Based on the findings of a qualitative case study, this article describes the experiences of key stakeholders about the inclusion of learners with disabilities in regular schools in the South Central Region of Botswana. Multiple stakeholders, such as schoolheads, general education teachers, learners with disabilities, and their peers, from six elementary schools participated in this research. The data collection methods included focus group discussions, school and classroom observations, and document analysis. Findings indicate that most of the teachers preferred to include learners with mild disabling conditions compared with learners with severe to profound disabling conditions. School-heads raised concerns such as inadequate training in special education, lack of resources, and high student-teacher ratio as barriers to successful implementation of inclusive education. In contrast to this, the students' peers expressed high levels of acceptance of learners with disabilities. This reflects Botswana's history of diversity and culture incorporating regional ethnic differences. It is a real strength to build on in the movement toward fully inclusive education.

(Hunt, 1972;Jordan, 1933;Leahy, 1935;Neff, 1938;Wellman, 1934

African governments tend to refuse to accept the obvious truth that dissatisfaction among teachers has contributed significantly to their inability to attain their educational goals at all levels. A disgruntled worker cannot put in assiduous effort at achieving set goals, especially goals whose levels of achievement are not readily obvious. The spirit underlying the natural pride of contributing to the growth and development of human beings is greatly robbed by the dissatisfaction among teachers. This study tries to determine what factors predict this dissatisfaction among teachers in community junior secondary schools in the South Central Region of Botswana. To determine these for teachers in the 55 community junior secondary schools in the South Central Region of Botswana, a validated 68-item questionnaire with 6-Likert-type options designed to measure level of job satisfaction and factors that influence it were administered to 255 teachers from 12 randomly selected schools in the area. A stepwise regression analysis of the resulting data showed that of the nine variables that combine to account for 57% of the variability in the level of teacher's job dissatisfaction, refusal by parents to be involved in the education of their children accounted for 34% of such variance. The findings were discussed and recommendations made.

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The study examined the phenomenon of parental preference for private secondary schools in Nigeria. The population consisted all the parents and guardians of children in private secondary schools. Purposive random sampling was used to select 750 parents from various private schools during the Parents-Teacher Association (PTA) meeting. An instrument designated Parental Preference for Private Secondary Schools (PPSS) was used to collect data. The instrument was validated and reliability coefficient was found to be 0.87. The results were analysed using frequency counts and percentages. The findings revealed some factors such as teacher quality and quantity, facilities, class size, curriculum practices, stability of academic activities, disciplinary concerns, cost effectiveness and overall output quality as responsible concepts preference to private secondary schools Some of the recommendations made were curriculum implementation should be more targeted and student specific in public schools, public school administrators are encouraged to learn form best practices that makes private secondary school such an attractive option for both students and parents. Government is encouraged to borrow leaf from the management and supervision of charter schools in Columbia and Philippines who designed quality activity and requirements that are consistent with the ever charging intellectual, social and physical development of the child.