Problem: Education in Swaziland begins with pre-school education for infants, primary, secondary and high school education for general education and training (GET), and universities and colleges at tertiary level. Pre-school education is usually for children 5-year or younger after that the students can enroll in a primary school anywhere in the country. In Swaziland early childhood care and education (ECCE) centres are in the form of preschools or neighbourhood care points (NCPs). In the country 21.6% of preschool age children have access to early childhood education.
What percentage of children have acess to primary school at NCPs?
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Answer: unanswerable


Problem: The population grew rapidly, from 800,000 in 1814 to 914,000 in 1830 and 1,067,000 in 1846. The combination of economic and demographic factors led to hunger, housing shortages and a lack of work for young people. Thus, it is not surprising that people left Alsace, not only for Paris – where the Alsatian community grew in numbers, with famous members such as Baron Haussmann – but also for more distant places like Russia and the Austrian Empire, to take advantage of the new opportunities offered there: Austria had conquered lands in Eastern Europe from the Ottoman Empire and offered generous terms to colonists as a way of consolidating its hold on the new territories. Many Alsatians also began to sail to the United States, settling in many areas from 1820 to 1850. In 1843 and 1844, sailing ships bringing immigrant families from Alsace arrived at the port of New York. Some settled in Illinois, many to farm or to seek success in commercial ventures: for example, the sailing ships Sully (in May 1843) and Iowa (in June 1844) brought families who set up homes in northern Illinois and northern Indiana. Some Alsatian immigrants were noted for their roles in 19th-century American economic development. Others ventured to Canada to settle in southwestern Ontario, notably Waterloo County.
What were the reasons for people to begin leaving Alsace?
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Answer: hunger, housing shortages and a lack of work for young people


Problem: The content of the acts, particularly section 1 (1) of the amending act of 1938, shows the importance which was then attached to giving architects the responsibility of superintending or supervising the building works of local authorities (for housing and other projects), rather than persons professionally qualified only as municipal or other engineers. By the 1970s another issue had emerged affecting education for qualification and registration for practice as an architect, due to the obligation imposed on the United Kingdom and other European governments to comply with European Union Directives concerning mutual recognition of professional qualifications in favour of equal standards across borders, in furtherance of the policy for a single market of the European Union. This led to proposals for reconstituting ARCUK. Eventually, in the 1990s, before proceeding, the government issued a consultation paper "Reform of Architects Registration" (1994). The change of name to "Architects Registration Board" was one of the proposals which was later enacted in the Housing Grants, Construction and Regeneration Act 1996 and reenacted as the Architects Act 1997; another was the abolition of the ARCUK Board of Architectural Education.
What was opened as a result of legislation changing the name of ARCUK?
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Answer:
unanswerable