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My first visit to Ghana was almost a decade and a half ago. It struck me as being very much the British University. The classics were emphasized, and my recollection is that students as well as teachers wore traditional academic costume around the campus and to classes. Life seemed on the surface at least to be, relatively calm and quiet - plenty of time for tea and for leisurely contemplation, in the pattern of university life in England.
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Journal Article HIGHER EDUCATION IN NIGERIA Get access J. F. ADE AJAYI J. F. ADE AJAYI Professor J. F. Ade Ajayi is a distinguished Nigerian historian, and is Vice-Chancellor of the University of Lagos. This article was first presented as a talk to a joint meeting of the Royal African and Royal Commonwealth Societies on 10 July 1975. Search for other works by this author on: Oxford Academic Google Scholar African Affairs, Volume 74, Issue 297, October 1975, Pages 420–426,...
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Le littoral libérien fut colonisé par des anciens esclaves nord-américains en 1822 et le pays obtint son « indépendance » en 1847 des U.S.A. Les nouveaux leaders étaient presque illettrés et se souciaient peu de la culture des Africains qui habitaient l’arrière-pays depuis toujours. La tâche de « l’éducation » fut confiée aux missionnaires (pour la plupart étrangers) jusqu’à la fin de la 2 e Guerre mondiale quand le gouvernement s’éveilla aux réalités culturelles. Depuis lors il a entrepris...
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(1975). The Experience of Higher Education in East Africa: The University of Dar es Salaam as a New Model? Comparative Education: Vol. 11, No. 3, pp. 193-218.
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Dans le Ghana pré-colonial, le système traditionnel d’éducation était basé sur la formation morale de chaque membre de la société. Avec la croissance des communautés rurales et leur dispersion, il fallut acquérir des qualifications spécialisées pour combler les besoins de la société, mais le système resta quasiment inchangé jusqu’aux années 1870 quand le Ghana porta ses premiers pas vers un système d’éducation étatique.
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Aucune nation n’est capable d’atteindre les hauteurs de la civilisation moderne sans puiser dans la culture mondiale et sans se baser sur sa propre culture. La culture est « la clé à la vie » donc « la clé à la stabilité et au progrès réel » des nations en voie de développement. Vu que la majorité des gens, pensent que l’éducation est « la clé au progrès », on pourrait dire que « développement culturel » et « éducation » sont synonymes. Selon certains anthropologues et sociologues (Johnson,...
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Journal Article Education in Kenya: an historical study Get access Education in Kenya: an historical study, by James R. Sheffield. Teachers College Press. Columbia University, New York, 1973. 126pp. Bibliography index. $6.50; paperback $3.95. H. A. MALECHE, H. A. MALECHE University of NairobiKenya Search for other works by this author on: Oxford Academic Google Scholar A. KRYSTALL A. KRYSTALL University of NairobiKenya Search for other works by this author on: Oxford Academic Google Scholar...
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• In coastal Tanzania, 1,855 preschool and school children were studied for pyoderma (superficial bacterial infections of the skin exclusive of secondarily infected scabies) and for scabies. The predisposing personal, socioeconomic, and hygienic variables for both conditions were studied also. Pyoderma lesions and some secondarily infected scabies were cultured aerobically for bacterial isolates and the predisposing factors were determined by Interviews, home visits, and physical...
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Journal Article EDUCATION AND ADMINISTRATIVE CONTROL IN COLONIAL SUDAN AND NORTHERN NIGERIA Get access LILIAN SANDERSON LILIAN SANDERSON Lilian Sanderson is Senior Woman Tutor at the Newland Park College of Education, Buckinghamshire, and has previously been Headmistress of the Khartoum Girls' Secondary School. The author is indebted to Dr H. J. Fisher of the School of Oriental and African Studies for valuable comments on this article. Search for other works by this author on: Oxford...
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Journal Article Legislation and Education in Northern Nigeria Get access Legislation and Education in Northern Nigeria, by Albert F. Ogunsola. Oxford University Press, Ibadan and Zaria, 1974. xi+111pp. 3 maps, tables, bibliography, index. £2.90. LILIAN SANDERSON LILIAN SANDERSON Newland Park College of Education Search for other works by this author on: Oxford Academic Google Scholar African Affairs, Volume 74, Issue 297, October 1975, Pages 495–496, https://doi.org/10.1093/oxfordjournals.afraf.a096656 Published: 01 October 1975
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L’enseignement primaire actuel au Kenya est basé sur le modèle occidental qui inculque un esprit de concurrence plutôt qu’un esprit communautaire, voire une attitude d’arrogance et de supériorité. Pour mieux adapter les jeunes aux besoins réels du pays (unité et développement nationaux, stimulation des cultures diverses, promotion de l’égalité sociale, des obligations et des responsabilités sociales), il faut « indigéniser » les programmes actuels.
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A survey of skin diseases was carried out in pre-school children in five Ujamaa villages in Rufiji district and 532 children (5.3% of the total population) were screened. The results showed that scabies was the commonest skin problem affecting 31% of the children. Primary pyoderma and fungal infections were relatively less common and accounted for 7.0 and 2.4% respectively. Staphylococcus aureus, Group A beta haemolytic streptococci and Corynebacterium diphteriae were the commonest...
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Abstract This article describes and analyses some aspects of Educational Technology currently being employed in Tanzania to develop lifelong education. In Tanzania the concept of lifelong education implies a complete re‐appraisal of the purpose of education. Included in this view is an attempt to make education become part of the ongoing development of the community. It also includes the formation of new attitudes, values and aspirations and the building of an informed, active citizenry...