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Abstract This paper discusses the differential distribution of opportunities for professional development of science teachers in post-apartheid South Africa. It is argued that northern/western ideas about teacher change and development are poorly suited to modelling practices and challenges for those who were historically disadvantaged. The environment in which teachers work-physical, social and political-act to select a more limited repertoire of behaviour than those providing in-service...

A common call is for education in emerging as well as settled democracies to educate young and not so young learners to become responsible, participatory, and reflective citizens. These calls are based on the assumption that education can play a significant role in educating the youth for citizenship. In this manner education can contribute to the building of a united, peaceful, and democratic country. This paper begins by sketching in brief what education for democracy entails with...

This field report discusses the nature and the strength of collaborations in the provision of family health education, family planning and the prevention and control of the spread of the HIV/AIDS pandemic in Swaziland. Based on interviews and surveys conducted with the family health organizations in the country, the report focuses on collaborations between the public, private, and nongovernmental organizations (NGOs). Overall, collaboration between government, private sector and NGOs is...

This study investigated rural-urban differences in teachers' perceived behaviors among African adolescent boys and girls. On the Perceived Teacher Behavior Inventory administered to 354 boys and 530 girls from four rural and urban high schools in South Africa no significant sex differences were found on the subscales of Generalized Support, Positive Expectations, and Participation. Rural boys and girls scored significantly higher, however, than their urban peers on the Generalized Support and Participation.

This study investigated rural-urban differences in teachers’ perceived behaviors among African adolescent, boys and girls. On the Perceived Teacher Behavior Inventory administered to 354 boys and 530 girls from four rural and urban high schools in South Africa no significant sex differences were found on the subscales of Generalized Support, Positive Expectations, and Participation. Rural boys and girls scored significantly higher, however, than their urban peers on the Generalized Support and Participation.

Abstract The last decade has witnessed a pronounced trend in many countries of shifting from university- or college-based models of teacher preparation and professional development to more field-based models. Zimbabwe is on the threshold of a similar movement. Field-based models, however, tend to rely heavily on mentor involvement. In this article the authors examine the specific situation of Zimbabwe in this regard and generate research questions on mentoring that arise naturally from a...

Abstract The last decade has witnessed a pronounced trend in many countries of shifting from university- or college-based models of teacher preparation and professional development to more field-based models. Zimbabwe is on the threshold of a similar movement. Field-based models, however, tend to rely heavily on mentor involvement. In this article the authors examine the specific situation of Zimbabwe in this regard and generate research questions on mentoring that arise naturally from a...

The aim of this study was to identify factors that influenced career choice among high school students in Tanzania. The information obtained would be used to formulate effective recruitment strategies and counseling students on their career expectations in dentistry. All 352 high school students who were studying in five randomly selected high schools completed a pre-tested questionnaire containing twenty-four items addressing five factors. Image of a profession (good experiences from the...

The principal objective of this study is to explore the hypothesis that a blockade of Na+ channels can prevent some of the mechanisms involved in ototoxicity. For this purpose, the potential action of the voltage sensitive Na+ channel antagonist, vinpocetine, on the ototoxicity induced by the representative aminoglycoside antibiotic, amikacin, in guinea pigs was tested for almost half a year. Amikacin (450 mg/kg) administered daily (i.m.) for 5 days increases the thresholds of the auditory...

Abstract The literature endorses the critical role of needs assessment for effective INSET (In-service Education and Training). This view is not however, adequately supported by empirical research. There is also a dearth of literature on the process of needs assessment. The few studies that explore the process focus on the use of questionnaire and interview methods. The latter method was found to be inappropriate for the unqualified primary teachers participating in an INSET programme in...

Examination of faecal samples of 6,430 school children aged between 2 and 20 years, for gastrointestinal parasites using sedimentation and Kato smear techniques was carried out in Benin City, Nigeria between January 1997 and December 1998. Four thousand two hundred and thirty six (65.8%) were infected. Three species of protozoa and 8 species of helminths were recorded as follows: Entamoeba histolytica (6%), Entomoeba coli (4.8%), Giardia lamblia (5.2%), Schistosoma mansoni (2.4%), Fasciola...

Political change in South Africa since 1994 has led to a marked increase in opportunities to gamble. The purpose of the study was, therefore, to investigate attitudes towards gambling in African University students with the Gambling Attitude Scales by sex, course of study, and personality traits such as conservatism and risk-taking. The sample included 136 University of the North students, 80 first-year psychology and 56 second-year African law students. The students were 69 men and 65 women...

In the previous political dispensation of South Africa religious education was modelled on the Christian National Education policy. After the democratic elections in 1994 many public schools in South Africa became multi‐cultural and multi‐religious. A new education model, Outcomes‐based Education, was introduced in 1997. This influenced the position and curriculum of religious education. Problematic situations surfaced in many schools where communal values and religion are regarded as...

This article seeks to explore some of the issues that underpinned the development and teaching of a course in risk assessment in child protection in South Africa. University College Chichester and the Institute of Child and Family Development at the University of the Western Cape are involved in an ongoing programme of co-operation that began in 1997. As part of this programme the course was taught by the author, a female, white, English, ex-social-worker academic to a majority black South...