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This article is based on the premise that the globalisation of education impacts directly on the development of education policy in developing countries. Internationally, in both developed and developing countries, the focus within policy development in education has shifted over time. It seems obvious that these shifts in focus would have a direct impact on educational planning in developing countries and on the flow of donor aid. This assumption was analyzed in a study that was conducted...
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This article is based on the premise that the globalisation of education impacts directly on the development of education policy in developing countries. Internationally, in both developed and developing countries, the focus within policy development in education has shifted over time. It seems obvious that these shifts in focus would have a direct impact on educational planning in developing countries and on the flow of donor aid. This assumption was analyzed in a study that was conducted...
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This Precis entitled, Two education projects in Yemen, complements the Bank's Operations and Evaluation Department (OED), Performance audit report, Yemen : Fifth and sixth education projects, Report No. 15667, dated May 28, 1996. The audit concludes that fewer or simpler projects, with a stronger focus on sector analysis, might have been more successful. More emphasis on monitoring and evaluation would also have guided the projects towards cost-effective outcomes and sound policy development.
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* Introduction * Myths of African Origins * Ancient Myths of Cultural Dependency * The Myth of the Egyptian Mystery System * The Myth of the Stolen Legacy * Conclusion * Epilogue
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This paper focuses on factors a ecting women teachers' work in Lebowa secondary schools. It discusses whether teachers are aware of being ideologically controlled by a centralized curriculum and the structure of apartheid by focusing on languages (i.e., Sepedi, English, and Afrikaans). Since there is a serious lack of any material of a qualitative nature in the country on teachers' work, the paper hopes to contribute to the debate on language issues (as well as policy issues) from the...
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Despite numerous attempts in the 1990s to reform urban schools, little attention has been given to understanding the beliefs and practices of successful African American urban teachers and applying the resulting knowledge to reform proposals. This article attempts to build on previous studies of exemplary African American teachers through its portrayal of the beliefs and practices of four successful urban African American teachers within the context of existing research. The persistence of...
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To document the existence of eating attitudes that may reflect current, pre- or subclinical eating disorders. To establish preliminary prevalence figures for abnormal eating attitudes.Cross-sectional survey of eating attitudes.Non-clinical, community-based.Female high-school pupils.Total score derived from a self-report questionnaire, Eating Attitudes Test (EAT-26), which measures eating attitudes. Factor profile describing dimensions of eating-related psychopathology, derived from the...
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To establish factors in the environment, e.g. family, peer or media, as well as individual factors, e.g. self-perception, which may influence eating attitudes.Cross-sectional survey.Non-clinical, community-based.Female high-school pupils.Responses to questions pertaining to environmental as well as individual factors for each respondent ('dieting questionnaire'; self report). Total scores derived from a self-report questionnaire pertaining to eating attitudes (Eating Attitudes Test...
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Abstract Attempts have been made in Botswana to change teachers' didactic classroom practices. These attempts, however, have not been successful. More often than not, this lack of success is attributed to technical problems associated with the innovation delivery system. In this paper I argue that this technicist approach to problems of pedagogical change is faulty in that it treats pedagogical innovations as value-neutral. I argue that pedagogical innovations are social constructions...
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Observations are made on how socio-economic background and culture of the Basarwa in the settlement influences their children's progress in schooling and their career aspirations. A further consideration is made on parents' participation in the school and what they consider to be the contribution of schooling to the development of life in their settlement. The study also looks at the perception of teachers, who are non-Basarwa, towards Basarwa pupils. The findings of the study show positive...
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The purpose of this study was to evaluate a peer health education program among high school students in The Gambia, West Africa. Using convenience sampling, two of the ten high schools targeted by the program (one urban and one rural) were selected for evaluation. A total of eighty respondents, forty from each school, were randomly selected for participation. A validated questionnaire with both open and closed-ended questions was the data collection instrument which was subject to...
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This study investigated how and why high school students in Papua New Guinea may resist education, particularly as these factors affect individual identity and academic success. The study was in response to concern over declining student achievement. In a coastal village and two schools in the provincial capital, informal interviews were conducted with elementary and high school students (grade 6 and 10 graduates), parents, teachers, administrators, and board members; structured group and...
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International Higher Education (IHE) publishes insightful, informed, and high-quality commentary and analysis on trends and issues of importance to higher education systems, institutions, and stakeholders around the world.
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International Higher Education (IHE) publishes insightful, informed, and high-quality commentary and analysis on trends and issues of importance to higher education systems, institutions, and stakeholders around the world.
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This study expanded on previous research with African American college students at predominantly White institutions by examining the theoretically relevant but unexplored relations among racial identity attitudes and (a) both general and culture‐specific stressors and (b) problem‐focused coping styles. Ninety African American college students at a predominantly White university completed the Black Racial Identity Attitudes Scale, Black Student Stress Inventory, Problem Solving Inventory, and...