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M. Omolewa — L'enseignement du français et de l'allemand dans les écoles nigérianes, 1859-1959- En dépit du voisinage du Cameroun et, surtout, de l'Afrique occidentale française, l'enseignement de l'allemand et du français ne s'est développé que tardivement dans les écoles secondaires du Nigeria. Non seulement l'administration coloniale britannique ne s'y intéressait pas, mais encore les missionnaires francophones ou germanophones eux-mêmes enseignaient l'anglais en priorité. En fait, c'est...
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A study of the weight concentration of particulate air content was determined at Yaoundé (Cameroon) − 3° 52′N, 11° 32′E — over a complete seasonal cycle starting on 23 November 1974, to 6 December 1975. The distribution of this concentration is log-normal, but shows two populations of definitely different geometric means and similar geometric deviations. The survey of the evolution, in terms of time, of this concentration and of the latitude at which the Intertropical Front crosses the...
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In mid 1974 the authors conducted a survey of Harerghe Province, Ethiopia in order to verify reports of serious effects of drought six months earlier. Information was obtained on anthropometric nutritional status, mortality, livestock, and market prices from a random sample of 62 villages in four ecological zones — the highlands, the northern and southern rangelands and an intermediate zone of mixed economy. The rangelands and intermediate areas had experienced heavy human and livestock...
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Our schools, our syllabuses, our independence—without which we would not be here—are the fruit of scarifice, of the struggle of generations of our ancestors, of our grandparents, of our parents. They are the fruit of Revolution. To the students we say: you are those who continue the Revolution. We leave in you all our hopes, the hopes of the future of our country. But in order that you can continue the Revolution, you must assume the deep significance of your mission as students. You must...
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Our schools, our syllabuses, our independence—without which we would not be here—are the fruit of scarifice, of the struggle of generations of our ancestors, of our grandparents, of our parents. They are the fruit of Revolution. To the students we say: you are those who continue the Revolution. We leave in you all our hopes, the hopes of the future of our country. But in order that you can continue the Revolution, you must assume the deep significance of your mission as students. You must...
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Available in print form, East Africana Collection, Dr.Wilbert Chagula Library, (THS EAF LC5019.T3C4)
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During the 1950s and 1960s, development strategies generally focused on rapid industrialization to generate the income and employment that would carry forward other sectors of the economy. Education, like other sectors, was intended to provide the kinds and numbers of high-level manpower required to staff the public service and the small, but rapidly growing, private sector. The Ashby Commission in Nigeria and the major UNESCO Conferences on Education in Africa held at Addis Ababa and...