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Peer teaching or micro teaching is a common practical exercise in teacher education programmes yet its usefulness is under continuous study.Like in many other teacher education programmes, peer teaching is an activity where student teachers practice to teach in a made up classroom in which peers act as learners as well as observers.This study sought to establish whether or not, peer teaching was still a useful technique in introducing student teachers to practicalities of teaching.A...
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Although there is widespread support for inclusion at a philosophical level, there are some concerns that the policy of inclusion is difficult to implement because teachers are not sufficiently well prepared and supported to work in inclusive ways.Inclusion requires teachers to accept the responsibility for creating schools in which all children can learn and feel they belong.In this task, teachers are crucial because of the central role they play in promoting participation and reducing...
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The study investigated perceptions of teachers, pupils and parents towards using Chinyanja as a medium of instruction in Lusaka district.A case study design was used to collect data.The study sample comprised 30 teachers, 30 parents and 63 parents.The study established that teachers perceived Chinyanja as beneficial to the pupils in the early stages of literacy development because it enhanced increased teacher-pupil interaction in the learning process.This study also established that pupils...
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Data from 130 public health facilities supported by LVCT Health—a Kenyan organization with a goal of reducing HIV infections to zero—indicate that over 60 percent of rape survivors attended to from 2011 to 2014 were children below the age of 18. The Africa Regional Sexual and Gender Based Violence (SGBV) Network, set up in 2006, is addressing violence against children (VAC) in four countries. This Learning Brief is one in a series of five that share critical, initial understandings of VAC...
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In an attempt to improve the reporting of child sexual abuse (CSA) and children’s access to services, the Gender-Based Violence Recovery Center (GBVRC) of Kenyatta National Hospital (KNH) in Nairobi, Kenya, is exploring the feasibility of routine screening for CSA in healthcare and school settings. Based on the findings, and in collaboration with the Population Council, the GBVRC is developing a response to CSA that takes into account the contextual realities. The intervention will involve...
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The Thohoyandou Victim Empowerment Programme (TVEP) is one of the largest community-based organizations in Southern Africa with projects that focus on preventing and responding to sexual and gender-based violence and HIV. From 2011–12, 40 percent of all sexual offences in South Africa involved children as victims, according to crime statistics. Over half of the rape cases reported to TVEP in rural Vhembe are children below the age of 18. TVEP is adapting its “Zero Tolerance Village Alliance”...
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Nearly half of girls aged 13–24 in Swaziland suffer some form of sexual violence, according to the country’s 2007 Violence Against Children (VAC) survey. About 10 percent of girls reported experiencing sexual and gender-based violence (SGBV) in school in particular. The Swaziland Action Group Against Abuse (SWAGAA) is recognized as Swaziland’s leading SGBV prevention, response, and advocacy organization. This Learning Brief describes how SWAGAA is tackling SGBV in schools in three different...
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The Africa Regional SGBV Network Learning Brief Series: Learning updates from Uganda (Brief #6)2016
Sexual and gender-based violence (SGBV) in humanitarian contexts is recognized by the UN Refugee Agency as a global concern and as a priority in its programming. Crisis-affected populations often face multiple forms of SGBV at multiple time periods (during conflict, during flight from conflict, and within post-conflict settings). The Africa Regional SGBV Network, set up in 2006, is addressing SGBV in humanitarian contexts in East and Southern Africa. This Learning Brief is one in a series of...
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The Africa Regional SGBV Network Learning Brief Series: Learning updates from Uganda (Brief #7)2016
Sexual and gender-based violence (SGBV) in humanitarian contexts is recognized by the UN Refugee Agency as a global concern and as a priority in its programming. Crisis-affected populations often face multiple forms of SGBV at multiple time periods (during conflict, during flight from conflict, and within post-conflict settings). The Africa Regional SGBV Network, set up in 2006, is addressing SGBV in humanitarian contexts in East and Southern Africa. This Learning Brief is one in a series of...
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The Africa Regional SGBV Network Learning Brief Series: Learning updates from Zambia (Brief #5)2016
Over a third of sexual violence cases reported at police stations and health facilities in Lusaka, Zambia from 2000–04 involved children ages 10–14, according to a 2009 Population Council review. National gender crime statistics show that 2,234 cases of defilement were reported to the police in Zambia in 2013 alone. In an attempt to ensure that child survivors receive the full range of both legal/justice and healthcare services, Zambia Police Service, the Ministry of Health, and the...
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In the past four decade, there has been increasing concern about the behaviours that children exhibit in schools (particularly secondary schools).Teachers frequently complain that they spend more time trying to control pupils than teaching them.Administrators are concerned about problems ranging from chronic truancy to assaults on teachers.Drug abuse, bullying, smoking, , promiscuity, aggressive and disruptive behaviour, absconding from classes, drunkenness, stealing, careless school work...
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The study investigated challenges confronting NDDC in the delivery of adult education for participation in community development in Bayelsa and Rivers States, Nigeria. The NDDC is expected to within 15years of the implementation of her regional master plan; produce a vivid picture of what the people of the Niger Delta region desire irrespective of challenges. Challenges are like road blocks and knowledge of them will help the NDDC and other stakeholders; adult education instructors and adult...
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The amount of information available to the mathematics teacher is so enormous that the selection of desirable content is gradually becoming a huge task in itself. With respect to the inclusion of elements of history of mathematics in mathematics instruction, the era of Big Data introduces a high likelihood of Recency Bias, a hitherto unconnected challenge for stakeholders in mathematics education. This tendency to choose recent information at the expense of relevant older, composite,...