Implications of Globalization in the Teaching of Public Administration in Africa: The Case of Nigeria - Dibie, Robert (International Journal of Public Administration, 2004)
Abstract This article examines the implications of globalization in the teaching of public administration in Nigeria. It explores the teaching of public administration in Nigeria before and after 1986. The study argues that the teaching of public administration in Nigeria followed the British educational pattern before 1986, but changed to the United States model between 1987 and 2002. It also argues that for public administration training to be meaningful in Nigeria, it should be designed and implemented with relevance to the sustainable development mission of the nation. The article examines the poor fit between the British and American models and the political environment in Nigeria. This wrong fit between the western models of teaching public administration and the appropriate model for Nigeria has been a major concern to those advocating sustainable development in the nation. Some suggestions are given on how to improve the teaching of public administration in Nigeria in the future.
openalex: W2008647019 mag: 2008647019
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Naked DNA encoding INF-$gamma; enhances tubulin induced hearing loss in guinea pigs*1 - Du, Xiaoping; Matsuno, Hiroyuki; Kanangat, Siva; Nair, Usha; Chen, Weidong; Hill, Brandon; Yoo, T.J. (Journal of Allergy and Clinical Immunology, 2004)
Abstract The purpose of this study is to delineate the immune injury mechanisms that involved in the autoimmune inner ear disease by introducing plasmid DNA encoding of TH1 cytokines (INF-γ) into the inner ear. β-Tubulin is a microtubular protein which we found as an important autoantigenic in Meniere's Disease as well as other autoimmune hearing loss. Hearing loss was induced in mice and guinea pigs when they are immunized with the tubulin molecules. Autoimmune hearing loss could be the results of TH1 cytokine responses from autoimmune injury. To test the hypothesis, guinea pigs were immunized with 200mg of tubulin in CFA and boosted once more. Two weeks later, we introduced 100ug (5ul) of naked DNA encoding INF-γ was injected into the left side inner ear through round window. Same volume of 0.1M PBS was injected into right side as control. ABR was recorded before and after the injection. 15 weeks after the injection, the animals were sacrificed and temporal bones were examined with H-E and INF-γ immunocytochemical staining. The ears injected with the plasmid DNA- INF-γ had an enhanced hearing loss (30 dB), and degeneration of the spiral ganglion was found in these ears. However, the injection of the naked DNA encoding INF-γ did not change the expression of the INF-γ in the inner ears. These results suggest that autoimmune hearing loss could be the result of TH1 responses to inner ear autoantigens.
openalex: W1996570112 mag: 1996570112
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Counselor Intervention in the Post-Secondary Planning of African American Students with Learning Disabilities. - Durodoye, Beth A.; Combes, Bertina H.; Bryant, Rhonda M. (2004)
Transitioning African American students with learning disabilities from high school to post secondary education requires that school counselors be flexible in their roles and functions. This is critical as school counselors work within personal and sociohistorical prisms that impact counseling programs and services for this population. The authors emphasize points of awareness to which school counselors must attend in their work with African American students with learning disabilities. Ethnically appropriate counseling interventions are also discussed. ********** Meeting the needs of African American students with learning disabilities requires that the school counselor don hats ranging from individual counselor to advocate. The unique needs of students dictate the role of the school counselor at any given rime. The degrees to which these duties are performed have been shaped by the Individual with Disabilities Education Act (IDEA), originally known as The Education of the Handicapped Act, Public Law (P.L.) 94-192. Passed by Congress in 1975, amended in 1986 and 1990 (at which time the name changed to IDEA), and reauthorized in 1997, the Act mandates that schools and all supporting personnel grant a free and appropriate public education to children (birth to 21 years of age) with disabilities (Baumberger & Harper, 1999; Glenn, 1998; Pierangelo & Crane, 1997). Under the auspices of the Act, school counselors assist students in negotiating personal, social, educational, or developmental issues that impact their academic and future life experiences. The educational process for African American students with learning disabilities can be precarious given membership in two historically oppressed groups. Historically, being African American or having a disability in U.S. society bas resulted in restricted or denied access to academic, social, and economic opportunities. Resultant stigmatization can contribute to failure to reach full personal potential (Herbert, & Cheatham, 1988). As African American students with learning disabilities prepare to enter post-secondary settings, school counselors can facilitate their school-to-school transition by developing a comprehensive transition plan which emphasizes family, sense of belonging, and overcoming oppression. Specifically addressed in this manuscript are (a) knowledge of African American students with learning disabilities, (b) African American family connections and sense of belonging, (c) barriers in post-secondary education, and (d) school counseling interventions. First discussed, however, is the importance of school counselor self-awareness regarding issues of ethnicity and disability. SELF-AWARENESS It is imperative that school counselors be cognizant of their own personal biases as related to working with African American students with learning disabilities. School counselors need to be aware of who they are culturally and ethnically. Attention must also be given to attitudes about disabilities, their own and others. Before school counselors can work successfully with students with disabilities, they must understand how cultural and ethnic identity as well as disabilities relate to their own life circumstances. Failure to take a personal inventory regarding attitudes and beliefs on these matters may translate into interactions that serve to interfere with their effectiveness in the school counselor's role. Attitudes toward African American Students Many perceptions of African American student competencies have been framed by racial undertones that stem from historical hostilities among groups. Bobo (2000) evidenced current studies indicating the prevalence of negative racial stereotyping of Blacks by Whites, for example. White stereotypes of African Americans as less intelligent seem to be equated more with environmental and cultural traditions; whereas in the past, this idea was more readily assigned to biological origins. …
openalex: W301755265 mag: 301755265
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Changing Roles for Educational Psychologists within Inclusive Education in South Africa - Engelbrecht, Petra (School Psychology International, 2004)
Reform in education in a democratic South Africa has inspired commitment to a single, inclusive education system for all. The challenges related to the changing nature of education in South Africa and the relationship of these challenges to the past, and particularly to the legacy of apartheid, have forced educational psychologists to reconsider their roles in order to respond to the needs of their clients. Contextual demands have required a shift from the traditional child-de.cit, medical model towards an ecological and multi-systems paradigm, suggesting a wider scope of analysis and action. This article focuses on the response of educational psychology within support services and how this opportunity to change the face of the profession can be used in a creative and constructive way.
openalex: W2149722527 mag: 2149722527
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A new genus of Nanaloricidae (Loricifera) from deep-sea sediments of volcanic origin in the Kilinailau Trench north of Papua New Guinea - Gad, Gunnar (Helgoland Marine Research, 2004)
A new genus and species of Nanaloricidae (Loricifera), Phoeniciloricus simplidigitatus, is described inhabiting fine sand covered by a layer of volcanic ash at a water depth of 1,813 m in the New Ireland Basin near the Kilinailau Trench (north of Papua New Guinea). The described specimen is a postlarva enclosed in a larval exuvium. This is the first report of a species belonging to the Nanaloricidae from the deep sea. This occurrence is surprising, because Nanaloricidae are typical inhabitants of coarse sands in the intertidal or littoral zone. Preference for these shallow water habitats is reflected in many morphological features which characterize the Nanaloricidae, and are not normally found in Loricifera inhabiting fine-grained, clayish, deep-sea bottoms. The postlarva of the new species is characterized by a long narrow mouth tube, an urn-shaped lorica divided into ten plates, and 13 small lorica spikes. Distinguishing features of the Higgins-larva include short spinose toes lacking mucros but having small and slightly enlarged bases, short scalids on the introvert, many thoracic plates arranged in 6–8 rows, numerous small papillate flosculi in the collar and caudal regions, and three pairs of filiform, short locomotory appendages on the ventral side. Some features of the new species, especially of the Higgins-larva, are discussed as adaptations to the deep-sea environment.
openalex: W2070593052 mag: 2070593052
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Seismic attenuation at Rabaul volcano, Papua New Guinea - Guðmundsson, Ólafur; Finlayson, D. M.; Itikarai, Ima; Nishimura, Yuichi; Johnson, Wally (Journal of Volcanology and Geothermal Research, 2004)
The attenuation structure around Rabaul volcano, New Britain, Papua New Guinea, is studied using broadband records from a pair of sites, inside and outside of the Rabaul caldera complex, using regional earthquakes. Estimates of attenuation for P and S waves between 0.5 and 5 Hz indicate that near-surface rocks within the caldera complex are significantly more attenuative than outside the caldera. The average strength of this anomaly is defined in terms of t*S∼0.2 s over and above the region outside the caldera (t*S is the time integral of the inverse quality factor of attenuation, in this case along the path of a shear wave). This attenuation anomaly appears to be strongest at depth and to the south of the Kaivuna site in the northern part of the caldera complex. The ratio of attenuation estimates for P and S waves is δt*S/δt*P≈2.7, indicating that intrinsic attenuation contributes significantly to the process of attenuation. No frequency dependence of the quality factor is resolved within this frequency band. Path-averaged lithospheric attenuation is estimated from S/P spectral ratios at both stations, yielding quality factors on average Qβ∼180, but possibly significantly lower around and below the volcano. Shear waves are observed along paths passing underneath the central southern caldera at depths greater than about 5 km, although they are strongly attenuated. This indicates that they have not passed through a large, extensively molten body.
openalex: W2114102373 mag: 2114102373
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Two weeks teaching in Kenya changed my life - Hart, Vanessa (Five to eleven, 2004)
Vanessa Hart, a teacher at Hazeldown Primary School, Devon, describes some of the pleasures and problems of teaching in a developing country.
openalex: W2005937333 mag: 2005937333
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Training Public Administrators in Africa: A Case Study of Civil Service Employees in Ghana - Haruna, Peter Fuseini (International journal of public administration, 2004)
Abstract Much of the dialogue on public administration training in Africa is about how to prepare administrators to cope with pressures global forces exert without considering how to educate individuals to meet also the unique demands of public service. This essay examines the nature of training in Africa, drawing on Ghana's experience with management training programs. It first describes and critiques training based on bureaucratic and managerial perspectives, which emphasize the acquisition of rational, technical, and managerial skills comparable to international and global standards, and argues that such training does not necessarily provide career professionals with a broad work ethic suitable for the local context. It then concludes by suggesting the possibility of developing a composite training program that takes account also of the need to provide non-traditional skills and experience-based knowledge professionals need to be able to operate in the unique historical, social, and political conditions of Africa.
openalex: W2008840759 mag: 2008840759
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Source parameters of earthquakes from the 1987 and 1993 swarms and crustal deformation study during 1987, Aswan Lake area, Egypt - Hassoup, Awad; Mohamed, A.-M. S.; Hassib, Gaber H. (Acta geodaetica et geophysica Hungarica, 2004)
Shallow earthquake swarms of focal depths <10 km and magnitude <4 occurred beneath Aswan Lake in 1987 and 1993. The 1987 events are located along the E-W Kalabsha fault and their focal mechanism solution is strike-slip. Events of the 1993 sequence are distributed along a fault segment trending in the N-S direction and show a strike slip fault plane solution, too. Source parameters of 29 earthquakes from these two sequences are determined using a software developed by the Institute of Geophysics, Polish Academy of Science. The seismic moment and corner frequency data indicate weakness of the focal region of these swarms. The weakness may be produced by the presence of a fractured zone. Horizontal movements, which were collected by Kalabsha local geodetic network, are analyzed for epochs 1984-February 1987, February 1987-September 1987 and September 1987-November 1988. The results show different spatial patterns and magnitudes of the horizontal displacement. The large magnitude of the horizontal displacements suggests that the crustal deformation measurements are mixture of seismic and aseismic components. Moreover, correlation between the geodetic data and the stress pattern deduced from seismicity exists.
openalex: W1989299079 mag: 1989299079
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Facilitated learning in soil fertility management: assessing potentials of low-external-input technologies in east African farming systems - Jager, A. de; Onduru, D.D.; Walaga, C. (Agricultural Systems, 2004)
The paper describes the facilitated learning process of farm households and district policy makers in addressing the problem of soil nutrient depletion. The process is applied in a case study in four districts in Kenya and Uganda during the period 1997–1999, where the potentials of low-external input technologies (LEIA) in addressing the soil nutrient depletion problem were assessed. Working through an inclusive process of dialogue, observation, diagnosis, experimentation and exposure to different types of knowledge, participants made a thorough analysis of the current soil fertility situation and tested various LEIA options for improving soil fertility management. In all four research sites the future agricultural productivity is threatened by soil nutrient depletion. Maximal use of locally available nutrients through LEIA techniques, combined with optimal use of external nutrients appears to be the most appropriate strategy in the existing economic environment. Long-term and intensive collaboration between research institutions on the one hand and extension services, non-government and community based organisations on the other are a prerequisite for a successful and sustainable implementation of a facilitated learning approach. Involvement of stakeholders in the various stages of the research process, including the planning and project formulation is essential for an effective follow-up and implementation of the results. More attention needs to be paid to the development of communication tools to enable an effective interaction between policy makers and researchers.
openalex: W2085464505 mag: 2085464505
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Investigating the mental abilities of rural Zulu primary school children in South Africa - Jinabhai, C C; Taylor, Myra; Rangongo, Mamoloko Florah.; Mkhize, Nhlanhla; Anderson, Stuart; Pillay, Balakrishna; Sullivan, K. R. (Ethnicity and Health, 2004)
Introduction. Maximising the full potential of health and educational interventions in South African schools requires assessment of the current level of mental abilities of the school children as measured by cognitive and scholastic tests and the identification of any barriers to improved performance. Objectives. This study reports on the application and interpretation of a selected battery of mental ability tests among Zulu school children and the methodological and analytical issues that need to be addressed. Design The test scores of 806 primary school children from a rural community are presented, based on four tests: Raven's Coloured Progressive Matrices (CPM), an Auditory Verbal Learning Test (AVLT), the Symbol Digit Modalities Test (SDMT) and Young's Group Mathematics Test (GMT). Results. Significant gender differences were found in the test scores, and the mean scores of Zulu children in this study were lower than those reported in other studies. The results of this selected test battery provide data for the further development of appropriate test instruments for South African conditions. Conclusion. These results can contribute towards the development of a test battery for South African children that can be used to assess and improve their school performance.
openalex: W2056881264 mag: 2056881264
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The impact of education in rural Ghana: examining household labor allocation and returns on and off the farm - Jolliffe, Dean (Journal of Development Economics, 2004)
Most of the human capital literature pertaining to developing countries focuses on the returns to education in either farm work or wage work; few studies examine how education affects the allocation of time between these activities. This paper estimates the returns to education in farm and off-farm work, and consequently the role of education in determining the allocation of labor. The results from this study show that off-farm work has a much higher return to education than does farm work and suggest that this divergence in returns affects the allocation of labor in farm households between farm and off-farm work.
openalex: W2071565498 mag: 2071565498
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The role and competence of primary school committees in the management of primary schools in Kenya: a case study of Eldoret municipality - Koskei, Anne C. (2004)
openalex: W2945816907 mag: 2945816907
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Sexual knowledge and behaviour in South African students: a case for prevention with focus on behaviour - Lagerberg, D (Acta Paediatrica, 2004)
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Sexual knowledge and behaviour in South African students: a case for prevention with focus on behaviour - Lagerberg, Dagmar (Acta Paediatrica, 2004)
A study by James et al. revealed discrepancies between students' knowledge of sexuality and their behaviour.Preventive programmes should be intensive, comprehensive and preferably school based, involving parents and local communities. To make themselves trustworthy, it may be worthwhile for programmes to acknowledge adolescents' life situation as it is.
openalex: W2087101815 mag: 2087101815
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Becoming Academically Literate in South Africa: Lessons from Student Accounts for Policymakers and Educators - Leibowitz, Brenda (Language and Education, 2004)
This paper reports on a series of studies undertaken at the University of the Western Cape, South Africa, in the 1990s. The studies explore how students acquire academic literacy in the home and community, school and at university. The main focus is on the literacy biographies of 36 students who come from a variety of educational, linguistic and socio-economic backgrounds. These biographies are discussed in relation to a set of essays produced by the students. The paper demonstrates the range of elements informing the acquisition of academic literacy of the students, including proficiency in the dominant language (English), access to literacy materials, attitude, ways with words and level of participation in literacy events in the various sites. The juxtaposition of the literacy biographies with the analysis of the student texts demonstrates that the students' literacy backgrounds inform their academic writing, and that this is discernible in the texts. The final section demonstrates how research into students' literacy backgrounds can inform the planning and course design of teachers and lecturers, as well as inform policy development at the national level.
openalex: W2070444087 mag: 2070444087
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Volcanic vent self‐similar clustering and crustal thickness in the northern Main Ethiopian Rift - Mazzarini, Francesco (Geophysical Research Letters, 2004)
The spatial distribution of volcanic vents in the northern Ethiopian Rift has been analysed in terms of their self‐similar clustering. The fractal distribution of vents has been computed for the monogenetic vents (cones, domes and maar) occurring along the rift valley and in the rift margin. The self‐similar clustering of vents has been computed through the analysis of vent centres coordinates by means of the two point correlation method. The vents of the northern Main Ethiopian Rift display a self‐similar clustering characterised by a correlation coefficient of 1.41 ± 0.02, with a size range defined by a lower cut‐off of 1.1 km and an upper cut‐off of 26.5 km. This analysis indicates a probable crustal thickness of 27 km, as indicated by the value of the computed upper cut‐off. This value compares well with other estimates for the crustal and lithosphere thickness in the Ethiopian Rift.
openalex: W2087379492 mag: 2087379492
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Terminalehistory class: teaching about torture during the Algerian war - McCormack, Jo (Modern & Contemporary France, 2004)
This article discusses the way the French army's use of torture during the Algerian war (1954–1962) is taught in terminale history class in contemporary France. In recent years the issue of torture has re‐emerged in the public sphere and has attracted considerable media coverage. Through a case study of this vector of memory, the article appraises the teaching of history by drawing on interviews with historians, teachers and pupils in France as well as on written sources such as textbooks and examination questions. While highlighting the significant weaknesses of this teaching, the article argues that new forums to discuss the past are urgently needed, particularly concerning colonialism, decolonisation and the Maghreb.
openalex: W2077126781 mag: 2077126781
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'A little hard piece of grass in your shoe': understanding student resistance to critical literacy in post-apartheid South Africa - McKinney, Carolyn (Southern African Linguistics and Applied Language Studies, 2004)
This paper engages with some of the tensions raised by critical literacy in the post-apartheid South African context, both theoretically and in classroom practice. I examine Kress's (1996; 2000) challenge to the notion of 'critique', exploring the way in which critical literacy pedagogy is linked to the particular socio-political and historical context in which it takes place. As an illustration of this, I look at the development of critical literacy in apartheid and post-apartheid South Africa. I then turn to an analysis of data from my classroom-based research in a first year undergraduate English and Cultural Studies course in South Africa and explore how and why students might resist critical literacy pedagogy. In particular, I focus on moments of resistance in a critical reading course using South African literature, exploring the students' difficulties in dealing with the apartheid past. I theorise these moments of resistance in relation to Kress's challenge to the notion of 'critique' and in relation to the feminist post-structuralist theorising of identity, arguing that the students' identities or subjectivities affect their ability to engage with the course.
openalex: W2170880712 mag: 2170880712
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Science Enrichment for African-American Students. - Miles, Rhea; Matkins, Juanita Jo (The Science Teacher, 2004)
openalex: W201086649 mag: 201086649
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Learning at home: an ethnographic study of a South African home school - Moore, Gerald L.; Lemmer, Eleanor; Wyk, Noleen van (South African Journal of Education, 2004)
Home schooling may be defined as an alternative to on-site institutionalised schooling. Most education systems accommodate home schooling but such arrangements are regulated in various ways. This article reports on an investigation into home schooling in South Africa as an consequential part of the education system of the country. A literature review of the context, nature, scope and current issues of the home schooling movement, in other countries as well as in South Africa, is presented as background to the empirical investigation. The latter comprised an ethnographic study of a single home-schooling family chosen by judgement sampling. Data were collected during a six-month period of fieldwork employing participant observation and semi-structured interviews. The findings showed that although home schooling is an effective model of education and is rewarding for many families, it requires extensive commitment, dedication, preparation, emotional involvement and stamina.
openalex: W1496764259 mag: 1496764259
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Tobacco use among high shool students in Kampala, Uganda: questionnaire study. - Mpabulungi, Lillian; Muula, Adamson S (PubMed, 2004)
To determine the prevalence of tobacco-use and describe tobacco-related knowledge, perceptions, and behavior of high school students aged 13-15 years in Kampala, Uganda.A cross-sectional questionnaire study was carried out among 2,789 students in 19 high schools in Kampala District, Uganda, in 2002. In each school, three classes from Senior One to Senior Three (average student age, 13 to 15 years, respectively) were randomly selected. All students who consented to participate in the study filled out a questionnaire consisting of 58 questions, with core items selected from the Global Youth Tobacco Survey. The questions were grouped into categories relating to tobacco use, knowledge and attitudes toward smoking, exposure to second hand smoke, attitude toward cessation of smoking, exposure to tobacco-related advertisements in the media, and education on tobacco and smoking in school.Out of 2,789 students, 488 (17.5%) reported to have smoked tobacco, with 185 (37.9%) of them trying or starting smoking before the age of 10. There were 148 (5.3%) current smokers. More than two-thirds (77.9%) of current smokers expressed a desire to stop smoking, 76.9% had tried to stop, and 84.1% had received help or advice to stop smoking. At least two-thirds of the students reported seeing both anti-tobacco and pro-tobacco advertisements in the preceding month. About 15.7 % of the students had an item with a cigarette brand logo, whereas 11.1% had been offered free cigarettes by a tobacco company representative. Current smokers usually smoked at home (30.2%), at a friend's place (29.3%), in public places (12.1%), at social events (10.4%), and at workplace (1.5%). Current smokers were also more likely than non-smokers to be exposed to passive smoking at home (56.4% vs at 15.9%, respectively; p<0.001).Many high school students in Kampala are exposed to tobacco advertising, especially through the media. Efforts to control smoking in this age-group should also target their parents and other family members, by means of the media.
openalex: W1886549302 mag: 1886549302
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Osteoporosis Knowledge, Perception and Preventive Behaviours of In-School Adolescents In Ibadan Metropolis, Nigeria - Mridula, D.; Mishra, C. P. (The Indian journal of nutrition and dietetics, 2004)
Background: Up to 90 percent of peak bone mass is acquired within 18-20 years, which makes adolescence the best time to invest in bone health. Having the right knowledge and perception is likely to influence preventive behaviours.Objective: This study was designed to assess the osteoporosis knowledge, perception and preventive behaviors of in-school adolescents in selected LGAs in Ibadan metropolis.Methodology: The study was descriptive and cross-sectional in design. A total of 350 respondents were selected using multi-stage sampling technique. A structured questionnaire was used to elicit information on respondents' osteoporosis knowledge, health belief model constructs and preventive behaviours. Descriptive and inferential statistics were used analyze the variablesResults: Results showed that 48.9% of the respondents had poor osteoporosis knowledge. More than half of them had low perception towards osteoporosis risks (52.3%), severity (72.0%), barriers (59.1%) and benefits (63.1%) of preventive behavior. A preponderance of physical activity engagement was reported during school break periods (75.7%) than at home (35.1%). Study reported a daily consumption of bone health promoting foods like milk, egg, leafy vegetables, fish and meat by 42.6%, 36.9%, 38.0%, 56.9% and 59.1% of the respondents. Significant association between osteoporosis knowledge and some preventive behaviour variables were observed.Conclusion: This study revealed a poor knowledge, low perception and mild osteoporosis preventive behaviours of the respondents. A conducive school environment aimed at mitigating osteoporosis risks through provision of facilities and increase in time allotted for physical activity awareness/participation should be advocated. Keywords: Osteoporosis, knowledge, preventive behavior, in-school adolescents, Ibadan Nigeria
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Technical note: Lineament detection on Mount Cameroon during the 1999 volcanic eruptions using Landsat ETM - Nama, E. E. (International Journal of Remote Sensing, 2004)
A study of the active Mount Cameroon volcano, located south west along the Cameroon Volcanic Line, was carried out during the 1999 volcanic eruption, using Landsat Enhanced Thematic Mapper (ETM) imagery. It investigated geologic deformations expressed as faults, cracks and lineaments resulting from the eruption. Various image processing techniques were tested and compared in order to detect the most effective output. Principal Component Analysis was found to be useful to determine the extent of deformations caused during the 1999 volcanic eruptions. Landsat ETM revealed the formation of faults and lineaments with proximity to eruption vents. The interpretation obtained from satellite imagery was cross checked with field and ground truthing data. This paper identifies the dimensions and orientations of the newly formed geologic features.
openalex: W2012229244 mag: 2012229244
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Traumatic grief in Kenyan bereaved parents following the Kyanguli School fire tragedy. - Ndetei, D. M.; Othieno, Caleb; Gakinya, Benson N.; Ndumbu, A; Omar, Awa Ahmed Haji; Da, Kokonya; Fa, Ongecha; Mutiso; Oketch; Mwangi, Jamleck N. (PubMed, 2004)
Following the death of 67 boys in a fire tragedy at Kyanguli School in rural Kenya, the level of traumatic grief was assessed in a sample of 164 parents and guardians whose sons died in the fire. The study was cross-sectional. Counseling services were offered to all the bereaved parents soon after the tragedy. The subjects were interviewed using the Traumatic Grief Scale. A group of 92 parents/guardians was interviewed 2 months after the event, while the other group of 72 was assessed 7 days later. The second group of bereaved parents also completed the Self Rating Questionnaire (SRQ) and the Ndetei-Othieno-Kathuku scale (NOK). Over 90% of parents from both groups had a yearning for the departed and found themselves searching for him quite often. There was no much difference in terms of symptoms profile or intensity between the two groups. It appears that the counseling offered had minimal impact on the levels of distress.
openalex: W1554160172 mag: 1554160172
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Drill core-based facies reconstruction of a deep-marine felsic volcano hosting an active hydrothermal system (Pual Ridge, Papau New Guinea, ODP Leg 193) - Paulick, Holger; Vanko, David A.; Yeats, C.J. (Journal of Volcanology and Geothermal Research, 2004)
Abstract Pual Ridge is a deep-marine, felsic volcanic edifice in the eastern Manus back-arc basin (Papua New Guinea) with an estimated volume of ∼6 to 9 km 3 . It is 1–1.5 km wide, 20 km long and rises 500–600 m above the surrounding ocean floor. The active PACMANUS hydrothermal field on the crest of Pual Ridge at 1640–1690 m below sea level was the target of Ocean Drilling Program Leg 193. Variably altered dacite lavas have been recovered from the subsurface of a low-T discharge site (Snowcap) and a high-T black smoker site (Roman Ruins) reaching a maximum depth of 380 m below seafloor (mbsf). Volcanic facies interpretation of these cores is difficult due to incomplete recovery and widespread pseudoclastic textures generated by fracturing and multi-phase, incomplete fluid–dacite interaction. However, distinction of genuine volcaniclastic facies and facies with alteration-related clastic appearance is important in order to define paleo-seafloor positions within the volcanic stratigraphy, that may be prospective for massive sulfide mineralization. This has been accomplished using remnant primary characteristics indicative of transportation such as polymictic composition, grading or textural evidence for differential movement of individual clasts. Three phases of volcanic activity can be distinguished and a proximal facies association dominated by coherent facies of dacite lavas exists below Snowcap. At Roman Ruins, a medial facies association consists of lava flows with about equal proportions of coherent and volcaniclastic facies. Endogenous growth was an important process during lava flow emplacement and groundmass textures such as perlite, flow banding and spherulites indicate that cooling rates were variable, locally allowing for high-temperature devitrification. A tube pumice breccia unit is interpreted as the resedimented facies of a quench fragmented, highly vesicular dacite lava carapace. Sulfide accumulations in the subsurface are restricted to Roman Ruins suggesting that the abundance of volcaniclastic facies favored ascent of metal-bearing fluids due to the inherent high permeability. Evidence for mineralization at paleo-seafloor positions at 110 and 195 mbsf indicate a complex interrelationship between volcanic and hydrothermal activity. A facies model has been developed which may help to locate subaqueous, felsic lava-dominated volcanic centers and associated sulfide deposits in ancient volcano–sedimentary successions.
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Community planning for rural education in South Africa - Phahlamohlaka, Jackie; Friend, John (European Journal of Operational Research, 2004)
The authors describe their experience in using soft OR methods to facilitate a one-day workshop to support the planning processes of a community-based educational trust in South Africa. This workshop brought together the contributions of over 40 people who were involved either in the overall management of the Trust or in the delivery of its courses. It had been agreed to make use in the workshop of the philosophy and methods of the Strategic Choice Approach. To facilitate participation by this relatively large number of participants, it was also agreed to adapt the workshop design by introducing complementary methods from the repertoire of the Nominal Group Technique.
openalex: W2049991387 mag: 2049991387
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Higher Education and Social Transformation: South Africa Case Study - Reddy, Thiven (2004)
openalex: W2235774637 mag: 2235774637
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Catholic Teaching on Life and the Challenge of the HIV/AIDS Crisis in Sub-Saharan Africa - Saidi, Emmanuel (The Linacre Quarterly, 2004)
Drawing from Catholic teaching this paper acknowledges that these communities are obliged to provide pain relief for these victims. For reasons that will be studied in detail treatments beyond this should be regarded as extraordinary and therefore not an obligation. This is based on the fact that ordinary means of treatment are relative to the availability of resources. The resources in the sub-Saharan region are not sufficient to provide any treatment beyond pain relief. This papers focus is on Catholic teaching pertaining to morally necessary measures to prolong life in the HIV/AIDS epidemic in sub- Saharan Africa. The discussion will begin with the development of Catholic teaching on prolonging life and will continue with the principles of ordinary and extraordinary means. Then these principles will be applied to the socioeconomic conditions in sSA. (excerpt)
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Gender Differences in Self-Perceptions and Academic Outcomes: A Study of African American High School Students - Saunders, John; Davis, Larry E.; Williams, Trina; Williams, James H. (Journal of Youth and Adolescence, 2004)
There is increasing divergence in the academic outcomes of African American males and females. By most accounts, males are falling behind their female peers educationally as African American females are graduating from high schools at higher rates and are going on to college and graduate school in greater numbers. Some have suggested that school completion and performance is associated with how students feel about themselves. The purpose of this study was to explore gender differences in the relationship between self-perceptions and 2 academic outcomes among a sample of 243 African American high school sophomores. The results suggest that, overall, females are more favorably oriented toward high school completion. Both male and female students with more positive self-perceptions have stronger intentions to complete the current year of high school. Higher grade point averages were more strongly associated with greater self-efficacy for females than for males. Given these findings, increased attention to educational programming, societal messages, and future research is warranted.
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A cross-cultural comparison of health, eating behaviour and body image among black South African and White British university students - Seed, Julie; Olivier, Steve; Steinberg, Richard; Smit, Lizelle (2004)
Paper presented at the Annual Meeting of the Psychobiology Section, Old Dungeon Ghyll, Langdale, The Lake District, 11–13 September 2002.
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Trauma exposure and post-traumatic stress symptoms in urban African schools - Seedat, Soraya; Nyamai, C.; Njenga, Frank; Vythilingum, Bavanisha; Stein, Dan J. (The British Journal of Psychiatry, 2004)
Background There is a lack of comparative data on the prevalence and effects of exposure to violence in African youth. Aims We assessed trauma exposure, post-traumatic stress symptoms and gender differences in adolescents from two African countries. Method A sample of 2041 boys and girls from 18 schools in Cape Town and Nairobi completed anonymous self-report questionnaires. Results More than 80% reported exposure to severe trauma, either as victims or witnesses. Kenyan adolescents, compared with South African, had significantly higher rates of exposure to witnessing violence (69% v . 58%), physical assault by a family member (27% v . 14%) and sexual assault (18% v . 14%). But rates of current full-symptom post-traumatic stress disorder (PTSD) (22.2% v . 5%) and current partial-symptom PTSD (12% v . 8%) were significantly higher in the South African sample. Boys were as likely as girls to meet PTSD symptom criteria. Conclusions Although the lifetime exposure to trauma was comparable across both settings, Kenyan adolescents had much lower rates of PTSD. This difference may be attributable to cultural and other trauma-related variables. High rates of sexual assault and PTSD, traditionally documented in girls, may also occur in boys and warrant further study.
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A Critical Race Analysis of Latina/o and African American Advanced Placement Enrollment in Public High Schools - Solórzano, Daniel G.; Ornelas, Armida (The High School Journal, 2004)
Using critical race theory as a framework, this article examines the access and availability of Advanced Placement (AP)1 courses and how they impact educational outcomes for Latina/o2 and African American students. To begin thinking critically about enrollment patterns of AP courses we ask the following questions: How do school structures, practices, and discourses help maintain racial and ethnic discrimination in access to AP courses? How do Latina/o and African American students and parents respond to the educational structures, practices, and discourses that help maintain racial and ethnic discrimination in access to AP courses? Finally, how can school reforms help end racial and ethnic discrimination in access to AP courses? In order to answer these questions, we examined a school district in California that serves a large population of Latina/o and African American students. Three different patterns emerged around access and availability of AP courses: Latina/o students are disproportionately underrepresented in AP enrollment district-wide; schools that serve urban, low-income Latina/o and African American communities have low student enrollment in AP courses; and even when Latina/o and African American students attend high schools with high numbers of students enrolled in AP courses, they are not equally represented in AP enrollment. We call this structure and process "Schools Within Schools."
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Book ReviewDemocracy in Textbooks and Student Minds: Educational Transitions in Bosnia‐Herzegovina, Yugoslavia, Mozambique and South Africa edited by Holger Daun, Penny Enslin, Lidia Kolouh‐Westin, and Dijana Plut. New York: Nova Science Publishers, Inc., 2002. 203 pp. $69.00 (cloth). ISBN 1‐59033‐194‐X. - Spaulding, Seth (Comparative Education Review, 2004)
Previous articleNext article No AccessBook Review Democracy in Textbooks and Student Minds: Educational Transitions in Bosnia‐Herzegovina, Yugoslavia, Mozambique and South Africa edited by Holger Daun, Penny Enslin, Lidia Kolouh‐Westin, and Dijana Plut. New York: Nova Science Publishers, Inc., 2002. 203 pp. $69.00 (cloth). ISBN 1‐59033‐194‐X.Seth SpauldingSeth SpauldingUniversity of Pittsburgh Search for more articles by this author University of PittsburghPDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 48, Number 1February 2004 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/383162 Views: 19Total views on this site Permission to reprint a book review printed in this section may be obtained only from the author.PDF download Crossref reports no articles citing this article.
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A changed climate in Africa? - Thomas, Christopher (Nature, 2004)
The rise of malaria in Africa is a subject of much debate. A new analysis emphasizes the influence of rainfall, but there appear to be few areas where climate has been a major driver of this change.
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The sexual health of pupils in years 4 to 6 of primary schools in rural Tanzania - Todd, Jim; Changalucha, John; Ross, David A.; Mosha, Frank; Obasi, Angela; Plummer, Mary L.; Balira, Rebecca; Grosskurth, Heiner; Mabey, David; Hayes, Richard (Sexually Transmitted Infections, 2004)
There is an urgent need for effective interventions to improve the sexual and reproductive health of adolescents. Reliable data on the sexual health of adolescents are needed to guide the development of such interventions. The aim was to describe the sexual health of pupils in years 4 to 6 of 121 rural primary schools in north western Tanzania, before the implementation of an innovative sexual health intervention in 58 of the schools.A cross sectional survey of primary school pupils in rural Tanzania was carried out. The study population comprised pupils registered in years 4 to 6 of 121 primary schools in 20 rural communities in 1998. Basic demographic information was collected from all pupils seen. Those born before 1 January 1985 (aged approximately 14 years and over) were invited to participate in the survey, and asked about their knowledge and attitudes towards sexual health issues, and their sexual experience. A urine specimen was requested and tested for HIV, Chlamydia trachomatis (CT), Neisseria gonorrhoeae (NG) and, for females, pregnancy.9283 pupils born before 1 January 1985 were enrolled and provided demographic information and a urine sample. Male pupils were significantly older than females (mean age 15.5 years v 14.8 years, p<0.001), but all other demographic characteristics were similar between the sexes. 14 (0.2%) of the enrolled pupils (four male and 10 female) were HIV positive, 83 (0.9%) were positive for CT, and 12 (0.1%) for NG. 32 female pupils (0.8%) were positive by pregnancy test. Sexual experience was reported by one fifth of primary school girls, and by almost half of boys. Only 45/114 (39%) girls with biological markers of sexual activity reported having had sex.HIV, CT, NG, and pregnancy were present though at relatively low levels among pupils in years 4 to 6 of primary school. A high proportion of pupils with a biological marker of sexual activity denied ever having had sex. Alternative ways of collecting sensitive data about the sexual behaviour of school pupils should be explored.
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Growth and breeding of a primitive stalked barnacle Leucolepas longa (Cirripedia: Scalpellomorpha: Eolepadidae: Neolepadinae) inhabiting a volcanic seamount off Papua New Guinea - Tunnicliffe, Verena; Southward, A. J. (Journal of the Marine Biological Association of the United Kingdom, 2004)
A pedunculate barnacle, Leucolepas longa, occurs in densities over 1000 individuals m−2 on the summit of a small seamount near New Ireland, Papua New Guinea. Most of the population grows on vesicomyid clams projecting from sulphide-rich sediments, or on their dead shells, but the barnacle also settles on rock and on tubes of a vestimentiferan. Collections of several hundred barnacles allowed comparison of population and reproductive characteristics. The barnacle is a suspension feeder with a lightly-armoured stalk that can grow to 40 cm above the bottom. Growth appears to be rapid and both reproduction and recruitment are continuous. The barnacles brood egg masses within the capitular chamber and 46% of one sample was brooding. Lecithotrophic nauplii released upon retrieval to the surface were cultivated for 45 days. Metamorphosis to Stage IV yielded an actively swimming larva about 1 mm long overall, which still contained lipid reserves, indicating capacity for wide dispersal.
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School governing bodies: the experiences of South African educators - Wyk, Noleen van (South African Journal of Education, 2004)
The South African Schools Act of 1996 (SASA) mandates the establishment of school governing bodies (SGBs), comprising parents, educators and non-educator members of staff. As parents are required to form the majority on an SGB, they have been placed in a powerful position with authority to influence fundamental issues, such as school budget, school and language policy, discipline, and appointment and promotion of teaching and administrative staff. A survey of educators' experiences and perceptions of the role of SGBs, followed by in-depth interviews with selected principals, was undertaken. Findings suggested that educators do not consider their SGBs to be very effective. They support the role of the SGB in learner discipline, but they have reservations about its role in matters of educator misconduct. The role of the SGB in appointing staff is accepted, although educators feel that school governors should be trained for this and all other functions of the SGB. Many educators are concerned that the principal may dominate the SGB. Results further suggested that a purely legalistic approach to dividing the responsibilities of SGBs may not always be helpful and that the emphasis should rather be placed on the constitutional principles for co-operative governance. South African Journal of Education Vol.24(1) 2004: 49-54
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Schooling And Education In Africa: The Case Of Ghana - Dei, George J. Sefa (2004)
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‘Small' and ‘grand narratives' of English teaching and social agency in South Africa post-1994 - Sarinjeive, Devi (Journal for Language Teaching, 2004)
At Vista in recent times in order to be relevant lecturers in the English Department have had to extend the literature, theory and academic reading and writing repertoire to include new modules, such as ENG5009: Reading and Writing Skills for Business English . Students study the workings of groups in business, how to identify and manage conflict situations, conduct meetings, compose notices, agendas, minutes, reports and presentations and how to manage time and the rules of grammar. In this paper I seek to show that from a postmodernist perspective ENG5009 is to some extent a response to the local context, a Lyotardian ‘small narrative' (‘petit recit') in its own right and, simultaneously, traceable to the ‘grand narratives'(‘grands recits') of English produced and reproduced continuously since its inception as a field of study. Moreover, as a ‘grand narrative' post-apartheid offspring, ENG5009, the type of English now demanded both locally and globally, will be shown to be complicitous with ‘neo-colonialism'. Keywords: small and grand narratives, English the subject, English as literacy, social agency [Jnl for Language Teaching Vol.37(2) 2003: 268-280]
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Performance of normal Nigerian students on the mini-mental state examination. - Imam, I; Onifade, Ademola; Durodoye, M O; Aje, A; Sogaolu, A O; Kehinde, O.J.; Ogunniyi, A (PubMed, 2004)
Cognitive dysfunction is a feature of many diseases and the impact is especially relevant in the young. While there are many sophisticated tests of cognitive function, the shorter Mini Mental State examination (MMSE) is the most widely used screening test. In Nigeria where cognitive function is not routinely assessed in the management of cases, the MMSE is probably the most practical test of cognitive function to be promoted. This is because it is easy to administer and to interpret. There is however a need to define the performance of normal Nigerian subjects on the MMSE to make its use more relevant.Seventy normal adolescents attending a secondary school in Ibadan, Nigeria, were administered the MMSE. Excluded were subjects with a history of mental impairment or medical disorders known to influence cognitive function. All subjects were tested only once.Normal MMSE scores were obtained by 88.6% of subjects while 11.4% of the subjects were found to be mildly or moderately cognitively impaired. More than 55% of the subjects did not obtain full scores with test of orientation in place while 30% and 34.3% respectively did not obtain full scores with tests of orientation in time and of attention respectively. Males and females performed equally with regard to the test items except for a non-statistically significant better performance of the females with test of three-item recall (p = 0.09).Abnormalities on the MMSE in Nigerians should be interpreted with caution as more than 10% of subjects may have abnormal scores. Tests of orientation and of attention are particularly likely to indicate abnormal cognitive function even in subjects with overall scores in the normal range. There may be a need to modify the MMSE to make it more applicable to young Nigerian subjects.
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Agricultural extension and fishery development: training for women in fish industry in Lagos - State, Nigeria - Adeokun, O. A.; Adereti, F. O. (Journal of Agriculture and Social Research, 2004)
This study focused on training for development for women involved in fish industry in Lagos State, Nigeria. Three hundred and fifty (350) women involved in fishery activities were randomly selected from 10 fishing villages purposively selected for the study in the state. Structured interview schedule was used to obtain information from the respondents. This was subjected to face validity and reliability test using split half techniques (r=0.85). The results indicate high need for training in fish storage, maintenance of equipment, fishing techniques, storage and processing. Significant associations were recorded between degree of involvement in fishery activities and frequency of training (c2=36.04,p
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Barriers to accessing safe motherhood and reproductive health services: the situation of women with disabilities in Lusaka, Zambia - Smith, Erskine R.; Murray, Susan; Yousafzai, Aisha K.; Kasonka, Lackson (Disability and Rehabilitation, 2004)
Purpose: To ascertain how well health services in Lusaka, Zambia currently meet the safe motherhood and reproductive health care needs of women who have physical impairment leading to disability.Methods: A qualitative study was conducted in Lusaka, Zambia. In-depth tape-recorded interviews were conducted with 24 purposively selected women with disabilities and with 25 safe motherhood/reproductive public sector health service providers. Qualitative analysis was conducted using NVivo software.Results: Women with disabilities encounter various social, attitudinal and physical barriers to accessing safe motherhood and reproductive health (RH) services in this particular setting. The strong desire for children and affection can increase vulnerability to sexual exploitation. At the same time, a generalized assumption among reproductive health service providers that women with disabilities will not be sexually active, and not require RH services, leads to increased vulnerability to sexually transmitted infection including HIV. Once pregnant, traditional beliefs about transmission of disabilities can create barriers to integration in ante-natal clinics. Nurse-midwives' fear of delivery complications in women with physical impairments can also result in routine over-referral to a tertiary maternity facility which is outside the locality and harder for women with mobility limitations to get to.Conclusion: Greater understanding of the influences underpinning societal attitudes towards sexuality and disability in this setting, and more extensive communication between health care staff and women with disabilities would facilitate positive action towards improving safe motherhood and reproductive health services for women with disabilities.
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Friends from Home: Asset and Liability to African American Students Attending a Predominantly White Institution - Guiffrida, Douglas A. (NASPA Journal, 2004)
The importance of connections with peers to student development and retention has been highlighted in Astin's (1984) Theory of Student Involvement and Tinto's (1993) Theory of Student Departure, which are two of the most widely referenced and validated models in student affairs literature. However, recent research has questioned the applicability of these models to African American students who attend predominantly White institutions (PWIs). Although prior research has indicated that the models should be modified to recognize the importance of students relationships with their families, research has failed to understand the impact of relationships with friends from home. The purpose of this qualitative study was to understand the conditions under which friends from home were perceived as assets or liabilities to 99 African American undergraduates who attended a PWI. The results provide a link for broadening the applicability of Astins and Tinto's models and offer student affairs practitioners deeper insight into African American students' experiences at PWIs.
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The impact of climate change and anthropogenic factors on desertification in the semi-arid region of Nigeria - Odjugo, A.O. Peter; Isi, A. Ikhuoria (Global Journal of Environmental Sciences, 2004)
This paper examines the impact of climate change and anthropogenic factors on desertification in the semi-arid region of Nigeria. Climatic data (Temperature and rainfall) for 52 years (1950 – 2001) from 25 meteorological stations were collected and analysed. Questionnaires were also used to solicit respondents' perception on the causes, effects and solution to desertification in Nigeria. The data were computed and analysed using the square method, maps and bar graphs. The results among others show that while temperature has been on the increase, rainfall has been decreasing. The continued aridity and pressure on the land from farming, grazing and indiscriminate bush burning have led to southward desert encroachment. Currently, approximately 22.6% of the country's landmass is being affected by desertification. The desertification process has resulted in southward migration of sand dunes, water scarcity, reduction in crops' production, ecological degradation and emigration of people and animals. Integrated efforts from the Local Communities, States and Federal Government together with NGOs and International Bodies to combat desertification through massive afforestation, enlightenment campaign, avoidance of indiscriminate bush burning, reduction in deforestation, overgrazing and overcropping among others are recommended. Key Words: Climate Change, Sand dunes, hydrothermal, Desertification and Afforestation. [Global Jnl Environ Sci Vol.2(2) 2003: 118-127]
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Cultural education in West Africa: archaeological perspectives (2004)
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1 - The Brain Drain in Africa: An Emerging Challenge to Health Professionals’ Education - Dovlo, Delanyo (Journal of Higher Education in Africa, 2004)
A health crisis is facing sub-Saharan Africa. The population has increased mark- edly. In recent decades, communicable diseases and ‘new’ noncommunicable dis- ease epidemics have intensified. HIV/AIDS is perhaps the biggest health chal- lenge. However, the supply of health workers remains low and has been worsened by their migration to developed countries. This paper reviews health professionals’ ‘brain drain’ using data from Ghana and other African countries, with proxy data supplying some information on which direct data do not exist. Not only is retention of health professionals a serious challenge, but training output has also remained limited. There are few studies of how stakeholders, including institutions of ter- tiary education, can moderate the effects of brain drain. Sub-Saharan Africa cannot compete economically with industrialised countries in the same health labour mar- ket. This paper discusses ways in which educational systems and the health sector can collaborate to mitigate the effects of health professionals’ migration and to sustain health services including (a) new modes of selecting candidates for the professions, (b) establishing new and relevant curricula, (c) profiling new cadres that are better retained, and (d) co-ordinating with the health sector on bonding and community service schemes to facilitate retention.
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5 - Cost-Sharing in Higher Education in Tanzania: Fact or Fiction? - Ishengoma, M. Johnson (Métropole (Rabat), 2004)
In the early 1990s, Tanzania reintroduced a policy of higher educational cost-shar- ing, designed to slowly move some of the costs of higher education, which in recent years had been borne almost exclusively by the government, toward parents and students as well as toward other nongovernmental parties. This article reports research into the difference this policy seems to have made at Tanzania’s major public university, the University of Dar es Salaam (UDSM), with particular atten- tion to the enrollment of privately sponsored (i.e., fee-paying) students and other changes discernable in university finances during the early years of this policy implementation. The report concludes that cost sharing in higher education in Tan- zania is justified on the grounds of the sheer need for nongovernmental revenue for public higher education institutions because of the declining government ap- propriations to these institutions, along with the dire need to expand access to higher education; however, its implementation has been lackadaisical.
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1 - Higher Education Finance and Accessibility: Tuition Fees and Student Loans in Sub-Saharan Africa* - Johnstone, D. Bruce (Métropole (Rabat), 2004)
* An earlier version of this paper was presented to a conference, “Improving Tertiary Education in Sub-Saharan Africa: Things that Work!” sponsored by the Association of African Universities and the World Bank, in Accra, Ghana, September 23–25, 2003.“Revenue supplementation” in higher education refers to shifting higher education costs away from relying mainly (sometimes virtually exclusively) on government, or the taxpayer, and toward parents, students, philanthropists, businesses, and other sources. “Cost-sharing” refers more specifically to requiring that parents and stu- dents pay all or most of tuition, lodging, and food costs, and other fees, as well as lessening the value of grants or raising the effective interest rate on student loans. This article identifies some of the historic resistance to cost sharing as well as its rationales—the most compelling of which is the sheer need for revenue, coupled with the increasing unlikelihood that African governments can raise enough rev- enue by taxation to meet currently underfunded social needs and simultaneously provide substantially more to meet the rising costs of higher education. The article identifies some limitations to the “dual-track” tuition policies in East Africa and some reasons for the many failures African countries have experienced with stu- dent loan programs. It cautions against the prevailing fascination with income- contingent loans and makes recommendations, drawn both from theory and from the few empirical examples of “things that work.”
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6 - Means Testing: The Dilemma of Targeting Subsidies in African Higher Education - Johnstone, D. Bruce (Métropole (Rabat), 2004)
Means testing, a form of subsidy targeting, attempts to distribute at least some higher education subsidies on the basis of need or estimated ability to pay. This article explores the major principles, approaches, and challenges as well as some of the controversies surrounding means testing, taking into account the unique context of the African continent. For example, in many African countries incomes are not only low but are also frequently hidden or partly in kind. Assets are often both minimal and extremely illiquid. These conditions limit possible cash contri- butions toward higher education but also make it difficult to measure and to verify the subsidies to which many families are entitled. Therefore, many developing countries complement measures or estimates of income and assets with so-called categorical indicators of need (e.g., race/tribe/ethnicity, parents’ education, type of employment, secondary school attendance, possession of an automobile or access to a car driver) which are readily observable and more difficult to hide than con- ventional measures of incomes or assets. This article acknowledges some imper- fection in these measures but argues that rough justice in estimating ability to pay is still preferable to equal subsidies for all. It concludes with some recommenda- tions about targeting subsidies to higher education in Africa.
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4 - Student Loans in Kenya: Past Experiences, Current Hurdles, and Opportunities for the Future - Otieno, Wycliffe (Métropole (Rabat), 2004)
Kenya has a long history of lending to students; but in the 1980s, the program was criticized for its poor administration, high costs, and low recovery rates. The estab- lishment of the Higher Education Loans Board in 1995 ushered in reforms that have broadened the program beyond the public universities to other postsecondary institutions and to some students in Kenya’s growing private sector and improved loan recoveries. This article describes these efforts to improve recoveries and makes a number of recommendations, including more realistic (i.e., higher) interest rates, more aggressive enforcement of loan recoveries, more effective targeting (i.e., means testing), and greater use of banks and other private capital sources. The use of student loans is an effective tool for increasing participation and equity, although the government must do more to improve the accessibility of secondary education, which is where much of the inequity currently resides.
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2 - The South African Experience with Developing and Implementing a Funding Formula for the Tertiary Education System - Pillay, Pundy (Métropole (Rabat), 2004)
The funding framework developed in South Africa for institutions of higher edu- cation during the apartheid era raises serious concerns related to equity (access, particularly of the disadvantaged black majority) and efficiency (of outputs and outcomes, particularly, but not only, at historically black institutions). The new funding framework proposed in the government’s 1997 White Paper re- conceptualises the relationship between institutional costs and government expen- ditures. This framework is seen as a distributive mechanism to allocate govern- ment funds to individual institutions in accordance both with the budget made available by government and with government’s policy priorities. Institutions now receive (a) block funds (research funds, teaching funds determined by student num- bers and outputs, and institutional funds for redress purposes), and (b) earmarked funds for specific purposes (e.g., student financial aid and research development). This framework has important implications for equity and efficiency including predictability; the recognition of a hard budget constraint; promoting institutional autonomy and equity; rewards for research outputs; rewards for graduate outputs that supply the country’s human development needs; and enhanced equity through capacity building, research development, and foundation programmes.
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5 - Higher Education in Ethiopia: The Vision and Its Challenges - Saint, William (Journal of Higher Education in Africa, 2004)
Ethiopia is embarked on a higher education expansion and reform programme of impressive dimensions. Expansion will create new universities, establish three sys- tem support agencies, mount new courses, and triple enrolments. Reforms intro- duce increased institutional autonomy, curriculum revisions, new funding arrange- ments and student contributions by means of a graduate tax. This article analyses current higher education reform efforts in Ethiopia. It begins by sketching the so- cial context in which higher education is situated and describing the country’s higher education system. An assessment of tertiary education financing follows. Management capacities and efficiency in the use of these resources are then dis- cussed, noting the particular challenges posed by HIV/AIDS. Educational quality and relevance are subsequently addressed. Analysis points out potential weaknesses in the reform programme but concludes that enrolment expansion targets are likely to be met. However, the dynamics of expansion may well generate difficulties in maintaining educational quality.
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Accidental injuries and cutaneous contaminations during general surgical operations in a Nigerian teaching hospital - Adesunkanmi, A. R. K.; Badmus, Tajudeen A.; Ogunlusi, J.O.D. (East African Medical Journal, 2004)
To determine the prevalence of accidental injuries and body contaminations among the operating personnel during general surgical operation, those involved, the circumstances surrounding the injuries or body contaminations and the factors affecting the prevalence in a unit of a teaching hospital in Nigeria.Patients operated for general surgical conditions in a unit of a Teaching Hospital Complex during a period of two years (1997-1998) were studied. A proforma was designed to enter personal biodata, preoperative and intra-postoperative clinical information of all the patients.Wesley Guild Hospital a unit of teaching hospital complex serving the large agrarian rural and semi-urban Nigerians.Five hundred and eighty nine consecutive general surgical patients. All types of general surgical operations were included, emergency or elective, major or minor, carried out during the day or at night.All the patients were operated and operating personnel observed for sharp injuries and body contamination.Incidence of sharp injuries and cutaneous contamination and personnel at risk determined.Operating personnel sustained 62 sharp injuries (10.5%), these were caused by suture needle in 57 cases (92.0%), towel clips in three (4.8%), knife cut in two (3.2%). Operating physicians sustained 56 cases of sharp injuries (90.3%) and Scrub Nurses in six (9.7 %). Self-inflicted sharp injuries in 49 (79 %) and in 12 cases (21%) injuries were inflicted by the surgeons or their assistants. Left hand was injured in 39 cases (63%) and right in 23 (37%). Cutaneous or mucosa membrane contamination with blood or body fluid occurred in 232 cases (39.4 %). These were made up of wet gown contamination in 124(53.5 %), glove failure in 72(31%) and splashing of blood or fluids into the face or eyes in 36 cases (15.5 %). Contamination occurred in more than one operating personnel in more than half of the cases. Operating surgeons were affected in 211 cases (91%). The risks of accidental injuries and blood and body fluid contamination were significant, if the duration of the operation was more than one hour, among the operating surgeons and if the operation was major (p<0.05).This study has demonstrated that cutaneous, percutaneous, and mucous membrane exposure to patients blood and body fluids are common events during general surgical operations. Most accidental injuries were due to solid suture needle-sticks, mostly injured personnel were the primary operating surgeons, injuries occurred predominantly on the left hand. This may poses a significant risk of infection with blood borne pathogens when operating on infected patients.
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Socio-demographic factors of pupils who use tobacco in randomly-selected primary schools in Nairobi Province, Kenya - Ogwell, A.E.O.; Åstrøm, Anne Nordrehaug; Haugejorden, Ola (East African Medical Journal, 2004)
To report the prevalence and socio-economic correlates of tobacco use among primary school pupils in Nairobi, Kenya.Cross-sectional school-based survey.Ten primary schools in Nairobi, Kenya.A questionnaire was administered to 1198 primary school pupils aged 12 to 17 years and 1130 (response rate 94.3%) students responded under supervision in the classroom.A total of 31% (95% CI 27.5-34.5) had experimented with smoking, 9% (95% CI 7.1-11.5) with smokeless tobacco and 55% (95% CI 50.7-59.6) reported having friends who smoked. The rates of lifetime smoking were statistically significantly higher in urban than in suburban students (33% versus 25%, p<0.05), whereas a higher proportion of suburban residents reported lifetime use of smokeless tobacco (8 % versus 12 %, p<0.05). Among urban as well as suburban students, 15 years and above were significantly more likely than their counterparts aged 14 years and below to report lifetime smoking, lifetime use of smokeless tobacco, fathers' use of tobacco, and friend's tobacco use. The adjusted odds ratios, OR, and 95% confidence intervals, 95% CI, for students ever smoking were 2.2 (95% CI 1.3-1.8), 2.4 (95 % CI 1.6-3.7), 1.8 (95 % CI 1.1-3.2 and 2.6 (95 % CI 1.7-4.1) for place of residence, gender, age and friend's use of tobacco.Generally, the proportions of primary pupils using different forms of tobacco were low in Nairobi province, although the proportion of pupils who had smoked at least once in their lifetime amounted to 31%. Since primary school pupils live in an environment that makes them susceptible to smoking, preventive programmes should be introduced to avoid the development of nicotine addiction and regular smoking.
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Theatre-in-education: theatre for development practice in Southern Africa and its implications for Swaziland - Ebewo, Patrick (UNISWA Research Journal, 2004)
This article discusses Theatre for Development (TFD) praxis as an agency for integrated rural development in Africa. Development is not limited to improvement in Gross National Product (GNP) and other economic indices, but in the ability of a people to take creative control of their destinies by contributing in a participatory manner to the development issues in the community. Theatre for Development is an instrument of non-formal education and a strategy used to enhance democratic exchange of information between development agents and the rural population. The paper surveys TFD practice in Africa, particularly Southern Africa. It laments non-representation of Swaziland in this project, and argues for the role the Department of Adult Education of the University of Swaziland could play in this regard.
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Training degree teachers: the case of Swaziland - Magagula, Cisco M.; Manyatsi, Sabelo (UNISWA Research Journal, 2004)
Teaching is an important profession in the sense that all other professions such as accounting, medicine, engineering, law, architecture, etc. depend on it. For that reason, it is crucial that teachers be properly trained and highly motivated. Teacher preparation programmes have been criticised on a number of fronts such as weak coordination, focus heavily on the process of teaching and less on the subject content, and for licensing teachers without having demonstrated mastery of the subject content and essential professional teaching skills. This paper reports the findings of a study which looked at the efficiency of the route for training Bachelor of Education (B. Ed) teachers at the University of Swaziland. The objectives of the study were to determine (i) the extent to which the academic qualifications of lecturers in teacher training colleges were qualitatively similar of different from the academic qualifications of lecturers in the Faculty of Education at the University of Swaziland, (ii) the extent to which the entrance requirements into teacher training colleges were similar and/or different from those of the University of Swaziland, and (iii) the extent to which the route of producing B. Ed. Degree teachers through teacher training colleges was efficient. The findings of the study were that (i) the teaching staff in the Faculty of education at the University of Swaziland (UNISWA) were qualitatively different from the teaching staff of the teacher training institutions; (ii) entrance requirements to diploma programmes at the teacher training colleges (especially the Secondary Teachers Diploma programme) were not qualitatively different from those of the UNISWA diploma programmes, and (iii) the college route of producing B. Ed. Teachers was too long and needed to be reduced. It is recommended that the Ministry of Education, the University of Swaziland, and the Teacher Training Colleges should engage in open and frank discussions about the issues raised in the preceding paragraph with a view to find the optimum, cost-efficient and cost-effective way of producing B. Ed. Degree teachers in Swaziland, if not all types of teachers.
openalex: W1903349654 mag: 1903349654
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Students Perspectives of Effective Teaching in Selected High Schools in Swaziland - Mazibuko, Edmund Z. (UNISWA Research Journal, 2004)
The student perspective on teaching and learning is too often neglected or underrated in educational research. The aim of the study was to find out what qualities students valued from their teachers. More specifically, what are qualities of good teachers as perceived by the students? What is the relationship between the subjects taught and the qualities? Are there any gender differences in the perceptions of the students? 910 students took part in the survey. The study found that indeed high school students were qualified to make judgments about the effectiveness of their teachers. Several good teachers were identified. The study also found that there were differences in perception between the different subject areas. The effect of gender was very minimal.
openalex: W39745042 mag: 39745042
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Effects of Living on Campus on African American Students' Educational Gains in College - Flowers, Lamont A. (NASPA Journal, 2004)
The effects of living on campus on educational gains were estimated for a sample of African American college students. This study also examined the effects of specific residence hall experiences on African American students' educational gains in college. Controlling for an extensive array of demographic characteristics, institutional characteristics, and academic and nonacademic experiences in college, the results indicated that African American students who lived on campus reported significantly higher gains in personal and social development than African American students who did not live on campus.
openalex: W2040545096 mag: 2040545096
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Response of bread wheat genotypes to drought simulation under a mobile rain shelter in Kenya - Kimurto, P.K.; Kinyua, M. G.; Njoroge, J. M. (African Crop Science Journal, 2004)
Selection of drought tolerant wheat genotypes for Arid and Semi-arid lands (ASALS) of Kenya, which consist of 83% of total land area, can provide alternative agricultural land for expansion. To reduce cost of dryland research, simulated drought under a rain shelter offers a good alternative for screening because marginal areas are vast and widespread. Four moisture regimes which simulated terminal, early, mid- and late- season droughts were created under the mobile rain shelter at Njoro in 1998/99, by applying drip irrigation (i) up to seedling stage (70 mm) (ii) through tillering (82 mm) (iii) up to anthesis (94 mm) and (iv) grain filling (106 mm), respectively, to determine drought responses of five wheat varieties (Duma, R748, R830, R831 and R833) and identify drought tolerant genotypes. Control watering regime had 118 mm applied at all stages. Yield and yield components in each season and the two seasons combined showed significant difference (P
openalex: W2039718156 mag: 2039718156
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Nutritional Status of HIV+ Pre-School Children in South Africa - Steenkamp, Liana; derMarwitz, Jill von; Giovanelli, Charlene (2004)
openalex: W2899130147 mag: 2899130147
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Climate Change and Water Resources Management in Semiarid Southern Africa - Umoh, Semiarid Southern Africa Umoh T.; Kumar, Santosh; Oladimeji, Adeola A. (2004)
openalex: W304384447 mag: 304384447
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Adaptation to Effects of Climate Change in Southern Africa - Umoh, U. T.; Oladimeji, Adeola A.; Kumar, Srivastava Amit; Grover, Velma I. (2004)
openalex: W260951831 mag: 260951831
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Breastfeeding training material for TBAs, community members, support groups, Somalia. - Various (2004)
openalex: W3011702116 mag: 3011702116
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Environmental Noise Pollution in Nigerian Universities: A Case Study of the University of Calabar, Calabar, Nigeria - Ntui, Aniebiet Inyang; Onuu, Michael U. (Zenodo (CERN European Organization for Nuclear Research), 2004)
openalex: W4290674984
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Environment and Trade Policies in Tunisia: Comparing Economic Costs and Benefits of Pollution Abatement Policy - Chemingui, Mohamed (Social Science Research Network, 2004)
The main research objective of this study is to provide a detailed empirical assessment of the economic impacts of climate policy in Tunisia, considering both costs and benefits. For this purpose, we tries to evaluate the impact of trade liberalization and regional integration on pollution emissions in Tunisia, and the economic consequences of taxing thirteen categories of effluents, as instrument of pollution abatement policy in Tunisia. A recursive dynamic computable general equilibrium model is used for this purpose. Our results indicate that economic integration of Tunisia with Europe will increase pollution and environmental degradation. We also find that economic implications of pollution abatement policies show that Tunisia can achieve pollution reduction targets, without seriously compromising economic growth objectives. Furthermore, Tunisia can expect a reduction of its energy consumption as result of this abatement policy.
openalex: W2298601373 mag: 2298601373
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A Framework for Citizenship Education in Sierra Leone (2004)
openalex: W4255675932
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How South Carolina's Education Lottery Shortchanges African-American College Students (Journal of Blacks in Higher Education, 2004)
openalex: W4232048058
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How Young Blacks Are Being Mislrd by Bogus Information on the Dropout Rates of African-American Student at the Nation's Leading Professional Schools (Journal of Blacks in Higher Education, 2004)
openalex: W4242858433
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Learning resource developed that is linked to African American museum (2004)
openalex: W4253042284
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Prevalence Of The Connexin 26 Mutation 35delg In Non-Syndromic Hearing Loss In Egypt (The Internet journal of otorhinolaryngology, 2004)
The prevalence of the 35delG mutation in Connexin 26 gene-in thirty-one Egyptian families diagnosed with NSHL-was examined. Each nuclear family had between two to five cases of sensorineural hearing loss, with no symptoms or features suggestive of any other possible etiology. Control subjects were studied to determine the carrier rate of connexin 26 in the general population. All DNA samples were screened for the 35delG mutation using an allele-specific polymerase chain reaction (AS-PCR). We found that the 35delG mutation is much less common in Egypt (~10%) than in many other parts of the world, with a carrier rate of 2.7%. PUBLICATION NOTE
openalex: W2291558753 mag: 2291558753
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Scintigraphic analysis of thyroid diseases at the Lagos university teaching hospital, Lagos, Nigeria (West African Journal of Radiology, 2004)
openalex: W4388270623
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The prevalence of obesity amongst learners attending the schools in Belhar, Delft and Mfuleni in Cape Town, South Africa (2004)
openalex: W1578288950 mag: 1578288950
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Three African-American Students Awarded Truman Scholarships (Journal of Blacks in Higher Education, 2004)
openalex: W4212851826
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Transitions to adulthood in the context of AIDS in South Africa: The impact of exposure to life skills education on adolescent knowledge, skills, and behavior (2004)
This study is a collaborative research project of the University of Natal-Durban, the Horizons program, and Tulane University. One objective of the study was to contribute to understanding the effectiveness of life skills education in changing behavior in South Africa. The findings indicate substantial short-to-medium-term effects of exposure to life skills education on certain areas of sexual and reproductive health-related knowledge, confidence to use condoms, and condom use behavior. Further research is needed to assess whether the observed effects are transitory or long-term in nature, whether the observed behavioral changes have an impact on HIV infection rates among youth, and whether the full implementation of life skills education in all schools in KwaZulu Natal can broaden program impact to include other sexual behaviors such as delay of sexual initiation and secondary abstinence.
openalex: W4238555769
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Vital Signs: The Current State of African Americans in Higher Education (Journal of Blacks in Higher Education, 2004)
openalex: W2731281143 mag: 2731281143
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[Experience with field epidemiology training programs in Africa: Cours IEIAA] - A, da Silva; Leab, D; Aplogan, Aristide (Médecine tropicale : revue du Corps de santé colonial, 2004)
The International Course on Epidemiology and Applied Data Processing in Africa (Cours IEIAA) is a practical 4-week French-language training course for professional health care personnel working in Africa. The first course was organized in 1998 by the Association pour l'Aide a la Medecine Preventive (Association for the Promotion of Preventive Medicine). The course organizing committee includes a pedagogical director and a faculty of field epidemiology experts. Course activities are designed to give attendees competency in epidemiology, biostatistics, computer techniques and communication. Attendance is funded mainly through education grants from the French Foreign Affairs Ministry, WHO, UNICEF, Belgian Technical Cooperation, Swiss Technical Cooperation, and German GTZ. Based on 7 years of experience, consideration is now being given to transforming this course into a tutorial Field Epidemiology Training Program modeled after those now operating in Ghana and Uganda [TEPHINET members Programs located in Africa].
openalex: W2441982371 mag: 2441982371
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Diversity Response Approach. Proceedings of a development and training workshop organised by the Ghana Danish Community Association for coalition member staff. - Abdelrahman, Omer H.; Zakaria, Azzarina (2004)
openalex: W434373357 mag: 434373357
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Poverty reduction strategies and relevant participatory learning processes in agricultural higher education : case studies from Ethiopia, Malawi, Tanzania and Uganda - Abeli, Willbard S.; Angstreich, Michael G.; Boddens-Hosang, Joanna A.A.; Johnsen, Fred H.; Kaboggoza, J. R. S.; Kaunda, Emmanuel E.; Moe, Stein R.; Larsen, Thor; Waktola, Aregay (2004)
openalex: W2954383758 mag: 2954383758
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Biblical and Roman Catholic teachings on homosexuality: the Nigerian context - Abioje, Pius Oyeniran (2004)
openalex: W1491282102 mag: 1491282102
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Association of Muslim Schools (AMS) : the need and relevance for the establishment of Muslim private schools in South Africa. - Adam, Shabeer Ahmed. (2004)
openalex: W1535374317 mag: 1535374317
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Public Education Expenditure and Defense Spending in Nigeria: an Empirical Investigation - Adebiyi, Michael A.; Oladele, Oderinde (2004)
In this study, we set out to empirically investigate the empirical relationship between public education expenditure and defence spending in Nigeria, using annual time series data from 1970 to 2003. Some statistical tools are employed to explore the relationship between these variables. The study examines stochastic characteristics of each time series by testing their stationarity using Augmented Dickey Fuller (ADF) and Phillip Perron (PP) tests. This is followed by estimating the error correction model of public education expenditure. The effects of stochastic shocks of public education expenditure and defence spending are explored, using vector autoregressive (VAR) model. Although it is contended by some that the military may contribute towards the promotion of the modernization of developing societies through the enhancement of the quality and quantity of human capital by, among others, dismantling social rigidities, there is limited conclusive evidence to support this view. In fact, a negative trade-off between defence spending and public education expenditure (used as a proxy for human capital formation) is generally expected. A regression analysis of the relationship between military spending and public education expenditure in Nigeria between 1970 and 2003 is positive and statistically significant in all the techniques employed. It should be pointed out that the statistical analyses conducted in this study are concerned only with reported public expenditures on education. Inasmuch as private education and private expenditures on public education are excluded, the data employed understate the country's commitment to education. With this caveat in mind, the study concludes that it is not unlikely that military activity has served to enhance the productive capability of the Nigerian economy via some modernizing effect. Thus, in the short and long run, the impact of military expenditure on Nigeria's stock of human capital, particularly education, has been positive.
openalex: W2333463113 mag: 2333463113
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The significance of climate change to the viability of Nigeria-Niger Joint Commission and Lake Chad basin Commission. - Adenle, D.; Bogárdi, János J.; Castelein, S. (2004)
openalex: W1452185875 mag: 1452185875
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Examination Malpractice: a Stigma on School Effectiveness in Nigeria - Adewale, Gbenga (2004)
The paper opens with the meaning of school effectiveness and the need for examination as a method of assessment of students who have gone through one level of education or the other It discusses the incidence of examination malpractice in Nigeria, as well as its prevalence and forms. The paper concludes with a discussion of efforts made so far in cubing examination malpractice in Nigeria and the examination malpractices decree 33 of 1999.
openalex: W2151532691 mag: 2151532691
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The Philosophical Basis of Social Studies in the Curriculum of Junior Secondary Schools in Botswana - Adeyemi, Michael Bamidele (2004)
openalex: W78081806 mag: 78081806
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Widening the lens — changing the focus: Researching and describing language practices in multilingual classrooms in South Africa - Adler, Jill (2004)
openalex: W1499230090 mag: 1499230090
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Towards a Strategy on Developing African Teacher Capabilities in the Use of Information and Communication Technology - Africa, SchoolNet South (2004)
openalex: W2237571143 mag: 2237571143
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Chronic Hemodialysis in a Nigerian Teaching Hospital - Agaba, Emmanuel I; Lopez, A.; Ma, Irene; Martínez, R.; Tzamaloukas, R.A.; VanderJagt, Dorothy J.; Glew, Robert H.; Ah, Tzamaloukas (Hemodialysis International, 2004)
The Jos University Teaching Hospital (JUTH) has dialyzed >320 patients with ESRD since 1993. Objective: To identify differences, and their causes, in the practice of dialysis between Nigerian state‐owned dialysis units and U.S.A. Methods: We analyzed the characteristics of chronic dialysis at JUTH. Results: At JUTH, chronic dialysis is started at development of frank uremia (K/DOQI standard: creatinine clearance >10 mL/min, no overt uremia). Frequency of hemodialysis was 3 times weekly in 2 patients, twice weekly in 1 and once weekly or longer in 7 patients. Breakdowns in the dialysis machinery, which is outdated, forced additional decreases in the frequency of dialysis. Duration of a dialysis session was 4 h by prescription, but much longer in several sessions because of dialysis machine breakdown during the session (US standard: 4 h). 2 patients were dialyzed through arterio‐venous fistulas and 8 patients were dialyzed though temporary femoral vein dialysis catheters removed after each dialysis session. A vascular surgeon was unavailable. The urea reduction ratio was 45.38.6% (U.S.A target: 65%). The cost of the first dialysis session at JUTH is $160. With reuse of dialysis supplies, including dialyzers, dialysis tubing, femoral catheters, and guide wires, the cost of each subsequent dialysis session is $33. The minimal cost of dialysis with 3 dialysis sessions weekly and a new dialyzer every week is $501 per month. The cost of dialysis is borne exclusively by the patient. For comparison, average monthly income is $74 for unskilled laborers, $222 for dialysis technicians, $296 for dialysis nurses, and $889 for academic nephrologists. The low dose of dialysis has adverse effects on patient quality of life (frequent admissions with uremia). Despite notable exceptions (2 patients on dialysis for 12 and 9 years, respectively), survival of dialysis patients at JUTH appears to be poor. Conclusions: Underdialysis is frequent in Nigeria and is the consequence of socioeconomic conditions and technologic deficits. Removal of the economic burden of dialysis from the patients with ESRD is the first logical step toward correction of underdialysis.
openalex: W1585322507 mag: 1585322507
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The Potential Impacts of Climate Change on Human Health and the Need for Health Education in Kenya - Agwata, Jones F. (2004)
openalex: W2225832193 mag: 2225832193
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School Culture in a Private Secondary Institution in Mauritius. - Ajaheb-Jahangeer, Shamim; Jahangeer, Abdul Cayum (International education journal, 2004)
This paper presents a case study of the school culture in a secondary school in Mauritius. It analyses how the school culture has an impact on the effectiveness of an educational organisation. The literature on school culture is reviewed and discussed. The education system in the Mauritian context is described; and its advantages and drawbacks highlighted. A case study of a private secondary school, Loreto Convent Port-Louis, is undertaken to illustrate school culture in an educational organisation. The way the school is organised, the goals are set and the outcomes in terms of effectiveness and achievement, are then analysed.
openalex: W297200097 mag: 297200097
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Pilot study of the adaptation of an established measure to assess the quality of child services in a selected orphanage in Zambia : the Inclusive Quality Assessment (IQA) tool - Akinware, Margaret Abosede (2004)
This study set out to pilot the Inclusive Quality Assessment (IQA) process adapted for use in British Columbia in 1998 from the Inside Quality Assurance tool of the University of North London Centre for Environmental and Social Studies in Aging. The current study was exploratory to determine the tool's suitability and appropriateness in a non-Western culture. The IQA tool was successllly implemented in a selected orphanage where it was administered to assess the quality of care provided to orphans. This exercise involved the participation of orphans and caregivers in identifying their needs and how to fulfill them. It also involved the role of the frontline managers in planning and improving the quality and assurance of care to orphans in their institution. The researcher concludes that this tool is appropriate for regular evaluation of s e ~ c e s in childcare facilities and home settings but will require effective policy formulation and implementation to make it a reality in Zambia.
openalex: W2274600642 mag: 2274600642
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Education in the Middle East and North Africa: The Current Situation and Future Challenges - Akkari, Abdeljalil (International education journal, 2004)
This paper investigates the educational development in the Middle East and North Africa, drawing on data from different international and national institutions. The paper begins with a review of similarities between countries within the region, and continues by investigating the situation of basic education, literacy rates and quality of education. In the third section, issues of inequality between public and private education are discussed. The paper concludes by outlining future educational challenges in the region.
openalex: W2108303147 mag: 2108303147
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Design meeting for DFID-funded project: the contribution of post-basic education and training (PBET) to poverty reduction: evidence from South Asia and sub-Saharan Africa - Akoojee, Salim (2004)
Report on a workshop held at the Centre for African Studies, University of Edinburgh, 22-25 May
openalex: W2784827136 mag: 2784827136
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Assessing the impact of globalization on South African education and training: a review of the evidence so far - Akoojee, Salim; McGrath, Simon (Globalisation, Societies and Education, 2004)
This article reviews the effects of globalization on South Africa a decade after the transition to a post-apartheid system. It brings together some of the recent literature of the performance of the economy and concomitant changes in education. It shows the pervasive force of globalization on South African education and training and explores in particular how this has affected the political imperative to establish a non-racial socio-political order. It argues that the twin processes of globalization and socio-political transformation have often contradicted stated goals of equity and redress.
openalex: W2043295349 mag: 2043295349
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The status of science education in Commonwealth Africa - Akpan, Ben (The School science review, 2004)
This article examines the status of science education in Commonwealth countries in Africa against the backdrop of dwindling economic capacities, gender inequities, and the menace of the HIV/AIDS pandemic. It makes recommendations on how a viable and relevant science education programme may be attained.
openalex: W40775106 mag: 40775106
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An Analysis of the Link Between Education and Crime: Prison Inmates; Perception in Nigeria - Akpotu, Nelson Ejiro; Jike, V.T. (African Symposium: An On-Line African Educational Research Journal, 2004)
openalex: W2281208158 mag: 2281208158
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Adjusting Household Structure: School Enrollment Impacts of Child Fostering in Burkina Faso - Akresh, Richard (Social Science Research Network, 2004)
Researchers claim that children growing up away from their biological parents may be at a disadvantage and have lower human capital investment. This paper measures the impact of child fostering on school enrollment and uses household and child fixed effects regressions to address the endogeneity of fostering. Data collection by the author involved tracking and interviewing the sending and receiving household participating in each fostering exchange, allowing a comparison of foster children with their non-fostered biological siblings. Foster children are equally likely as their host siblings to be enrolled after fostering and are 3.6 percent more likely to be enrolled than their biological siblings. Relative to children from non-fostering households, host siblings, biological siblings, and foster children all experience increased enrollment after the fostering exchange, indicating fostering may help insulate poor households from adverse shocks. This Pareto improvement in schooling translates into a long-run improvement in educational and occupational attainment.
openalex: W3124599260 mag: 3124599260
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Piano teaching in a rural South African University : a case study of the University of Transkei : teaching aspects - Akrofi, Eric (Musicus, 2004)
This article first describes the content and conduct of piano teaching at Unitra's Department of Music Education from 1995 to date. Second, it examines the major challenges both piano lecturers and students currently face in the department. Finally, it predicts the future of piano teaching in the new Walter Sisulu University which starts in January 2005 when Unitra merges with two technikons, namely Border Technikon, East London and Eastern Cape Technikon, Butterworth, neither of which has a music department.
openalex: W2607812064 mag: 2607812064
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Self-Concept, Attitude and Achievement of Secondary School Students in Science in Southern Cross River State, Nigeria - Akubuiro, I. M.; Joshua, Monday T. (African Symposium: An On-Line African Educational Research Journal, 2004)
openalex: W2268511841 mag: 2268511841
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The voices of young Kenyans : gender, sexuality & HIV/AIDS in education - Akunga, Alice Bonareri; Kwamboka, Eileen; Muia, Daniel; Eastern, Unicef.; Section, Southern Africa Regional Office. Education (2004)
openalex: W597834076 mag: 597834076
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Bacteriological Quality in Freshwater Reservoirs in Kericho Tea Estates in Kenya: Implications for Environmental Health Education - Akunga, Daniel; Wamicha, W. N. (2004)
openalex: W1582657929 mag: 1582657929
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Legal Frameworks for Marine Pollution Control and Ports Management in Eastern and Southern Africa - Akunga, Nebat Momanyi (2004)
openalex: W2565329327 mag: 2565329327
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Serodiagnosis of Infectious Diseases among Patients admitted to Ibn Sina Central Teaching Hospital in Al-Mukalla City -Yemen - Al-Haddad, Ahmed (2004)
Abstract: Introduction : Although infectious diseases generally are diagnosed by isolating microorganisms through routine-culture, serological procedures to identify disease-specific antibodies frequently are used when morphological identification is impossible or impractical (1,2,3) . Serologic antibody procedures also allow retroactive diagnosis of infectious diseases because certain antibodies remain in the blood even after the acute phase of diseases has subsided (4,5) .Serological identification of streptococcal antibodies is also in following the course of poststerptococcal sequel such as rheumatic fever and poststreptococcal glomerulonephritis. The best signal test for previous streptococcal infectious is the ASO titer (6,7) . CRP is abnormal plasma protein that appears in the blood streams during the acute stage of various infectious and noninfectious inflammatory disorders (8,9) . The Widal test is an agglutination procedure used to detect Salmonella typhi and Salmonella paratyphi
openalex: W2741998225 mag: 2741998225
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Where Has all the Education Gone in Africa - Al-Samarrai, Samer; Bennell, Paul (2004)
openalex: W1574234503 mag: 1574234503
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An exploration of the factors associated with the attitudes of high school EFL teachers in Syria toward information and communication technology - Albirini, Abdulkafi (2004)
openalex: W2264992531 mag: 2264992531
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Using teacher action research to promote constructivist learning environments in South Africa - Aldridge, Jill M.; Fraser, Barry J.; Sebela, Mokgoko Petrus (South African Journal of Education, 2004)
The primary focus was to assist South African teachers to become reflective practitioners in their daily mathematics classroom teaching. The study involved a combination of quantitative and qualitative research methods. Quantitative data were collected using the Constructivist Learning Environment Survey (CLES) to assess learners' perceptions of the emphasis on constructivism in the classroom environment. In the first phase of the study, the CLES was administered to 1 864 learners in 43 classes and analysed to determine whether the CLES is valid and reliable for use in South Africa. As well, descriptive analysis was used to generate graphical profiles of learners' perceptions of the actual and preferred learning environment for each class. During the second 12-week intervention phase, two teachers used the profiles to assist them to develop strategies aimed at improving the constructivist orientation of their classroom learning environments. The teachers implemented strategies and maintained a daily journal as a means of reflecting on their teaching practices. At the end of the 12 weeks, the CLES was re-administered to learners to determine whether their learners' perceptions of the constructivist emphasis in their classroom learning environments had changed. South African Journal of Education Vol.24(4) 2004: 245-253
openalex: W1661407020 mag: 1661407020
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Assessment of groundwater pollution vulnerability and modelling of the Kanye Wellfield in SE Botswana—a GIS approach - Alemaw, Berhanu F.; Shemang, Elisha; Chaoka, T.R. (Physics and Chemistry of the Earth, Parts A/B/C, 2004)
Botswana is a semi-arid country with limited recharge to groundwater resources. Groundwater however is a major source of water for domestic, industrial and agricultural uses. There is therefore the need to ensure that the groundwater resources are of drinking quality, by protecting them against pollution sources such as landfills, pit latrines, industries, agricultural pesticides and waste. In this study a preliminary assessment of vulnerability of groundwater to pollution in Kanye well field in SE Botswana is undertaken. In order to assess the vulnerability of this aquifer to pollution, soils types, mapped geology and information from 82 boreholes were input into a GIS system to classify pollution vulnerability using Theissen polygons of the study area. Results indicate that 58% of the well field area is highly or very highly vulnerable to pollution, 34% is moderately vulnerable to pollution, and only 9% has low vulnerability. Estimates of the aquifer media characteristics in areas with only a few observations or few geological logs were considered to have higher uncertainty than areas with many observations. However, the use of the polynomial estimator enabled consideration of simple uncertainty for the aquifer media characteristics and pollution vulnerability modelling process.
openalex: W2000077379 mag: 2000077379
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Adolescent reproductive health and awareness of HIV among rural high school students, North Western Ethiopia - Alene, Getu Degu; Wheeler, Jeremy G; Grosskurth, Heiner (AIDS Care, 2004)
Ethiopia is faced with an increasing problem from HIV infection, and the vulnerability of adolescents is a key concern. There is little information on the knowledge, attitudes and practices of this age group with respect to HIV, sexually transmitted diseases and preventive measures. We conducted a cross-sectional study among 260 students from two rural high schools in North Western Ethiopia. We found that although the general awareness of HIV was high, correct knowledge of the virus and its modes of transmission was shown in only 44% of adolescent boys and 41% of adolescent girls. Knowledge of HIV and condoms was lower among students whose parents were farmers, significant so among girls (p=0.02). Use of condoms among sexually active single male students (49%) was insufficient but was higher than among adolescents in many other African settings. Knowledge of STDs was generally low: 82% of adolescent males and 37% of adolescent females had some awareness of STDs. Almost 20% of sexually active males in the study had previously experienced an STD, almost all of whom had visited a commercial sex worker. Targeted interventions are warranted among adolescents and sex workers in Ethiopia complemented by STD treatment services.
openalex: W2036260780 mag: 2036260780
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Cartography of mercurial pollution using bioaccumulators in the area of Azzaba (eastern Algeria) - Alioua, Amel; Semadi, F.; Benrrabeh, H. (Dokladi na B lgarskata akademiâ na naukite, 2004)
openalex: W62398034 mag: 62398034
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The creation of transitory workforce in institutions of higher education in developing countries: examples from Tanzania - Alphonce, N. (Papers in Education and Development, 2004)
openalex: W60864431 mag: 60864431
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THAT CANADIAN DEBATE ON "NIGERIAN IDGHER EDUCATION: POLICY AND PRACTICE - Amadi, Eric Chukweru (2004)
Nigeria's educational system, for now, can be described as a glorious past and a murky present. Scholars have embarked on academic exercises through different routes and yet arriving at the same destination a demystification of the National Policy 011 Education in realization to .workable and achievable terms. With the same motif in mind. we attempt here, a critique of the various criticism and analysis by Bloom, Woodhouse and Haft. It is revealed that their criticism is an idiosyncratic approach and has serious shortcomings in that it chops the total curriculum into pieces offering momentary convenience but results that are rarely consistent from one setting to another and seldom congruent with each other Introduction In the grain and chaff of criticism and analysis that have followed the positions of Bloom, Woodhouse and Hatt (I988) on the policy and practice of Nigerian higher education, are several, new and compelling healthy issues. Bound from the fabric of the current larger society, and by their importance and complexity, they take on the qualities of healthy exposure of the sector embodying higher institutions with a moral responsibility as disseminators of knowledge to faster proper values and ethical thinking in its students for the well-being of society. Issues facing higher education, such as use of concept, cultural advertisement:' racism, sexism, homophobia, substance abuse, and academic dishonesty, argue for the pursuit of an ethical environment that consistently .asserts the importance of human dignity, nourishes growth and achievement, and insists on respect in interpersonal communication and relations. According to Lijadu (1992), development and learning are synonymous in traditional African education and are embedded in the cultural and educational values of African people. The community, extended family, and a strong family life with children as top priority, play important roles in traditional education. Family education based on the people's culture and traditions, with the mothers as the teachers and primary carriers of culture, is cornmon among African nations. Story telling is used for building character and to transmit k-nowledge and cultural values. These stories, folklore, and songs are regarded as the unwritten syllabus of the traditional education while nature provide children with learning experiences and help prepare them for adult life blended with technological advancements of the recent times. Whereas Bloom and Woodhouse (1988) urges the demystification of the objectives of the National Policy on Education (1977 and 1981) arguing that universities in Nigeria are sadly lacking in openness and dialogue necessary for critical inquiry and enhancing objectivity and tolerance, and for developing the moral virtues of public-spiritedness, honesty, and self-reliance overtaken by authoritarianism that impedes learning and inquiry, a profound neglect for science and technology, a corruption that mirrors the overall society, and a lack of commitment to national unity and identity; Hatt (1988) sees the discourse as an enrocentric outlook borne out of subsequent events. Spurred by the Nigerian government's concern about transition rates into the three-year junior secondary segment of the nation's new 6-3-3-4 educational system, reviews of literature (Enaohwo 1987) examines transition rates in 22 states, and concludes that most states have fallen below the 70 percent projected national transition rates during 1979-1984. Cobern and Junaid (1985) observed failure of the Nigerian educational policy of developmentalism, which states that centralized educational reform is the quickest and surest way to bring about modernization and an improved standard of living. However, while Nigerian school facilities and
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Coping with drought : Strategies to improve genetic adaptation of common bean to drought-prone regions of Africa - Amede, Tilahun; Kimani, Paul M.; Rono, Wilson; Lunze, L.; Mbikayi, Nkonko T. (2004)
openalex: W1863283697 mag: 1863283697
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Corruption in Africa : the Kenyan experience : a handbook for civic education on corruption - Anassi, Peter (2004)
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Barriers faced by parents/guardians in collecting their children with sensory impairment during (school) vacations : a survey study in the Namibian context - Antsino, Nuusiku Sylvia (2004)
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The Relationship Between Business Strategy Types and Training Emphasis in Selected Companies in Kenya - Anzaya, Mbithe (2004)
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Using an orientation programme to prepare first year medical students for a problem based curriculum : a South African case study. - Appalasamy, Dorothy Monica. (2004)
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South Africa impresses the EMC : professional development - Arnesen, John (MFSA Journal of Marketing, 2004)
openalex: W2280762916 mag: 2280762916
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Molecular and Agro-Morphological Variation in Sorghum (Sorghum bicolor (L.) Moench) Germplasm from Sudan and ICRISAT under Drought Stress Condition. - Assar, Ahmed Abu; Uptmoor, Ralf; Wagner, Carola; Abdelmulla, Awadalla Abdalla; Salih, Mohamed; Ordon, Frank; Friedt, Wolfgang (2004)
Low and erratic rainfall constitutes a major constraint to sorghum cultivation and impedes sorghum yield improvement in semi-arid climate zones. For estimating genetic and agro-morphological variability of sorghum under drought stress conditions, 40 sorghum genotypes were analysed with 16 simple sequence repeats (SSRs) and evaluated under natural drought condition across three environments. In total 98 polymorphic bands were detected with a mean of 6.1 alleles per SSR locus. By this approach each accession is uniquely fingerprinted. Genetic similarity estimates ranged from 0 to 0.88 with a mean of 0.32. The polymorphic information content (PIC) for SSRs ranged from 0.33 (SB34) to 0.86 (SB10). Diversity index for all accessions was 0.67. Within sub-groups, DI ranged from 0.47 (Mugud group) to 0.72 (Milo group). Mantel statistics revealed a good fit of the UPGMA cluster to the original genetic similarity data (r = 0.88). UPGMA clustering produced two main clusters comprising genebank accessions cluster and cultivars, landraces and synthetic cluster. Grouping of accessions by UPGMA cluster analysis matched with the pedigree information and morphological characters (Feterita, Mugud, and Milo types), indicating the strong differentiation among the sorghum materials. Significant differences were detected among the genotypes for all traits measured under stress condition, which included: days to flowering, plant height, grain yield/plant, growth rate, biomass, 1000-grain weight and harvest index. Based on the yield superiority under stress condition, relative yield, and days to 50 % flowering some genotypes could be selected to be grown under stress condition, and included as parents in breeding programs.
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Teacher Implementation of ICT in South African Schools: A Case Study - Aswegen, Limpie Van; Aswegen, Sonja van; Combrinck, Arno (EdMedia: World Conference on Educational Media and Technology, 2004)
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The effects of Tutors' Comments on Students' Learning at the Open University of Tanzania - Athanas, Patrick (2004)
This study examines effects of tutors' comments with a particular focus on students' learning at OUT. Objectives of the study were: to assess the nature of comments tutors provide on students' assignments and determine how these comments are able to guide students in their learning. The study also examined the functions of tutors' comments and determined their usefulness and limitations in facilitating effective distance learning. Lastly, the study examined challenges experienced by tutors in providing comments to students' assignments. The research was mainly qualitative in nature whereby it used in depth interviews, and documentary review techniques for data collection. The sample for the study constituted 39 respondents (25 students, 10 tutors, 3 Head quaters management officials and 1 Regional Director). During data analysis, the researcher sorted and examined data, which were assembled under specific categories of main themes. Data under each category were read carefully and any thing, which was found inappropriate was discarded. The study indicates that tutors provide comments of different nature: marks with no words, brief, detailed comments. However, some comments were perceived by students to pose difficult to identify areas of improvement, interpretation, and the way to act upon appeared comments. Perceived usefulness of comments include drawing students' attention on their strengths and shortcomings, arouse of motivation in learning, provision of information and eliciting communication. Some limitations of correspondence tuition that were found out were demoralization of students' interests and engagements, dropping out, exceeding of course completion time and arouse of heightened emotion. Tutors encountered challenges included invisible learners, limited amount of time, lack of accessible communication channels and students' deficiency in communication skills. The study recommends that tutors should provide detailed, supportive and constructive comments to assist student learning. Tutors also need to be trained in theory and philosophy of distance education
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An investigation into the factors contributing to examination irregularities in Kenya Certificate of Secondary Education (KCSE) in Nairobi province - Aullo, Pamela A. (2004)
Examination irregularities at the global, regional and local levels have emerged as a major concern for the educationists and society at large. Several strategies to tackle these problems have been considered including the use of the law to discourage malpractices in examinations. The underlying objective of this study was to investigate factors contributing to examination irregularities in Kenya Certificate of Secondary Education (K.C.S.E) in Nairobi Province. The study attempted to investigate the extent to which malpractices in KCSE examination has been attributed to teachers, school administrators, students, parents, supervisors and invigilators. It looked at the attitude of both teachers and students towards education and malpractices in examinations. N' ' The sample of the study was composed of form three students in Nairobi Secondary Schools. Data was collected using questionnaires, interview schedule and observation guide. Using simple descriptive statistics data were analysed and results presented in tables of frequency distribution. The study revealed that examinations were an important aspect of education; that teachers and students in secondary schools have positive attitudes towards education and examination; that all teachers needed training in ethics and integrity and that malpractices in examination should be dealt with decisively. The findings were examined and then implications discussed. General recommendations made on dealing with examination irregularities were: Teachers should be remunerated well for services offered during invigilation and supervision; the key people during examination period should be properly trained; students should be adequately prepared in advance for the examination with issues like syllabus coverage checked into; enough revision and psychological preparation for examination to ensure a cheating free examination environment. In conclusion, suggestions for future research have also been made. The role of the Kenya National Examinations Council in reducing cheating could be looked at. The study could also be
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Some perceptions about the separation of Religious Education and Moral Education in Botswana junior secondary schools - Awino, Brenda; James, Oliver; Mmolai; Dinama, Sana. K. (Mosenodi, 2004)
This paper reports the findings of a study conducted amongst teachers from Botswana junior secondary schools. The study was on the outcomes of the separation of RE and ME as per the recommendations of the RNPE (1994). It is evident from the findings that the majority (73%) of the respondents are aware of both the recommendation and the separation of the two subjects. A wide range of information is made by teachers postulating a dominant view (90%) that both subjects have different emphasis, hence are to be separated.
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Some perceptions about the separation of religious education and moral education in Botswana junior secondary schools - Awino, J.O.; Mmolai, Sana Koketso; Dinama, Baamphatlha (Mosenodi, 2004)
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Psychosocial Problems of Jimma University Students, Southwest Ethiopia - Ayele, Michael; Mengistu, Amare (Ethiopian journal of health sciences, 2004)
Ethiopia. In recent years, the university is highly expanding in both student intake and number of fields of studies and the student population is becoming huge. Various research works elsewhere revealed that students of higher institutions pass through a number of difficulties. The aim of the present study was to determine the magnitude of psychological and social problems facing students of Jimma University. METHODS: This cross sectional study was conducted in Jimma University during May to June 2002. The study population encompassed all regular students (excluding post basic students) of Jimma University from which 200 students were randomly selected. A questionnaire that consisted of 55 questions was developed to gather data on students’ problems. It was distributed to the selected students and filled with the help of assigned dormitory service workers. RESULTS: The results showed that students face many kinds of problems. The most prevalent problem was found to be psychological problem, which includes attention problem 69(49.0%), anxiety 58(41.0%) and depression 32(23.0%). Besides, the students did face academic, social and economic problems. CONCLUSION: To alleviate the problems identified in this survey certain measures should be taken by the concerned bodies of the university. As such efforts should be made to place students in fields of their interest; in strengthening certain clubs such as arts clubs; and in securing adequate funds to support economically disadvantaged students. Finally, the university's guidance and counseling unit is should work hard to resolve the concerns of students with the mentioned problems. Ethiop J Health Sci . Vol. 14, No. 1 January 2004
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Arabic and Islamic Education in Nigeria from Rote Learning to E-Learning - Azeez, Waheed (Social Science Research Network, 2004)
Right from the advent of Islam in the West Africa, the urge to study Islam and Arabic among the natives has always been very strong. Various methods have been adopted in this area for the study of twin discipline. The transformational changes in the methodology of the study of Arabic and Islam are not unconnected with the continuous changes in civilization and culture. The aim of this paper is to examine the methodological changes in the studies of Arabic and Islam, particularly in Nigeria, taking into cognisance the current realities of the globalised world.
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Towards and African philosophy of higher education - B, Van Wyk; Higgs, Philip (2004)
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'Environmental policy to community action' : methodology and approaches in community-based environmental education programmes in Uganda - Babikwa, Daniel J. (2004)
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Technical and vocational education provision in South Africa from 1920 to 1970 - Badroodien, Azeem (2004)
This chapter contributes to a critical analysis of South Africa’s current skills development strategy and the prospects for successfully upskilling the population. The author examines trends in vocational education and training (VET) before 1970. Under the apartheid system, skill development for non-white South Africans was underpinned by a ‘logic of social control, more than economic performance’. From the early part of the 20th century, the technical and industrial education systems developed in two contradictory directions, one providing for ‘civilised whites’ and one for the ‘uncontrollable other’. Education and training focused on developing skills and attributes that would prepare non-white South Africans for low or intermediate skill activities in rural agricultural contexts, mines or factories. This situation resulted in extremely low skill levels of African workers within a system that produced significant levels of skilled white learners at the same time. The chapter indicates key historical factors that inhibit current governments from adopting a skills regime geared to high skills formation.
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Understanding the size of the problem: the National Skills Development Strategy and enterprise training in South Africa - Badroodien, Azeem (2004)
This chapter contributes to a critical analysis of South Africa's current skills development strategy and the prospects for successfully upskilling the population. It explores the extent to which the goals of the National Skills Development Strategy (NSDS) (indexed at TD/TNC 75.378) are being achieved in South Africa today. The analysis is based on the findings of research undertaken between 1999 and 2002 to identify the volume of training in the private sector. Key indicators that characterise enterprise training in South Africa and that will determine the success of the NSDS are suggested. The chapter documents the progress of the success indicators for the NSDS, describes the features of training in terms of type and variance, size, sector, mode and duration, and explores the potential of training in the micro and small enterprise (MSE) sector. The author observes that the NSDS institutional regime has great potential to reverse the low skills levels of the last few decades. However, further state intervention to redress structural inequalities in the labour market and 'low skill' barriers, and greater commitment from employers to treat training as an asset to productivity and growth, will be required to realise a new skills regime in the country.
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Army storms Kony's base in Sudan - Baguma, H. (6th of February, 2004)
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フィールドワーク便り Challenges of War Time Education; Fieldwork Report from Gadien Village in Eritrea - Baheta, Daniel (アジア・アフリカ地域研究, 2004)
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Determinants and consequences of teenage pregnancy: a case study for linking education and motherhood in Sierra Leone - Baiete-Coker, Olivia R. (2004)
In Sub-Saharan Africa, 15-19 year-olds account for a large segment for the growing population. The region has the world's highest rates of early child-bearing, with more than 50 percent giving birth before the age of 20. Adolescents who become pregnant must drop out of school. Health problems, lack of education and the responsibilities of parenthood combine to further restrict their life options. Sierra, Leone, being a Sub-Saharan country does not only perpetuate the same problems, but the situation is exacerbated by her adverse economy, political instability, endemic corruption, inequalities to access resources and the generally very low literacy rates to which females contribute the most. In this thesis, the author's argument is that despite the government's intention to improve female education in particular, administrative inequalities and financial constraints experienced all over the country will prove inhibitive, as girls will continue to be excluded from enrolment ratios as well as drop out from the school system. A field study was undertaken to investigate whether teenagers who drop out of the system because of pregnancy or related issues would welcome the continuation of formal education to achieve their desired goals. Questionnaires for In-school and Out-of-school Respondents were used to investigate perceptions and actualities. Problems encountered included limitations to the field study caused by the war which was current. Lack of proper and concise data in the country constituted a great obstacle to the researcher's work progress. The findings revealed that researches into education for young women who drop out of school needs to be given more attention by the government and academics, for the development of a structured approach which would be integrated into the education system. Education is central to social progress and national developmental and unless education is provided in its entirety, the country's development will continue to stagnate
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Perceptions of the effects of workforce development training on vocational interests of adjudicated African American youth with disabilities - Baker, Luther L. (2004)
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The Schooling Experiences Of Fulani Muslim Girls In The Fouta Djallon Region Of Guinea: Forces Influencing Their Retention In A Rural Secondary School Of Dalaba - Balde, Aissatou MBambe (2004)
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Empowering Youth and Connecting Schools: Lessons from the SchoolNet Namibia approach - Ballantyne, Peter G. (2004)
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Tasour Field, Republic of Yemen Block 32: Case History of a Decade of Learning* - Bambrick, James; Clarkson, R. M.; Jahre, Halvor; Lie, Sven Erik (2004)
The Block 32 development area is located in the Hadramaut region, south-central Yemen, adjacent to the prolific Nexen/Occidental Masila fields which contain total reserves of more than one billion barrels (Figure 1). Block 32 was awarded to Clyde Petroleum in 1992 and had a succession of partners over the next 10 years. The Tasour-1 discovery was made in late 1997, following over 1500 km of 2D seismic and 5 dry holes. The area is characterized by a highly dissected dendritic drainage pattern of jebels (plateaus) and intervening wadis (valleys) superimposed upon gently dipping block-faulted Jurassic/Cretaceous/Tertiary sediments of the Say'un-Masila basin. The area presents unique operational challenges typified by 300-m vertical limestone cliffs and temperatures of up to 60C. Lower Cretaceous Qishn sandstones form the principal reservoir with porosities up to 23 % and permeabilities up to 2-3 darcies. The oil (29 API) is sourced principally from the underlying Jurassic Madbi shales and collected in a simple faulted trap, characterized by isopach/isochron thinning which is indicative of early structuring. Sealing thickness of approx. 135 m requires a bounding fault displacement of less than 60 msec. to avoid breaching the trap. This paper illustrates the unique problems encountered in understanding the Tasour field (primarily structural) and the solutions achieved after a decade of trial-and-error learning.
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Breeding for improved drought tolerance in maize adapted to southern Africa - Bänziger, Marianne; Setimela, P.S.; Hodson, David; Vivek, B. (2004)
The difficulty of choosing appropriate selection environments has restricted breeding progress for drought tolerance in highly-variable target environments. Genotype-by-environment interactions in southern African maize-growing environments result from factors related to maximum temperature, seasonal rainfall, season length, within season drought, subsoil pH and socio-economic factors that result in suboptimal input application. In 1997 CIMMYT initiated a product-oriented breeding program targeted at improving maize for the drought-prone mid-altitudes of southern Africa. Maize varieties were selected in Zimbabwe using simultaneous selection in three types of environments, (i) recommended agronomic management/high rainfall conditions, (ii) low N stress, and (iii) managed drought. Between 2000 and 2002, 41 hybrids from this approach were compared with 42 released and prereleased hybrids produced by private seed companies in 36-65 trials across eastern and southern Africa. Average trial yields ranged from less than 1 t/ha to above 10 t/ha. Hybrids from CIMMYT’s stress breeding program showed a consistent advantage over private company check hybrids at all yield levels. Selection differentials were largest between 2 to 5 t/ha and they became less significant at higher yield levels. An Eberhart-Russell stability analysis estimated a 40% yield advantage at the 1-ton yield level which decreased to 2.5% at the 10-ton yield level. We conclude that including selection under carefully managed high priority abiotic stresses, including drought, in a breeding program and with adequate weighing can significantly increase maize yields in a highly variable drought-prone environment and particularly at lower yield levels.
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Utilizing the participatory empowerment model of evaluation to reflect on lifelong learning and the knowledge economy in South Africa - Barabasch, Antje (International Vocational Education and Training Association (IVETA) Conference, 2004)
South Africa, though independent for a decade, still reflects the effects of the apartheid government that had more than half the country receiving minimal education and professional/vocational development. The profound need for education was a tall order not only for a third world country new to the role of governance, but even for thriving industrial countries such as the US. South Africa was fortunate in that it was able to attract and maintain sustained assistance by countries including Britain, Netherlands and Germany. However, external organizations have found their recommendations for solutions or programmatic training weakened by a lack of either research or direct knowledge of on the ground conditions and or needs. South Africa has experienced models or programs that, while successful in their regions, were not effectively geared to the needs in South Africa. These are rendered ineffective and quickly defunct leading to both a loss in money and time. Most small municipalities are unable to stand the stress of such a quick turn around of professional training investment that shows little or refutable outcomes. The participatory empowerment model of evaluation promoted by Dr. David Fetterman of Stanford University addresses many of the issues and problems encountered in the development of a solution for long term training of both an adult and vocational population. This paper will seek to define and discuss these issues in relation to this model and illustrate how it may be applied to promote effective training and sustainability. This will entail a reflection on present day life[long] learning and the knowledge economy and ways they may be informed and transformed by the process derived from each stage of the Participatory Empowerment Model. This paper utilizes interviews with participants of programs that use this model and South African organizations that have difficulty with ongoing sustained professional training.
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Additive bilingualism in the South African Language-in-Education Policy: is there proof of the pudding? - Barnes, Lawrie (2004)
After the transition to full democracy in 1994 a new South African language-in-education policy was formulated to meet the needs of a society in transformation (Department of Education 1997). The policy was designed to allow freedom of choice, while adhering to the underlying principles of equity, practicability, and the need to redress the results of the past discriminatory laws and practices. The new policy has been descriptionbed as one of the most progressive in the world (Probyn et al. 2002:29). Critics, however, believe that the implementation of the policy leaves much to be desired. In order to appraise the policy, it is necessary to understand the sociohistorical factors that have impacted on the formation of current policies and approaches to multilingualism in South Africa (Bekker 1999:99; St. Clair 1982:164). This paper will therefore begin with a brief sketch of the historical background against which the current language-in-education policy can be analysed and evaluated.
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What can we Learn from Non-Contributory Pension Programmes in Brazil and South Africa? - Barrientos, Armando (2004)
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Researching HIV/AIDS and education in sub-Saharan Africa: Examining the gaps and challenges - Baxen, Jean; Breidlid, Anders (Journal of Education, 2004)
In this paper we argue that research in HIV/AIDS within the education sector is largely influenced by dominant discourses within economics, medicine and epidemiology sectors which, by and large, fail to take into consideration the social and cultural embeddedness of the disease. Through a critique of the current research conducted in the last ten years, we trace three major trends of research in HIV/AIDS and education and suggest that these trends, while useful, neglect the situated context in which messages, knowledge, experience and practice are produced, reproduced and expressed. We suggest that new research has to pay close attention to developing an understanding of where and how knowledge is produced and reproduced if this sector is to contribute to enabling teachers and learners to make informed choices about their behavioural practices.
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Capacity Building in Water Management in Palestine — Experience of InWEnt Palestinian Water Sector Training Programme (1995 – 2000) - Baz, Ismail Al (2004)
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Creating E-Quality in Africa: Networking for Learning - Beebe, Maria (2004)
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African American New Teachers' Critical Stories: Learning to Teach, Becoming Certified, and Teaching. - Beeler, Lichelle; Hayes, Christina; Lewis, Felicia Wider; Russell, Alicia; Moss, Glenda (Mid-Western educational researcher, 2004)
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The characterization of aquatic pollution using correlative analysis of physico-chemical parameters and data from the IRSIC satellite: Application to Oran city, Algeria - Belkessa, Rabah; Khouider, A.; Houma, Fouzia (2004)
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Biochemistry in Morocco: review of the state of teaching - Benajiba, Nada (Journal of the Cameroon academy of sciences, 2004)
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Nigerian science teachers' beliefs about effective science teaching, their pedagogical content knowledge, and how these influence science teaching - Benjamin, Morris A. (2004)
This study investigated Nigerian junior secondary science teachers' beliefs about effective science teaching, their pedagogical content knowledge and how these influence their classroom teaching behaviour. The research is underpinned by a conceptual framework, which establishes a strong relationship between teachers' beliefs about teaching, teachers' pedagogical content knowledge and classroom teaching practices. The study was carried out in two phases. The first phase involved a survey of all junior secondary science teachers (N=70) from the 30 secondary schools in two Local Education Districts of Lagos State, Nigeria. The second phase involved in-depth case studies of three science teachers who were purposively selected. The case study data were collected through interviews, classroom observation sessions and document analysis. Findings from the study revealed that the teachers hold narrow, objectivist or realist views of the nature of science, and narrow and elitist views of the purpose of science teaching in schools. They also espoused beliefs consistent with knowledge transmission, teacher-centred, teacher-dominated classrooms in which students should play mainly passive roles of listening, observing the teacher and copying notes whilst under strict supervision of the teacher so as to maintain a quiet classroom for science teaching. Assessment practices are based on short paper and pencil periodic tests and terminal examinations, which are mainly for summative purposes. The teachers' classroom behaviour reflected accurate knowledge of science content and an understanding of the social and physical environment in which their students are learning. However, their teaching practices reflected pedagogical knowledge and skills, and knowledge of student learning derived from the traditional knowledge transmission pedagogy, which is not consistent with current understanding, and best practices in science teaching and learning. Their teacher-centred practices are consistent with their knowledge transmission beliefs and their pedagogical content knowledge in relation to pedagogical strategies and how students learn in science. The study revealed that shortages of science textbooks, insufficient teaching facilities and large classes, limit teachers’ effectiveness in science teaching. More contemporary approaches that actively engage students in learning and develop scientific literacy in the Nigerian context have been recommended. The implications of these findings for initial teacher education, professional development, science curriculum and science teaching have been outlined.
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TEACHER MOTIVATION AND INCENTIVES IN SUB-SAHARAN AFRICA AND ASIA - Bennell, Paul (2004)
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Economic reforms in algeria and their impact on higher education and student benefits1 - Benziane, Abdelbaki (Journal of North African Studies, 2004)
Since its independence in 1962, Algeria has experienced a number of economic reforms. To understand education as a factor in both Algeria's economic decline and future recovery, it is important to ...
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Child Labour, Education and Child Rights Among Cocoa Producers in Ghana - Berlan, Amanda (2004)
The International Labour Organization (ILO) reports that 246 million children aged five to 17 worldwide are involved in child labour, that nearly three-quarters of these are exposed to the worst forms of child labour, and that 73 million working children worldwide are under the age of ten. This last figure alone is greater than the entire UK population. The highest proportion of working children is in Sub-Saharan Africa where nearly one-third of children age 14 and under (48 million children) are in some form of employment. Seventy per cent work in the agricultural sector such as on farms or in cattle herding. Although children in the agricultural sector vastly outnumber children stitching footballs or weaving carpets in sweatshops, they have received much less attention (Human Rights Watch, 2002a). The case of children working on cocoa farms in rural Ghana (and on cocoa farms across West Africa in general) have been a notable exception to this lack of attention. The interest in labour conditions of cocoa growers was sparked by the discovery in April 2001 of a ship in the Gulf of Guinea, which was initially erroneously thought to be taking trafficked children to work on cocoa farms in one of the West African countries.
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To What Extent are African Education Policies Pro-poor? - Berthélemy, Jean‐Claude (RePEc: Research Papers in Economics, 2004)
This paper discusses the distributional consequences of education policies in developing countries, with a specific emphasis on sub-Saharan Africa. We show that human capital is particularly unequally distributed in sub-Saharan African countries and in Middle-East and North Africa and South Asian regions as well. To obtain this conclusion, we build an analytical framework in which the effects of the level and of the structure of human capital are separated, which provides a way to correct data for the inevitable correlation that exists between the aggregate level of human capital and its concentration. We provide further evidence, based on sub-Saharan African schooling structure data, that these countries pay, relatively speaking, little attention to primary education, to the benefit of secondary education. We interpret this bias as the result of specific institutional characteristics of sub-Saharan Africa, which are deeply-rooted in its history (in particular its post-colonial legacy), its demography and its geography.
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Psychological well-being and spirituality among African American and European American college students - Betton, Alena C. (2004)
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The motivation for, and establishment of education management and development centres (EMDCs) in the Western Cape, South Africa - Beukes, Cecil Joseph (2004)
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African Renaissance in health education : developing an integrative programme of Unani- Tibb training for health care professionals in Southern Africa - Bhikha, Rashid (2004)
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Learning processes inherent in building national consensus : selected South African perspectives - Bhyat, Zaheer Ahmed (2004)
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Secondary education in sub-Saharan Africa: Exploring research priorities with the New Partnership for Africa's Development (NEPAD) - Bitzer, Eli (Africa Education Review, 2004)
Abstract Research on secondary education in Africa is urgent for several reasons. One reason is the strong link between social and economic development, on the one hand, and secondary education, on the other. Several studies have indicated this link and while African leaders are mindful of its importance, no comprehensive plan exists whereby development objectives put forward by New Partnership for Africa's Development (NEPAD) could be realised. This article reports on a pilot study by a South African university following a request from the NEPAD Secretariat to investigate secondary education research opportunities. The study included a literature review, documentation analysis and interviews with various interested individuals and bodies that are concerned with secondary education research and development in Africa. Results of the pilot study point towards a number of important studies that have been conducted or that are currently under way concerning African secondary education. Secondly, a number of possible strategic focus areas for research have emerged, but will have to be followed by more in-depth inquiry in order to be of proper value.
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Do Caucasian and African American Students Have Different Learning Styles - Black-Vannoy, Robin J. (2004)
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Validity and reliability of school surveys based on the European ESPAD methodology in Algeria, Libya and Morocco (MedSPAD pilot School survey project). - Bless, Ruud; Muscat, Richard; Zeghnoun, Soumaya Mansouri; Elghadaffi, Ramadan; Toufiq, Jallal (2004)
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Of Spirit Possession and Structural Adjustment Programs: Government Downsizing, Education, and Their Enchantments in Neoliberal Kenya - Blunt, Richard (2004)
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Mercury Pollution in Ghana: A Case Study of Environmental Impacts of Artisanal Gold Mining in Sub-Saharan Africa - Bonzongo, J.C.; Donkor, Augustine; Nartey, VK; Lacerda, Luiz Drude de (2004)
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History of Mauritius in primary schools: an old issue, a new experience - Boodhoo, R. (2004)
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Education in transition : from policy to practice in post-Apartheid South Africa, 1994-1999 - Borien, Keith Michael (2004)
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RESPIRATORY SYMPTOMS AND VENTILATORY FUNCTION IMPAIRMENT AMONG WOOD WORKERS IN THE SAVANNAH BELT OF NORTHERN NIGERIA - Bosan, IB; Okpapi, JU (Annals of African Medicine, 2004)
Background:Exposure to wood dust and substances connected to wood processing have been associated with a variety of health hazzards. Both upper and lower respiratory tract diseaes have been noticed and described. Several publications are found in the literature on these but no such report has come from the Savannah belt with its peculiar climatic conditions. Methods: One hundred and forty (140) workers in a wood furniture factory in Kaduna, a city within the Savannah belt of Northern Nigeria, were studied for presence of respiratory symptoms and /or ventilatory function impairment using the MRC questionnaire on respiratory symptoms and an electronic Spirometer. The workers were classified into five working groups according to their nature of work in the factory, such as Machine shop, Assembling, Spray room, Upholstery and Administration. Results:Forty eight (48) out of the one hundred and forty (140) workers (34.3%) had respiratory symptoms. Prevalent symptoms identified were chronic cough, corrhiza, breathlessness and wheeze. The workers in the machine shop and the spray room had higher prevalence of respiratory symptoms of 60.5% (p Conclusion:We conclude that respiratory symptoms are highly prevalent and ventilatory functions also impaired among wood workers in the savannah belt. Key Words: Respiratory symptoms, ventilatory function, wood furniture workers Annals of African Medicine Vol.3(1 ) 2004: 22-27
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Teaching international law in South Africa ten years into democracy : notes and comments - Botha, Neville (South African Yearbook of International Law, 2004)
A discussion of teaching on tertiary level will always be controversial. Mention any investigation into teaching - apart possibly from the purely factual or statistical - and the spectres of individual academic freedom, vested interests, and institutional autonomy invariably arise. This is all the more so in a country like South Africa at this point in its development where tertiary education as a whole is undergoing a major 'shake up' both structurally and economically. Academics, already insecure within new, often forced, and essentially 'foreign' structures with which they are struggling to come to terms, have also been called upon to reconsider and re-curriculate not only the qualifications - degrees, diplomas and certificates - on offer, but also the content and relevance of disciplines in which they have been comfortable for years. As with the other ten-year reviews on how international law is faring in a democratic South Africa in this edition of the journal, teaching too bears some consideration.
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Beliefs about diversity and the relationships between White teachers-in-training and their African-American and White students - Boticki, Michael Allen (2004)
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Democratic Schools in Morocco: The Development of Democratic Schools: The Case of Morocco - Boubkir, Abdechafi; Nur-Awaleh, Mohamed (African Symposium: An On-Line African Educational Research Journal, 2004)
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Freedom of the student press in South Africa - Bouwer, A.-R. (Ecquid Novi, 2004)
Threatening of the freedom of the student press is not unique to South Africa, but the local situation might have received less attention to date than in the developed world where press freedom has been a constitutional right for much longer. For the purpose of this article, much attention has been given to US case law. Press freedom has been fought for in this country since the First Amendment was written in the eighteenth century. From a legal point of view, this country's case law is also often applied to South African cases if no local case law is available. This article discusses a free student press in South Africa by firstly looking at the role the student press can play in the student community. It then discusses a few case studies to highlight the many ways in which the freedom of the student press is threatened. It also points out how press freedom implies responsibility on the side of the press and how this is also true of the student press. Lastly, it discusses the role and success of the Student Press Law Centre in the United States and the similar role the Freedom of Expression Institute plays in South Africa.
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Freedom of the student press in South Africa - Bouwer, Anna-Retha (Ecquid Novi, 2004)
Threatening of the freedom of the student press is not unique to South Africa, but the local situation might have received less attention to date than in the developed world where press freedom has been a constitutional right for much longer. For the purpose of this article, much attention has been given to US case law. Press freedom has been fought for in this country since the First Amendment was written in the eighteenth century. From a legal point of view, this country's case law is also often applied to South African cases if no local case law is available. This article discusses a free student press in South Africa by firstly looking at the role the student press can play in the student community. It then discusses a few case studies to highlight the many ways in which the freedom of the student press is threatened. It also points out how press freedom implies responsibility on the side of the press and how this is also true of the student press. Lastly, it discusses the role and success of the Student Press Law Centre in the United States and the similar role the Freedom of Expression Institute plays in South Africa.
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Quality promotion and capacity development - could they come to the aid of weary South African academics? : perspectives on higher education - Boyd, L; Fresen, Jill Winifred (South African journal of higher education, 2004)
Whilst research on policy implementation concludes that principles of equity and quality have been steadily internalised by institutions (CHE 2003a), there has been a great deal of sometimes passionate dissent about how quality improvement should be implemented. In the South African context, stress and anxiety have developed within the higher education sector since the Higher Education Act of 1997. Quality improvement initiatives, like the adoption of ICTs or other systems, often fail for various reasons. Many difficulties arise due to the lack of trust and ownership of the system, which can be addressed by effective training, change management and implementation strategies. We contend that there is an immediate and urgent need for comprehensive quality promotion and capacity development programmes on a voluntary basis to support overburdened and quality-weary South African academics. Such initiatives would empower them to implement and assume responsibility for their own accountable quality assurance practices.
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Modernization of Education and Kurʾānic Adaptation in Morocco - Boyle, Helen N. (2004)
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Interpreting literacies : Moroccan women’s stories from the classroom - Breedon, Theo (2004)
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Sustainable Development, Indigenous Knowledge Systems and Education in South Africa - Breidlid, Anders (2004)
This article is based on qualitative research in South Africa and explores the relationship between indigenous world-views and knowledge systems, education and sustainable development in a South African context. The article briefly discusses some characteristic features of Xhosa (and African) world-views and knowledge systems, stressing the lack of distinction between the spiritual and the temporal, so common in European modernity. The second part of the article analyses the concept of sustainability with particular reference to education and indigenous knowledge systems on the basis of the documents from the World Summit in Johannesburg in 2002. After noticing that the Summit links sustainable development to a modernist knowledge discourse, the article proceeds to look at the relationship between the new South African Curriculum 2005 (C 2005), indigenous knowledge systems and sustainable development. Given the deep-rooted spirituality in indigenous cultures and knowledge systems the introduction of so-called scientific knowledge as defined in the South African curriculum presents dilemmas that are not easily resolved in a modernist, change-driven curriculum. Does an inclusion of indigenous knowledge systems hinder or facilitate learning among Xhosa children? In what way can the inclusion of indigenous knowledge systems contribute to developing a curriculum, which transcends the borders of modernity and thus signal a foundation for sustainable development? By way of conclusion the article calls for more research into the viability of indigenous knowledge systems as a potential tool in sustainable development.
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Essays on output growth, social learning and land allocation in agriculture. Micro-evidence from Ethiopia and Tanzania, nr. 195 - Broeck, Katleen Van den (2004)
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Access to computers: Factors hindering and encouraging use of computers for teaching and learning in five regional higher education institutions in South Africa - Brown, Cheryl; Czerniewicz, Laura (2004)
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Introduction and Overview: The Continuing Search for Quality Education by African Americans: Fifty Years after Brown - Brown, Frank (The Journal of Negro education, 2004)
The 1954 U.S. Supreme Court decision ruled against required separation of the races in statesponsored institutions and ended apartheid in American education. That decision also led the way for ending segregation in public facilities and in private institutions not generally covered by the Equal Protection Clause of the 14th Amendment to the Constitution. This decision did not end de facto racial segregation due to private choice of residential segregation. This special issue, celebrating the 50th anniversary of Brown, seeks to provide current readers of The Journal of Negro Education with an informed analysis of issues associated with race and education in America and a record for future readers with an interest in that period of America's past. We sought and achieved this task with the assistance of distinguished scholars on race and education in this country. The quest for quality integrated education in America began before the end of slavery. In 1849, a Black family sued the City of Boston (Roberts v. City of Boston, 1849) to allow its daughter to attend a neighborhood White school rather than travel a much longer distance to attend the city's all-Black elementary school. The state High Court ruled against the Black family, and that decision was supported by the U.S. Supreme Court. This action, seeking desegregation of public education, occurred before the enactment of the 14th Amendment to the U.S. Constitution. The 14' Amendment applied the Bill of Rights (first 10 amendments to the Constitution) to the states and gave Blacks citizenship; moreover, Congress added an Equal Protection Clause to the 14th Amendment. The country, in general, obeyed the laws of the land until 1896 when the U.S. Supreme Court, in Plessy v. Ferguson, held that states may satisfy the Equal Protection Clause of the 14* Amendment by providing the different races with but facilities. Plessy involved public transportation but was generally applied to most areas of public life involving race. Thereafter, all of the southern states and some border states enacted laws making it illegal for Black and White children to attend the same school. The first test of Plessy in education occurred in the State of Mississippi in 1927 (Gong Lum v. Rice) when a Chinese family sought relief from having its child attend Black schools and asked the Court to allow the child to attend White schools. The -Mississippi Court applied the Plessy decision to all non-Whites, and the U.S. Supreme Court agreed. However, beginning in the late 1930s, the National Association for the Advancement of Colored People (NAACP) began legal action to desegregate public graduate education in the southern states. Its first, efforts involved getting Black students admitted to White graduate and professional schools where none existed for Black students in Black colleges and universities. The NAACP won several cases, but the case with the most meaning for the future Brown decision was Sweatt v. Painter (1950). In this case, a Black student applied to the University of Texas Law School, and the state responded by establishing a Black Law School at all-Black Texas Southern University. The U.S. Supreme Court ruled that such a law school could not be the equal of the University of Texas Law School; therefore, the Court failed the but test and ordered the Black student admitted to the University of Texas Law School. Four years later, the U.S. Supreme Court, in Brown, ruled that laws requiring racially separate schools were unconstitutional. The Brown decision of 1954 did not immediately end racially segregated schools. The desegregation of public education, en mass, occurred almost two decades later; and, in 2001, the U. …
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Coaching Difference: A Case Study of 4 African American Women Student-Athletes - Bruening, Jennifer E. (The Journal of Strength and Conditioning Research, 2004)
The purpose of the present investigation was to describe the experiences of African American women student-athletes and the role that coaches play in those experiences. This study profiles 4 women who participated in National Collegiate Athletic Association Division I cross-country, crew, track and field, and volleyball. Using data gathered through the qualitative methods of document analysis, background questionnaires, focus groups, grounded surveys, and in-depth individual interviews, the results of the study are focused on how coaches affect individual student-athletes and, most specifically, a particular segment of the athletic world that tends to be overlooked: the African American woman. Results are organized according to the following themes that emerged through the collection of data: (a) the involvement of coaches in African American women student-athletes' exposure to racism through stereotypes, (b) coaches as significant influences on African American women becoming involved and remaining involved in sport, and (c) power structures in sport and society affecting African American women as a form of institutional racism. A practical applications section follows the results.
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Multigrade Schools: Improving Access in Rural Africa? Fundamentals of Educational Planning 76. - Brunswic, Etienne; Valérien, Jean (2004)
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Gender Disparities in Higher Education in Kenya: Nature, Extent and the Way Forward - Bunyi, G. (African Symposium: An On-Line African Educational Research Journal, 2004)
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Stage-of-change of smoking acquisition in South African high-school adolescents : a cross-sectional study of decisional balance, temptation and perceived social norms. - Burnard, Andrew James. (2004)
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Supporting postgraduate engineering education in South Africa through the learnership initiative and Work-Based Learning - Burns, George; Marshall, I. Howard (2004)
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Financing distance education programmes in African education: a guide for sound investment - Butcher, Neil (2004)
Sadly – despite many claims to the contrary – sound and rigorous financial planning is a serious omission in several programmes and institutions seeking to harness the potential of distance education methods. The most problematic aspect of this omission is not analysis of the current or short-term running costs of a distance education programme or institution; many (but, by no means all) planners have a handle on these dimensions of distance education practice. Far less common, though, is rigorous planning for the long-term sustainability of a programme or institution. Obviously, this is problematic in any context, but it is of particular concern in contexts where financial resources are very constrained, which is usually a feature of distance education programmes in African countries. Some financial problems are beyond the control of financial planners. For example, in many countries, even modest course fees are beyond the reach of many potential learners. Similarly, national communication systems (roads, telecommunications, postal systems) are often not sufficiently reliable or pervasive to meet the requirements of distance education provision. Beyond this, though, there are many other problems that arise from ineffective financial planning. For example: · Face-to-face tutorial support is seen to be critical to learner success, but too expensive to implement; · There are few reliable and sustainable strategies for making ongoing investments in course materials design and development; · Professional development for educational and administrative staff members is sporadic and limited, resulting in insufficient skills amongst personnel to sustain distance education systems; · Administrative systems either do not exist or are highly underdeveloped; · Innovation in distance education relies heavily on unsustainable sources of funding, particularly donor funding. This paper begins by presenting a brief summary of the financial logic of distance education, drawing on references from international literature and best practice. It outlines key concepts and approaches to financial planning for distance education. Drawing on extensive research conducted in South Africa, it then explores some key mistakes that have been made in financial planning in different contexts, with a view to providing policy guidance on the best strategies to adopt in financing sustainable, high quality distance education programmes.
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Agricultural climate change impact: General concerns and findings from Mali, Kenya, Uganda, and Senegal - Butt, Tahir Munir; Angerer, Jay P.; Dyke, P. T.; Kim, M.; Kaitho, R.; Stuth, Jerry W. (2004)
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How does a vocational training program contribute to poverty reduction within a sector-wide approach? - the Uganda case - Byamugisha, Albert (International Vocational Education and Training Association (IVETA) Conference, 2004)
Investment in education contributes to the accumulation of human capital. Primary education especially helps reduce poverty by increasing the productivity of the poor, reducing fertility, improving health, and equipping people with the skills they need to participate fully in the economy and society. Thus education enhances prospects for economic growth. The high performing East Asian economies achieved high economic growth rates mainly on account of having an educated society (World Bank, 1993). Investment in higher education is estimated to have social rates of return of 10% or more in many low and middle-income countries and thus contributes significantly to increases in labour productivity and higher long-term economic growth (World Bank, 1994). The Poverty Eradication Action Plan (PEAP) that was first prepared in 1997 re-affirms the importance of education. PEAP recognises that education should contribute significantly to poverty reduction and thus prioritises investment in education, especially primary education. In addition to the fourth pillar of PEAP of improving the quality of life of the poor through delivery of social services, education contributes significantly to the realisation of the third pillar of PEAP, that of increasing the incomes of the people. The latest PEAP (December 2003) consists of five pillars including human resource development as fifth pillar. In this context and with respect to the bulge of primary school leavers now seeking for further education, PEAP now recognizes the ongoing BTVET [Business, Technical and Vocational Education and Training] Reform towards a more relevant system, both for employers and trainees, as a priority area. Because of these multiple benefits, education is a high priority in public policy and consequently in Uganda’s PEAP revision process. The benefits of education are long-term; immediate impact could be difficult to measure. Given the level of investment in education both by the public and private sectors, the need to consolidate the gains achieved so far is paramount because the benefits of education are cumulative.
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The Book Famine in Africa: A Former Teacher Observes - Byrne, Garreth (The Contemporary Review, 2004)
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An Examination of Cross-Cultural Factors between African American Faculty and Teacher Education Candidates. - Cade, Al R.; Payne, Gloria J. (2004)
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Andragogy and the Education of African American Adults - Cain, Rudolph Alexander Kofi (2004)
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Education, Islam, and Cultural Preservation: A qualitative study of parents’ and children’s educational objectives, strategies, and participation in the Somali refugee community of Columbus, Ohio - Carlson, Andrew F. (2004)
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Access and equity in Zambian Education - Carmody, Brendan (2004)
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Community Schools in Mali - Carneal, Christine Capacci (2004)
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Birth and a Vision: Lamaze Childbirth Education in Kenya, East Africa - Carroll, Jennifer I. (Journal of Perinatal Education, 2004)
Lamaze Certified Childbirth Education was an unknown entity in Kenya, East Africa, just a few years ago. Today, programs are firmly established in two leading private hospitals in Nairobi and gaining credibility in the region's medical community. Prepared childbirth is finding its place in the lives of the rapidly urbanizing African society. Implementation of Lamaze techniques in antenatal programs serving women outside the private sector is taking place as Kenyan midwives work toward their certification as Lamaze Certified Childbirth Educators.
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Environmental Pollution, Health and Poverty in the Niger Delta Region of Nigeria. - Celestine, Achi (EnviroInfo (2), 2004)
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Solution of real-world and standard problems by primary and secondary school students: A Zimbabwean example - Chacko, Indira (African Journal of Research in Mathematics Science and Technology Education, 2004)
This exploratory study scrutinises the solutions of real-world and standard problems by a group of primary and secondary school students in Zimbabwe. Primary school students were in the final (7th) year of that level while the secondary school students were in the 3rd year of a four-year secondary sequence. Both groups responded to the same real-world and standard problems. The findings suggest that the students, irrespective of their educational level, solved real-world problems as if these were standard problems, expecting a solution and a correct answer.
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Appropriate technology as a major component of adult education for national development in Kenya - Changeiywo, Johnson M. (Egerton Journal of Humanities, Social Sciences and Education, 2004)
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The current position of science and technology education in Kenyan schools - Changeiywo, Johnson M. (Egerton Journal of Humanities, Social Sciences and Education, 2004)
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Top ten disease seen at the children\'s out patient clinic of a young Nigerian Teaching Hospital: the ABSUTH experience - Chapp-Jumbo, Aun (2004)
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