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We use three waves of national representative household level panel data from Malawi to employ a structural model to estimate how households make land and labor allocation decisions in response to climate change. We first model the allocation of land to improved maize varieties as a function of precipitation history, input and output prices, household characteristics and extension advice and then estimate the welfare benefits associated with this decision in a household net income equation....
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We use three waves of national representative household level panel data from Malawi to employ a structural model to estimate how households make land and labor allocation decisions in response to climate change. We first model the allocation of land to improved maize varieties as a function of precipitation history, input and output prices, household characteristics and extension advice and then estimate the welfare benefits associated with this decision in a household net income equation....
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“I’m not saying that you or anyone else in this department is racist. I am saying that we—me included—struggle to teach our African American students, especially young Black men, and we need to dea...
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CITATION: Le Cordeur, M. 2013. Afrikaans as medium of instruction within a transformed higher education system in South Africa with special reference to Stellenbosch University. In Wolhuter, C.C. (ed.). SAERA 2013 Confernce proceedings: educational research in South Africa: practices and perspectives 25-30 January. Cape Town: Oxford University Press, p. 55-76.
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Abstract Based on lessons learned from examining the relationship between several international organizations and African higher education, this paper unveils the subtleties and complexities of power dynamics in negotiations, provides illustrative cases to enhance such understanding, discusses the implications of power dynamics in negotiations over higher education policy, and provides a glimpse at the necessary ingredients to build sustainable and healthy international partnerships. Based...
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words, softly spoken by an 18-year-old Zimbabwean woman, describe the absence of money in her life, aside from its role in creating conflict and anxiety at home. She spoke at a Camfed workshop held for young rural women who had just graduated from secondary school to help them seek solutions to the lack of productive livelihoods open to them in their rural area. Her words were her starting point, and they needed to be ours. Camfed is an organization founded in 1993 and dedicated to the...
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Disability limits access to education and employment, and leads to economic and social exclusion. This study compared barriers to employment among disabled and non-disabled youth in South Africa.Fieldworkers interviewed 989 youth [18-35 years; 523 (52.9%) disabled, 466 (47.1%) non-disabled] at nine sites in five provinces (Gauteng, North West, Kwazulu Natal, Western Cape, Free State). Differences in employment between disabled and non-disabled youth were described and logistic regression...
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Background: In South Africa, disability limits access to education and leads to economic and social exclusion. Identifying related barriers is a first step in solving this problem. This study explores barriers to education among disabled youths in South Africa.
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Background: In South Africa, disability limits access to education and leads to economic and social exclusion. Identifying related barriers is a first step in solving this problem. This study explores barriers to education among disabled youths in South Africa.
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Abstract Rather than paying attention to the specific approaches emerging from different contexts, current debates tend to privilege Western-universalizing concepts of internationalisation, unproblematically accepted as globally established truths. In South Africa, where the legacy of isolation and the dominance of Eurocentricism in academia have inspired considerable scepticism regarding internationalisation, the challenge is to find innovative approaches that account for its specific...
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This article examines the lived experiences of women in Ethiopian higher education (HE) as a counterpoint to understandings of gender equity informed only by data on admission, progression and completions rates. Drawing on a critical qualitative inquiry approach, we analyse and interpret data drawn from focus group discussions with female students and academic women in two public universities in Ethiopia. Individual accounts and shared experiences of women in HE revealed that despite...