Environmental education in the teacher education curriculum in Tanzania: a case study of three teachers` colleges - Kapama, Timothi Mtobwa John (1999)
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Enhancing the Motivation of African American Students: An Achievement Goal Theory Perspective - Kaplan, Avi; Maehr, Martin L. (Journal of Negro Education, 1999)
This article discusses implications of achievement goal theory on the achievement motivation of African American students in predominantly White school settings. Studies suggest that schools which emphasize task goals-the engagement in academic tasks for the purpose of learning and improving-are more conducive to Black students' academic success and well-being than are those that emphasize ego goals-engagement for the purpose of excelling and besting others. Seven dimensions of school culture provide a framework for promoting emphasis on task goals in ethnically heterogeneous schools: academic tasks, distribution of authority, recognition, grouping, evaluation practices, use of time, and social norms. The debate concerning the desirable face of public education in the United States seems eternal. However, as social and political conditions change, so do the central dimensions around which this debate revolves. Today, as the 20th century begins, issues pertaining to the education of the nation's heterogeneous populations, the empowerment of marginal groups, and the notion of the school as a sociopolitical setting increasingly capture central roles in the arguments of politicians and educators. Some participants in this debate frame their arguments in economic terminology, others emphasize social justice, and yet others point to complex societal forces (Delpit, 1988; Giroux, 1992; Lynch, Modgil, & Modgil, 1992. The present article relies on a slightly different theoretical framework, one that complements our views on social and political issues and on the roles that schools can play in society. In it, we offer a vision of schooling that is informed by achievement motivation theories and research. We also propose strategies for realizing such a vision. Specifically, we focus on the possible implications of a prominent achievement motivation theory-achievement goal theory-for the schooling of Black students in predominantly White schools. The translation of theory and research into recommendations for practice in particular settings is an important goal of the field of academic motivation. When such an effort is geared toward facilitating the motivation and learning as well as the empowerment and social mobilization of African American students, it highlights the important social concerns that should rightly guide research. However, social convictions and research findings should be complemented with attention to the unique characteristics of the setting in which change is being sought. The application of motivation theory to predominantly White schools with Black minority student populations might not be identical to its application in predominantly Black schools, yet each educational setting should be viewed as an integral part of the sociopolitical milieu. Thus, we view this exploration as part of the process of searching for and defining a better vision for the nation's schools. THE ACHIEVEMENT MOTIVATION OF AFRICAN AMERICAN STUDENTS When achievement is measured along traditional indicators such as grades, graduation rates, success on standardized tests, and dropout numbers, African American students do not seem to fare well when compared to their White counterparts (Allen,1988; Entwisle & Alexander, 1988). This gap in performance has been apparent for decades, and many have attempted to explain its causes. Early theories of motivation dominant in the 1950s and 1960s emphasized stable personality traits such as needs and cognitive dispositions as the basis for achievement motivation and performance. These theories tended to explain the gap in performance in terms of a deficit model, which suggested that African American students as a group have low achievement motivation (McClelland, 1961). Researchers working within these theoretical frameworks sought to specify the deficient nature of African American students' motivation. Some portrayed African American culture and families as emphasizing needs other than achievement (McClelland, 1961). …
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Effect of Climate Change on Maize and Bean Production in Kenya - Karanja, Francis (1999)
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Complementary basic education for Tanzania (COBET) - Katunzi, Naomi Bakunzi; Manda, Stella (Papers in Education and Development, 1999)
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Persistence of antibodies to the Salmonella typhi Vi capsular polysaccharide vaccine in South African school children ten years after immunization - Keddy, Karen H.; Klugman, Keith P.; Hansford, Clifford F.; Blondeau, Christine; Cam, Nancy N Bouveret le (Vaccine, 1999)
Between 10 and 11 years after children were vaccinated with Vi capsular polysaccharide of Salmonella typhi or meningococcal A+C control vaccine in a double blind randomized trial, we traced 83 subjects, aged 16–20 years. A blood sample was taken for determination of Vi antibody titres in both groups by radioimmunoassay. TO and TH titres were also done to assess if the participants had had recent exposure to typhoid fever. Fifty-eight percent of subjects in both groups had protective levels of Vi antibody against Salmonella typhi (a titre greater than 1 μg ml−1). There was no significant difference in the levels of Vi antibodies in the cases versus the controls (p=0.5). Two of the children who had received meningococcal A+C vaccine had recently had typhoid fever. Our data show that adolescents in typhoid endemic areas have high levels of Vi antibodies regardless of previous vaccination status, suggesting that Vi antibodies are acquired in adolescence by a large percentage of the population in this area. Moreover, Vi vaccination has led to ongoing antibody production in greater than 50% of Vi vaccinated children in an endemic area for a period of 10 years. Ongoing antigenic exposure may have contributed to these antibody levels.
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Girls' Education: A Situation Analysis at the Provincial Level of Girl Children Education in Zambia - Kelly, Michael J.; Msango, Henry J.; Subulwa, C.M. (1999)
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17. The role and potential of technical and vocational education in formal education systems in Africa - Kerre, Bonaventure Wanjala (1999)
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Reconstructing Higher Education in South Africa: A Case for a Development-Oriented Curriculum Structure. - Kgaphola, M. R. (South African journal of higher education, 1999)
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Composition-Volume Changes during Metasomatic Alteration of Pan African Andesitic Volcanic Rocks at Gabal El Dokhan Area, Northeastern Desert, Egypt. - Khalaf, Ezz El Din Abdel Hakim (Journal of King Abdulaziz University-earth Sciences, 1999)
Metasomatic alterations of the Late Proterozoic andesites at Gabal El Dokhan area display obvious change in mineralogical and chemical composition, if compared with the least altered andesitic rock types (assumed protoliths). These altered andesitic rocks have been metamorphosed to lower-middle greenschist facies typified by biotite-actinolite-chlorite-albite-epidote-quartz-opaque minerals/sphene assemblages. Five alteration facies have been recognized: 1) Bio- titization-silicification, 2) Sericitization-silicification, 3) Albitization- silicification, 4) Epidotization-silicification, and 5) Chloritization. The biotitized-silicified rock types are enriched in K-Rb-Ba-FTSM and depleted in LREE relative to the least altered rock. The se- ricitized-silicified rock types are significantly enriched in K-Rb-Ba and depleted in FTSM and LREE. The albitized-silicified rock types are strongly enriched in Na and depleted in LILE and LREE relative to the least altered rock types. The epidotized-silicified rock types are enriched in Ca-Cu-Pb and depleted in LILE and LREE. The chlo- ritized rock types exhibit relative enrichment in Mg, FTSM, Zn-As-Pb and depletion in LILE and LREE. The behavior of the Ti, Al, Fet, P, and most HFS elements during biotitization, sericitization, albitization, epidotization and chlorit- ization suggests that they were inert during metasomatic modification of the andesites. Mass balance calculations suggest that volume change was restricted between zero and up to + 20% for the altered upper andesites and -25 and up to +25% for the altered lower an- desites during the different types of metasomatic facies. Elemental mobilities are interpreted in terms of the controlling mineral phases and the possible nature of the various metasomatising fluids.
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Evaluation of Civic Education Programmes in Kenya - Kiai, W; Karuru, Njeri (1999)
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The relative influence of value priorities ethnicity and worries in the determination of political party affiliation amongst Ugandan university students - Kibanja, Grace (1999)
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Barriers against women in distance education programmes in Tanzania - Kilato, Niwael Simon (1999)
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Using the SAQA critical outcomes to inform curriculum planning in higher education in South Africa - Killen, W.; Spady (South African journal of higher education, 1999)
The South African Qualifications Authority (SAQA) has defined seven Critical Outcomes and five DevelopmentaIQOtomes that it suggests should inform all teaching and Iarning and be embodied in all qu,ilifications. These outcomes form the cornerstone- of South Africa's attempts to introduce outcomes-based education (OBE), yet the manner in which they should guide curriculum planning is not descriptionbed in any detail by SAQA. This article descriptionbes a curriculum design approach that is consistent with SAQA's broad guidelines and which is feasible within the realities of higher education in South Africa. The three major steps in the approach are defining the purpose of the programme, mapping the key attributes of the graduates, and developing a framework of significant outcomes for the programme.
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The relationship between cultural identity and historical consciousness : a case study of history students at South African universities - Kim, Kwang-Su (1999)
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Conflict and violence in Kenyan schools - Kimanthi, P.M. (Kenya Police Review, 1999)
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Making sense of students career choices : the case of technical training institutions in Kenya - Kithyo, Isaac Mattemu (1999)
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Development and sustenance of the teachers resource centre strategy in Tanzania - Kiwia, S.F.N. (Papers in Education and Development, 1999)
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Aspects of Sin in the Monastic School of Gaza - Kofsky, Aryeh (1999)
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Citizenship Education in PostSocialist, Plural Tanzania: Teachers’ Perception of Their Role - Komba, Willy L. M. (Papers in Education and Development, 1999)
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Forum Transforming the Undergraduate Teaching of Theology At the University of South Africa - Kritzinger, J.N.J.; Kretzschmar, Louise (Religion and Theology, 1999)
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An evaluative survey of the role of inset in managing educational innovations in Libyan schools - Kshir, Mohamed A. M. (1999)
The exponential rate, and structural nature of, change in Libya - demographic, social, cultural, economic, political, infrastructural - have placed a massive strain on its education service to cope with these changes. Currently teachers in Libya are experiencing serious problems in meeting the human capital requirements of Libyan society. Curriculum initiatives are being introduced into Libya with an inadequate support base. As a result there are serious problems currently facing teachers in Libya. They are ill-equipped to cope with the current and prospective demands on education and its ability to service the changes in Libya. In particular the study suggests the need for hugely increased, carefully targeted and efficient in-service (INSET) provision. Through a comprehensive survey, the first to be undertaken in Libya, this thesis identifies the problems that teachers face in Libya, and outlines ways in which INSET can be provided and organised to meet these needs. This thesis 'maps the field' of problems, change and INSET in Libya. Recommendations are made to improve INSET in Libya and a model of person-centred change is provided that is based on a large-scale yet person-centred survey. Conclusions are drawn for change theory and practice that include considerable attention to needs analysis. Common problems and features of INSET are identified, that pattern themselves regardless of characteristics of the sample. The need for increased, differentiated, targeted and person-centred INSET is established, and implications are drawn for teachers, providers of INSET, nspectors and quality assurance. The study indicates how 'top-down' models of change can dovetail with 'bottom-up' models of change, and where INSET is located within these.
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Discussion Paper 5. Malawi: a Baseline Study of the Teacher Education System. - Kunje, Demis; Chimombo, Joseph (1999)
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Participation and the focus of nutrition education in a rural child growth monitoring program in Kenya - Kuria, Elizabeth (1999)
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Distance education in developing countries: a case of Botswana - Kuruba, Gangappa (Indian Journal of Open Learning, 1999)
Distance education has emerged as a viable alternative educational system for meeting educational needs of people at all levels in various societies. This is a suitable alternative method of education in the sense that it is capable of democratising education. Distance education is an efficient and effective tool in restructuring the economic base of most developing countries. It has been overwhelmingly used to meet higher educational needs and to train large numbers of people quickly and economically. This paper discusses the role and development of distance education in African countries in general and Botswana in particular.
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Rural African Americans and Education: The Legacy of the Brown Decision. ERIC Digest. - Kusimo, Patricia S. (1999)
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African education in colonial Zimbabwe, Zambia and Malawi : government control, settler antagonism and African agency, 1890-1964 - Küster, Sybille (1999)
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The production of braille in Uganda: 1955-1999 - Kutosi, G.W. (1999)
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5. Informal farmers’ knowledge in animal traction: case studies from the southern highlands of Tanzania; Towards privatisation in draft animal power extension in Zambia; Animal draft power training in Zimbabwe: experiences and future challenges; Extension methods for improving the welfare of traction animals - Kwiligwa, E.M.; Rock, James Anthony; Massunga, M; Siva, M; Leeuwen, Martin van; Mudamburi, B.; Chikwanda, B; Francis, John; McCrindle, C.M.E.; Moorosi, Limakatso E (1999)
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The plight of secular education for African Muslims in Malawi: a historical perspective up to 1961 - Lamba, Isaac C. (Journal of Educational Administration and History, 1999)
Cet article traite de l'enseignement seculier (occidental) dispense aux musulmans depuis l'arrivee des Missions chretiennes au Nyasaland (devenu Malawi a l'independance en 1964) a la fin du 19eme siecle jusqu'a la fin de l'ere coloniale au debut des annees 1960. Les principaux facteurs du retard de l'education des musulmans soulignent le tort partage du Gouvernement anglais assurant le Protectorat, des Missions chretiennes et des musulmans eux-memes. Le developpement socio-economique du Malawi est impossible sans la pleine participation des musulmans.
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Supporting distance learners : a tutors guide. Published in 1998 by the Soth African Institute for Distance Education (SAIDE) - Langley, Anne (Open praxis: the bulletin of the International Council for Distance Education, 1999)
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Frameworks for institutional audits for quality in South African higher education - Lategan, L.O.K. (1999)
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Enculturating Conflict Resolution. Finding Trends for Training in Africa - Lazarus, Alison (Conflict Trends, 1999)
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Education, Ethnic Homogenization and Cultural Hybridization (Brussels, Belgium, and Cape Town, South Africa). - Leman, Johan (International Journal of Educational Research, 1999)
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DEPRESSION AND SUICIDAL PREOCCUPATION IN SOUTH AFRICAN STUDENTS - Lester, David (Psychological reports, 1999)
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Designing Counselor Education in a Developing Context: A Prospectus for a Southern African Regional Counselor Training and Resource Center - Levers, Lisa López (Journal of Sustainable Development in Africa, 1999)
This article examines the need for a counselor training and resource center to serve the southern African region. It offers a theoretical framework for designing such a project, one aimed at fulfilling the related identified training needs of the region at multiple levels, by linking a model for sustainable economic development with educational, health-care, and mental health-care needs of the region. Identification of project need is based on previous pilot studies and field research conducted by the author and her coresearchers in southern African countries. Drawing on the results of the previous investigations in toto, the action research culmination is the prospectus presented here and the strategies that are outlined for achieving the goals of the project. The main purpose of the article is to present one example of a theoretical sustainable development paradigm as it might be applied to healthand education-related training in southern Africa. World attention has been focused on the Republic of South Africa (RSA) since the dismantling of its oppressive apartheid system. While the RSA’s newly formed government has been heavily involved in democratic reform and economic development, some have pointed to the need for assistance in developing viable models for human service provision (e.g., Grootboom, 1996; Guerra, 1998). Professional counseling has been viewed as one such . . viable approach to providing human services from a multicultural perspective (Pedersen & Leong, 1997, p. 117), and the counseling literature provides insights related to the following professional issues in the RSA: psychological effects of apartheid on children (Hickson & Kriegler, 1991); changing geopolitical conditions (Wehrly, 1987); contextual considerations pertaining to the counseling process and the counseling relationship (Raubenheimer, 1987; Van Schoor, 1989); potential models for counseling interventions (Kagee, Naidoo, & Mahatey, 1997; Kagee & Price, 1994); training in specific counseling modalities (Strous, Skuy, & Hickson, 1993); and guidance and career development issues (Castle, 1996; Oakley-Smith, Skuy, & Westaway, 1988; Pretorius, Heyns, & Broekmann, 1991; Van Schoor & Whittaker, 1988; Watson, Stead, & De Jager, 1995). While the RSA has remained a focus of world attention–and rightly so, for the dismantling of apartheid is arguably one of the most significant events of this century–little attention has been paid to other smaller and less developed nations in the southern African region. The other countries in this region have been immensely influenced, historically, by the political and economic situations in the RSA; and likewise, they
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Pioneering Distance Education in Africa - Light, David A. (Harvard Business Review, 1999)
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Greening Education: Prospects and Conditions in Tanzania - Lindhe, Valdy (1999)
Environmental education in Tanzania after independence takes the Education for Self-Reliance policy as its starting point. This policy dominated the curriculum from 1967 to the 1980s.The study expl ...
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Desegregated education and African American career attainment - Little, Darlene (1999)
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Getting African American Male Students on Track - Locke, Don (1999)
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Effects of supplementation on cows with impaired fertility in Koibatek and Nakuru districts Kenya - Lokwaleput, I.; Siamba, Donald (1999)
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Raising the Critical Consciousness of African American Students in Baldwin Hills: A Portrait of an Exemplary African American Male Teacher - Lynn, Marvin; Johnson, Charletta; Hassan, Kamal Halili (Journal of Negro Education, 1999)
This collaborative, participatory study examines the pedagogical practices and beliefs of an African American teacher at a private middle school located in an affluent African American community. The study's focus is twofold: (a) to explicate the principles guiding this teacher's efforts to enhance his African American students' moral, intellectual, and spiritual development; and (b) to discuss the ways in which his emancipatory pedagogies provide a fertile learning ground for those students. The authors maintain that this case study typifies what happens when a school's mission is positively aligned with its teachers' beliefs and practices. The innovative school setting is described, and a literature review focusing on the beliefs and practices of exemplary, culturally relevant African American teachers contextualizes the study. Much of the existing research literature on the education of African American students has sounded the alarm about the failure of public schools throughout the land, and especially those located in urban areas, to effectively educate Black pupils (Shujaa, 1994; Woodson, 1933/1993; Wright, 1984). A variety of schooling options have been explored and debated in an effort to meet the needs of the ever-growing population of school-age African American children. These options include state-run schools (Anderson, 1988; Butchart, 1976), desegregated schools (Wells & Crain, 1997), Black independent schools (Lee, 1992), and White independent schools (Borland, 1996). A critical issue that has emerged from this debate is the important role that African American educators play in the academic achievement of Black youth. Foster (1991,1993, 1994, 1995) argues that African American educators, because they typically are able to express cultural solidarity and communicate with African American students in styles that are familiar, are better equipped to recognize the historical, political, and economic realities that shape the educational opportunities and resources available to Black students. She further contends that quality Black teachers exhibit a strong sense of commitment to Black youth that is fueled by a keen understanding of the context in which these students are being educated. This results in a sense of urgency that compels these educators to view education as a tool for transforming not only the minds but also the lives of their African American students. The present article describes an exploratory investigation of the beliefs and practices of one African American teacher who exemplifies such a commitment. This study was drawn from a larger, ongoing ethnographic study of African American teachers in the greater Los Angeles, California, metropolitan area. Utilizing qualitative research methodology, primarily classroom observations and interviews, the smaller study examined data collected over a nine-month period in 1998 and 1999 at the La Cienaga campus of the New Roads School, located in Los Angeles's predominantly Black Baldwin Hills neighborhood. In response to recent literature from the field of critical race theory in education that highlights the significance and benefits of participatory research methodologies for investigations of populations of color (Matsuda, 1987; Matsuda, Lawrence, Delgado, & Crenshaw, 1993; Parker, 1998; Pizarro, 1998; Stanfield & Dennis, 1993), this study was designed as a collaborative effort between a researcher and two practitioners. It also draws upon the tradition of storytelling within critical race theory, as described by Crenshaw, Gotanda, Peller, and Thomas (1995), Delgado (1995), and Matsuda et al. (1993), as a means of illuminating the ways in which the stories of people of color enter into a dialogical relationship with extant sociological and legal analyses of racial inequality. As Matsuda maintains, stories that are told from this perspective incorporate more fully the voices of those about whom the story is being told. …
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Adult Education Policy and Practice in Kenya: A Critical Policy Analysis. (Asia-pacific Bureau of Adult Education/UNESCO - Macharia, David (1999)
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Perceptions of African-american Seniors Regarding Factors of Institutional Support at Three Predominantly White Tennessee State-supported Institutions of Higher Education - Mack, Delmar L. (1999)
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Study of the African American male adolescent in a suburban school district - MacWright, Jane Anne (1999)
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Complaints of university students about male use of condoms as a preventive measure against HIV/AIDS in South Africa - Madu, Karl; Peltzer, Sylvester N. (Journal of Psychology in Africa, 1999)
Objective: This is a study of the complaints of students about male use of condoms as a preventive measure against AIDS. Respondents: The participants in the study were 1203 undergraduate students at the. University of the North (South Africa). Method: They filled-in, a self-rating questionnaire designed to tap their complaints about male use of condoms as a preventive measure against AIDS. Result: Their highest complaints were with respect to inconveniences during condom use, followed by negative psychological feelings, and by poor relationship to partner. Factors associated with (1) inconveniences during condom use are Tsonga (ethnicity), own business (occupation of father), and unemployed (occupation of mother); (2) negative psychological feelings are male (sex), others (ethnicity), civil servant (occupation of father), and age (30-39 years); and (3) poor relationship to partner are age range of 40 and above, male (sex), and Venda (ethnicity). Conclusion: The authors conclude that programmes for the promotion of condom use among such students as the participants in our study should be aimed at minimisation of the above named complaints. The associated factors should help to identify the target groups among the students.
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CORRELATES FOR PSYCHOLOGICAL, PHYSICAL, EMOTIONAL AND RITUALISTIC FORMS OF CHILD ABUSE AMONG HIGH SCHOOL STUDENTS IN THE NORTHERN PROVINCE, SOUTH AFRICA - Madu, Sylvester Ntomchukwu; Peltzer, Karl (Southern African journal of child and adolescent mental health, 1999)
Abstract Objective: This is an investigation into the correlates for child psychological, physical, emotional, and ritualistic abuse among high school students in the Northern Province of South Africa. Method: 414 students in standards 9 and 10 in three representative high schools filled in a retrospective self-rating questionnaire in a classroom setting. The questionnaire asked for age and some hypothesised correlates; psychological, physical, and emotional abusive experiences from their parents or adult caretakers before the age of 17 years, ritualistic abusive experiences before the age of 17 years; and whether they perceive themselves as abused or not. Result: Result shows that correlates for psychological abuse are race ‘Not Black’ (i.e. white, coloured, other), ethnicity ‘Not Northern Sotho’ (e.g. other ethnic groups), ‘Father Employed and Not as Labourer’ ‘Mother Employed and Not as Labourer’, ‘Stepparent Present During Childhood’, and participant having ‘More than 2 Good Friends’; for physical abuse it is ‘violence at home not seldom’; for emotional abuse it is ‘family income between R1-R30,000’; for ritualistic abuse they are ‘mother unemployed or labourer’ and ‘violence at home not seldom’. Conclusion: We recommend that the above correlates would be taken note of while planning preventive strategies and campaigns against childhood psychological, physical, emotional and ritualistic abuse.
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Economic growth and environmental development in Nigeria: impact on climate change - Magbagbeola, Nelson O. (The Nigerian journal of economic and social studies, 1999)
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Gender and academic achievement of 14 year pupils: a comparative study between Tanzania and England including Wales - Mahenge, S.T.; Kent, David (1999)
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An assessment of Botswana teacher in-service - Malambane, Mokgweetsi (1999)
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Re-humanizing the development process: on participation, local organizations and social learning as building blocks of an alternative development view in Algeria. - Malki, Mostafa (1999)
This study concerns agricultural development planning and policy-making in the context of post-independent Algeria, which went unquestioned for more than three decades. Algeria won its independence in 1962 after 132 years of French colonization. A post-independence State was formed, taking over the colonial power, and set a centralized planning for economic and social development. In the agricultural sector, the effects of this planning model were far-reaching and turned a potential agricultural country par excellence into one of the most net importers of food in the developing world. The onset of this study sterns from the questioning of whether planning, as a fundamental item of the development process, and in addition of being inspired by de-humanizing philosophy and methods, can still be seen as a mere technical discipline. The response of this study is that development planning and policymaking is not only a technical discipline but certainly a political process. By deduction, the development process was and could never be apolitical. The study tries to describe how the influence of different political actors, in particular, and the political system, in general, shape the outcomes of the development process. To achieve this, the study compares two sets of development actions (policies, programmes and projects) planned and implemented under two different political perspectives: the first set represents the authoritarian regime era (1962-1988), based on the one-party system and an arrogant interventionist bureaucracy; the second introduces some development actions conducted during the transitory process of democratization (1988-1998). The study describes in parallel the changes introduced by the process of democratization and how these influenced the conventional development vision adopted by the state in postindependent Algeria. In more a detailed explanation, the study starts first by describing the shortcomings of the conventional development thinking and the different influences that the Algerian development planning system underwent since the independence time. Then, it develops the research hypotheses which will orient the comparison of the two set of development actions presented in this book. Finally, it reflects on the advantages offered by an alternative development view, based on participation, local organizations and social learning, and their effects on the issue of sustainability. In this study, the conceptualization of refers to the critical triangle of sustainability (Oram et al , 1998:1). The basic assumption of this study is that the main condition for a development action to secure some substantial and sustainable outcome resides in the fulfillment of the four following prerequisites formulated by van Dusseldorp (1992:12): 1. The possibility of formulating a consistent, realistic and durable set of objectives , which is acceptable to all, or at least to a large majority of the people who will be involved in/or and affected by the planned development; 2. The availability of knowledge of all the relevant processes and their interrelationships which have to be influenced to change the present situation in such a way that the objectives will be realized; 3. The availability of the means and power to influence these processes; 4. The political will to use the available means and power , to influence the relevant processes in order to realize the desired objectives. In most development actions designed for and implemented in Third World countries, these prerequisites were never completely fulfilled, especially in people-centered development actions. More clearly put, in some development actions, sorne prerequisites might have been fulfilled to some extent, but others have never been fulfilled, even to a very small extent. In fact, in the general case, objectives were ill-defined and top-down decided; knowledge was mobilized in a very reductionist way - most of time supposedly rational/scientific - with a complete denial of people's knowledge; means and power were never sufficiently made available, and when available, were not fairly distributed among the needy ones; and finally, the political will was never concretized unless the development action in concern aimed to incorporate, encapsulate and increase control over rural populations, or at sustaining an actual status quo in benefit of the powerful actors. In this context, the study suggests that integration of some features, such as participation , either directly (individually) or indirectly (through local organizations ), on the one hand; and social learning , (either as a flexibility in the project design and implementation and/or as a monitoring & evaluation mechanism), on the one hand, increases the probability of fulfillment of the aforementioned prerequisites. At the level of operationalization of the basic concepts on which the study bases the present work, it faced a dilemma with the concept 'sustainable development'. To which actor or group of actors should development be sustainable in the context of this study? As the implicit and explicit assumptions of this study may suggest, the of the outcomes of a given development action is posited here to be in line with the interests of the 'hitherto excluded', the disadvantaged segments of the population. Hence, in the context of this study, the pre-requisites and conditions of rely to a large extent on the centrality of the beneficiaries' knowledge, and the importance of participation of these beneficiaries in their (self-)development. In this order, up till now and for not less than three decades, development actions in Algeria were designed without consultation of their supposed beneficiaries, and yielded a huge gap between the priviligentsia and the disadvantaged. It was thus important that the study focuses more on the impact of beneficiaries' participation and knowledge in steering a given development action towards their needs of development. However, although the study considers that beneficiaries' participation and knowledge is a necessary condition for sustainable development, it is not a sufficient condition per se . This is true given that the so-called beneficiaries are still strongly interacting with other actors that hold a great power of decision, and are extremely self-referent and self-impressed by the rationality and 'scientificality' of their knowledge, such as planners, researchers, development staff, etc. It is, thus, important that the availability of the beneficiaries' knowledge must be acknowledged by these latter actors. Moreover, all this must be supported by a real social learning process whose importance for sustainable development is acknowledged and supported by all social actors who have some interest at stake in a given development action. Consequently, the study aims at answering the following general research and sub-research question: GQ. How can (direct and indirect) participation of the beneficiaries and the social learning ability of diverse actors acting in the development theater secure sustainable achievements of a people-centered planned development action ? Ql. To which extent and when is participation of the beneficiaries required in order to steer development actions towards their (self-) development? Q2. Which role(s) can local organizations play in the beneficiaries' steering of development actions Q3. Which mechanisms are required to make monitoring and evaluation play the role of a learning process in steering development actions? Q4. Can the design of a practical methodology be proposed according to the advocated issues in this study, such as participation, local organizations and social learning? Q5. What might be the shortcomings of this methodology and what political, institutional, and sociocultural pre-requisites are needed for such a methodology to work? The results of the study shows that: Participation since the first step of the development action cycle (problems identification and objectives determination) improved the design and the implementation of development actions. Participation helped the beneficiaries not only to develop a sense of ownership of the development process, but to mobilize their own resources when needed, in addition to public ones. Creation of farmers' organizations independently from State-led organizations helped the 'excluded' to improve their access to public resources they were hitherto excluded from. lt sustained participation of the beneficiaries towards a more democratized development and tumed it into a means of sustainable development. Embedding the implementation phase of development actions into a learning process, that is a regular, permanent and efficient monitoring and evaluation process, gives a certain flexibility to development. Corrective measures were devised upon knowledge generated by the leaming process and applied in true time, saving time and reducing the waste of resources. The 'building blocks' of an alternative development view for Algeria were defined and a methodology needs to be designed its application. A process of democratization of social and political life, on the hand, and a reform of the mentality and procedures of the development planning and policy-making system, on the other, are necessary conditions for the application of the alternative development view.
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Adolescent sexuality and HIV/AIDS in Malawi: knowledge, attitudes and behaviour of secondary school students - Maluwa-Banda, Dixie (1999)
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Gender Matters in the Management of Teacher Education in Botswana - Mannathoko, Changu (Social Analysis, 1999)
This paper discusses research findings on gender matters in the lives of women and men lecturers working, teaching and learning in Botswana teacher education instit utions. The article draws on a larger study of teacher education, gender and the state in Botswana which used ethnography and document analysis to construct new understandings of teacher education management. The study was conducted between 1994-95 in all eight teacher education institutions (TEIs) in Botswana. What drew me to research the problem of the relationship between gender and the state within teacher education was its relevance and importance to national and teacher education institution policies and strategies that address issues of equity, social justice and democracy throughout the education system. (See Botswana Government 1991 and Kenway 1992.) TEIs as workplaces are structured through resources and relationships which can make the job harder or easier, futile or fruitful, dispiriting or rewarding. Classroom teaching remains central to the popular image of lecturers' work; however, there are many other aspects to lecturers' work which make the TEI an immensely variable site of contestation and accommodation between lecturers on the one hand and educational administrators on the other. The focus on work rather than teaching identifies lecturing as a labour process rather than a vocation, profession or a craft. This is an important shift in the conceptualisation of the relationship between lecturers and the state. It is important to generate a gender-sensitive sociology of work through using lecturers' accounts of their lives and work. In the UK, USA and Australasia there is a growing body of research that seeks to understand teachers' work (Ball 1987; Davies 1994; Harber and Dadey 1993; and Hargreaves 1994). However in these countries and in Africa, adequate efforts have not been made to study and unpack lecturers' lives and work. The gender perspective applied in this article defines gender as a social construction of femininity and masculinity that varies over time and place and is enacted through learned, rather than innate behaviours. In this perspective gender refers to a structural relationship of difference, inequality and subordination between women and men as manifested in labour markets and in social and political structures. Therefore, gender-based injustices in education are nurtured by society; they do not emerge from nature, they are socially and politically constructed. Gender injustices are constructed in social, political, legal and economic institutions such as the family, churches, schools, government departments and teacher education institutions. The discourse on the application of the gender perspective to education also demonstrates that feminism has its roots in the African condition (Mannathoko 103
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Theoretical Perspectives on Gender in Education: The Case of Eastern and Southern Africa - Mannathoko, Changu (1999)
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Barashada Naxwaha Af Soomaaliga. A Somali School Grammar - Mansuur, Cabdalla Cumar; Puglielli, Annarita (1999)
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Sex education in Zimbabwean schools: a case study of Houghton Park Primary School - Mapfumo, Phillimon (Zimbabwe Journal of Educational Research, 1999)
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Education with entrepreneurship: a study of student entrepreneurship at the University of Zimbabwe - Maphosa, France (Zimbabwe Journal of Educational Research, 1999)
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World Bank Institute (WBI) utilization : how much does evaluation matter? A follow-up on the tracer study on training of trainers seminars in Africa - Marra, Mita (1999)
This paper offers empirical evidence of the utilization of the evaluation findings of two Training of Trainers (TOT) seminars held by the Environment and Natural Resources group of the World Bank Institute (WBI) in Kenya and Ghana, in 1996 and 1997 respectively. The perspective from which the utilization is considered is mainly the task managers, who requested a tracer study on the two workshops. This analysis sheds light on how evaluation-informed knowledge has resulted in the modifying of program implementation and goals. Two explanatory models are adopted here to understand how the findings of this particular tracer study evaluation have been used, namely the instrumental and the enlightenment model. The instrumental perspective assumes a rational decision-making process; decision makers have clear goals, seek direct attainment of these goals, and have access to relevant information, including evaluation information.
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DIFFERENCE IN ORIENTATION TOWARDS STUDYING MATHEMATICS OF SOUTH AFRICAN HIGH SCHOOL STUDENTS: DEVELOPING A STUDY ORIENTATION QUESTIONNAIRE IN MATHEMATICS - MASEE, JACOBUS G. (Psychological Reports, 1999)
The Study Orientation Questionnaire in Mathematics was developed as a diagnostic measure for teachers and counsellors to help students improve their orientation towards the study of mathematics and consequently achieve at a higher level. During the standardisation 60 students from all children in secondary schools in South Africa were administered the provisional questionnaire. Analysis showed students whose mother tongues were African languages in Grades 10 and 11 in general score as external on a measure of Locus of control in mathematics classes in South Africa. They displayed more positive study habits than their English- and Afrikaans-speaking peers.
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The predicament of private education in Tanzania: quantity versus quality - Masudi, A. (Papers in Education and Development, 1999)
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Social monitoring guidelines for flexible mechanism projects under the United Nations Framework Convention of Climate Change in South Africa - Matibe, Khorommbi (1999)
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Student Assessment of Supervision in Social Work Field Practice in the Caribbean and Southern Africa: A Comparative Study and Commentary - Maxwell, John (Journal of Social Development in Africa, 1999)
ABSTRACT Thisarticle provides acomparative assessment ofsocialwork fieldpractice in the two most established schools of social work in the Caribbean (University of the West Indies - Mona and theUniversity ofGuyana) andtheSchoolofSocialWorkin Zimbabwe. The research is based on a self-administered questionnaire whichgathered details on supervision and instruction procedures of the respectivepracticum in each institution. Analysis of the responses. of the sample provideinformation on the field practice conferences, delivery of supervisory functions, the roleofthe Faculty orSchool Coordinator and the valueofstudentassignments.A wide-ranging set of suggestions for improving students' practicum experienceare then made. Introduction The role of the practicum/field education course in social wQrkeducation pr0- grammes isrecognised asanintegral part of the student's professional preparation,with significant structured practice experiences being provided in field agenciesunder the supervision/instruction
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Assessing tourism industry training and education: the case of the tour operating sector in Kenya - Mayaka, Melphon (1999)
This study examines the quality of skills in the tour operations sector of the tourism industry in Kenya. This quality assessment is carried out within the broad context of tourism in Kenya and Sub-Saharan Africa and is based on an assumption of sectoral differences in tourism training and education. The study employs different methods of data collection and analysis. A n employee survey, a Delphi type study and semistructured interviews are used to determine where the quality gaps exist, the preferred mode of provision, while at the same time examining the relevance of identified key international tourism training and education trends to Kenya's tourism systems. The results indicate a convergence of opinion between industry and the education providers to the effect that there are quality gaps in the development of skills in the tour operations sector. The study also identifies the need to standardise tourism training and education in Kenya. A national tourism training and education strategy is recommended. Government policy-makers, education providers and the tourism industry will find the results of the study useful.
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Curriculum change in home economics education at Gweru Teachers College, Zimbabwe, 1975-1995 - Mberengwa, Lois R. (1999)
This study will enrich the historical base of home economics education in Zimbabwe and document the curricular changes and contextual factors influencing the home economics teacher training program at Gweru Teachers College in Zimbabwe, between 1975 and 1995. Data were collected through documents that were supported by in-depth interviews. Former Gweru home economics lecturers and students were interviewed, and current lecturers participated in a focus group. Structural and administrative changes were found to be more fundamental than conceptual changes. Political and economic crises prompted program changes more than professional concerns for the subject.
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[Petroleum and pollution in Kinshasa: the case of S.E.P.-Congo [Dem. Rep. of the Congo]] - Mboma, M.; Mbuku, B. (1999)
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A comparative study of two religious training schools in Kenya and California - Mbuva, James M. (1999)
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A model for participatory evaluation of environmental education programs : promoting success at the wildlife clubs of Kenya - McDuff, Mallory D. (1999)
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CASCADE — SEA: Computer Assisted Curriculum Analysis, Design & Evaluation for Science Education in Africa - McKenney, Susan (1999)
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Neocolonizing the mind? Emergent trends in language policy for South African education - Mclean, Daryl (International Journal of the Sociology of Language, 1999)
Article Neocolonizing the mind? Emergent trends in language policy for South African education was published on January 1, 1999 in the journal International Journal of the Sociology of Language (volume 1999, issue 136).
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Web-based Training: A South African Experience - Mearns, Martie (1999)
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A Perspective on the Problems of Science Education in South Africa - Medupe, R. (1999)
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The effects of a Reading Styles program on historically underachieving Hispanic-American and African-American elementary school students - Meeker, Cheryl Collins (1999)
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Pregnancy-related school dropouts in Botswana - Meekers, Dominique; Ahmed, Ghyasuddin (Population Studies, 1999)
In many Sub-Saharan African countries there are concerns about high rates of pregnancy-related school dropouts. Schoolgirls who become pregnant have fewer opportunities to complete their education after the birth of their first child and have fewer opportunities for socioeconomic advancement. This paper uses data from a nationally representative sample of Batswana women in conjunction with focus group interviews to describe the impact of schoolgirl pregnancy, and to identify the factors that facilitate the return to school of girls who did drop out because of pregnancy. The results indicate that the problem of schoolgirl pregnancy may be much more severe than is commonly assumed. Although the situation is improving, there is a need to continue to improve programmes to reduce adolescent pregnancy, and a need to try and increase the number of young mothers who return to school to complete their education.
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Premarital sex and school dropout in Kenya: Can schools make a difference? - Mensch, Barbara S.; Clark, Wesley H.; Lloyd, Cynthia B.; Erulkar, Annabel (1999)
Although an overall decline has occurred in adolescent fertility in Kenya, the proportion of births to teenagers that occur prior to marriage is rising.At the same time that premarital sex and childbearing have increased, educational participation has expanded considerably, especially for girls.Using data from nearly 600 adolescents aged 12-19 in combination with data collected from 33 primary schools that the adolescents attended, this paper explores whether certain aspects of the school environment affect the likelihood of early and unprotected sex among adolescent girls and boys in three districts of Kenya.Because of the concern with "schoolgirl pregnancy" in Kenya, the paper also explores the temporal relationship between premarital sex and pregnancy on the one hand, and school dropout on the other.The results suggest that, although neither the school nor the home influences whether boys engage in premarital sex, for girls a school characterized by girl-friendly teachers and a gender-neutral atmosphere, and a home containing female role models and the support of two parents, reduce the risk of premarital sex.On the other hand, girls are more likely to engage in premarital sex if they attend schools where considerable pressure to have sex is reported.The school environment also appears to have an impact on whether or not sexually active boys choose to use contraceptives.A gender-neutral environment leads to greater contraceptive use among boys, as do schools where students have greater knowledge of reproduction.Finally, even if certain school characteristics significantly affect the risk of premarital sex for girls, the data indicate that pregnancy is not the primary reason that girls leave school early.
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Premarital Sex and School Continuation Among Kenyan Adolescents - Mensch, Barbara S.; Erulkar, Annabel; Clark, Wesley H.; Hyde, Karin A. L. (1999)
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Who Shall Teach African American Literature? - Meyer, Adam (Publications of the Modern Language Association, 1999)
An abstract is not available for this content so a preview has been provided. As you have access to this content, a full PDF is available via the ‘Save PDF’ action button.
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The System of Higher Education in Morocco: A Brief Introductory Report. - Meziani, Ahmed (Mediterranean Journal of Educational Studies, 1999)
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Teaching African cinema - Mhando, M.; Jeffrey, P (1999)
Teaching African Cinema is the result of many years of the BFI’s commitment to African cinema, which the cursory reader may not initially surmise from reading this well written and annotated teaching guide. The BFI’s role in filling the scholarship needs of under-attended cinemas of the world is exemplary. This current effort goes well beyond earlier minor monographs, film festival brochures, and conference notes on the much neglected area of ‘African Cinema’ in English, and in so doing adds an important aspect to world cultural heritage. By using cinema as the bridging medium, it provides crucial information, and a source of potential enjoyment, as it develops the international awareness of high school students, and perhaps of many teachers.
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The Effects of Segregation on African American High School Seniors' Academic Achievement - Mickelson, Roslyn Arlin; Heath, Damien (Journal of Negro Education, 1999)
This study examines the relationship between segregated education and school outcomes for African American adolescents in the Charlotte-Mecklenburg, North Carolina, school district (CMS), regarded as a model of successful desegregated public schooling. Using 1997 survey data, it investigates the effects of segregated elementary education and racially identifiable tracked secondary courses on the academic achievement of 640 African American high school seniors. Findings indicate that many CMS schools remain segregated at the building level; at the secondary level, all core academic classes were tracked and racially identifiable, with Black students disproportionately found in lower tracks. Both forms of segregated schooling had negative effects on academic outcomes. Importantly, desegregated learning environments benefited the academic performance of Black students who experienced them. A key tenet of the American Dream is that all citizens are entitled to equality of educational opportunity. Since the 1954 Brown v. Board of Education of Topeka, Kansas decision, the desegregation of public schooling has remained an important component of federal and state education policies designed to expand educational opportunities for racial/ethnic minority youth. The educational rationale for school desegregation rests largely upon claims that it improves the access of minority students to the higher quality education generally available to White Americans and therefore improves both minority students' educational outcomes and life chances. Evidence clearly demonstrates that desegregation improves the long-term life chances of minority students. At the same time, the evidence in support of the claim that desegregation improves short-term educational outcomes has been equivocal. This article investigates possible reasons for the equivocal findings regarding the short-term outcomes of desegregation for African American high school students in a district widely considered to be one of the nation's most successfully desegregated school systems. Although the implementation of desegregation policies has been uneven and unstable across the nation's 16,000 school districts during the past 40 years, one stable and virtually universal feature of U.S. public schools is their organization of learning and instruction by academic tracks in secondary schools and ability groups in the early grades. In theory, tracking is designed to enhance teaching and learning through targeting instruction and course content to the student's ability and prior knowledge. However, there is little consistent evidence that, as implemented, tracking is the best form of classroom organization for maximizing opportunities to learn for most students. To the contrary, ample evidence suggests that tracking hinders mid- and low-ability students' opportunities to learn. Moreover, track placements are strongly correlated with students` race/ethnicity and social class, and within desegregated schools tracking often resegregates students by these attributes. Tracking, then, has the potential to undermine the potential short-term benefits of school-level desegregation for low-income and minority students. The complicated relationships among equality of educational opportunity, desegregation, and tracking lie at the heart of this study of the effects of school desegregation and tracking on the school outcomes of African American high school seniors in the Charlotte-Mecklenburg (North Carolina) Schools (CMS). The CMS district is an important site for investigating these questions because it has been under a court mandate to desegregate since the 1971 U.S. Supreme Court's decision in Swann v. Charlotte-Mecklenburg School District. Many observers consider CMS to be one of the nation's most successfully desegregated public school systems (Douglas, 1995). Therefore, an empirical examination of the relationship of school segregation and/or desegregation to the academic achievement of Blacks is an especially important endeavor with possible implications far beyond the district's own boundaries. …
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Ethnic diversity, mobility and school funding: theory and evidence from Kenya - Miguel, Ted (LSE Research Online Documents on Economics, 1999)
This paper explores the relationship between ethnic diversity and local school funding in Kenyan primary schools. The empirical results paint a picture of pervasive local collective action problems in ethnically diverse Kenyan primary schools. Local ethnic diversity is robustly associated with lower local school funding, less parental involvement in school functions, and fewer desks, latrines, and classrooms per pupil in ninety-seven rural Kenyan primary schools. However, local ethnic diversity is not related to average test score performance in these schools. The theory examines the school choice and school funding process when student mobility between schools is limited by land market imperfections, and some aspects of educational quality - such as headmaster competence - differs markedly across schools. The implication for human capital accumulation, economic growth, and local collective action are discussed, especially for Africa.
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A proposal for mitigation of natural hazards by explosion of gassy lakes in Cameroon, West Africa - Minoru; Kusakabe (中国科学通报：英文版, 1999)
-charged,mineralized water. Our recent observations （1993-1996） indicate that Lake Nyos still contains 12.4 gi-
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Comparison of School Education between Syria and Lebanon - Mio, Makoto (Comparative education, 1999)
This paper tries to portray general features of school education, to discuss itsrole in each society (nation), Syria and Lebanon, throughout educational history.Syria and Lebanon, two of the Arab countries east of the Mediterranean, were considered almost “twins” until their independence in 1943. After independence from the French Mandate, however, they became two different countries. Syria developed into an increasingly monolithic state based on the Arab identity, while Lebanon emerged as a pluralistic one. These features influenced school education in each nation.Under the French Mandate, a national system of education was created, modeled strictly after the French. French state examinations were introduced, French schools multipled in number and the French language was made a requirement in the school programs. School education including administration, curriculum and so on, in both Syria and Lebanon, followed the French system.Education in Syria underwent a process of radical change following independence 1943. The new education law, passed in 1944, determined that no foreign language was to be taught in elementary schools. This meant the abolition of French in elementary schools. In addition, the Franco-Syrian clash of 1945 resulted in the boycotting of French schools by the Syrian population. As a result they were compelled to close. The school organizational structure of 5-4-3 was changed to 6-3-2 the same as in other Arab countries (changed further to 6-3-3 in 1950'). The new school education in Syria thus began by being clearly separated from the French model and by encouraging public schools in a unified school system.The administration of public education in Syria as in the other Arab countries, was centralized and was controlled by the Ministry of Education. The Ministry provided almost all the money for public schools, educated and appointed the teachers, established curricula, prescribed the textbooks and so on. In the curricula the importance of the Arab nation, identity and the struggle against Israel were emphasizedLebanon, on the other hand, retained same styles of school education based on the French Mandate even after independence. French and the French examination, “baccalaureat”, made an impact upon schooling. All private schools were allowed to keep the right to select curricula, textbooks and teaching methods etc. under the political system of “confessionalism”. This policy accepted certain rights for these schools including their own religious education and religious law concerning marriage and inheritance for each religious sect. There was no unified curricula or textbooks in Lebanon before the 1990's.In 1975, the Lebanese government had to change the school education policy as a result of Lebanese Civil War. After the Civil War, the government decided to adopt “A Plan for Educational Reform in Lebanon” which regulated 1) Compulsory education through the elementary stage, 2) Unified textbooks of history and civics, 3) Revision and unification of curricula for both public and private schools, 4) Changes in organizational structure from 5-4-3 to 6-3-3, and 5) Expansion of vocational education. This new educational plan made for a more integrated school education in Lebanon.In summary, this paper points out that Syria has regarded school education as one of the ways of governmental centralization and integration of people since independence. Lebanon, on the other hand, did not (or could not) use school education as a means of integration because of the policy of “confessionalism”. After the civil war, however, Lebanon tried to change the structure and organization of school education. But this has not been without problems.
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Are we Learning the Right Lessons from Africa - Miskel, James F. (Naval War College Review, 1999)
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Girls’ Education in Zambia: Everyone’s Responsibility — A Policy Framework for Participatory Process - Mitchell, Claudia; Blaeser, Marilyn; Chilangwa, Barbara; Maimbolwa-Sinyangwe, Irene M. (1999)
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Tanzania: implementing structural adjustment programmes - learning from the past. - Mlambiti, M.E.; Förster, Peter; Maghimbi, S. (1999)
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Report of the Gender Research Methodology Training Workshop, 21st June to 9th July, 1999: Commercial Sex Workers in Namibia - Mohammed, Patricia; Stevens, Jcqueline (1999)
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Ghana: Girls Don't Quit School by Choice - Moletsane, Lebo; Manuh, Takyiwaa (Agenda (Durban), 1999)
LEBO MOLETSANE speaks to TAKYIWAA MANUH about gender and schooling in Ghana and the reasons for the low attendance of girls at school
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Ghana: Girls Don't Quit School by Choice (Interview With Takyiwaa Manuh) - Moletsane, Lebo; Manuh, Takyiwaa (1999)
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In Service for Teacher Development in Sub-Saharan Africa - A Review of Literature Published Between 1983-1997 - Monk, Martin (1999)
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In Service for Teacher Development in Sub-Saharan Africa: A Review of Literature Published between 1983-1997. Education Research Paper. - Monk, Martin (1999)
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A survey of University of Botswana academic staff views on student plagiarism - Mooko, Bill; Robinson, Theophilus (Mosenodi, 1999)
Research was conducted into heads' of departments views on student plagiarism at the University of Botswana. The survey was conducted by sending a questionnaire to all the Heads of Departments at the University of Botswana. Results indicate a perceived problem of plagiarism in all years of student study.
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A survey of University of Botswana academic staff views on student plagiarism - Mooko, Theophilus; Robinson, B. (Mosenodi, 1999)
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Philosophical learning on the edges of Latin Christendom. Some late twelfth-century examples from Scandinavia, Poland, and Palestine - Mortensen, Lars Boje (1999)
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An ethnographic study of an African American Pentecostal-Holiness Church in the 1990s : an exploration of free space, empowerment and alternative education - Morton-Christmas, Adrianne Nichelle (1999)
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A Study of Grades Repetition in Lesotho Primary Schools - Motlomelo, S.T. (1999)
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Nutrition education and technology transfer : a pilot intervention on the Kukuya plateau (Congo) - Moukolo, A.Z.; Tchibindat, Félicité; Trèche, Serge; Martin‐Prével, Yves; Pezennec, Stéphane; Gami, Norbert; Dibantsa, Y. Louyat de (1999)
In April 1992, the Laboratoire d'Etude sur la Nutrition et l'Alimentation (LENA)' of the DGRST-Orstom Centre in Brazzaville conducted a new nutrition survey on the Kukuya plateau. The main objective was to identify the causes of wasting in children aged 0-59 months, determine the risk factors for PEM, and classify them by order of importance; a secondary objective was to provide basic data for designing an intervention to solve nutritional problems.
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Animal draft power training in Zimbabwe: experiences and future challenges - Mudamburi, B.; Chikwanda, B; Francis, Joyce L. (1999)
Training of draft animals is of paramount importance because it ensures efficient use of their potential draft capacity. This is only possible if the people training the animals are also properly trained. Training programmes used in Zimbabwe should be reviewed, seeking opinions of all target groups and incorporating experiences from other countries. There is also a need to find ways of ensuring that more women receive this training. Participants are assessed before they take a course to establish their knowledge base, and soon after training to find out how much they have gained. Continuous follow-up evaluation of the training programmes must be reinforced on-farm, even well after completion of courses, to establish adoption levels. However, this proposed programme is likely to be expensive, and probably unsustainable as well.
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The problem of teaching ethics in African Christianity - Mugambi, J N K; Wasike (1999)
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Education privatisation policy reforms in Tanzania and New Zealand since the 1980s : a comparative critical policy analysis study : a thesis presented in partial fulfilment of the requirements of the degree of Doctor of Philosophy in Education, Massey University, Palmerston North, New Zealand - Muganda, C.K. (1999)
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Education and development in Rural Gambia; an explorative case-study on the relevance of a learning needs approach in education for rural development - Mulder, M.; Dam, C.J.H.M. van (1999)
openalex: W2562258711 mag: 2562258711
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Scientific, technical and vocational education of girls in Africa : guidelines for programme planning - Mulemwa, Jane N. (1999)
openalex: W582352453 mag: 582352453
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Obstacles to women's participation in post-colonial education in Tanzania : what is to be done? - Mulugu, Mary D (1999)
The issue of insufficient schooling for women in Tanzania is major and complex. Its magnitude has largely been disguised by an ideological rhetoric on social equality through which women's differing experiences across geographical, ethnic, class, gender, and religious boundaries are falsely homogenized. This problem requires a critical examination, in which multiple obstacles women face during their schooling process in Tanzania can emerge. Crucial to this kind of analysis is the identification of landmarks, or locations, on which conventional and unconventional institutions discursively construct women's identities and formulate their subjectivity (Smith, in Mohanty et al 1991). Such an identification is important, given the current structure of Tanzania's society in which dominant socio-economic classes, political groups, and men can easily exploit and oppress subordinate groups of people, and deny women any meaningful academic participation and achievement (Kelly & Elliott, 1982; Grabb 1990). The critical nature of this analysis stems from a recognition of the interrelationships which exists between the notion of politics of location and discursive practices in the process of the construction of identities and formation of subjectivity. Questions surrounding the concept of identity in relation to the formation of subjectivity are, therefore, central to the examination of women's access to resources and their right to opportunity, whether socio-economic, cultural or political. In turn, the differing degrees and right to their access indicate the diversity of the problems and magnitude each woman faces during her schooling process. This analysis borrows from dialectical and critical models developed by such classical sociological theorists as Karl Marx, Max Weber, and Emile Durkheim, and along with ideas from other contemporary perspectives, feminist theorists, colonial and post-colonial discourses. Ideas developed by these scholars to analyze the problem of social inequality provide the critical means to look at and understand this problem. They are, therefore, central to the development of a theoretical design for the examination of obstacles to women's participation in education in Tanzania. Post-colonial Tanzania has recognized formal education as the main toot for developing various talents and converting them into conventional specialties; but the socio-economic, cultural and political obstacles examined in this research have been perennial obstacles to women's meaningful academic achievement in Tanzania. This dissertation has been designed to help a critical thinker, and diligent woman penetrate falsely smoothened surfaces of unconventional and conventional institutions, in order to understand what each of them contribute to both enable and minimize women's participation in post-colonial education in Tanzania. Despite all the challenges that have been directed against the educational system in Tanzania, it is important to understand that efforts by the government to eradicate discriminatory educational policies introduced during colonialism, especially Mwl. Nyerere's contribution to women's liberation in Tanzania, are strongly recognized and saluted. They reflect great minds of our political leaders on crucial issues confronting human development. This work, while basically meant for women in Tanzania, might be valuable for anyone because it offers a suggested guide for a meaningful struggle towards many types of achievement including education. It is also significant for those whose academic life was prematurely ended because it provides a means for reviving academic desire, energy, and hope for academic success. It can also be used as a guide for policy decision-makers, especially around issues concerning women's liberation because it reveals some of the critical problems preventing women from succeeding academically, and in their lives in general.
openalex: W1805924601 mag: 1805924601
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Increase in Compliance with Weekly Iron Supplementation of Adolescent Girls by An Accompanying Communication Programme in Secondary Schools in Dar-Es-Salaam, Tanzania - Muro, Grace S.; Groß, Ursula; Gross, Rainer; Wahyuniar, Lely (Food and Nutrition Bulletin, 1999)
Insufficient compliance has been identified as a major contributing factor to the low effectiveness of iron-supplementation programmes. An experimental community trial was conducted to observe the effect of a communication programme on compliance with weekly iron supplementation in urban Tanzanian adolescent schoolgirls. A sample of 237 girls aged 14 to 17 years was randomly recruited from five schools in Dar-es-Salaam, and randomly assigned to three groups. Group A (schools 1 and 2) received one tablet weekly containing 65 mg of elemental iron with 0.25 mg of folic acid for eight consecutive weeks and participated in weekly communication sessions. Group B (school 3) received the same supplementation without communication sessions. Group C (schools 4 and 5) served as the control group, without supplementation or communication. Reported and observed compliance was checked by pill counting and stool analysis. Haemoglobin levels were determined by the cyanmethaemoglobin method before and after intervention. A knowledge test on iron-deficiency anaemia (causes, effects, and treatment) was carried out before and after intervention. Venn diagrams were drawn to identify the most influential persons. Three focus group discussions with the girls and the teachers were conducted at different stages during the study. in the group receiving supplementation and communication, the prevalence of anaemia decreased significantly (p < .001) from 49% to 5% in school 1 and from 54% to 23% in school 2. the prevalence of anaemia did not change significantly in schools 3 and 4 but increased significantly in school 5. the reported and observed compliance was 90% and 94%, respectively, in school 1, 89% and 75% in school 2, and 48% and 50% in school 3. the participants’ knowledge of iron-deficiency anaemia increased significantly in all schools after the intervention (p < .001) but was highest in schools 1 and 2, which received supplementation and communication. It is concluded that comprehensive communication strategies can influence the ingestion of iron supplements and therefore help to reduce anaemia in adolescents.
openalex: W217997868 mag: 217997868
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African Seminar Series, School of Oriental and African Studies - Murray, Rachel (1999)
openalex: W2278681078 mag: 2278681078
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The process of institutionalising an in-service support system for advanced level science and mathematics teachers in Zimbabwe - Mushayikwa, Emmanuel; Mtetwa, David; Mukono, T.T.; Ncube, K; Tambo, E.M.Z. (Zimbabwe Journal of Educational Research, 1999)
openalex: W1534170327 mag: 1534170327
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Handling students' assignment at the Open University of Tanzania (OUT) - Mushi, Honaratha (1999)
openalex: W220764627 mag: 220764627
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Distance education in Tanzania: emerging issues and implications for reforms - Mushi, Philemon A. K. (Papers in Education and Development, 1999)
openalex: W568496861 mag: 568496861
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How to Deal with the Concept of Mechanical Energy in Dissipative Systems? A Study on Conceptual Development of First-Year University Students in Mozambique - Mutimucuio, Inocente Vasco; Mondlane, Eduardo; Thijs, Gerard D. (1999)
openalex: W113177440 mag: 113177440
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Conflict Prevention and Management from the Grassroots: Experiences and Lessons from Training in Kenya - Mwagiru, M (1999)
openalex: W2566887622 mag: 2566887622
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Status of Marine Pollution in Mombasa Marine Park and Reserve and Mtwapa Creek, Kenya - Mwangi, Stephen; Kirugara, D.; Osore, Melckzedeck K.; Njoya, J.; Yobe, A.C.; Dzeha, Thomas (1999)
openalex: W2266225571 mag: 2266225571
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Affirmative Action and the Quest for University Education: The Case of Kenya - N, Joseph Musembi (1999)
openalex: W2697104499 mag: 2697104499
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BLACK SOUTH AFRICAN STUDENTS' USE OF COUNSELING SERVICE - Naidoo, Anthony V. (Psychological Reports, 1999)
This paper reports the demographic and summative annual data for presenting concerns of students seeking counseling at a Black South African university. Rankings of the major presenting concerns identified by the clients are presented.
openalex: W4233406712
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To the grassroots by air: the South African radio learning programme - Naidoo, Gordon (Open praxis: the bulletin of the International Council for Distance Education, 1999)
openalex: W2287043484 mag: 2287043484
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Prioritizing Children’s Health Care Needs: The Egyptian Experience With School Health Insurance - Nandakumar, A; Reich, Michael R. (1999)
openalex: W182606362 mag: 182606362
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Earthquake dynamics during unrest episodes at Campi Flegrei Caldera (Italy): A comparison with Rabaul (New Guinea) - Natale, Giuseppe De; Troise, Claudia; Pingue, F.; Zollo, Aldo (Physics and chemistry of the earth, 1999)
We have analysed the earthquake sequence occurred at Campi Flegrei during an unrest episode of strong ground uplift and seismicity, occurred in the period 1982–1984. The maximum magnitude of these events was about 4. Both earthquake occurrence and ground deformation have been interpreted in terms of the role played by a ring fault system, inward dipping, related to phenomena of caldera collapse and resurgence. Earthquakes are of mixed strike-slip and normal fault type. They show a dip movement opposite to the static ground deformation. The rising of the internal block with respect to the zone external to the ring fault, as observed by ground deformation, should cause thrust fault slip on the fracture system, whereas a normal fault dip component is observed. The simulation of the stress field generated by overpressure in a magma chamber in presence of lateral discontinuities, as performed by a boundary element method, allows to hypothesise that reverse fault slip on the ring fault is mainly aseismic, and such aseismic movement is able to focus normal fault shear stress along the lateral discontinuities. Aseismic slip on the ring fault in response to static deformation is also supported by the low amount of seismic moment released (M0 ≅ 1015 Nm), about two orders of magnitude lower than expected from the shear slip on the discontinuities needed to accomplish the total static surface deformation (1.8 m). Such results have been compared with observations at Rabaul caldera, during a similar unrest episode. In such area, the seismic moment release is in good agreement with shear slip produced on a system of outward dipping ring faults, and seismicity is much more focused on the fault structures. The comparison between the two areas shed new light about the dynamics of earthquakes in calderas, as due to the role of bordering ring fault systems.
openalex: W2073243505 mag: 2073243505
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Climate change and agriculture: some scenarios, possible impacts and adaptation strategies for Mauritius - Nayamuth, A.R.; Appadu, S.N. Sok (Revue agricole et sucrière de l'île Maurice, 1999)
openalex: W2289881565 mag: 2289881565
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Schistosoma mansoni infection and cognitive functions of primary school children, in Kafr El Sheikh, Egypt. - Nazel, Mervat Wagdy Abou; Elmorshedy, Hala; Farghaly, Adel; Shatat, Hanan Z.; Barakat, Rashida (1999)
There is growing concern that parasitic infection may detrimentally affect children's mental function. In this study our main objective was to investigate the effects of schistosoma mansoni infection on cognitive functions of school children aged 9-12 years in Kafr El Sheikh Governorate. Out of 2601 children screened parasitologically, 60.7% were S. mansoni positive. Children recruited for the case-control study were 40 with light S. mansoni infection ( 400 epg) and 40 parasite-free served as control. All children were subjected to the Arabic Version of Wechsler Intelligence Scale for Children (WISC) and the Verbal Fluency Test. Though, the general IQ scores of infected children were insignificantly lower than their controls, yet they recorded a significantly lower performance IQ as well as, poorer performance on comprehension, vocabulary and picture completion subtests. Implications for preventive measures will be discussed.
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Environmental pollution and sustainable industrial development in Kenya - Ndege, M. (1999)
openalex: W282657523 mag: 282657523
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A study of factors which influence performance in Kenya certificate of secondary education in selected public secondary schools in Nairobi and central provinces. - Nderitu, Ann (1999)
openalex: W2561113546 mag: 2561113546
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Do parents and young people communicate on sexual matters? the situation of family life education (FLE) in a rural town in Ethiopia - Negussie, Tesfaye; Rahel, H; Selamu, D; Alemayehu, T; Kedir, Mohammed (Ethiopian Journal of Health Development, 1999)
Abstract: As a result of a cultural taboo, adolescents in many developing countries rarely discuss sexual matters explicitly with their parents. Most information for their patchy knowledge often comes from peers of the same sex, who may themselves be uninformed or incorrectly informed. This report is a summary of two surveys carried out on two occasions (November 1996 and October 1997, respectively) on 343 high school students and 246 families who had children 10-24 years of age in a rural town 160 Km south of Addis Ababa. The purpose was to assess the awareness and attitude of both study groups on major Family Life Education (FLE) components and know the level of parent-adolescent communication on matters related to young people’s sexuality. Findings suggest that young people’s knowledge on aspects of their sexuality is incomplete and not enough to minimise risk-taking. Yet, more than half of them believed that is unacceptable to discuss growth changes and sexual issues with parents during adolescence. Different grade and age levels did not influence the consensus except for a female sex, which significantly favoured this negative attitude. For some who approved discussion (sexual matters and contraception), peers were preferred most. Furthermore, 31.5% of the students were sexually active, and 65.7% of the sexually active ones reported use of some contraception (including calendar method) in the past. Likewise, parents had a partial knowledge regarding adolescent sexual maturation and behaviour or complication of teenage pregnancy. Nonetheless, 93% did not approve premarital sex and ironically, not more than 20% of them reported discussion of growth changes during adolescence, sexuality, and contraception in the past. However, parental education and lower family size positively influenced this attitude and practice. Implications of the study were discussed and recommendations made on future needs to initiate a comprehensive FLE in the school system and increase the responsibility of parents in adolescent sexuality. [Ethiop. J. Health Dev. 1999;13(3):205-210]
openalex: W2265435957 mag: 2265435957
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Strategic Planning, Information Systems and Organizational Development. A Case Study of the University of Botswana. Improving the Managerial Effectiveness of Higher Education Institutions. Working Document. - Neill, Richard; Mokoena, Thabo (1999)
openalex: W55842814 mag: 55842814
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Changing the geography of apartheid education in South Africa - Nel, Etienne; Binns, Tony (1999)
The South African education system in the late 1990s is still trying to come to terms with the deep spatial and social divisions engendered by the apartheid past. School curricula have traditionally been devised at the centre with little collaboration from the practitioners in schools. With the end of apartheid, an attempt is being made to redress past imbalances and introduce a radically new curriculum. At present it seems that the position of geography in the new curriculum structure is somewhat precarious. However, it is suggested here that geographical education has a key role to play in the 'new' South Africa.
openalex: W2187697171 mag: 2187697171
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Who Shall Teach African American Literature? - Nelson, Cary (Publications of the Modern Language Association of America, 1999)
An abstract is not available for this content so a preview has been provided. As you have access to this content, a full PDF is available via the ‘Save PDF’ action button.
openalex: W4235671870
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Two Decades of Progress: African Americans Moving Forward in Higher Education. - Nettles, Michael T.; Perna, Laura W.; Freeman, Kimberley Edelin (1999)
openalex: W154839369 mag: 154839369
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the Menstrual Cycle in Adolescent Girls in Three Secondary Schools in Machakos District in Kenya - Ng’ayu, GW; Ndavi, PM (1999)
openalex: W2745289890 mag: 2745289890
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Enhancing maize production volcanic highlands of Rwanda - Ngaboyisonga, C.; Ndayire, E. D.; Ministry, Ruhengeli Livestock (1999)
openalex: W2777453867 mag: 2777453867
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Female marginalization in vocational and technical education in Kenya: a case study - Ngau, Margaret M. (Eastern Africa Social Science Research Review, 1999)
In many developing countries, there exist well entrenched perceptions, expectations, stereotypes and attitudes towards girls and women on the role they can play in the community and in national development. In Kenya, the majority of girls and women are concentrated in the unskilled and semi-skilled, low status and low-paying occupations. Women’s employment problems originate from their low participation in education and especially in vocational and technical education, particularly in the technically oriented courses. In 1985, the Kenya government launched the 8-4-4 education system which introduced vocational and technical subjects throughout the educational system. In addition, there are many institutions that offer vocational and technical training courses. There are over 600 Youth Polytechnics, which admit mainly primary school leavers, 17 Institutes of Technology (ITs) and 19 Technical Training Institutes (TTIs) which admit both primary school and “O” level (secondary school) graduates. There are 3 National Polytechnics and 4 Public Universities, which admit the cream among those who successfully complete secondary education. Despite the government’s recognition of the importance of science and technology in national development and parallel efforts to expand the necessary facilities, female representation in vocational and technical education remains low. In fact, there is a steady decline of female enrolment from basic education to technical and university education in Kenya. At the primary school level, female enrolment is almost at a par with that of males, about 48.9%. At the secondary school level, female enrolment slightly declines to about 42.8%. In 1990, women formed 35.7% in Technical Training Institutes. In 1989, women constituted only 23.4% of all the students enrolled in Institutes of Technology. Between 1976 and 1987, women never constituted more than 15% of the Bachelor of Science enrolment in the pubic universities, and only 4% of the engineering students were women. In a recent study on Female Participation and Course Choice in Institutes of Technology in Kenya, I found that females were not only under-enrolled in the seven institutes surveyed but they were extremely under-represented in the technically oriented courses. Out of a total sample of 811 trainees, only 32 females (3.9%) were in the traditionally male-dominated courses like Motor Vehicle Mechanics, Mechanical Engineering, Water Technology, Masonry, Carpentry, Plumbing and Business Education. Conversely, women students formed the majority of the 373 (46%) sampled trainees who were enrolled in the traditionally “feminine” courses such as Home Economics, Secretarial Studies, Food Technology, Institutional Management, Textile Technology and Garment Making. Out of a total enrolment of 1917 trainees in the surveyed institutes, * Department of Educational Administration, Planning and Curriculum Development, Kenyatta University, P. O. Box 43844, Nairobi, Kenya. EASSRR, Vol. XV, 1, January 1999 56 females were 675 or 35.2%. The traditionally feminine courses are expected to prepare girls and women for their socially set roles of motherhood and home making rather than towards economic productivity and for leadership. On the other hand, the technically oriented courses prepare the participants for both wage and self-employment, mainly in the formal sector. Based on the recent research findings, the growing literature in this field and the government of Kenya policy papers and reports, this paper analyses the factors that lead to female marginalization in vocational and technical education
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Use of indigenous and contemporary knowledge on climate and drought forecasting information in Mwingi District, Kenya - Ngugi, Robinson K. (1999)
openalex: W2222897725 mag: 2222897725
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Technical and vocational education, lifelong learning and the future of work in Zimbabwe - Nherera, Charles Muchemwa (1999)
This article discusses possible directions for the further development of the vocational education system in Zimbabwe. In the context of a limited and highly unstable formal employment structure, the paper argues that self-employment, entrepreneurial skills and relevance to the local community are the key underlying concepts for a successful vocational system in Zimbabwe. The paper includes a detailed review of possible curriculum content and structure.
openalex: W2977524045 mag: 2977524045
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Stress in the teaching profession: a comparative study of the sources, incidence and severity of occupational stress of teachers and headteachers in Zimbabwe - Nhundu, Tichatonga J. (Zimbabwe Journal of Educational Research, 1999)
openalex: W2992984130 mag: 2992984130
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The Impacts Of Dairy Cattle Ownership On The Nutritional Status Of Pre-School Children In Coastal Kenya - Nicholson, Charles F.; Thornton, Philip K. (1999 Annual meeting, August 8-11, Nashville, TN, 1999)
Anthropometric measurements for children and household characteristics were collected form 198 households in coastal Kenya to examine the impacts of dairy technology adoption on nutritional status. Random effects models indicate that dairy technology adoption positively influences chronic malnutrition, but that dairy consumption has a larger impact than adoption per se.
openalex: W3125075596 mag: 3125075596
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Top-cross performace and heterotic patterns of thirty-one maize populations in the drought stressed areas of Ethiopia - Nigussie, M.; Bogale, Gezahegne; Tolessa, Benti (1999)
openalex: W2771319181 mag: 2771319181
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Chirurgie der Dünndarmperforation bei Typhus/Paratyphus am Komfo Anokye Teaching Hospital von Kumasi (Ghana) - Nii-Amon-Kotei, D.; Strecker, W.; Russ, M. (1999)
openalex: W2477856835 mag: 2477856835
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Prevalence and clinical characteristics of gout at University Teaching Hospital, Lusaka, Zambia - Njobvu, Panganani (1999)
openalex: W1646148688 mag: 1646148688
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Democracy and education for human development with special reference to women and Kenya - Njoroge, Rose Woki (1999)
openalex: W3023249749 mag: 3023249749
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Instrumental motivation in OL2 learning: A case study of exoglossic bilingual proficiency amongst Cameroon university students - Njwe, Eyovi (1999)
This paper investigates instrumental motivation in second official language (OL2) learning. Cameroon university students are required to study through the media of two exoglossic languages, French and English. This is in line with the government's policy of exoglossic bilingualism. The situation is further complicated by the fact that French and English are superimposed on a multilingual situation of about 273 indigenous languages, pidgin English and some form of pidgin French. We notice that at the end of three and five years of study in an agricultural university, when the students graduate they possess a higher competence in their OL2. We investigate the strategies applied to accomplish this task, the degree of success in OL2 learning, and the problems encountered in studying through two exoglossic languages with one of them constituting an OL2. We also attempt to look at better and less strenuous approaches to the acquisition of the OL2 which is a must for every effective Cameroonian citizen.
openalex: W619015281 mag: 619015281
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Education: Namibia and the information super highway - Nthengwe, D. (Namibia Review, 1999)
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Language variation in the Botswana speech community and its impact on children's education - Ntshabele, Carol Mmamonyana (1999)
openalex: W2883688867 mag: 2883688867
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Modularized and Outcomes-Led Planning of Higher Education in Post-Apartheid South Africa. - Ntshoe, Isaac (South African journal of higher education, 1999)
openalex: W194867756 mag: 194867756
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The Impact of Political Violence on Education in South Africa: Past, Present and Future - Ntshoe, Isaac (Current issues in comparative education, 1999)
openalex: W4376860799
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Self Esteem, locus of control, self-efficacy and neuroticism as correlates of job satisfaction among secondary school teachers in Nigeria - Nwagwu, Helen O.; Salami, SO (African Journal for the Psychological Study of Social Issues, 1999)
No Abstract Available African Journal for the Psychological Study of Social Issues Vol.4(1) 1999: 48-61
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Imperialism, Academe and Nationalism: Britain and University Education for Africans, 1860-1960 - Nwauwa, Apollos O. (International Journal of African Historical Studies, 1999)
book is compelling, brilliantly written and immensely scholarly, a remarkable account... Bunmi Akpata-Ohehe, West Africa ...a scholarly and welcome addition to the history of British colonial education. History of Education Review The International History Review AHM Kirk-Greene ..a welcome contribution to the amplitude of studies on this or that aspect of higher education in anglophone tropical Africa - Commonwealth and Comparative Studies His discussion of the role of this lobby offers interesting new insights into the history of colonial reform in Africa. This is an important publication on a topical subject ... It is a story told in a refreshing way in an agreeable and satisfying style Michael Omolewa, Paedagogica Historica Imperial and Commonwealth History Vol 26, No 1, 1997 A thoughtful and soudly-based account.
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The attitudes of some South African parents towards the inclusive education of their children with mild to moderate mental disabilities - Nyewe, K.; Green, L. (1999)
openalex: W1877865047 mag: 1877865047
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Surveillance and validation of self-reported sexual behaviours of secondary school students in the Kabarole district of western Uganda - O'Connor, Lise Hélène. (1999)
openalex: W2887009199 mag: 2887009199
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African American Pioneers in Aviation: 1920-Present. Teacher Guide. - O'Flahavan, Leslie (1999)
openalex: W297363919 mag: 297363919
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Popular fallacies on the use of African languages in education - Obanya, Pai (Social Dynamics, 1999)
(1999). Popular fallacies on the use of African languages in education. Social Dynamics: Vol. 25, No. 1, pp. 81-100.
openalex: W2083689918 mag: 2083689918
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Histological types of ovarian tumours as seen in an African teaching hospital in north-eastern Nigeria - Obed, J. Y.; Mi, Khalil; Ekanem, E. D. (Journal of Obstetrics and Gynaecology, 1999)
During the period January 1989 to December 1997, there were 116 histological proven ovarian neoplasms seen in the University of Maiduguri Teaching Hospital, Maiduguri. Ninety-two (79.3%) patients had benign tumours while the remaining 20.7% had ovarian cancer. Epithelial tumour were the commonest histological type (40.7%) followed by germ cell tumours. Benign cystic teratoma (25.0%) was the commonest benign tumour while the commonest malignant tumour was serous cystadenocarcinoma (7.7%).
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Inventory of green House Gases from land use change and Forestry. Kenya Country Study on Climate change - Ochanda, N. (1999)
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The Growing Gap Between Training And Employment In Communications In Anglophone Africa: Diagnostic And Strategies For Intervention In Tanzania, Kenya And Uganda. - Ochilo, P (1999)
openalex: W2561158470 mag: 2561158470
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Adult Education Needs of Rural Women in Nigeria - Odebode, Stella O. (Australian Journal of Adult Education, 1999)
openalex: W2281042544 mag: 2281042544
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Needed research for the improvement of adult basic education in Botswana - Oduaran, Akpovire (Mosenodi, 1999)
openalex: W160387858 mag: 160387858
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Female sterilization by minilaparotomy: The University of Nigeria Teaching Hospital experience - Oguanuo, TC; Ikechebelu, JI (International Journal of Medicine and Health Development, 1999)
openalex: W2257478242 mag: 2257478242
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EDUCATION AS A MEANS OF EMPOWERING NIGERIAN WOMEN TO PARTICIPATE ACTIVELY EN POLITICS AND GOVERNMENT - OIawepo, J.A; Jekayinfa, Alice Arinlade (1999)
The United Nations Decade for Women (1976-19S5) had focused attention on the issues of women, including the issue of the under representation of women in politics and governments. The Beam Conference (1995) had also done the same thing, and had gone further to recommend the implementation of the affirmative action in order to empower women to participate more actively in national development. But these recommendations can not be meaningfully implemented until certain constraints are decisively dealt with. This paper, therefore examines the main-socio-cultural constraints inhibiting the participation of women in politics and government especially low educational attainment. the paper also highlights the relevance and important of women education to the empowerment of women for political participation. Finally, the paper recommends some measures which, if taken, will make formal and non formal education contribute more to the empowerment of women for political participation.
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Special needs education in Uganda : a study of implementation of the policy on provision of education for children with 'mental retardation'. - Okech, John Baptist (1999)
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Pathoplastic sociodemographic characteristics of psychoactive substance users in an Urban secondary school in Enugu, Nigeria - Okonkwo, Kob; Ezeani, PO; Uh, Ihezue; Nwagbo, Dfe (DOAJ (DOAJ: Directory of Open Access Journals), 1999)
openalex: W2290440546 mag: 2290440546
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Maritime education and training in Nigeria : current problems in the light of new and changing technology and international legislation - Okore, Egben Ogbonnaya (1999)
openalex: W2204147565 mag: 2204147565
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Developing the Academic Talents of African American Students during the Non-School Hours: Four Exemplary Programs - (&amp, Olatokunbo; quot; quot, Toks&; Fashola, ); Cooper, Robert G. (Journal of Negro Education, 1999)
This article distinguishes among the several types of programs that provide academic, social, cultural, recreational, and other enrichment opportunities to children and youth during the nonschool hours. It focuses on four academic programs that have demonstrated measurable evidence of effectiveness and achievement gains, particularly for African American students, illuminating some of the specific factors that have made the programs successful. Evidence of an academic focus, strong research designs and evaluation procedures to determine program effectiveness, wide replicability, and effectiveness with African American children and youth are the criteria for selection of these programs. Forty-six years after the Supreme Court's decision to integrate the nation's public schools in Brown v. Board of Education of Topeka, Kansas (1954), African American students continue to score below European American students in the critical areas of science, mathematics, reading, and writing (National Assessment of Educational Progress, 1999; National Center for Education Statistics, 1998). All stakeholders in the lives of African American children have acknowledged this disparity and sought alternative and supplemental learning opportunities for these children (Fashola, 1999a; Hudley & Barnes, 1993). Given that only so much can be accomplished during the regular school day, many people often look to the non-school hours as prime time for providing their children with additional academic, social, cultural, recreational, and other enrichment opportunities (Fashola, 1998; Posner & Vandell, 1994). A number of programs have proven effective in meeting these needs. Two of the most common are after-school programs and school-based, extended-day programs. Afterschool programs are typically targeted toward children between the ages of 5 and 18. Many such programs are not school-based, and some emphasize academic as well as nonacademic activities to help children make creative use of their free time. Although increases in academic achievement, attendance, or other school-related outcomes may result from participation in these programs, academic achievement is rarely their primary goal. Afterschool programs are more likely to provide transportation, a wider variety of recreational programs, and an increased adult-to-child ratio. Examples of after-school programs include Boys and Girls clubs, the YMCA/YWCA, Big Brothers/Big Sisters, some 4-H programs, ASPIRA, church programs, and some municipal parks and recreational programs. Such programs offer specialized activities that often hire qualified professionals and volunteers as instructors in areas such as ballet, tap-dancing, music, karate, chess, and a number of other activities. School-based, extended-day programs typically take place during the non-school hours-either before or after classes-and provide a mixture of academic, recreational, and cultural activities. These programs differ from daycare and after-school programs in that their academic components are usually directly connected to or aligned with the goals, outcomes, and methods of academic instruction of the schools at which they are based. They also generally employ credentialed teachers in the conduct of small-group or tutorial remedial classes, homework-supervision clubs, study skills classes, and advanced or supplementary courses (e.g., foreign language or advanced sciences). Additionally, such programs may engage paraprofessionals and/or community volunteers who are trained and supervised by teachers to provide cultural and recreational programs as well as academic or nonacademic services. Extended-day programs can be schoolwide or districtwide in their scope, and though they are rarely mandatory, many schools or districts provide incentives for children to attend. Given the general dearth of enriching scholastic experiences available to African American students, academic enrichment and remediation should be a primary focus of afterschool and extended-day programs. …
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Challenges of special education and the Namibian context - Olga, Kavitjene Kaverandua (1999)
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Bilingualism, Biliteracy, Classrooms and Identity Politics in Sub-Saharan Africa. - Omoniyi, Tope (1999)
A discussion of bilingualism, biliteracy, and the educational context of Sub-Saharan Africa has three areas of focus. The first is the argument that the school environment is a complex one for bilingual education, biliteracy, and socialization generally in this multiethnic area, and that ideology and literacy issues feed language politics at several levels in the region. The second is that in spite of institutional efforts, only functionally limited bilingualism is available to many people, due to differences in public practice and private desires. In addition to external pressures such as flow of capital and popular culture, which have their preferred languages, issues such as minority status, language status, social attitudes, and cultural values are factors in the development of bilingual identity, and explain why biliteracy does not always accompany bilingualism. The third argument is for a program of school bilingualism geared toward creating a responsible citizenry rather than developing bilingualism as an end in itself. Contains 46 references. (MSE) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** Bilingualism, Bi literacy, Classrooms and Identity Politics in Sub-Saharan Africa Tope Omoniyi (Ph.D.), Department of English Language and Applied Linguistics, Roehampton Institute London ( man(obtitemet.coniski U.S.DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION
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HIV admission in medical wards of the University of Nigerian Teaching Hospital, Enugu, Nigeria - Onwubere, Bjc; Ike, SO (International Journal of Medicine and Health Development, 1999)
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Bridging The Education-Community Divide: Analysis Of Urban Planning Education And Approaches In Kenya - Opiyo, Romanus (1999)
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An academic standoff: Literacy task preferences of African American and Mexican American male adolescents versus teacher-expected preferences - Orange, Carolyn; Horowitz, Rosalind (Journal of Adolescent & Adult Literacy, 1999)
no two people see the external world in exactly the same way, it is very likely that teachers and students see the events of the classroom through different lenses. Regrettably, when teachers and students construe learning events differently, the resulting miscommunication places learning at risk (Muscella, 1986). The purpose of this study is to see if teachers and students perceive literacy learning events differently. We focused a lens on students' actual preferences for certain literacy tasks and what teachers thought would be student preferences for the same tasks to see if they were different. In this study literacy tasks refer to activities that allow students to express themselves through reading and writing. For our purposes, literacy task preferences refer to the degree to which a task is liked by a participant. After verifying that students and teachers did indeed differ on actual versus expected literacy task preferences, we studied the apparent causes for the differences. Closer inspection revealed an emergent theme of academic standoff or mutual resistance, in which teachers and students each had perceptions that clearly counterbalanced those of the other. Teachers felt that students did not care, and students felt that teachers did not care. The negative perception of caring evi-
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Bringing Ethnomathematics to Elementary Schools in Papua New Guinea - Owens, Kay; Edmonds-Wathen, Cris; Sakopa, Priscilla (1999)
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Book Reviews Africa : B.A. Ogot and W.R. Ochieng' (Eds.), Decolonization and Independence in Kenya, 1940-93 (London: James Currey; Nairobi: East African Education Publishers; Athens: Ohio University Press, 1995), xviii, 270 pp. Price not reported - Owino, M. (Journal of Asian and African Studies, 1999)
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Issues and Alternatives in Education For All in Kenya - Owiti, Maurice D Okech (1999)
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The status of physical education in Botswana primary schools - Owolabi, Emmanuel O.; Sewane, S. (Mosenodi, 1999)
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AFRICA LEARN FROM THE TAIWANESE DEVELOPMENT EXPERIENCE?1 - Oyejide, T. Ademola (1999)
Taiwan is one of the fastest growing countries in the world; its growth has been characterized by such desirable features as good income distribution and poverty alleviation, while the country's development process has been positively influenced not only by its initial conditions but also by its choice of development strategy and policies. By comparison, the Sub-Saharan Africa (SSA) region represents an example of development failure, which has been ascribed, in varying proportions, to such factors as its initial conditions, an unfavorable international environment, and questionable development strategies and policies. This juxtaposition of success and failure naturally gives rise to the question of whether SSA stands to gain by learning appropriate lessons from Taiwan on best practice strategies and policies for development. This is a question that has been asked in a growing list of studies, especially those relating the broad experience of Asia (or move specifically East Asia) to that of Africa (Winrock, 1991; Lindauer and Roemer, 1994; Thorbecke, 1994; Harrold et al., 1995). What this paper seeks to accomplish has a narrower focus than what has been attempted in the literature cited above, in the specific sense of limiting the comparison of the African experience to the particular case of Taiwan. But while the base against which comparison is being made is narrow, the region for which lessons are being sought contains a large number of countries that probably have as many differences as they have similarities. Thus, a recent study (World Bank, 1995:
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What can Sub-Saharan Africa Learn from the Taiwanese Development Experience? - Oyejide, T. Ademola (1999)
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Accessibility of Women to Science, Technology and Mathematics (STM) Education in Nigeria - Oyeneyin, Adedute Mobola; Salau, M.O.; Ayodele, E.A. (1999)
openalex: W2222060190 mag: 2222060190
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Technology-related learning preferences of urban African-American high school students: A study to inform the pedagogical design and implementation of educational software - Padmore, Henrietta Rita (1999)
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Training M.Sc.-level agricultural problem solvers in Africa - Patel, Babubhai; Adipala, E.; Woomer, PL (African Crop Science Journal, 1999)
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Producing Teachers and Problematising Women in Postcolonial Zimbabwe - Pattman, Rob (1999)
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MINOR PSYCHIATRIC MORBIDITY IN SOUTH AFRICAN SECONDARY SCHOOL PUPILS - Peltzer, Karl (Psychological Reports, 1999)
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Perception of health risk among students in the Northern Province, South Africa - Peltzer, Karl (Journal of Psychology in Africa, 1999)
For health promotion to be effective it is important that it be informed by the subjective perceptions of those at risk from illness. Subjective beliefs about illness are at the centre of psychological theories of illness behaviour. One hundred and twenty-two secondary school pupils and 147 undergraduate students in South Africa were asked to the estimate the risks and consequences of 40 illnesses or problems which constitute risks to health in their Province. The four problems judged to have the highest incidence were HIV/AlDS (69.5percent), Road Traffic Accidents (61.5percent), Sexually Transmitted Diseases (61.5percent) and abortion (48.5percent). Secondary school students perceived health risks as significantly higher than that of university students. Generally, students were able to identify those illnesses, which pose the greatest problems for hospital services, and which pose the greatest threats to life. However, the risks were overestimated. The major expressed health education needs were mv I AIDS and sexually transmitted diseases, which reflect the highest perceived health risks in this sample. Implications of the research findings for health promotion are discussed.
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SUBSTANCE .USE AMONG RURAL SECONDARY SCHOOL PUPILS IN THE NORTHERN PROVINCE, SOUTH AFRICA - Peltzer, Karl; Cherian, Varghese I.; Cherian, Lily (Journal of Psychology in Africa, 1999)
Objectives: This study investigated the extent and nature of substance use among rural secondary schools in the Northern Province in South Africa. Design and subjects: The sample included 209 rural Standard 9 (Year 11) secondary school pupils chosen at random from three rural schools. The pupils were 90 boys and 119 girls whose ages ranged from 17 to 26. Outcome measures: Data pertaining to prevalence and frequency of drug use were obtained from a 123-items substance use questionnaire by the World Health Organisation. Results: The three most predominantly used substances (current and lifetime) are in descending order of importance: alcohol, tobacco, and cannabis. There was a significant positive relationship between availability, history of substance in the family, gender and substance use. Conclusion: The prevalence rate of substance use including cocaine in these rural schools in the Northern Province call for appropriate health education in schools to adequately acquaint youths with the dangers of substance abuse.
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SUBSTANCE USE AMONG URBAN SECONDARY SCHOOL PUPILS IN THE NORTHERN PROVINCE, SOUTH AFRICA - Peltzer, Karl; Cherlan, M; Cherlan, L (Southern African journal of child and adolescent mental health, 1999)
Abstract This study investigated the extent and nature of substance use among urban secondary schools in the Northern Province in South Africa. The sample included 191 urban Standard 9 (Year 11) secondary school pupils chosen at random from three urban schools in Pietersburg. The pupils were 86 boys, and 105 girls whose ages ranged from 17 to 25 years (mean = 19.1 years; standard deviation = 2.5 years). Data pertaining to prevalence and frequency of drug use were obtained from a 123-item substance use questionnaire by the World Health Organisation. The three most predominantly used substances (current and; lifetime) are in descending order: alcohol, tobacco, and cannabis. There was a significant positive relationship between availability, history of substance in the family, attitude towards substance use, socioeconomic status, gender and substance use.
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Tectonic and volcanic seismicity following the 1995 eruption of Fogo, Cape Verde. - Pereira, Silva de Victoria; da., Jose Luis (1999)
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The validity of standardised achievement tests for the placement of children with visual impairment in Zimbabwe - Peresuh, M.; Mdege, J.A. (1999)
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Inclusion strategies for early childhood education: the case of Kitisuru Nursery School, Nairobi, Kenya - Phillips, Jacqueline S.; Mbugua, Mary Wanjiru (1999)
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Reconsidering a model for in-service training of the generalist teacher in music education in Botswana - Phuthego, Mothusi (Mosenodi, 1999)
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Segaba: an African zither and its potential for music education - Phuthego, Mothusi (1999)
The vast array of the indigenous musical instruments of southern Africa in general and those of Botswana in particular are yet to be explored fully and fruitfully for classroom teaching and learning. This paper assesses the potential of one such instrument, the segaba, for music education. The research has employed ethnographic methods of investigation as a way of learning about the instrument. The study focuses on the music of L.T. Matlapeng, a player and maker of the segaba from Tlokweng in south east Botswana. The teaching and learning of the instrument is seen as a way of preserving a culture that is dying rapidly.
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Correlation of upper gastrointestinal endoscopic findings with helicobacter pylori infection at the university of Nigeria Teaching Hospital Enugu - Picardo, N. G. A.; Nwokediuko, Sylvester Chuks (DOAJ (DOAJ: Directory of Open Access Journals), 1999)
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Correlation of upper gastrointestinal endoscopic findings with helicovacter pylori infection at the University of Nigeria Teaching Hospital Enugu - Picardo, Nga (International Journal of Medicine and Health Development, 1999)
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Community school teacher education and the construction of pedagogical discourse in Papua New Guinea - Pickford, Steven (1999)
Explores the nature of cross-cultural pedagogy in the context of community school teacher education in Papua New Guinea. It critically examines particular intersection points between community practices, community schooling and teacher education, providing an enriched view of the discourses which inform community school teacher education and teaching.
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RELATIONSHIP OF AGE AND EDUCATION WITH ANXIETY, DEPRESSION, AND HOPELESSNESS IN A SOUTH AFRICAN COMMUNITY SAMPLE - Pillay, Anand (Perceptual and Motor Skills, 1999)
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Education with Multilingualism in South Africa: An Overview. - Plüddemann, Peter (The Indian Journal of Applied Linguistics, 1999)
This article provides an overview of primary education with multilingualism, or multilingual education, in South Africa. Taking the country's new language-in-education policy as its starting point, the article explores the rationale for the promotion of multilingualism in education, and reviews work in progress with specific reference to teacher education, school-based language support, learning materials, and research. It concludes by examining current policy interpretation proposals, and argues that the politically-driven agenda of promoting multilingualism needs to be aligned with the outcomes-based focus of the new national curriculum.
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Multilingualism and education in South Africa: one year on - Plüddemann, Peter (International Journal of Educational Research, 1999)
After a short presentation of the relative status of the different languages (and dialects) in the greater Cape Town area, an overview is given of recent debates and developments in the language policy in education in South Africa. The aim is promoting multilingualism. Current language and literary initiatives in primary schools and in teacher education are described briefly. Proposals for translating policy in practice are reviewed.
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The English-language learning experiences of post-0-level and mature-age applicants to the University of Botswana - Pongweni, Alec J. C. (Marang: Journal of Language and Literature, 1999)
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The effects of globalisation on children with Disabilities in Tanzania - Possi, Mwajabu K. (1999)
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Are Institutions of Higher Education Meeting the Needs of African-American Student Athletes? A Comparative Case Study of Student-Athlete Service Programs - Powell, Claudia M.; Taylor, Ed (1999)
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Contradiction, Complexity and Conflict: Meeting the Challenge of Education Reform in South Africa. - Powell, Philip (South African journal of higher education, 1999)
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The Future or Graphical Communication Education in the New South Africa - Pretorius, Johann (1999)
This paper discusses the course in Graphical Communication at the Rand Afrikaans University. Not only the teaching method and the course and lecturer evaluation are presented in detail, but also an outlook on future possibilities concerning research, teacher education and curriculum development is given. One of the main educational problems is the very low level of spatial perceptionin thehistoricallydisadvantagedcommunitiesin South Africa.
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7. Disaster without memory: Oxfam’s drought programme in Zambia - Pushpanath, K. (1999)
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Initiating a school based teacher appraisal process: A study in educational innovation in South Africa - Pym, June (1999)
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Education traditionnelle au Benin, la place du sacre dans les rites initiatiques. (Traditional Education in Benin: the Sacred Place in Initiation Rites.). - Quenum, Jean-Claude (1999)
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Secondary education and nation-building : a study of Ghana, 1951-1991 - Quist, Hubert O. (1999)
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Democratization Through Adult Popular Education: A Reflection on the Resilience of Women From Kwa-Ndebele, South Africa - Rajuili, Khanya; Burke, Ione (1999)
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International Travel Experiences: African American High School Students and Urban School Communities. - Ramanathan, Chathapuram S.; Beverly, Creigs C. (The Journal of Intergroup Relations, 1999)
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Gendered social relations among adolescents in a South African secondary school : the Greenvale case study. - Randall, Dianne L. (1999)
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The Implementation of a Peer Mentorship Program for African-American Students Transitioning into Senior High School - Reyes, Olga; Sánchez, Bernadette; Levi, Kara; Moss, Rebecca A.; Manewith, Sara (1999)
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