on the broader population of Indian students abroad. The results of this survey provide context for the discussion in three empirical chapters. The first of the three empirical chapters explores the impact of gender relations in shaping motivations to study abroad. The second chapter examines how relations of power in and across multiple spaces (re)shape the students‟ performances of gender identities in everyday life in Toronto. The final empirical chapter examines the students‟ experience of return mobility as they attempt to adapt to a different (but familiar) gender context again. My research contributes to the growing body of scholarship on ISM as well as that on gender and migration. By employing a gendered perspective, the indepth interviews as well as ethnographic research reveals the shifting subjectivities of the migrants as they simultaneously negotiate multiple ethnic and kinship interactions in their everyday lived experiences. Secondly, the online survey presents the gendered class configurations of the socio-economic background of the Indian international students. Lastly, the „return‟ experiences of the students are differentiated by gender: more women than men found it harder to (re)negotiate their gender-expected performances in New Delhi. Furthermore, the „return mobility‟ of men appears to be more permanent than the return mobility of women.
10
Dean, Kelley M. "The effects of gifted programming on student achievement: differential results by race/ethnicity and income." Diss., Georgia Institute of Technology, 2011. http://hdl.handle.net/1853/39642.
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The central research question is the extent to which gifted programming effects student academic outcomes of gifted as compared to not-gifted students and how this differs by race/ethnicity and/or poverty status. Since the identification of elementary school students as gifted is not random, propensity score matching is used to remove this bias in the estimates of the effects. A matched sample of North Carolina middle school students based on individual level data of both gifted and not-gifted students of varied racial/ethnic groups and income levels is used for this analysis. This enables a comparison of sixth, seventh, and eighth grade student achievement to determine the extent to which participating in gifted programming differentiates effects by race/ethnicity and poverty status. I show the additional test score gain, if any, from being in gifted programming compared to students not participating in gifted programs. Variations in gifted program effects across race/ethnicity and income are assessed. This research adds empirical evidence to the more qualitatively focused gifted debate by analyzing differences in student outcomes between gifted and not-gifted students in North Carolina. Since black and lower income students are less likely to participate in gifted programs, they disproportionately encounter less experienced teachers, lower expectations, and fewer resources. The extent to which these additional learning supports translate to differences in student outcomes are analyzed.
11
TOCZKO, LESLIE JOSEPH. "AN ANALYSIS OF ENROLLMENTS AND STATE APPROPRIATIONS IN PUBLIC HIGHER EDUCATION." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188079.
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The relationship between FTE enrollments and state appropriations to public four-year colleges and universities is a fundamental issue basic to numerous institutional and state policy decisions. Yet, the relationship is obscure and may have changed during the period from 1965 to 1982. Data for this dissertation were obtained from three sources. Enrollment data were obtained from the Higher Education General Information Survey (HEGIS) information as edited and entered onto computer data tape by the Center for the study of Higher Education (CSHE) at the University of Arizona. Appropriations data were obtained from the annual issues of M. M. Chambers' Appropriations of State Tax Funds for Operating Expenses of Higher Education as edited and entered onto computer data tapes at the CSHE. Variations in the reporting of these sources were obtained through a mail survey instrument. Appropriations data were adjusted for inflation using the national and regional Consumer Price Indices (CPI). The appropriations data were corrected so that all states are reported consistently for (1) tuition, (2) employee benefits, and (3) capital equipment. The edited enrollment and the corrected appropriations data were then regressed for two time periods (1965-77 and 1977-82). The results determined the nature of change in the enrollment/appropriation relationship over time. The results show that there does appear to be a relationship between enrollments and appropriations which is stronger for certain types of institutions. Nationally, the relationship in mean constant dollar appropriations per FTE enrollments has not undergone any radical changes. However, the slopes of the regression lines have undergone statistically significant changes from period 1 (1965-66 to 1976-77) to period 2 (1977-78 to 1982-83). Yet the regression coefficients did not decline in a major way over time for the national sample, for institutions by Carnegie Classification System or by state. Wide ranges of difference were found to exist among states. However, a considerable majority of 35 states and most Carnegie classification institutions did not demonstrate a significant change in the amount of constant dollar or adjusted funding per FTE student over time.
12
Pickering, Sarah Kelley. "Factors Influencing Student Achievement in Texas." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331552/.
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This study examines the relationships among student socioeconomic status, school district enrollment, minority enrollment, district expenditure per pupil, and the teaching experience of faculty as these variables influence the achievement scores of secondary students in Texas. Data from a total of 1,061 Texas school districts were used to determine the effects of the indicated district-level predictor variables on three criterion variables: reading, mathematics, and writing scores for the 11th-grade Texas Education Assessment of Minimum Skills (TEAMS). The study led to the following conclusions: 1. Low socioeconomic status of students in Texas, as in the rest of the United States, insures that test scores will be lower if all other variables are held constant. 2. Large minority populations are strong predictors of low test scores, especially in mathematics and reading. 3. Students in districts whose faculty had a high average of years of teaching experience also scored high in achievement tests, especially in mathematics and writing. 4. High average district expenditure per pupil predicts high test scores, especially in reading. 5. School district size or enrollment has low predictive value of test scores. Among several specific recommendations, this study advises that further study be done concerning the most effective ways to educate minority and socioeconomically disadvantaged student populations. The study also recommends that better ways be found to retain experienced teachers in the classroom, including monetary compensation, extra allowances for staff development, and additional resources. The study cautions against simply adding money to a district's budget to increase student achievement scores, asserting that districts should make thorough studies before higher expenditures per pupil are alone used to increase test scores.
13
Dean, Kelley M. "The Efffects of Gifted Programming on Student Achievement: Differential Results by Race/Ethnicity and Income." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/pmap_diss/33.
Full textAbstract:
The central research question is the extent to which gifted programming affects student academic outcomes of gifted as compared to not-gifted students and how this differs by race/ethnicity and/or poverty status. Since the identification of elementary school students as gifted is not random, propensity score matching is used to remove this bias in the estimates of the effects. A matched sample of North Carolina middle school students based on individual level data of both gifted and not-gifted students of varied racial/ethnic groups and income levels is used for this analysis. This enables a comparison of sixth, seventh, and eighth grade student achievement to determine the extent to which participating in gifted programming differentiates effects by race/ethnicity and poverty status. I show the additional test score gain, if any, from being in gifted programming compared to students not participating in gifted programs. Variations in gifted program effects across race/ethnicity and income are assessed. This research adds empirical evidence to the more qualitatively focused gifted debate by analyzing differences in student outcomes between gifted and not-gifted students in North Carolina. Since black and lower income students are less likely to participate in gifted programs, they disproportionately encounter less experienced teachers, lower expectations, and fewer resources. The extent to which these additional learning supports translate to differences in student outcomes are analyzed.
14
Standridge, Daniel. "The Economic Impact of Veteran Status: The Effect of Veteran and Demographic Statuses on Household Income." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/977.
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Determining the effects of military service on those who volunteer is of vital importance in an age when service may lead to the loss of bodily function or life. The aim of this study was to examine the effect of military service with consideration for the demographic statuses of race, gender, and educational attainment on economic outcomes. Data for this study came from the Current Population Survey July 2010 with Veterans Supplement (N=83,000). Results from this study suggest that some veterans, namely those of minority racial status and lower educational attainment benefit from their military serve by achieving increased levels of household income as compared to similar non-veterans. Conversely, non-Hispanic White veterans and those with higher levels of educational attainment suffer negative consequences to levels of household income. Furthermore, differences among veterans were assessed. These results provide further insight into the experiences of veterans in the United States.
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Maksl, Adam M. "The road to scholastic press freedom : a survey of midwestern high school newspaper advisers to determine the effects adviser backgrounds and school demographics have on student press freedom." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1371473.
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This study examines what characteristics of schools and advisers have the most effect on fostering free student press practices as reported by advisers. Advisers' perceptions were measured based on three scales: one that measured student practices, one that measured administrative practices and one that measured adviser practices. Data suggested that existence of student free expression laws and open forum policies, number of years of teaching and advising, licensure and certification to teach journalism, and membership in professional journalism organizations are among the characteristics that have the greatest effect on fostering freer scholastic press practices. Recommendations were made to scholastic media organizations to use this data to help prioritize the initiatives to best free press practices in school newspapers.Department of Journalism
16
Cortez, Mario Martin. "Cross cultural relations in law enforcement." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1505.
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MARTIN, GARCIA Teresa. "Women's education and fertility in Spain : the impact of educational attainment and of educational choice on first, second and third births." Doctoral thesis, 2005. http://hdl.handle.net/1814/5280.
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Defence date: 5 December 2005Examining board: Prof. Jaap Dronkers (EUI, Supervisor) ; Prof. Gösta Esping-Andersen (Pompeu Fabra University)(External Co-Supervisor) ; Prof. Martin Kohli (EUI) ; Prof. Massimo Livi Bacci (University of Florence)
First made available online 7 September 2016
18
Amaral, Ernesto F. L. (Ernesto Friedrich de Lima) 1977. "Demographic change and economic development at the local level in Brazil." Thesis, 2007. http://hdl.handle.net/2152/3202.
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In this analysis, I estimate the impact of the changing relative size of the adult male population, classified by age and education groups, on the earnings of employed males living in 502 Brazilian local labor markets during four time periods between 1970 and 2000. The effects of shifts in the age distribution of the working age population have been studied in relation to the effect of the baby-boom generation on the earnings of different cohorts in the United States. However, the question has received little attention in the context of the countries in Asia and Latin America, which are now experiencing substantial shifts in their age-education distributions. Taking advantage of the huge variation across Brazilian local labor markets, the models in this research suggest that age-education groups are not perfect substitutes, so that own-cohort-education size depresses earnings, as expected by the theory. Compositional shifts are influential, attesting that this approach represents a fruitful way of studying this central problem in economic development, going beyond the effects normally analyzed by formal labor market equations.text
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Rutsch, Heidi. "An exploratory study of the relationship of demographic and personality factors to burnout in high school teachers in the Pietermaritzburg area." Thesis, 1997. http://hdl.handle.net/10413/5724.
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The aim of this study was to investigate the relationship of certain demographic and personality factors to the experience of burnout in teachers. A number of other studies recommended the investigation of these variables as possible factors influencing burnout. Using a sample of 141 teachers from both Private and State schools in the
Pietermaritzburg area, certain variables were investigated. The demographic factors included age, gender, marital status, number of children, class size, and type of school. The personality factors included five factors of Neuroticism, Extraversion, Conscientiousness, Openness to Experience and Agreeableness, as measured on the Neo-Five Factor Inventory. Burnout was measured by the Maslach Burnout
Inventory. A Correlation Matrix was used to determine the relationship of the demographic and personality factors to the dimensions of burnout. A Stepwise Multiple Regression Analysis was done to determine which factors related best to the dimensions of burnout. Results indicated that certain aspects of personality and demographic variables such as Neuroticism, Extraversion, age, marital status, number of children, type of school, and class size were significantly related to the components of burnout.
The research findings indicated that younger teachers are more prone to burnout than older teachers; that single teachers experience more stress and burnout than married teachers; and that having children acts as a buffer against stress and burnout. Male and females did not appear to differ in their experience of burnout. Of the personality variables explored, people scoring high on Neuroticism and low on Extraversion were found to be prone to burnout.Thesis (M.Ed.)-University of Natal, Pietermaritzburg, 1997.
20
Skálová, Markéta. "Stáří v kontextu lidského života a problematika diskriminace seniorů." Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-306899.
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This thesis concerns the old age in the context of human life and the problems of senior discrimination. It's divided into two parts, theoretic and empiric. In theoretic part the old age and ageing are characterized, the aspects of old age are analysed and the role of gerontopedagogic is defined. With respect to demographic prospect, the gravity of senior discrimination is emphasized as an undesirable social-pathological phenomenon. In empiric part, the author tries to reveal on the basis of field research, whether today's seniors feel being discriminated. The extent of discrimination is being compared between the seniors living by them own in a big city (Prague) and smaller town (Vrchlabí). The work is focused on identification of circumstances, which can influence the senior discrimination, and tries to answer, which parts of social life are projected to the discrimination of old people. Key words: old age, ageing, aspects of ageing, senior, senior education, demographic prospect, ageism
21
Nembudani, Madzinge Ellen. "Spatio-temporal dynamics in the provision of primary school education in Vhembe District, Limpopo, South Africa." Thesis, 2014. http://hdl.handle.net/10500/18694.
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Spatial, temporal and population dynamics have influenced learner enrolments in Vhembe District primary schools in Limpopo, South Africa. Vhembe District primary schools have in recent years experienced closure of some of its primary schools due to declining learner enrolments. The dynamics of demographic factors such as migration, fertility and mortality cause fluctuations in the school-age population over time and across space. Poor economic development, the location of the district and the spatial distribution of primary schools make the situation in this rural-based district even more complex. The communities of Vhembe District are discontent about the state of affairs in the area regarding the provision of education and the closure of schools. The closure of schools destabilises the social cohesion amongst members of the community and disempowers them, while inadequate provision of primary school education makes them feel neglected and robbed of their constitutional right. This study investigated the causes of declining learner enrolment and the effect of the closure of schools on the communities. To achieve the objectives data came from questionnaires at household level and from interviews conducted with educators, circuit managers, officials in the Limpopo Education Department and traditional leaders. The study found that declining fertility and out-migration from the area are responsible for a declining school-age population. This is the reality and the communities of Vhembe District will have to live with it because overall learner enrolments continue to decline. Lack of a planning model in the former Venda territory led to an over-supply of primary schools thus schools in close proximity had to compete for learners. Poorly equipped schools and general development of the area exacerbate the problem and some members of the community perceive education in this district to be inferior. Younger economically active people are increasingly moving to places with better opportunities. This study offers some recommendations to alleviate the problems identified in Vhembe District. Application of a geographical approach to an adaptive strategy considers the natural environment in political, social and economic context. It suggests that education authorities could apply such a strategy to make the schools in rural areas more sustainableGeography
D. Phil. (Geography)