Politics of participation : Parental support for children's learning and school governance in Burundi, Malawi, Senegal and Uganda - Marphatia, Akanksha A.; Edge, Karen; Archer, David; Legault, Elise (2010)
openalex: W193893502 mag: 193893502
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Geochemistry and mineralogy of volcanic soils from Ocean Fogo island (Cape Verde). - Marques, Rosa; Prudêncio, M.I.; Rocha, Fernando; Silva, E. F. da; Gilkes, R. J.; Prakongkep, N. (2010)
openalex: W2248894376 mag: 2248894376
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Cretaceous volcanic rocks of the Namibe Basin, southern Angola: report on a reconnaissance field and geochemical investigation - Marsh, Julian S (2010)
openalex: W3084149268 mag: 3084149268
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Athletic Voices and Academic Victories: African American Male Student-Athlete Experiences in the Pac-Ten - Martin, Brandon; Harrison, K.C.; Stone, Jeffrey A.; Lawrence, Suzanne Malia (Social Science Research Network, 2010)
The purpose of this study was to explore participants’ academic experiences and confidence about their academic achievement. Participants (N=27) consisted of high-achieving African American male student-athletes from four academically rigorous American universities in the Pac-Ten conference. Most of the participants competed in revenue-generating sports and were interviewed to obtain a deeper understanding of their successful academic experiences. Utilizing a phenomenological approach four major themes emerged: “I Had to Prove I’m Worthy,” “I’m a Perceived Threat to Society,” “It’s About Time Management,” and “It’s About Pride and Hard Work.” Stereotype threat and stereotype reactance are investigated in relation to findings. Recommendations for scholars practitioners that work with student-athletes are also articulated
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Factors contributing to gender disparity in education in Kenya: the case of Kimilili-Bungoma District - Masibo, Carolyne N (2010)
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Contribution of the Quaker church to management of public secondary schools in Bungoma east district, Kenya: Analytical assessment - Masika, Wabwoba Bernard; Simatwa, Enose M.W. (2010)
Religious organizations in Kenya are empowered by the Education Act to participate in the management of schools and colleges that they sponsor. These religious sponsors include: the Quaker Church; the Catholic Church; Africa Inland Church; Salvation Army Church; Seventh Day Adventist Church; Church of God; Presbyterian Church of East Africa; Methodist Church; Baptist Church; Anglican Church of Kenya and the Pentecostal Assemblies of God Church. The Quaker Church dominates sponsorship of schools in Bungoma East District. However, doubts have been raised regarding its contribution to public secondary school management. This was because there was very scanty documented information on the role of the Quaker Church in Educational Institutions. The purpose of this study was therefore to establish the contribution of the Quaker church to management of public secondary schools in Bungoma East District. A conceptual framework was used to focus on the contribution of the Quaker church to the management of public secondary schools. Descriptive survey design was adopted for the study. The study population consisted of 25 Principals, 25 Board of Governors (BOG) chairpersons, 25 Parents Teachers Association (PTA) chairpersons, 329 Teachers, Quaker Church Education Secretary (QCES) and the District Quality Assurance and Standards Officer (DQASO). Simple random sampling technique was used to sample 22 Principals, 22 BOG chairpersons, 22 PTA chairpersons and 118 teachers. Saturated sampling technique was used to select one QCES and one DQASO. Document analysis guide, Questionnaires and Interview schedules were used for data collection. Face validity of the instruments was determined by experts in the Department of Educational Management and Foundations. The outcome of the pilot study was used to enhance the instruments reliability by correcting the inconsistencies and ambiguities noted. Quantitative data obtained from closed ended questionnaire was analyzed using descriptive statistics in form of percentages and frequency counts. Qualitative data collected from open-ended questionnaire and interviews was transcribed and analyzed on an on-going process as themes and sub-themes emerged from the data. The study established that: The contribution of the Quaker church to staffing in secondary schools in Bungoma East was through panel of selection in accordance to Teachers Service Commission guidelines. The Quaker church’s contribution to school discipline management was mainly through pastoral programs conducted during weekend challenges, rallies, Sunday services, counseling and special prayer days by chaplains. The contribution of Quaker church to financing of education was generally minimal because of lack of funds. However, the main contribution was school establishment by providing physical facilities, land in particular on which virtually all Quaker sponsored schools were built. The Quaker church motivated teaching staff in its sponsored schools through creation of peaceful working environment. The study concluded that the Quaker church’s contribution to public secondary school management was minimal and this was attributed to challenges it faced and its principles of simplicity and non-interference. The study recommended that: The Quaker church should incorporate competent Quaker educationists who are well founded in educational management in its school programs to replace the less informed nominees on school boards. The Quaker church should be actively involved more in the appointment of process of secondary school principals to enhance mutual co-existence among all key stakeholders in education management. The Quaker church should train and deploy more chaplains to all of its sponsored schools for effectiveness in pastoral programs and guidance and counseling.
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RECLAIMING THE ZIMBABWEAN DEMOCRATIC VOICE IN MEDIA AND EDUCATION: SITUATING THE ROLE OF PUBLIC SPHERE AND CIVIL SOCIETY IN DEVELOPMENT - Masitera, Erasmus (2010)
The politics of domination is rampant in the Zimbabwean political and social arenas. In more definite terms, the practice is really dehumanizing in that it denies human beings the right to map and shape their own destinies in politics; that is, having a voice in policy formulation inevitably leading to underdevelopment. The dominant areas of interaction that are controlled politically are the areas of media and education. The two are the core areas of free interaction, as will be argued in the essay. In an attempt to reclaim the voice the author suggests using another realm in the public sphere, which is the civil society. Civil society offers objectivity and credibility, since it offers space for critic-creative education (C.C.E) that will be channeled through media for development (M.F.D). These concepts, objectivity, creativity, involvement, improvement, and credibility are necessary for honest and true development in Zimbabwe.
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Peace & Tolerance: Cultural Congruence Between Home and School in Rural Ghana - Masko, Amy L.; Bosiwah, Lawrence (2010)
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Factors influencing the implementation of free secondary education in Mumias District, Kenya - Mate, Julius K (2010)
This study sought to find out the factors that influence the implementation of free secondary education (FSE) in Kenya. Implementation refers to a situation where the programme is made to work and meets its major objectives of increasing enrolment and retention in secondary schools. The background of this study traces the efforts to provide free secondary education. The provision of free secondary education is very important in Kenya given that the country is a low income one. Also given the limited studies on the programme currently, this study sought to reduce that gap. The purpose of this study was to find out factors influencing the implementation of free secondary education in Kenya. The study had five objectives derived from the said purpose. The objectives include finding the influence of the management capacity of principals and B.O.Gs, time when the funds are received, parental support and socioeconomic factors on the implementation of free secondary education in Kenya. The study was carried out in Mumias district of Western province. The study is based on the theory of constraints as the researcher examines the factors constraining the achievement of FSE objectives. It is hoped the results of the study will be useful to many stakeholders and help in the streamlining of free secondary education. The researcher experienced problems such as limited finances and time for carrying out the study more thoroughly. Literature review was done on the implementation of free secondary education around the world. The study used the survey design and data collection was by use of the questionnaire method. The questionnaire was validated through piloting. Schools were put into clusters from which a sample was collected using simple random sampling. Data from the field was analyzed using fundamental statistical measures such as location and dispersion. The findings of the study show that the management capacity of the principals, time of funds disbursement to schools and parental support have a negative influence on the implementation of FSE. The B.O.Gs have a positive influence while socioeconomic factors have both negative and positive influence.. Some of the conclusions are that the government needs to speed up sending of money to the schools and probably increase the funding. The study recommends among others that the principals be subjected to compulsory training in management and that the ministry should increase the frequency of school inspection.
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The unheard voices of educators : perceptions of educators about the state of education in South Africa - Matoti, Sheila N. (South African journal of higher education, 2010)
The article examined the perceptions of educators regarding their concerns and fears about the current state of education in South Africa. The target population for the study comprised of all the educators enrolled for the B.Ed. (Hons.) programme in Educational Management at the Central University of Technology, Free State in 2008. This group of post-graduate students comprised of educators who teach in schools in and around Bloemfontein. A questionnaire comprising of both closed and open-ended questions was used to collect data from all the students in the B.Ed. (Hons.) programme. A quantitative analysis of the results indicated that the majority of educators were uncertain about their own future as well as the future of education in South Africa. Some of their fears and concerns included the political and economic climate in the country, changes in policies and the curriculum, high rates of teacher attrition, unsafe school environments, unsatisfactory working conditions, declining quality of education, role conflict, poor teacher morale, unprofessional conduct of educators, lack of co-ordinated Outcomes Based Education (OBE) workshops, poor management and leadership in schools and a lack of accountability. The following were suggested as strategies that could be used in order to turn the situation around: management training for principals, effective professional development of educators, proper consultation and involvement of educators in planning teacher development programmes, improving working conditions and school environments, efficient and effective communication between the department of education and the schools, teacher support, employing the right people for the right positions and improving the status of the teaching profession. On the basis of these findings, a case is made for the creation and nurturing of learning communities or communities of practice.
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Experiences of disabled students in South Africa : extending the thinking behind disability support - Matshedisho, K.R. (South African journal of higher education, 2010)
This article argues that even though the experiences of disabled students have programmatic implications, their needs should not be isolated from other students'. Instead they should be understood as part of the student life cycle within the pluralistic paradigm of education. In demonstrating the argument this article will: (a) outline some of the literature on experiences of disabled students, (b) outline findings on the experiences of disabled students in some South African higher education institutions; (c) contextualise the findings by explaining the pluralistic paradigm of education and describing the policy framework; and (d) use the idea of the student life cycle and the pluralist paradigm of education to suggest a complementary and extended thinking to the programmatic model of intervention.
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Petrological and chemical variability of peridotite xenoliths from the Cameroon volcanic line, West Africa: an evidence for plume emplacement - Matsukage, Kyoko N.; Oya, Mami (Journal of Mineralogical and Petrological Sciences, 2010)
Peridotite xenoliths from the Cameroon volcanic line (CVL), which is a 1600-km-long volcanic chain on the continental margin of West Africa and the Gulf of Guinea, exhibit regional variations in petrography, mineral chemistry, and equilibrium temperature. The xenoliths are mainly composed of spinel lherzolite, spinel harzburgite, dunite, and small amounts of wehrlite and websterite. Lherzolite and harzburgite are similar in texture, and the MgO and Cr2O3 components in these minerals increase with a decrease in the Al2O3 and Na2O components and the modal abundance of clinopyroxene. This feature can be explained by a process of the partial melting of pyrolitic lherzolite and subsequent melt extraction in shallow mantle at a depth of 30-80 km. The Bioko, which is located near the center of the CVL, is distinctive from other regions (Annobon, Principe, Mt. Cameroon, Oku, and Ngaoundere) because of the higher degree of partial melting of residual peridotites. The estimated degree of partial melting in Bioko was about 25-30%, while in other areas it was less than 25%. Bioko was also characterized by the amount of cumulus dunite and wehrlite. The equilibrium temperatures of the xenoliths, as determined by a two-pyroxene geothermometer, were higher at the center of the CVL (e.g., about 1000 °C in Bioko) and gradually decreased toward the margins of the CVL (e.g., they were about 850 °C in Annobon, the margin of the oceanic area). These observations indicate that extensive igneous activity occurred at the uppermost mantle under the Bioko area, near the center of the CVL. Based on our study and previous isotope studies of volcanic rocks, we conclude that the regional variations in the CVL mantle were formed by the upwelling and emplacement of a deep hot plume about 120 Ma, which caused the opening of the Atlantic Ocean.
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Teaching and researching Africa in an 'engaged' way: the possibilities and limitations of 'community engagement' - Matthews, Sally (Journal of Higher Education in Africa, 2010)
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Literary theory for undergraduates : an introduction for students in Gambia - Mattisson, Jane (2010)
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Cultural Adjustment of International Students at an African University - Maundeni, Tapologo; Malinga, Tumani; Kgwatalala, Diana; Kasule, Ibirige (Journal of Psychology in Africa, 2010)
The study explored the cultural adjustment needs of international students enrolled with an African university. Participants were 33 students (males = 13, females = 20). They took part in-depth individual interviews and focus group discussions on pertinent adjustment needs. Data gathered from the interviews were transcribed and content analysis was performed. Findings suggested adjustment needs were ameliorated by available opportunities such as presence of supportive people, availability of services and academic facilities, political stability, as well as individual qualities such as self determination and inner strength. Challenges such as language problems, lack of social support networks, financial problems and role strain made student adjustment problematic. Prospective solutions to these needs included implementing comprehensive orientation programmes; expanding support networks for international students; improving information dissemination about available services on campus and outside as well as empowering students with knowledge and skills to cope with psychological challenges of adjustment.
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Intestinal schistosomiasis: prevalence, knowledge, attitude and practices among school children in an endemic area of North Western Tanzania. - Mazigo, Humphrey D.; Waihenya, Rebecca; Mkoji, Gerald M.; Zinga, Maria; Ambrose, Emmanuela E.; Jahanpour, Ola; Bahemana, Emmanuel; Mnyone, Ladslaus L.; Kweka, Eliningaya J.; Lwambo, N. J. S. (Journal of Rural and Tropical Public Health, 2010)
Objective: Knowledge, attitudes and preventative practices of risk groups for neglected tropical diseases such as intestinal schistosomiasis are important aspects for their control. This study aimed to determine the prevalence of Schistosoma mansoni, knowledge, perceptions and preventative practices of school children towards schistosomiasis in the Sengerema district, Tanzania. Methods: We conducted a crosssectional study using 400 randomly selected school children. Single faecal specimens were obtained from children and screened for S. mansoni using Kato Katz technique. Amongst those children who submitted faecal specimen, 200 randomly selected children responded to a structured questionnaire. Results: The prevalence of Schistosoma mansoni was 64.3% (257/400; 95% confidence interval (CI) = 59.3, 69.0). Less than 50% of the interviewed children demonstrated an understanding of control measures and transmission of schistosomiasis. About 87.5% (175/200; 95% CI = 82.1, 91.7) of the respondents reported to have heard of schistosomiasis and the main source of information were schools (34.5 %). 84% of the children reported going to the lake and 68% reported to participate in paddy cultivation. About 40.5% of the respondents associated schistosomiasis with water contact and 39.5% accurately quoted symptoms associated with schistosomiasis. Knowledge about transmission increased with age (p=0.005). The control measures mentioned by 34.5% of the respondents were in line with the World Health Organization’s control strategies against schistosomiasis. Most of respondents (96.5%) reported the use of toilets. A majority (82%) of the respondents reported that they had participated in previous mass drug administration. Conclusion: The prevalence of schistosomiasis was high despite repeated previous mass drug administration campaigns. There is a need to incorporate practical public health education in the school curriculum for the purpose of increasing knowledge and promoting behavioral changes in school children to improve disease control.
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Student-Centered Designs of Pan-African Literature Courses. - Mbaye, Babacar (The CEA Forum, 2010)
A student-centered teaching methodology is an essential ingredient of a successful Pan- African literary course. Using such an approach, I combine reading assignments with journals, film presentations, and lectures in a productive learning environment in which I play the role of invisible facilitator of intellectual exchange. My method incorporates a variety of Pan-African literary and historical works that help students understand the relations between Blacks of Africa and the Diaspora.
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Climate Change and Performance of Small Reservoirs in the Upper East Region of Ghana - Mbinji, Joseph (2010)
Increasing evidence on impacts from climate change an variability, suggests that poor rural communities in semi-arid sub-Saharan Africa need to adapt in order to reduce effects on their livelihoods. In semi-arid areas characterized by high poverty, small reservoirs even though most of them are performing below average, act as important assets that support a wide range of livelihoods. However, in the face of climate change and variability it is not clear how and to what extent the performance of small reservoir systems is affected. A lot of studies have been done on the issues of climate change and performance of small reservoirs. However, this literature has not strongly linked the two issues making it difficult to understand how climate change and variability affects performance of these water systems. In addition, there is also limited literature documenting what adaptation strategies communities using small reservoir use to adapt to climate change and variability. This study attempts to answer these questions using a multiple-case study of two contrasting small reservoirs involving a well and poorly performing reservoir in the Upper East Region of Ghana. The study revealed that the unprecedented levels of benefits associated with small reservoirs in rural areas are greatly threatened by increasing climate change events such as floods, droughts and increasing temperatures. Climate change and variability was found to affect the multiple uses of the reservoirs, with irrigation being the most affected and threatened. Although the communities showed an array of adaptation measures to the harsh environment; water management strategies that should help enhance the communities adaptive capacity to climate change and variability are inadequate and ineffective. Therefore, reducing the effects of climate change and variability on the performance of small reservoirs and increasing the adaptation in communities, calls for adaptive water management strategies and integrated approaches in the management of small reservoirs. These strategies should focus on strengthening enforcement of institutional arrangements for using small reservoirs; effective resource mobilization and maintenance of reservoir infrastructure; and efficient and more improved water and land management.
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Attitudes of Teachers towards inclusive education in selected pre-school: A case study of Nairobi West District Kenya - Mbogi, Joan M (2010)
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Diminishing Maasai Tourist Cultural Attributes In Tanzania: Formal Education Training Or Tourism Education’ - Mboma, Lucy Mary (2010)
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Factors affecting boys education in public primary schools in Embu East District, Eastern Province, Kenya - Mburu, Mary W (2010)
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Factors influencing trainee dropout rates in Technical Training Institutions: case of Meru Technical Training Institute in Eastern Province;Kenya - Mburugu, Isaac (2010)
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Faculty perceptions on the effectiveness of WEDUSOFT as a learning management system: a case study of the university of Nairobi, Kenya - Mbwesa, Joyce Kanini (2010)
openalex: W121043898 mag: 121043898
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Selling Black Beauty: African American Modeling Agencies and Charm Schools in Postwar America - McAndrew, Malia (OAH Magazine of History, 2010)
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Perceptions Of Challenges To Retaining African American Male Graduate Students In Higher Education - McCline, LeeAntwann S. (2010)
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‘A Person is a Person Because of Others’: Challenges to Meanings of Discipline in South African and UK Schools - McCluskey, Gillean; Lephalala, Mirriam (Power and Education, 2010)
In this article the authors consider current understandings of discipline in schools in the United Kingdom and South Africa. The concern is with exploring the discipline/punishment/power nexus in education in both countries; with how reductionist versions of discipline as authoritarianism interweave with views about the aims and perceived need for punishment in schools, and how this is driven by perceptions of a need to maintain control or power over young people, often viewed as a ‘generation of suspects’. The authors argue that a restorative approach can be used to build more inclusive school communities where staff and students negotiate new meanings of discipline and power. Some of the key challenges associated with a restorative approach are then explored in detail and the notion of ubuntu – ‘A person is a person because of others' – strongly associated with the new South Africa and its reassertion of traditional principles and values, is suggested as a useful compass for future development in both countries. In very different contexts, but facing many of the same challenges, the authors ask: What can the United Kingdom learn from South Africa and what can South Africa learn from the United Kingdom?
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Teaching with IRA in the Mwanza Region Of Tanzania - McDermott, Paul A. (2010)
This is a descriptive self-study of my experience participating in IRA‘s Diagnostic Teaching Project in Tanzania. The paper describes the teacher educators with whom I worked, their responses to IRA‘s curriculum, and what I learned about Tanzanian people, culture and education. Data are derived from a Likert survey, an open-item questionnaire, and my own observations in teaching a curriculum based on constructivist theory and classroom-based assessment. I found participants to be very receptive about the literacies theories and practices presented, and I describe some of the cultural challenges I faced while teaching there. Although there are enormous obstacles to educational reform in this beautiful country, with such motivated people as those I met in IRA‘s project, there is much hope for a better future. AUTHOR BIOGRAPHY Peter McDermott is a Professor of Education at The Sage Colleges where he teaches graduate and undergraduate courses in reading and the language arts. He previously taught in Bosnia as a Fulbright Scholar, in Tanzania as a volunteer with IRA‘s Diagnostic Teaching Project, and in Kazakhstan with Soros‘ Open Society and IRA‘s Reading, Writing and Critical Thinking project (RWCT). He has a long time interest in urban education. He is currently interested in the new digital literacies and their effects in students‘ literacy development.
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The Learner Experience: Reflections on Being a Graduate of the Education Program in South Africa - Mcilroy, Guy (American Annals of the Deaf, 2010)
openalex: W1545472949 mag: 1545472949
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Exploring Knowledge, Attitudes, and Barriers Toward the Use of Evidence-Based Practice Amongst Academic Health Care Practitioners in Their Teaching in a South African University: A Pilot Study - McInerney, Patricia; Suleman, Fátima (Worldviews on evidence-based nursing (Print), 2010)
Background: If institutions of higher education are to produce health professionals whose practice is research based, then students need to be exposed to learning opportunities that include searching for information and critical appraisal. This requires teachers to incorporate the latest research in their teaching. One of the identified strategic goals of a South African university was to produce evidence-based health care practitioners. Evidence-based practice (EBP) requires that health care practitioners plan their actions based on clinically relevant studies and research as opposed to traditional actions that are steeped in opinion. Aim of Study: To determine the extent to which academic health care practitioners use “evidence” in their teaching and what they perceived as barriers to the use of EBP. Methods: A quantitative design was chosen and a structured questionnaire was used. The areas that were measured included knowledge and attitudes, use of EBP and perceived barriers to the use of EBP. Results: Twenty-three academic health care practitioners completed the questionnaire. Knowledge and attitudes: 80% strongly agreed on a four-point Likert scale, that there is a strong need to incorporate EBP into teaching, with only 48% strongly agreeing that EBP is another perspective of clinical effectiveness. Use of EBP: 73.9% stated that they used EBP in their teaching and 60.9% agreed that it imposes another demand on an already overloaded academic. More than half reported using journals, textbooks, the Internet, colleagues, and the Cochrane library to improve their teaching. Conclusions: Academic health care practitioners attempting to implement EBP have encountered a significant number of barriers in this South African institution. These barriers include lack of knowledge pertaining to EBP, lack of access to research findings, insufficient evidence, and insufficient time.
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Experiences influencing the academic performances of 1st year nursing students at the Western Cape College of Nursing, South Africa, during 2008 - McLachlan, Maria Elizabeth (2010)
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Formal Education and the Rural Dwelling Vezo of Ankilibe: A Study of the Relationship Between Daily Life of the Vezo and the Public Education System in Madagascar - McNeil, Katherine (2010)
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Pollution implications of Save River water from weathering and dissolution of metal hosting minerals at Dorowa phosphate mine, Zimbabwe - Meck, Maideyi; Atlhopheng, Julius; Masamba, W.R.L.; Ringrose, Susan (Physics and Chemistry of the Earth, Parts A/B/C, 2010)
The study set out to determine the weathering and dissolution of metal hosting minerals at Dorowa for purposes of deducing pollution potential to the nearby Save River. Phosphate rock is mined at Dorowa for the production of phosphate fertilizer. The major minerals found in the ring complex are feldspars, pyroxenes, apatite, magnetite and calcite. Chemical analysis established that the rocks are associated with metals that include copper, lead, zinc, cobalt, nickel, tin and cadmium. Among the many minerals present apatite and calcite host metals more than the other minerals due to their crystal structure. This study investigated the weathering and dissolution of these two minerals. Both apatite and calcite dissolve in natural environmental conditions prevalent at Dorowa. From the analysis the study concludes that the potential availability of metals trapped in the calcite and apatite structures is high. The understanding of weathering and dissolution of metal hosting minerals is important in predicting quality of water around the study area, because most villagers use the Save River as their primary drinking water source.
openalex: W2012404902 mag: 2012404902
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Schistosoma haematobium prevalence in school children in the rural Eastern Cape Province, South Africa - Meents, Eybe Feeke; Boyles, Tom (The Southern African journal of epidemiology & infection, 2010)
The urine of 209 children was examined for haematuria and the presence of schistosome eggs. Comparing the infection rate of 72.3% with existing data suggests an increase in the prevalence over the last decades. Schistosomiasis lacks the attention it deserves in South Africa.
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Biodiversity and climate change : achieving the 2020 targets : abtracts of posters presented at the 14th Meeting of the Subsidiary Body on Scientific, Technical and Technological Advice of the Convention on Biological Diversity, 10-21 May 2010, Nairobi, Kenya - Meeting, Technological Advice. (2010)
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GOVERNANCE IN ETHIOPIAN HIGHER EDUCATION SYSTEM: State-Higher Education Institutions Relationship, the Case of Mekelle University - Mehari, Yohannes (2010)
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The challenge of equipping student teachers to manage their perceptions of learner diversity in South African schools - Meier, Corinne (Journal for new generation sciences, 2010)
South African schools have been desegregated for more than a decade now, yet the media still frequently report that schools are characterised by tension, ignorance, misunderstanding and aggression as a result of mismanaged diversity. It seems therefore that teachers are ill equipped to deal with diversity in schools. Research has clearly documented how classroom teaching is influenced by teachers' biased perceptions of learners from a diversity of backgrounds, and that these biased perceptions can lead to negative self-fulfilling prophecies. Social constructivism furthermore assumes that these biased perceptions are socio-culturally mediated. The study was undertaken to investigate student teachers' perceptions about learner diversity before and after being exposed to theoretical and practical instruction on learner diversity in a teacher education programme with the aim of comparing the two data sets to establish whether the teacher education programme at the mentioned institution is equipping student teachers to manage their perceptions of learner diversity in South African schools. This article is a report on the findings of a quantitative study using a Lickert Scale rating questionnaire as a research instrument. As teacher education plays an important role in the broadening and deepening of students' awareness of, and ability to, critically reflect on and engage in dialogue about issues of diversity, it is paramount that teacher education programmes equip student teachers to manage their biased social-culturally constructed perceptions of learner diversity.
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An Assessment of Kenyan Small and Medium Sized Enterprises Potential to Become Learning Organizations - Meja, Ann (2010)
A Project Report Submitted to the Chandaria School of Business in partial fulfillment for the requirement for the Degree of Masters in Business Administration (MBA)
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The career planning needs of senior public secondary school learners in Gaborone, Botswana - Mekgwe, Nnananyana K.E. (2010)
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Knowledge of basics and ocular manifestations of HIV/AIDS among high schools learners in the Capricorn District of Limpopo Province, South Africa - Melwa, Irene Tersia (2010)
v LIST OF TABLES xii LIST OF FIGURES xviii LIST OF ABBREVIATIONS xix DEFINITION OF TERMS xxi CHAPTER ONE 1
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Education, Racism, and the Military: A Critical Race Theory Analysis of the GI Bill and Its Implications for African Americans in Higher Education. - Mencke, Bernadette Kristine Buchanan (2010)
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Technology Capacity Development through OSS Implementation: The Case of Public Higher Education Institutions in Ethiopia - Mengesha, Nigussie Tadesse (2010)
The Open Source Software (OSS) literature gives little attention to the study and practice of domain specific end-user OSS implementation in general and in the public sector of developing countries (DCs) in particular. This paper, however, investigates the trajectories of two OSSbased information systems (IS) implementation projects in a developing country (DC) context with the aim to uncover the practice-based learning and resource sharing evident among locally situated and globally dispersed developers and users. The result of the interpretative case study research shows that the OSS philosophy and practice of software development, implementation and ownership, facilitates for the emergence of practice-based learning from the sharing of implementation accounts and artifacts without sharing the same context of work. Thus, the paper argues in favor of an implementation approach that focuses on distributed practice-based experience, knowledge and resource sharing, and learning with the mediation of the information infrastructure in order to facilitate and sustain OSS-based IS implementation in DCs. The paper contributes both to the OSS and IS implementation literatures by showing the mechanisms of developing the technological capacity of indigenous groups and using the trans-situated learning model as a means to understanding the learning dynamics in OSS implementation.
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The challenges of using information communication technology (ICT) in school administration in Kenya - Menjo, David Kimeli; Boit, John Mugun (2010)
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Factors affecting nontraditional African American students' participation in online world literature classes - Merrills, Jon (2010)
The purpose of this qualitative study was examine how communication preferences, learning preferences, and perceptions about online learning affect nontraditional African American students' participation in online world literature courses at a historically Black university (HBCU) in the southeastern United States. An instrumental case study was the research design used. Data were collected from individual interviews of participants and non-participatory observations of Blackboard course shells and analyzed through content analysis (Babbie, 2003). Chen's Learner-to-Learner Transactional Distance, Learner-to-Content Transactional Distance, and Learner-to-Interface Transactional Distance theory (2001), along with Moore's Theory of Transactional Distance (1996) informed the data analysis. Analysis occurred in two stages. Within-case analysis was used understand the experiences of online learning with individual participants. Later, a cross-case analysis was used to build abstractions across cases (Merriam, 1998, p. 195) as well as compare participants' experiences ascertain a grander view of participation of African American nontraditional students in online world literature classes. The findings of the study explained nontraditional African American student preferences for frequent oral communication among students, preferably face-to-face. In addition, students wished make oral contact with online instructors; however, they desired have the instructor communicate with them via email. In addition, findings also revealed how African American students could often be overwhelmed with long reading requirements. Their preferences were have content condensed for learning. They also preferred have study guides which highlighted key information which one's focus should be placed. Furthermore, students preferred work and learn in groups. In order enhance their enjoyment and participation in the course, participants preferred make connections with subject matter, topics, and peers. For the most part, participants were drawn online learning for the convenience, though their learning preferences were not often met in the online learning environment. While many participants found learning be accessible and convenient through online courses, many of them were frustrated by slow response and feedback by online instructors and technical problems which may have occurred due lack of savvy with online learning or Blackboard technicalities. Implications for higher education administrators, university professors, and students as related online learning are provided.
openalex: W1546335956 mag: 1546335956
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Climate Factors Play a Limited Role for Past Adaptation Strategies in West Africa - Mertz, Ole; Mbow, Cheikh; Nielsen, Jonas Østergaard; Maïga, Abdou; Diallo, Drissa; Reenberg, Anette; Diouf, Awa; Barbier, Bruno; Moussa, Ibrahim Bouzou; Zorom, Malicki; Ouattara, Ibrahim; Dabi, Daniel (Ecology and society, 2010)
The Sudano-Sahelian zone of West Africa has experienced recurrent droughts since the mid-1970s and today there is considerable concern for how this region will be able to adapt to future climate change.To develop well targeted adaptation strategies, the relative importance of climate factors as drivers of land use and livelihood change need to be better understood.Based on the perceptions of 1249 households in five countries across an annual rainfall gradient of 400-900 mm, we provide an estimate of the relative weight of climate factors as drivers of changes in rural households during the past 20 years.Climate factors, mainly inadequate rainfall, are perceived by 30-50% of households to be a cause of decreasing rainfed crop production, whereas a wide range of other factors explains the remaining 50-70%.Climate factors are much less important for decreasing livestock production and pasture areas.Increases in pasture are also observed and caused by improved tenure in the driest zone.Adaptation strategies to declining crop production include 'prayer' and migration in the 400-500 mm zone; reforestation, migration, and government support in the 500-700 mm zone; and soil improvement in the 700-900 mm zone.Declining livestock holdings are countered by improved fodder resources and veterinary services.It is concluded that although rainfed crop production is mainly constrained by climate factors, livestock and pasture are less climate sensitive in all rainfall zones.This needs to be reflected in national adaptation strategies in the region.
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Does Human Capital Theory Explain The Value Of Higher Education? A South African Case Study - Merwe, Alex van der (American journal of business education, 2010)
A perennial debate in the economics of education is whether human capital or screening/signalling theories best explain the value of schooling and hence the private demand for, in particular, higher education. Human capital theory proposes that formal training such as that offered by higher education institutions improves the productive capacity of individuals. Screening theory, on the other hand, posits that the value of higher education credentials flows primarily from their value as signals to potential employers of the abilities of the holders of such qualifications. Following the application of Wiles’ (1974) test and regression analysis this case study finds that it is probable that both human capital and screening theories account for the economic value of higher education in the perceptions and experiences of a local cohort of recent Durban University of Technology graduates. This finding, in spite of its empirical support, relies on a certain amount of intuition necessitated by technical and analytical constraints that are discussed in the paper.
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A quantitative study on the pro-violence attitudes among learners in South Africa - Merwe, Nicola Van der (Acta Criminologica: Southern African Journal of Criminology, 2010)
The focus of this article falls on school violence and, more importantly, the attitudes of learners towards violence. It is important to understand the attitudes of learners towards violence. It is important to change delinquent attitudes and behaviour that could contribute to school violence and to develop effective strategies to prevent or reduce school violence. Information was gathered through literature and empirical research. A quantitative research method was used to obtain data from four schools in the Gauteng Tshwane South District. The data was collected by means of a tool, namely the Attitudes towards Violence Scale (AVS). The AVS is a 17-item, self-report measure of attitudes towards physical violence, and is scored according to a five-point scale, with higher scores indicating attitudes that are more pro-violence. The main finding in the article was that learners exhibit pro-violence attitudes. These learners are becoming less offended and less perturbed by the daily use of violence and aggressive behaviour. Learners regard violence as an acceptable and valued activity associated with the norms and values of a culture of violence. Suggestions and recommendations regarding further research on this subject matter were also made.
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A model to direct online continuous professional development opportunities for mathematics teachers in the South African context of disparities - Merwe, T. M. van der; Merwe, A. J. van der; Venter, L. (African Journal of Research in Mathematics Science and Technology Education, 2010)
AbstractIn a previous paper we reported on several personal and situational tensions which influence the use and value of a mathematics-friendly online discussion forum environment in pursuit of the Continuous Professional Development (CPD) of previously disadvantaged and advantaged mathematics teachers in the South African context of disparities. This paper builds on the preliminary contributions reported there by offering a strategic model that can be used by a Subject Advisor to firstly anticipate and secondly discover tensions that point at teachers' real forum needs, thereby ensuring an online CPD strategy that is concomitant to the community for which the online forum is offered. The model is explained by way of a narrative walkthrough which also illustrates the practical usefulness thereof. Implications for existing theory are also offered. In a rapidly expanding and increasingly accessible technological environment, this paper provides a timeous foundation, benchmarks and pointers for future imple...
openalex: W1725439783 mag: 1725439783
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Hafnium isotope variations in Bure volcanic rocks from the northwestern Ethiopian volcanic province: a new insight for mantle source diversity - Meshesha, Daniel; Shinjo, Ryuichi (Journal of Mineralogical and Petrological Sciences, 2010)
This paper presents new hafnium isotope data for the Bure volcanic rocks from the northwestern Ethiopian plateau to constrain the nature of mantle sources within the broad mantle upwelling. The 176Hf/177Hf values range from 0.282901 (εHf = 4.79) to 0.283206 (εHf = 15.71) for the Oligocene transitional tholeiite and 0.282915 (εHf = 5.45) to 0.283069 (εHf = 10.85) for the alkaline basalts; these ratios are distinct from MORB but typical to OIB sources. The εHf values correlate positively with εNd. The scattered variation between εHf and contamination indices (such as Nb/La and Ce/Pb) for the transitional tholeiites implies that most tholeiitic basalts are affected by crustal contamination processes. Components 1 (C1) and 2 (C2), which are proposed to be the end-member components for the Afar mantle plume, have a Hf isotopic signature of εHf = 15-17 and 5-9, respectively. The diversity of these compositions relies on the proportion of recycled materials in the deep source, its formation age, and proportion of sediments relative to oceanic crust in the recycled materials.
openalex: W2055386682 mag: 2055386682
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Site-response characteristics and building damage distribution in the 2003 Boumerdes, Algeria earthquake - Meslem, Abdelghani (2010)
openalex: W2337156456 mag: 2337156456
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The position of principals in school financial management : a South African perspective - Mestry, Raj (Journal of Educational Studies, 2010)
The South African Schools Act of 1996 prescribes how schools should manage its funds. It clearly defines the roles and responsibilities of the governing body and the principal, who are jointly responsible for the schools' finances thereby making them accountable to the parents and communities they serve. The core duties and responsibilities of the principal are also clearly set out in the Employment of Educators Act of 1998 and Education Laws Amendment Act of 2007. In terms of financial matters, the Employment of Educators Act explicitly defines that the principal should keep proper school accounts and records. However, in the case of Schoonbee and others v Member of the Executive Council (MEC) for Education, the Judge emphatically stated that the principal, by virtue of his/her position, is responsible for the professional management of the school, and cannot be expected to fulfill the functions of an accounting officer. The Schools Act attempts to protect the rights of principals and directs them to facilitate, support and assist governing bodies in the execution of its statutory functions relating to assets, liabilities, property and financial management of the school. In this paper, the position of principals in school financial management will be examined. Principals together with the governing body are required to act within the parameters of the financial policy and relevant legislation to ensure that the school's finances are managed effectively and efficiently.
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Evaluation of the psychomotor education programme of a community based early childhood programme at the Dalton Trust Education Centre (KwaZulu-Natal, South Africa) in support of school preparation. - Meusel, Rossella Rachele. (2010)
openalex: W289159984 mag: 289159984
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Climate Change, Energy, and SustainableDevelopment in South Africa:Developing the African Continent at the Crossroads - Meyer, Edson L.; Odeku, Kola O. (Sustainable Development Law and Policy, 2010)
openalex: W1537435522 mag: 1537435522
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8th Annual ASTD State of the South African Learning and Development Industry Report. - Meyer, Merna; Bushney, Melanie; Mey, M. von der; Joubert, P; Merwe, Justin van der (2010)
The aims of this research project were to: · Determine national benchmarks for L&D in South-Africa · To provide a comparison of national benchmarks with international norms · To infuse the latest L&D best practices in curriculums at universities · To provide students with a structured work-integrated learning opportunity · To facilitate inter-institutional collaboration in the areas of articulation regarding HR and HRD qualifications, as well as research · To position UNISA, UJ, NMMU, NWU and VUT as active national participants of the HRD Universities Forum (HRDUF) in pursuit of the National Skills Development Strategy III.
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Haya Women’s Knowledge and Learning: Addressing Land Estrangement in Tanzania - Mhina, Christine (2010)
Literature on African women’s marginalization has expanded over the past three decades. Much as critical voices both in the academy and in local communities are drawing attention to the fact that suborthnated people’s knowledges have been left out of academic texts and thscourses, there has been little thscussion on how women can utilize their knowledge to address issues of their concern. This chapter illustrates the potential of inthgenous women to know, to choose, to imagine, to create, to decide, and to act. I use the Tanzanian case to show local women’s creativity and resourcefulness to develop inthgenously informed collective solutions to address their marginalized rights to land tenure.
openalex: W2496370728 mag: 2496370728
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Social Studies Teachers' Perceptions and Practices of Educating Citizens in a Democracy in Upper Classes in Primary Schools in Botswana. - Mhlauli, Mavis B. (2010)
openalex: W157692519 mag: 157692519
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‘New’ Strategies For Financing Education And Training In Africa - Michael, M; Wainaina, Gituro (2010)
openalex: W2561011723 mag: 2561011723
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Intestinal Worm Infections and Nutritional Status of School Children in Nairobi province, Kenya - Migiro, Prescilla S.; Mwanthi, Mutuku A.; Opiyo, Rose Okoyo; Kinoti, Mary K. (2010)
Intestinal Worm Infections and Nutritional Status of School Children in Nairobi province, Kenya.
openalex: W2281402539 mag: 2281402539
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Education, politics & social change in Ethiopia - Milkias, Paulos; Kebede, Messay (2010)
openalex: W2953942335 mag: 2953942335
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Educating Physicians Internationally in the Diagnosis of Child Abuse: Evaluation of a Brief Education Intervention in Malawi - Miller, Aaron (2010)
openalex: W4248717076
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Current Situation and Strategy of Ethiopian Vocational Education Funding - Ming-kun, Chen (Communication of Vocational Education, 2010)
The greatest obstacle is serious shortage of investment funds in the development of Ethiopian vocational education.Diversified measures,such as increasing financial investment by government,encouraging enterprises to invest in vocational education,developing private vocational education,improving cost-sharing with trainees mechanisms,taking income-generating activities in institutions and increasing efficiency,should be taken to es-tablish and improve mechanisms for vocational education funding in order to ensure the steady growth of vocational education funds,and promote the sustainable development of vocational education.
openalex: W2350058875 mag: 2350058875
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Developing Post-Primary Education in Sub-Saharan Africa : Assessing the Financial Sustainability of Alternative Pathways - Mingat, Alain; Ledoux, Blandine; Rakotomalala, Ramahatra (World Bank Publications, 2010)
All countries in Sub-Saharan Africa (SSA) face the prospect of a substantial increase in the number of primary school completers in the coming years. Although initial conditions vary widely from country to country, this increase will inevitably intensify pressure on the education system, particularly at the secondary and tertiary levels. African countries may thus find it timely to align their education policies and strategies to the emerging challenges. A key goal is to ensure that the education system continues to develop in an efficient, equitable, and fiscally sustainable manner even as it expands to accommodate the rising numbers seeking a place in secondary and tertiary education. The rest of this report is organized as follows. Chapter two elaborates the policy context for education development in SSA. Chapter three explains the methodology and data sources. Chapter four examines the challenges and constraints posed by the sheer volume of increases in enrollments in post-primary education with which most education systems in SSA must grapple in the coming years. Taking these constraints into account, the report evaluates the scope for policy development from three perspectives in the subsequent chapters: the coverage of education systems (chapter five), the quality and cost of service delivery (chapter six), and the division of financing by public and private sources (chapter seven). The fiscal implications of plausible policy packages that SSA countries might consider are assessed in chapter eight. Chapter nine seems up the general conclusions of the report.
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The Relationships among Student Characteristic Variables, Student Engagement Variables, and the Academic Performance of African American Male Students at Two-Year Colleges. - Mingo, Redman; Valarie, A (2010)
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Sociodemographic risk factors for mild mental retardation, borderline intellectual functioning and specific learning disorders in a South African clinic sample - Mitchell, Oliver Guy (2010)
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Groundwater vulnerability to petroleum hydrocarbons pollution of quaternary sand aquifer in Dar es Salaam, Tanzania - Mjemah, Ibrahimu Chikira; Mato, Rahmit Aditya; Thunvik, Roger (2010)
Groundwater is inherently susceptible to contamination from anthropogenic activities and remediation is very expensive and often impractical. Prevention of contamination is hence critical in effective groundwater management. In this paper, an attempt has been made to assess the aquifer’s vulnerability to petroleum hydrocarbons contamination in Dar es Salaam City, Tanzania. Potential benefit from mapping vulnerability is that it aids in the prioritisation of monitoring boreholes located in high vulnerable area, as well as providing bases for developing appropriate groundwater protection strategies. The DRASTIC model coupled to ArcView-GIS and HSSM model were used in vulnerability assessment. The results from these models have clearly demonstrated that the aquifers in the Dar es Salaam City are likely to be affected from petroleum hydrocarbons, because the pollution sources are located in areas with moderate and high vulnerability classes, which covers about 80% of the Dar es Salaam City. Furthermore, the gasoline estimated arrival time is about 1 year for transport from the ground surface to a water table aquifer at a depth of 7 m. The current levels of petroleum hydrocarbons in potable water are very low (<2.5g/l) compared to the threshold limits of the Tanzania standards of about 0.5 mg/L. However, as the gasoline takes even decade or centuries to migrate through aquifers, the concentrations are likely to increase if no preventive measures are taken. Keywords: Aquifers, ArcView-GIS, Dar es Salaam City, DRASTIC index, HSSM, Petroleum hydrocarbons.
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Benchmarking ICT-supported learning systems for diverse South African organisations - Mkhize, Peter L. (Progressio, 2010)
According to Govender and Bisschoff (2007), the workplace has become a dynamic, tumultuous and technologically advanced arena. Successful organisations constantly seek to improve the quality of their products and services to ensure customer satisfaction, by employing the best benchmarking tools available in the market (Cottam et al. 2001). Benchmarking allows an organisation to investigate and adapt the best practice in the industry, so that the organisation can maintain a competitive advantage or catch up with those competitors who are regarded as the best in the industry (Wilson and Town 2006). This article will analyse benchmarking mechanisms that can be used to sustain the quality of ICT-supported learning systems in South African organisations. The Online Course Design Maturity Model (OCDMM) will form the unit of analysis with regard to the development of an ICT-supported learning system tool.
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The development and evaluation of a learning styles assessment tool for the South African higher education context - Mkonto, Patricia Nosisana (2010)
openalex: W203917138 mag: 203917138
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Correlates of teachers' attitudes towards and comfort in teaching school-based sex education in urban and rural Tanzania - Mkumbo, Kitila A. K. (Papers in Education and Development, 2010)
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Interaction between learners who are hard of hearing and their hearing peers in physical education lessons : a case study of learners who are hard of hearing in physical education, Tanzania - Mlay, Janeth Danford (2010)
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The influence of the language of instruction on students' academic performance in secondary schools : a comparative study of urban and rural schools in Arusha-Tanzania - Mlay, Neema (2010)
openalex: W2395702733 mag: 2395702733
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Integration of e-learning systems into academic programmes in South African universities - Mlitwa, Nhlanhla Boyfriend Wilton (2010)
openalex: W1204152126 mag: 1204152126
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The importance of community participation in ongoing construction of primary schools: Morogoro, Tanzania : a case of Mlali and Mzumbe Wards - Mnaranara, Theresia Leonard (2010)
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Integrating geographic information system (GIS) and hydrochemistry for heavy metal pollution studies: The case of Ubeji and Omadino areas of Delta State, Southern Nigeria - Mode, Ayonma Wilfred; Onwuka, O. S.; Ekwe, A. C.; Oha, I. A. (2010)
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Assessment of the impact of climate change on livestock diseases in Kajiado district, Kenya - Moenga, B O (2010)
openalex: W1910015760 mag: 1910015760
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Teaching mathematics and science using computers: How prepared are South African teachers to do this? - Mofokeng, Peter L. S; Mji, Andile (Procedia - Social and Behavioral Sciences, 2010)
The purpose was to explore teachers’ readiness to integrate computers in teaching mathematics and science in their classrooms. Participants were 58 teachers, 37 (63.8%) females and 21 males (36.2%) from 35 schools in the Gauteng province of South Africa. Data were collected through a questionnaire that required teachers to indicate whether they utilized computers during teaching and learning activities; the extent of their confidence levels in respect of different activities related to utilizing computers; whether they had access to computers at home and whether they would be willing to attend computer training that would help in their teaching. Results indicated that teachers did not use computers in their mathematics and science classrooms. Also, that a majority did not have access to computers at home. They however expressed a wish to attend training on aspects of computing related to teaching mathematics and science. It is argued that authorities should provide the necessary training if computers are to be part of the teaching and learning context in South Africa.
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Drought analysis in southern highland and central Tanzania - Mogha, Eston R (2010)
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Role of headteachers' instructional supervision on Kenya certificate of primary education performance in Public Primary Schools, Dagoretti District - Mogire, Jane K (2010)
openalex: W1667408301 mag: 1667408301
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Vulnerability to drought, adaptation and coping strategies among agro-pastoral communities in Botswana - Mogotsi, K. (2010)
Resume Research Application Summary Vulnerability to drought, adaptation and coping strategies among agro-pastoral communities in Botswana Kabo Mogotsi1, Nyangito, M.M.1 & Nyariki, D.M.1 1Range Management Section, Department of Land Resources Management and Agricultural Technology, College of Agriculture and Veterinary Sciences University of Nairobi, P. O. Box 29053-00226, Upper Kabete Campus, Kenya Corresponding author: kbmogotsi@yahoo.com With the increased threat of climate change effects on the African continent, this study was carried out to document the coping mechanisms against the rampant droughts by the agropastoral communities in Botswana. The study was carried out in Kgalagadi North and Bobonong. Effects of drought in these areas included livestock death, reduced crop yields, low pasture production and increased distances to water livestock. Coping measures included enrolling into government’s labour intensive Public Works Programme, harvesting larvae of Imbrasia belina with food or turning to other sources of income, and storage of crops during good harvests. Other means were planting drought resistant crops, supplemental livestock feeding, transferring livestock to better areas, and selling off animals. These methods however did not ameliorate farmers’ problems. There is therefore need to have more holistic research efforts to tackle the effects of drought in Botswana and elsewhere in Africa.
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The Impacts of Water Pollution on Economic Development in Sudan - Mohamed, Issam A.W. (Social Science Research Network, 2010)
Water pollution is a chronic crisis in Sudan that is rarely researched. However, it is combined with scarcity, disputes and uncertainty. In The current paper we introduce its concepts with emphasis on the growing problems of pollution combined with scarcity. A Case study of the growing problem of pollution is introduced and analyzed using economic parameters.
openalex: W1876884941 mag: 1876884941
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The Impacts of Water Pollution on Economic Development in Sudan - Mohamed, Issam A.W. (RePEc: Research Papers in Economics, 2010)
Water pollution is a chronic crisis in Sudan that is rarely researched. However, it is combined with scarcity, disputes and uncertainty. In The current paper we introduce its concepts with emphasis on the growing problems of pollution combined with scarcity. A Case study of the growing problem of pollution is introduced and analyzed using economic parameters.
openalex: W3126089860 mag: 3126089860
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The Impacts of Water Pollution on Economic Development in Sudan - Mohamed, Issam A.W. (MPRA Paper, 2010)
Water pollution is a chronic crisis in Sudan that is rarely researched. However, it is combined with scarcity, disputes and uncertainty. In The current paper we introduce its concepts with emphasis on the growing problems of pollution combined with scarcity. A Case study of the growing problem of pollution is introduced and analyzed using economic parameters.
openalex: W3146256794 mag: 3146256794
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Functional Analysis of a Novel I71N Mutation in the GJB2 Gene Among Southern Egyptians Causing Autosomal Recessive Hearing Loss - Mohamed, Mostafa R.; Alesutan, Ioana; Föller, Michael; Sopjani, Mentor; Breß, Andreas; Baur, Manuela; Salama, Ragaa H. M.; Bakr, Mohamed Salama; Mohamed, Mohamed A.; Blin, Nikolaus; Läng, Florian; Pfister, Markus (Cellular physiology and biochemistry (Print), 2010)
Mutations in GJB2, a gene encoding the gap junction protein connexin 26 (Cx26), are a major cause for inherited and sporadic non-syndromic hearing loss, albeit with highly variable clinical effects. To determine new mutations and their frequencies in a Southern Egyptian population restriction fragment length polymorphism, gene sequencing, and single strand conformational polymorphism revealed only 2 mutations for GJB2: c.35delG and p.I71N. The allelic frequency of the c.35delG mutation was 8.7% (found in 27 out of 310 investigated alleles) resulting in a relatively low carrier frequency (1.6%) in Upper Egypt. The new mutation, a substitution of isoleucin (I) (a non-polar amino acid) by the polar amino acid asparagin (N), was localized within the conserved Cx26 structure. The functional significance of p.I71N was tested by injection of cRNA into Xenopus laevis oocytes. Cx26 hemi-channel activity was measured by depolarization activated conductance in non-coupled oocytes. As a result, the p.I71N mutated channel was non-functional. The study discloses a novel, functionally relevant GJB2 mutation and defines the contribution of Cx26 alterations to the hearing loss in the Southern Egyptian population.
openalex: W2064634239 mag: 2064634239
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Leadership Style and Their Impact to Primary School Teachers Performance in Tanzania: a case Study of District Education Offices in Ruvuma Region - Mohamed, Rashid (2010)
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Anxiety in Mathematics Learning Among Secondary School Learners: A Comparative Study between Tanzania and Malaysia - Mohamed, Saiful Bahri; Tarmizi, Rohani Ahmad (Procedia - Social and Behavioral Sciences, 2010)
Mathematical anxiety affects all aspects of teaching and learning mathematics. This study aimed to compare mathematical anxiety levels and its impacts on performance between Malaysia and Tanzania secondary schools mathematics learners. The study was performed using correlation survey. The instrument used to measure students mathematics Anxiety was Mathematics anxiety scale 24- Item MARS-A from 98-item MARS-A. The t-test results revealed that there were higher mean scores in test related anxiety in Malaysian students (2.56) than Tanzanian students (2.33) suggesting that the Malaysian students are more anxious than Tanzanian students. The results also showed no significant difference between gender and mathematical anxiety in both countries. Furthermore, the findings showed that the senior students (form 3) were more feared mathematics compared to junior students (form 1) in both countries. Interestingly, almost all results revealed negative and significant correlation between anxiety and students grades in Malaysia and Tanzania. This study suggests that the students’ performances are impacted with mathematics anxiety. This paper contributes important information for mathematical anxiety and achievement which is a key challenge in educational arena, developing nations in particular.
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PSYCHOLOGICAL WELL-BEING: A COMPARATIVE STUDY BETWEEN JAPANESE AND EGYPTIAN STUDENTS - Mohammed, El-nabgha Fathy; Unher, Mike; Sugawara, Masakazu (Psychologia, 2010)
The present study aimed to identify the differences between Japanese and Egyptian university students in psychological well-being (PWB). Japanese students (n = 138; 87 females and 51 males) and Egyptian students (n = 150; 84 females and 66 males) responded to a psychological well-being inventory. The results indicated that there are significant differences between Japanese and Egyptian students, with Japanese students scoring higher levels in autonomy and personal growth, and Egyptian students scoring higher levels in environmental control, self-acceptance, purpose in life, and positive relationships with others. No significant differences were observed for total psychological well-being score. We conclude that sex has a significant effect on self-acceptance only among the Egyptian samples, but has no significant effect in the Japanese student group. The findings are discussed in relation to psycho-social perspective and other cross-cultural studies.
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Judging the effectiveness of senior secondary schools in Botswana using a value added approach - Mohiemang, Irene (Journal of Educational Studies, 2010)
A value added approach, contrary to the use of raw results, is regarded as the fairest method of judging school effectiveness. The aim of this research was to determine the effectiveness of senior secondary schools in Botswana using a value added approach. The 2005-2007 Botswana General Certificate of Secondary Education (BGCSE) examination results for 5662 students from 27 schools were analysed for value addition using MLwiN2.10 Beta(4). An effective school added positive value to students' initial achievement. A significant difference was found between schools. Nine schools out of 27 were effective while 18 were not. These findings have implications for those working with and in schools. A lot of schools have to be improved if an educated, informed nation has to be attained by 2016. The findings confirmed that the use of raw results can be misleading in that schools changed position in rankings when the value added measures were used. Some schools which were thought to be doing well in raw results were not doing well in value added and vice versa.
openalex: W1504271462 mag: 1504271462
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South African teachers’ perspectives on continuing professional development: a case study of the Mpumalanga Secondary Science Initiative - Mokhele, Matseliso L.; Jita, Loyiso C. (Procedia - Social and Behavioral Sciences, 2010)
Teachers’ continuing professional development (CPD) is increasingly becoming a priority in most countries throughout the world. It is widely viewed as the most effective approach to prepare practitioners adequately and to improve their instructional and intervention practices when they are in the workforce. Despite the general acceptance of CPD as essential to the improvement of education, reviews of professional development research constantly point out the ineffectiveness of most programmes. Furthermore, many teachers express dissatisfaction with the professional development opportunities they get in schools and insist that the most effective development programmes that they have experienced were self-initiated. It appears that many CPD programmes have yet to be implemented on the basis of understanding professional development from the perspective of the participating teachers: What drives them to enlist in the programmes and how can such programmes make a difference to the teachers and their classrooms? The present study seeks to turn research back to the beneficiaries of professional development – the teachers. It explores teachers’ perspectives of CPD in general and what it means to them personally and in the context of their work. We focus on a group of teachers who were part of a science and mathematics professional development intervention for six years and explore the teachers’ conceptions of the intervention, its meaning for them and their work, and its impact on their classroom practices and students over the period of intervention and beyond. We also explore, in greater detail, data from an extensive and longitudinal study of three teachers who were part of the CPD programme. In discussing our data, we assert that CPD – however well intentioned and executed – will be received differently by the participating teachers because of their different personal circumstances and investment(s) in the process. We argue that the more there is alignment between the personal circumstances and motivations of the teachers and the CPD intervention, the more likely it is that the outcomes will be meaningful for the participating teachers – with better possibilities for sustaining the impact of the intervention.
openalex: W2029013426 mag: 2029013426
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A critical analysis of gender violence and inequality in and around schools in South Africa in the age of Aids: Progress or retreat? - Moletsane, Relebohile; Mitchell, Claudia; Lewin, Thandi (2010)
“The South African education system is uniquely situated to play an important part in combating gender inequality. It is not only the curriculum that teaches children respect for human rights; the context in which learning takes place also informs the lesson. If the South African education system is ever to achieve non‐ discriminatory education for all children, it must prioritize and place full political and financial support behind efforts to end gender violence in its schools. If the South African government is serious about its pledge to educational equality, the national and provincial education departments must coordinate to take immediate steps to address the violence girls face in school by fulfilling its responsibility to prohibit and protect girls against such abuses. Going forward, schools need to find ways to heal, rehabilitate, and build a culture of respect for girls and to address the trauma created by the violent crime experienced by so many children” (Scared at School, 2001).
openalex: W2186680764 mag: 2186680764
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Teachers' perceptions of teenage pregnancy in selected schools in Lesotho - Moliko, M'amohlakoana Rosalia (2010)
Submitted to the Faculty of Education in fulfillment of the requirements for the Master of Education in the Department of Educational Psychology and Special Education at the University of Zululand, South Africa, 2010.
openalex: W1587023472 mag: 1587023472
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Socio-economically challenged learners : two South African case studies - Moloi, Connie; Kamper, Gerrit (Acta Academica, 2010)
This article reports the results of research conducted in two successful secondary schools situated in a poor rural area in the Ehlanzeni region, Mpumalanga province. The research forms part of the International Successful School Principals Project (ISSPP) which originated in 2001 among a group of experienced education leadership and management researchers. Notwithstanding a comprehensive body of research data on the qualities of good principalship and successful schools, there was a need to focus more directly on how to create and sustain a supportive teaching and learning environment for socio-economically challenged learners. Sosio-ekonomies benadeelde leerders: twee Suid-Afrikaanse gevallestudies Hierdie artikel handel oor navorsing in twee suksesvolle sekondere skole wat gelee is in die verarmde platteland van die gebied Ehlanzeni in Mpumalanga. Die navorsing is deel van die International Successful School Principals Project (ISSPP) wat in 2001 deur 'n aantal deskundige navorsers in onderwysleierskap en -bestuur geinisieer is. Met inagneming van die beskikbaarheid van omvangryke data oor die kenmerke van suksesvolle skole en skoolhoofde fokus die navorsing meer op hoe om 'n ondersteunende onderrig- en leeromgewing vir sosio-ekonomies benadeelde leerders te skep en te volhou.
openalex: W1554062655 mag: 1554062655
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The extent to which teachers infuse and integrate emerging issues in some selected subjects at senior secondary school level in Botswana - Molosiwa, Annah (Procedia - Social and Behavioral Sciences, 2010)
Abstract Global issues and concerns such as HIV/AIDS, Environmental Education, Population and Family Life Education, Drug Abuse and Computer Awareness are of concern to governments, parents, educators and other stakeholders in both developed and developing countries. These issues are therefore receiving considerable attention, however; little is known about the extent to which teachers integrate and infuse them in their teaching. This article is part of a larger study that investigated the extent to which emerging issues were infused and integrated in the Botswana senior secondary school programme to address the ideals of Vision 2016. The participants were students and teachers in senior secondary schools throughout the country. A mixed design approach using quantitative and qualitative research methods was employed to collect the data. The findings revealed that teachers and students had varying views about infusion of emerging issues. Students rated the infusion of emerging issues lower than teachers. Some teachers reported that they were able to infuse emerging issues while others were not able to do so.
openalex: W2072441132 mag: 2072441132
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Global Climate Change and Vulnerability of African Agriculture: Implications for Resilience and Sustained Productive Capacity. - Molua, Ernest L.; Benhin, James; Kabubo-Mariara, Jane; Ouédraogo, Mathieu; El-Marsafawy, Samia M. (Quarterly Journal of International Agriculture, 2010)
Despite noticeable improvements in recent socio-economic performance in Africa, variations exist across countries and performance is constrained by plethora of factors that inhibit the attainment of Africa’s optimum production potential. Changing climate and environmental factors have contributed to increased transactions costs, lower productivity of factors of production, increased bottlenecks in the production process and investment challenges, especially for small and medium scale farmers in varying degrees across the continent. This paper reviews the impact of climate change on farming activities in Africa. Four countries across the continent are studied, viz. Burkina Faso, Egypt, Kenya and South Africa. We examine how long-term profitability of 4,000 farms vary with local climate, such as temperature and precipitation. To better ascertain the impact of climate variables, the marginal impacts of unit changes in temperatures and precipitation on crop farming activities are studied. Using selected climate scenarios, predictions are made on the extent to which projected climate changes will affect net revenues by the year 2050 and 2100. The findings suggest that climate affects agricultural returns in the four countries. The results further show that there is a non-linear relationship between temperature and crop revenue on the one hand and between precipitation and crop revenue on the other. Overall, the temperature elasticity suggests that global warming is harmful for agriculture across all the countries. These have profound implications for the policy requirements to address the productive capacity and resilience of the agricultural sector. Effort will be required to enhance adaptation at farm, regional and national levels. Policy adjustments will in addition require increased liberalization of the financial system and an implementation of agriculture civil service reforms for better performance of the extension service. This
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GENDER DIFFERENCES IN SELF-EFFICACY AND ACADEMIC PERFORMANCE IN SCIENCE SUBJECTS AMONG SECONDARY SCHOOL STUDENTS IN LUGARI DISTRICT, KENYA - Momanyi, John M.; Ogoma, Shandrack Ochieng; Misigo, Bernard L. (2010)
openalex: W3006573250 mag: 3006573250
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Relationship between the Teaching of Literature-in-English and the English Language in the Students’ Performance in the West African Senior Secondary School Certificate Examinations in Nigeria - Momoh, Adenike Ojuolape; Amuseghan, Sunday Adejimola (The International Journal of the Humanities: Annual Review, 2010)
openalex: W2487853114 mag: 2487853114
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An Inclusive Linguistic Framework for Botswana: Reconciling the State and Perceived Marginalized Communities - Monaka, Kems C.; Mutula, Stephen M. (Journal of information, information technology, and organizations, 2010)
An international association advancing the multidisciplinary study of informing systems. Founded in 1998, the Informing Science Institute (ISI) is a global community of academics shaping the future of informing science.
openalex: W211984406 mag: 211984406
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“’Il faut détruire l’Université’: The Student Movement in Congo-Zaire, 1969-1971,” - Monaville, Pedro (2010)
openalex: W2971566320 mag: 2971566320
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THE IMPORTANCE OF AUTHENTIC LISTENING MATERIALS IN EFL CLASSROOMS IN CAPE VERDE - Monteiro, Elias Fernandes (2010)
openalex: W2188154118 mag: 2188154118
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Development of Global Mental Health Training in Rural West Africa - Monteiro, Nicole M.; Sherman, Regina; Hebsur, Rosha (2010)
openalex: W4245565494
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ISSUES IN MEDICINE Maternal deaths associated with eclampsia in South Africa: Lessons to learn from the Confidential Enquiries into Maternal Deaths, 2005 - 2007 - Moodley, Jagidesa (2010)
openalex: W2336820996 mag: 2336820996
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Theological education in the Lesotho Evangelical Church : a descriptive analysis. - Moore, Jeffrey T. (2010)
openalex: W1547792814 mag: 1547792814
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Culturally Responsive Pedagogy: The Impact on African American Middle School Students' Developmental Scale Scores in Mathematics. - Moore, MiShawna DeLaine (2010)
openalex: W76745504 mag: 76745504
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Antibiogram Profile of Klebsiella pneumoniae Isolates from Superficial Wound, High Vaginal and Antral Washout Specimens in University of Benin Teaching Hospital (UBTH), Benin City, Nigeria. - Mordi, RM; Ofovwe, GE (Journal of Medical Laboratory Science, 2010)
Klebsiella pneumoniae is recognized as an important gram negative opportunities pathogen. It has the ability to adhere to host structures using its polysaccharide capsule, thus facilitating infection. This prospective and cross-sectional study was carried out in University of Benin Teaching Hospital (UBTH) to establish the prevalence of K. pneumoniae from superficial wounds, high vaginal and antral washout specimens. A total of 2,000 specimens were submitted for routine bacteriological analysis between January and September 2009. Specimens were cultured unto chocolate, blood, and McConkey agar plates and incubated aerobically and anaerobically for 24 hrs. Isolates were identified by standard methods and susceptibility tests were done on nutrient agar according to the method of Bauer and Kirby. One thousand five hundred and eighty nine isolates of various bacteria were obtained from the 2,000 specimens, representing 79.5% recovery rate. K. pneumoniae strains accounted for 146 (9.2%) of all microbial isolates. Others were Staphylococcus aureus , Escherichia coli, Proteus mirabilis, Proteus vulgaris, Proteus morganii, Proteus rettgerri, Pseudomonas aeruginosa, Alcaligenes fecalis, Acinetobacter calcoaceticus and Candida albicans. The K. pneumoniae isolates were sensitive to ofloxacin, ceftazidime and gentamycin, moderately sensitive to amoxicillin-clavulanate, clarithromycin, cefuroxime and ceftriazone but strongly resistant to lincomycin and cloxacillin. The increasing resistance of K. pneumoniae to the commonly used antimicrobial agents is a big challenge to health care industry. Measures to reduce the misuse of available antimicrobials were suggested. Keywords: Superficial wound infection, Antibiotic resistance, Klebsiella pneumoniae.
openalex: W2253751852 mag: 2253751852
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Scholarly and values-driven objectives in two South African school history textbooks : an analysis of topics of race and racism - Morgan, Katalin (Historical Social Research, 2010)
openalex: W2260026075 mag: 2260026075
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Schistosomiasis and water-related practices in school girls in rural KwaZulu-Natal, South Africa : original research - Morgas, D.E. Thomassen; Kvalsvig, Jane; Gundersen, Svein Gunnar; Taylor, Mark J.; Kjetland, Eyrun Floerecke (The Southern African Journal of Epidemiology and infection, 2010)
There is increasing evidence of an association between female genital Schistosoma haematobium infection and HIV. In KwaZulu-Natal, we aimed to explore girls' water contact practice and to determine whether a study exclusively on girls would be manageable and welcomed. Three primary schools that had participated in a parasite control programme eight years prior were approached. Subject to consent, girls aged 9 to 12 years were interviewed on water-body contact, symptoms and household composition. Urine samples were analysed for S. haematobium infection eggs. Good dialogue was achieved in all schools and 95% consented to participation; 43% had an S. haematobium infection, geometric mean intensity 10.5 ova per 10 ml urine. Only 12% had ever been treated for S. haematobium. Water-body contact was significantly associated with S. haematobium (OR 2.8, 95% CI 1.3-5.9, p= 0.008); however, S. haematobium was also found in 20% of girls who claimed to never have had water-body contact. Sixty-four percent thought they had no choice but to use unprotected water; 21% had no mother in the household, and being an orphan increased the risk of having S. haematobium. The community welcomed the study. Prevalence levels in South Africa are so high that some communities are eligible for WHO-recommended regular mass treatment.
openalex: W2952188790 mag: 2952188790
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Schistosomiasis and water-related practices in school girls in rural KwaZulu-Natal, South Africa - Morgas, D.E. Thomassen; Kvalsvig, Jane; Taylor, Myra; Gundersen, Svein Gunnar; Kjetland, Eyrun Floerecke (The Southern African journal of epidemiology & infection, 2010)
There is increasing evidence of an association between female genital Schistosoma haematobium infection and HIV. In KwaZulu-Natal, we aimed to explore girls' water contact practice and to determine whether a study exclusively on girls would be manageable and welcomed. Three primary schools that had participated in a parasite control programme eight years prior were approached. Subject to consent, girls aged 9 to 12 years were interviewed on water-body contact, symptoms and household composition. Urine samples were analysed for S. haematobium infection eggs. Good dialogue was achieved in all schools and 95% consented to participation; 43% had an S. haematobium infection, geometric mean intensity 10.5 ova per 10 ml urine. Only 12% had ever been treated for S. haematobium. Water-body contact was signifcantly associated with S. haematobium (OR 2.8, 95% CI 1.3-5.9, p= 0.008); however, S. haematobium was also found in 20% of girls who claimed to never have had water-body contact. Sixty-four percent thought they had no choice but to use unprotected water; 21% had no mother in the household, and being an orphan increased the risk of having S. haematobium. The community welcomed the study. Prevalence levels in South Africa are so high that some communities are eligible for WHO-recommended regular mass treatment.
openalex: W2124170506 mag: 2124170506
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Widening Participation in Higher Education in Ghana and Tanzania: Developing an Equity Scorecard. ESRC End of Award Report, RES-167-25-0078. - Morley, Louise; Leach, Fiona (2010)
openalex: W2287418329 mag: 2287418329
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Pan African Education - Morrell, Ernest (2010)
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Identity and learning narratives: the story of a Zimbabwean refugee in the UK - Morrice, Linda (2010)
openalex: W1805677313 mag: 1805677313
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Identity formation and learning narratives: The story of a Zimbabwean refugee in the United Kingdom - Morrice, Linda (2010)
openalex: W2297164508 mag: 2297164508
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Innovative planning education for 21 st Century in Botswana - Mosha, A.C. (2010)
Planning education is relatively young in Botswana having only commenced as an undergraduate programme in the early 1990 at the University of Botswana. The main features of the programme is that it combines theory, design and practice in order to produce a holistic planner who can work in different types of environments; It also produces critical thinkers and professionals; it is flexible and adaptable to global changes in the field of spatial planning and it has strong links with industry. By and large the programme is well resourced both in terms of qualified academic staff, equipment for studio and library resources. There are plans to commence graduate planning studies and start intakes into a Ph.D. programme soon. The main challenges facing it however, are low student numbers and lack of space for now. All the same it can be said that the programme is facing a bright future in providing solutions to Botswana’s developmental challenges.
openalex: W2945042719 mag: 2945042719
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Noise Pollution on Wards in Iringa Regional Hospital, Tanzania - Moshi, Anna A.; Philimoni, Kulwa M.; Mkoma, Stelyus L. (2010)
High levels of noise in hospitals may interfere with patient care services, the doctor-patient relationship and medical education activities. This study aimed to assess the noise level on wards in Iringa regional hospital and identify the noise sources. Sound levels were recorded in all wards in the hospital using a Digital Sound Level Meter. The measured mean equivalent sound pressure levels (L ) and standard Aeq deviation were 57.49 ± 2.87 dBA, 59.00 ± 1.04 dBA and 58.56 ± 1.71 dBA during the morning, afternoon and the evening measurements respectively. The highest mean L (63.39 dBA) and maximum (71.43 dBA) noise level Aeq during measurement time was observed in paediatric ward and the lowest mean L (56.05 dBA) and minimum Aeq readings (50.29 dBA) in the Tuberculosis ward. These observed noise levels exceeded the recommended Tanzania Bureau of Standards (30-40dBA) and World Health Organisation (30-40dBA) guidelines for hospitals. This study conclude that there is noise pollution problem in Iringa regional hospital and the important contributor to baseline noise levels in wards are conversations of patients and nurses, overcrowding of patient's relatives, television and screaming of children. The peak noises were contributed to other sources, such as bin lids slamming and emotional outbursts. However, is should be noted that noise was not perceived as the main cause of discomfort by patients. The study recommend that there is a need for noise monitoring for an optimal hospital environment and the study of the influence of noise on the quality of care and the performance of staff is needed.
openalex: W2186017099 mag: 2186017099
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Instructional Supervision in Botswana Secondary Schools - Moswela, Bernard (Educational Management Administration & Leadership, 2010)
This study was conducted to determine how instructional supervision was carried out in schools. The study begins with a brief outline of the decentralization of the inspection system in Botswana. It proceeds to present a brief global historical background of instructional supervision before findings on instructional supervision are discussed. Evidence from the findings, which were obtained from teachers and headteachers through a structured questionnaire and interview, suggests that the environment in which instructional supervision takes place in schools is rather hostile and intimidating to teachers to make any meaningful impression on the improvement of teaching standards. Instructional supervisors’ effectiveness is constrained by the much expanded secondary education system that has seen a massive increase in schools and teachers in a relatively short time. The study concludes with the recommendation that, for instructional supervision to fully benefit schools, it needs restructuring so that the teachers and the headteachers play a more meaningful and effective role.
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Access to Education in South Africa; Insights from Community and Schools in Gauteng and Eastern Cape - Motala, S.; Dieltiens, Veerle (2010)
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FACTORS CAUSING HIGH FAILURE RATE AMONG FORM E LEARNERS IN HLOTSE, LESOTHO - Motseke, Masilonyana (ICERI2010 Proceedings, 2010)
openalex: W25719620 mag: 25719620
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An investigation into the efficacy of interventions by multi-sectoral organisations in enhancing educational opportunities for school–going orphaned children in Gwanda district in Zimbabwe - Moyo, Ngoni (2010)
openalex: W2613010550 mag: 2613010550
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Child-Rearing Practices and Challenges Encountered by African International Students with Family at Midwestern University - Msengi, Israel G.; Msengi, Shadrack Gabriel (The International journal of diversity in organisations, communities and nations (Online), 2010)
openalex: W2485922053 mag: 2485922053
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In Search of Scholarship: Knowledge Management and Transformation in South African Higher Education Institutions - Msila, Vuyisile (Journal of the world universities forum, 2010)
openalex: W2903072444 mag: 2903072444
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Provision of Pre-Primary Education as a Basic Right in Tanzania: Reflections from Policy Documents - Mtahabwa, Lyabwene (Contemporary Issues in Early Childhood, 2010)
This study sought to assess provision of pre-primary education in Tanzania as a basic right through analyses of relevant policy documents. Documents which were published over the past decade were considered, including educational policies, action plans, national papers, the Basic Education Statistics in Tanzania documents, strategy documents, documents representing the views of the people, and the Tanzania Development Vision 2025. Critical discourse analysis guided the process of analysis. The results suggest that pre-primary education has hardly been provided as a basic right. Issues of quality, equity and hearing children's voices have rarely been considered, particularly as a result of the problems associated with the policy, such as the lack of an implementation plan. Further, it has been mentioned less frequently in some of the key government documents. This brings the current policy closer to politics than policies. The article recommends that there needs to be a consideration of quality, equity and hearing children's voices at the policy level to realise provision of pre-primary education as a basic right.
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Translating integrated soil fertility management empirical knowledge into action through participatory learning and marketing with farmers in Zimbabwe - Mtambanengwe, Florence; Chikowo, Régis; Siziba, Shephard; Dhliwayo, D.K.C.; Mapfumo, Paul; Adipala, E.; Tusiime, G.; Majaliwa, J. G. M. (Second RUFORUM Biennial Regional Conference on "Building capacity for food security in Africa", Entebbe, Uganda, 20-24 September 2010., 2010)
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The Challenges of Education Managers in Enhancing Equitable Access to Quality Secondary Education in Tanzania Mainland: a Case of Community Secondary Schools in Iringa Region - Mtavangu, Euzebio Bartholomew (2010)
The purpose of this study was to critically explore and examine the challenges which Education Managers- at Regional, District and School levels experienced in the course of enhancing equitable access to quality Secondary Education in Tanzania. This study was conducted in Iringa Region. It involved various respondents, namely- Regional and District Education Officials, Heads of Community Secondary Schools, Education University Students, Local Government Authority Councillors and Members from the General Public. The data were collected using documentary reviews, open-ended Interviews, questionnaire and Focus Discussion Group Methods. The main findings of the study were: firstly, weak: and ineffective management of Secondary Education caused irregular attendance of students, poor teaching and lack of initiative to procure teaching/leaming materials. Secondly, inadequate funding of Community Secondary Schools was a root cause of many unauthorized cost sharing contributions at school settings which affected access to secondary education of children from economically disadvantaged families. Thirdly, political undue influence and interferences were among the main causes of teachers' attrition in many Secondary schools and hence declining of quality of education in schools. And fourthly, lack of legal literacy among Education Managers affected their roles in enhancing equitable access of female students to secondary education as stipulated in Education and Training Policy. The following were recommended: (i) Education Managers should be empowered to commensurate with their roles in order to effectively manage education policies, and programmes in their areas of administration. (ii) There should be proper budgetary funding of secondary education in order to ensure that all selected students are equitably accessible to quality education.(iii) More effective legal measures should be taken against men who deny girls of their rights to education by having love affairs with them and eventually impregnate them. (iv) Teachers' colleges and universities should introduce in their curricula a course in Law of Education so that in future every teacher in Tanzania will have knowledge on how to enforce all legal frameworks pertinent to Education career. (v) The entire management and administration of Secondary education should be in the hands of education professionals in order to enhance equitable access to quality education at this level.
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A Qualitative Analysis of Learning and Leadership Development of Universal Primary Education Teachers and the Resulting Impact on the Tanzanian Education System - Mtuy, Mary Auxilia (2010)
A QUALITATIVE ANALYSIS OF LEARNING AND LEADERSHIPDEVELOPMENT OF UNIVERSAL PRIMARY EDUCATION TEACHERS ANDTHE RESULTING IMPACT ON THE TANZANIAN EDUCATION SYSTEMSR. MARY AUXILIA MTUYABSTRACTThis study investigates Learning and Leadership Development (LLD) activities ofUniversal Primary Education (UPE) teachers in Tanzania. The primary research wascentered on how the UPE teacher recruitment and training program within theKilimanjaro region has impacted the rest of the educational system in Tanzania bylooking at how the professional development that UPE teachers receive impacts theirtransformation and identity as professionals.The study utilizes a qualitative method of inquiry with critical interpretation. Thefirst step in utilizing the chosen method was to review the literature and design the focusgroup, as well as the survey. The focus group discussions laid a foundation for thesurvey, which was distributed to the field in the Kilimanjaro area. The researcher foundteachers who were dissatisfied with the UPE system of education, who were ready toimprove their own schools’ training and peer coaching, who could not find ways and themeans to attain their goal, who desired annual summer courses to improve their educationskills, and who desired to take part in annual teachers’ conferences and who could not getthe opportunity due to lack of finances and governmental cooperation.Tanzania’s quality of education cannot be improved unless the adult learning andleadership development activities for teachers are reviewed and put into practice. Also,xformal teacher training should be evaluated and rearranged to meet the anticipated andcurrent needs reflective of twenty-first century educational demands.
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The right to health care in the specific context of access to HIV / AIDS medicines : what can South Africa and Uganda learn from each other? - Mubangizi, John C.; Twinomugisha, Ben Kiromba (African Human Rights Law Journal, 2010)
Unlike many other African countries, which either exclude socio-economic rights from their constitutions or include them in the Preamble or the section on Directive Principles of State Policy, the South African Constitution is well known for its inclusion of this category of rights in its Bill of Rights. For example, while the right to health care services is specifically provided for in the South African Constitution, the Ugandan Constitution merely requires the state to 'take all practical measures to ensure the provision of basic medical services to the population'. In the specific context of access to HIV / AIDS medicines, it is interesting to note that, in spite of the disparity in the measure to which the right to health care is constitutionally protected, Uganda is renowned for having taken the lead in the roll-out of anti-retroviral treatment. South Africa has been widely criticised for its initial disastrous approach towards HIV / AIDS treatment, an approach that led to the loss of millions of lives that could have been saved with the early roll-out of anti-retroviral treatment. The article looks at the different approaches adopted by the two countries in terms of access to HIV / AIDS medicines and the implications for the right to health care. Apart from identifying the lessons Uganda and South Africa can learn from each other, the article explores the important question of accountability for the violation of the right to health care occasioned by inadequate access to HIV / AIDS medicines.
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Influence of socio-economic status on social development and learning of children a case of public primary schools in Nakuru Municipality, Kenya - Muchai, Lily (2010)
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Perceptions of self-concept and actual academic performance in Math and English among High School Students in Kenya - Mucherah, Winnie; Dixon, Felicia A.; Hartley, Kylie A.; Hardin, Travis (Educational Research, 2010)
This study examined the relationship between self-concept and students’ academic performance in math and English for high school students in Kenya. Participants included 1990 students from two same sex boarding schools-one for boys and the other for girls. Results showed there were sex and grade differences in academic performance and most aspects of self-concept. Specifically, girls did better in math. Performance in English was not significantly different. Grade level differences showed a downward trend relative to norms in both math and English performance with the lower grade levels performing better. This trend possibly related to the changing standards by the teachers. On the selfconcept measures, boys rated themselves significantly higher than girls except for physical appearance. As the students progressed through each grade level, their perceptions of self increased. Study implications are discussed.
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Foreword to the Special Issue on Education: Ethiopian Electronic Journal for Research, Innovation Foresight - Muchie, Mammo (2010)
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Insuring Against Drought‐Related Livestock Mortality: Piloting Index Based Livestock Insurance in Northern Kenya - Mude, Andrew G.; Chantarat, Sommarat; Barrett, Christopher B.; Carter, Michael R.; Ikegami, Munenobu; McPeak, John G. (Social Science Research Network, 2010)
Climate related shocks are among the leading cause of production and efficiency losses in smallholder crop and livestock production in rural Africa. Consequently, the identification of tools to help manage the risks associated with climactic extremities is increasingly considered to be amongst the key pillars of any agenda to enhance agricultural growth and welfare in rural Africa. This paper describes the application of a promising innovation in insurance design – index‐based insurance – that seeks to bring the benefits of formal insurance to help manage the weather‐related risks faced by rural crop and livestock producers in low‐income countries. In particular, we highlight the research and development agenda of a comprehensive effort to design commercially viable index‐based livestock insurance aimed at protecting the pastoral populations of Northern Kenya from the considerable drought‐related livestock mortality risk that they face. Detailing the conditions that make the pastoral economy in Northern Kenya an ideal candidate for the provision of index‐based insurance products, the paper describes the contract design, defines its structure, offers analysis that indicates a high likelihood of commercial sustainability among the target market and describes the process of implementation leading up to the launch of a pilot in Marsabit district of Northern Kenya in early 2010.
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Factors that affect levels of job satisfaction among teachers in public secondary schools in Kakamega South District, Kenya - Mudi, Boniface I (2010)
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Development of university education in Democratic Republic of Congo: Is a shift in policy making possible to implement the perspective of lifelong learning? - Mudipanu, Gaston Kapuku (2010)
More than 25 years, researchers have observed that an insufficient understanding and mastering of related concepts to leadership and lifelong learning has not much contributed to the much-desired development in higher education. This chapter discusses the way in which past reforms of higher education in Democratic Republic of Congo have been conducted, and how its development was jeopardized by deep misunderstanding of the concept and principles of leadership and lifelong learning. Preliminary findings from the analysis of the experience of reforms in higher education may suggest strategies that could successfully apply to any future reforms of the higher education system in Democratic Republic of Congo. Leaders could also learn from a lifelong learning process that ought to exercise a strong political will and courage to shift from the model inherited from a colonial system.
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The essence of organisational learning as a mechanism to transform drinking water supply : sharing knowledge with Vitens-Evides International in Lilongwe Malawi - Mudzamiri, N. (2010)
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Impact of gender roles on education in Hamisi District Western Kenya - Muga, Rose (2010)
Communication Studies A research project submitted to the Institute of Anthropology, Gender and African studies in partial fulfillment of the requirements for the award of the Degree of Master of Arts in Gender and Development Studies of the University of Nairobi
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Factors affecting students’ enrollment management: a case study of the Adventist University of central Africa (Rwanda) - Mugiraneza, Jean Pierre (2010)
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Assessment and Study Strategies : A study among Rwandan Students in Higher Education - Mugisha, Innocent Sebasaza (2010)
The aim of this study is to gain understanding of students’ experiences of assessment and the study strategies they adopt in the context of Higher Education in Rwanda. The study is governed by ques ...
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RECOUP Working Paper No. 34. Testing youth transitions in Kenya: are young people with disabilities falling through the cracks? - Mugo, John Kabutha; Oranga, Josephine; Singal, Nidhi (2010)
The number of young people living in Africa is expected to be at its peak over the next few decades. This may either climax into a dramatic social transformation or explode into a disaster; depending on how well (or badly) the society prepares itself and its young people. This paper focuses on the situation of young people with disabilities and examines the transitional opportunities available to them in Kenyan society, considering three principal areas: education, employment and social participation. The paper utilises the findings of a systematic analysis of relevant government reports and documents. Some of the issues raised are contextualised using data collected from one secondary school for the blind in Nairobi. Our analysis indicates that, although their numbers are significant, young people with disabilities face difficult obstacles in progressing to higher levels of education. They are faced with limited employment opportunities and are at a greater risk of being exploited in the social sphere. Some policy options to tackle this situation are indicated. This Report forms part of the Research Consortium on Educational Outcomes and Poverty (RECOUP), funded by DFID, 2005-10. Views expressed here are those of the authors and are not necessarily shared by DFID or any of the partner institutions. For details of the objectives, composition and work of the consortium see: www.educ.cam.ac.uk/RECOUP
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Testing youth transitions in Kenya: Are young people with disabilities falling through the cracks? - Mugo, John Kabutha; Oranga, Josephine; Singal, Nidhi (2010)
The number of young people living in Africa is expected to be at its peak over the next few decades. This may either climax into a dramatic social transformation or explode into a disaster; depending on how well (or badly) the society prepares itself and its young people. This paper focuses on the situation of young people with disabilities and examines the transitional opportunities available to them in Kenyan society, considering three principal areas: education, employment and social participation. The paper utilises the findings of a systematic analysis of relevant government reports and documents. Some of the issues raised are contextualised using data collected from one secondary school for the blind in Nairobi. Our analysis indicates that, although their numbers are significant, young people with disabilities face difficult obstacles in progressing to higher levels of education. They are faced with limited employment opportunities and are at a greater risk of being exploited in the social sphere. Some policy options to tackle this situation are indicated.
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Dakar 10: The elusive EFA goal. Education provision in the arid lands of Kenya - Mugo, John Kabutha; Ruto, Sara Jerop (ZEP : Zeitschrift fÃ¼r internationale Bildungsforschung und EntwicklungspÃ¤dagogik, 2010)
One key target set during the Dakar World Forum on Education for All (2000) was to ensure that by 2015 all children, particularly girls, children in difficult circumstances and children of ethnic minorities, have access to and complete free and compulsory primary education of good quality. However, one clear challenge that Kenya faces is the education of children in the arid districts, inhabited by nomadic and pastoralist communities. This paper analyzes the progress made in enhancing access to primary education for these communities, ten years after Dakar. While acknowledging the progress made, a skeptical question is raised: Are these strategies really likely to deliver EFA by 2015? (DIPF/Orig.) Das Ziel des Weltbildungsforums in Dakar 2000 war u.a., Zugang zu Schulen fur alle, insbesondere fur Madchen und benachteiligte Gruppen, zu erreichen. Zu den marginalisierten Gruppen gehoren in Kenia die Nomaden und Viehzuchter in den ariden und semiariden Gegenden im Norden des Landes. Der folgende Artikel stellt einerseits die Fortschritte dar, die das Land seit der Unabhangigkeit im Jahre 1963 in diesen Regionen gemacht hat, und analysiert andererseits, ob Interventionsmasnahmen zu Erfolgen gefuhrt haben. Die zentrale Frage lautet: Reichen die Strategien, um das Ziel bis zum Jahre 2015 zu erreichen? (DIPF/Orig.)
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Educational skills necessary for teachers of social studies at the stage of basic education from the perspective of teachers in the Republic of Yemen - muhamed, khalil ibrahim (Journal of Research Diyala humanity, 2010)
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Tracing children with blindness and visual impairment using the key informant survey in a district of north-western Nigeria - Muhammad, Nasiru; Maishanu, Nuhu M; Jabo, Aliyu Mohammed; Rabiu, Mansur (Middle East African Journal of Ophthalmology, 2010)
To identify children with irreversible blindness in a district of northern Nigeria for enrolment into an inclusive education pilot project.Using key informants (KIs) working and residing within the communities, children with blindness and visual impairment in Gwadabawa local government area (LGA) were identified and then examined by a team of ophthalmologists/optometrists. Data analysis was performed manually using simple percentages and proportions.Sixty children were reported with visual problems by parents/guardians of whom 58 (97%) were examined. Twenty children (35%) were blind, 17 (29%) were irreversibly blind, and 9 (16%) had low vision (<6/18 to 3/60) with presenting vision. The major causes of childhood blindness were corneal opacity/phthisis bulbi (75%), and cataract (15%). The cause of irreversible blindness in these children was largely preventable (80%) as it was due to childhood-related illnesses, such as vitamin A deficiency and measles.The major causes of childhood blindness in the study area were avoidable and the use of KI survey in this study provided an opportunity for service delivery.
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SUSTAINABLE STUDENT LEADERSHIP IN AFRICA TODAY - Muhia, James; Gitau, Maureen (2010)
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Factors influence effective learning of mathematics among visually challenged pupils in primary schools in Bungoma South District, Kenya - Mukhaye, Judith A (2010)
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The potential economic impact of climate change on equitable water access in small towns: a South African case study - Mukheibir, Pierre (International Journal of Water, 2010)
This case study demonstrates that the consequence of climate change impacts on water resources is indeed an economic issue when it comes to meeting projected water demand and ensuring access to basic water supplies. In order to meet the same water demand under climate change conditions as compared with normal climate conditions the investment cost quadruples over the 30 year period. This in turn results in an increase in the average annual unit selling price of the water increasing by 25%. A fundamental shift in development policy is therefore required if equitable access to affordable water is to be achieved.
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Citizenship Education in Kenya: A Content Analysis of State-Sponsored Social Studies Instructional Materials. - Mukhongo, Anna Nabuyaya (2010)
The purpose of this study was to determine whether or not the principal citizenship issues identified by scholars as significant with regard to the African experience were addressed in state-endorsed Kenyan social studies instructional materials. This study also determined whether or not the treatment of the principal citizenship issues was consistent with the recommendations in the citizenship literature. In addition, this study analyzed and evaluated the pedagogical exercises present in social studies instructional materials. A qualitative content analysis was used for the study. Content in the social studies materials was read iteratively to determine patterns and generate themes. The generated themes were evaluated against the scholars’ recommendations. Pedagogical exercises in social studies instructional materials were also identified and classified into two categories, passive and active learning exercises. For the purpose of analysis, data were collected separately from the elementary and secondary textbooks. The analysis of data was done through descriptive and critical analysis. Although the textbooks addressed virtually all the citizenship issues at some level or to some degree, some important trends emerged. For example, the textbooks gave more coverage to democracy and human rights, secondary school textbooks contained more complex content than primary school textbooks, and the textbooks contained descriptive and superficial content on the main citizenship issues. The analysis of data revealed that most of the recommended pedagogical methods such as debates, role play and discussions recommended by scholars were found in learning activities. Although the
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Inside Practice of Science Teachers for Students with Hearing Impairments in Botswana Primary Schools. - Mukhopadhyay, Sourav; Moswela, Emmanuel (International journal of special education, 2010)
Since the last two decades, significant changes have taken place in the education programs, policies and strategies for students with disabilities. The reauthorization of the 1997 Individuals with Disabilities Education Act (IDEA) further reaffirmed the need to promote and enhance access to the general curriculum for students with disabilities. Providing access goes far beyond physical presence of students with disabilities in the classrooms. In fact, Wehmeyer, Sands, Knowlton and Kozleski (2002) rightfully assert that teacher must ensure that students are actively engaged in learning; that is, the subject mater is cognitively challenging them, regardless of their developmental level. (p. 47). Despite these curriculum reform agendas, these changes are occurring at a very slow pace in developing countries. Developing countries are still grappling with late identification, acute shortage of trained professionals (educational and rehabilitation), inadequate resources (assistive and instructional technology) and the pervasiveness of authoritarian instructional strategies, which are often context insensitive to the learning needs of students with disabilities. In this backdrop, meeting the consistent demands for quality science education is a daunting task for the practicing teachers in developing countries.
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Gastroenterology training in private hospitals: IndiavsSouth Africa - Mulder, Chris J. (World Journal of Gastroenterology, 2010)
In South Africa, nurses and doctors are emigrating in significant numbers.Job satisfaction, safety and ensuring career progression are important in retaining doctors to make a career in Republic of South Africa (RSA).Due to budgetary constraints many hospitals have not been upgraded.Coming home after overseas training seems difficult.In RSA it takes a minimum of 13 years for a young specialist to become registered and 15 years for subspecialists.Career progression, creating more specialist trainees in public and private hospitals and shortening the period of professional training are potential solutions to the problem.India, which has a population of more than 1 billion people, is struggling with similar problems.For the past 10-15 years, private hospitals have assisted in manpower development for medical specialist and subspecialist careers.Currently their private sector trains 60% of their recognised (sub)specialities fellows.A national task force for specialist training in RSA should be instituted.It should discuss, based on the current status and projected specialist and subspecialist personnel requirements, the future structure and logistics of training needs.This is required in all subspecialities including gastroenterology, as has been done in India.It is hoped that as a consequence well-trained doctors, similar to those in India, might move to provincial hospitals in rural areas, upgrading the medical services and keeping medical power in South Africa.South Africa should become a model for Sub-Saharan Africa, as India already is for South-East Asia.
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Teachers in Anglophone Africa : Issues in Teacher Supply, Training, and Management - Mulkeen, Aidan (World Bank Publications, 2010)
Based on case studies of education systems and practices in eight English-speaking African countries, the publication closely examines issues of teacher supply, deployment, management and finance. The book suggests that these issues are closely interrelated. Low numbers of qualified teaching graduates may result in teacher shortages; these shortages may make it difficult to deploy teachers effectively. Problems with teacher deployment may result in inefficient utilization of the teachers available, and those teachers effectiveness may be further reduced by weak teacher management and support systems. The book identifies policies and practices that are working on the ground, noting their potential pitfalls and pointing out that policies designed to address one problem may make another problem worse. Teachers in Anglophone Africa offers a useful synthesis of the issues and draws together a series of promising practices, which can serve as positive suggestions for countries seeking to improve their teacher policies.
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Building a Civilly Engaged Private Campus: The Challenges and Prospects of Civic Education in Private Higher Learning Institutions in Ethiopia - Mulugeta, Allehone (Social Science Research Network, 2010)
Since the early 1990s there has been a global trend towards a greater understanding on the relevance of civic education for the creation of responsible and competent citizens that nurture and support a democratic order. Currently Ethiopia finds itself at important cross roads in terms of fully entrenching democratic order. It is imperative that both public and private institutions have a shared commitment to such an important task. Civic education programs have become an integral part of Ethiopia’s school curriculum both at the level of primary and secondary schools. Even though such a nation-wide endeavor still faces serious challenges, the program has achieved a measured success. The provision of civic and ethical education has now been introduced to both private and public higher learning institutions.
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Evaluation and selection of drought and pod borer (Helicoverpa armigera) tolerant chickpea genotypes for introduction in semi-arid areas of Kenya. - Mulwa, Richard; Kimurto, P.K.; Towett, B.K.; Adipala, E.; Tusiime, G.; Majaliwa, J. G. M. (Second RUFORUM Biennial Regional Conference on "Building capacity for food security in Africa", Entebbe, Uganda, 20-24 September 2010, 2010)
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A Comparison of the Six Principles of the Individuals with Disabilities Education Improvement Act of the United States and the Persons with Disability Act of Ghana. - Mumuni, Samad Dimbie (2010)
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An interpretative phenomenological analysis of the experiences of female Engineering students at selected Universities in Zambia - Munachonga, Heather (2010)
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Reflections of a trainer: Information literacy training at the Parliament of Zimbabwe - Munatsi, Ronald (2010)
A basic principle of effective training is that the facilitator has a good understanding of the subject material and resources at hand. However, knowing the background and needs of the audience can be equally important. Knowledge of your audience is one of the key aspects of the train-the-trainer workshops, providing future facilitators with the subject knowledge and materials to adapt to their respective audiences. This case study looks at the adaptation and application of information literacy training methodologies to participants from the Parliament of Zimbabwe.
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How students in Eritrea and Norway make sense of literature - Munden, Juliet (2010)
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Contraceptive use among women with disability in Kenya - Munene, Rose Wairimu (2010)
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Headteachers' Conflict Management Styles In Building Teachers' Teamwork In Public Secondary Schools In Gichugu Division, Kirinyaga District, Kenya - Munene, Susan W (2010)
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Knowledge attitude and practice on contraceptive use among secondary school students in Dar es Salaam Tanzania. - Mung’ong’o, S; Mugoyela, Veronica; Kimaro, B. N. (The East and Central African Journal of Pharmaceutical Sciences, 2010)
The rapid increase in the proportion of sexually active adolescents is exposing large numbers of youths to the risk of unwanted pregnancies and sexually transmitted diseases including HIV/AIDS. Promotion and strengthening of reproductive health education and services, especially among adolescents requires access to current baseline data on knowledge, attitude and practice of contraception among adolescents, including secondary school students. This data is very scanty for Tanzania. The aim of this work was to determine the knowledge, attitude and practice of contraceptive use among secondary school students in the Dar es Salaam region of Tanzania. Ilala district of Dar es salaam has a high concentration of secondary schools enrolling a cosmopolitan population of students hailing from most regions of the country. These come from various social-economic backgrounds effectively representing the general Tanzanian population. The study was designed as a cross-sectional descriptive study. Secondary school students aged 14 to 19 years were interviewed on their knowledge, attitude and practice on contraceptive use using a structured questionnaire. A total of 200 students (126 females, 74 males) participated in the study. Knowledge on contraceptive use was found to be good to average (75%). Knowledge and prevalence of contraceptive use was found to increase with age, current use and positive attitude. Female students had better knowledge on contraception than male students. Good knowledge on contraception did not translate into increased use, the prevalence of use being only 34% as compared to 75% of students with average to good knowledge. More students reported using the male condom for contraception. Most students (69.5%) mentioned pharmacies and drug stores as their main source of contraceptives. These findings underscore the need for early education on human sexuality and the benefits of family planning. Health care providers, including pharmacists, must be trained to be able to provide adequate basic contraceptive services to adolescents and the general public. There is need to improve access to contraceptive services by adolescents. Keywords: Contraceptives knowledge, attitude to contraception, practice of contraception, secondary school students East and Central African Journal of Pharmaceutical Sciences Vol. 13 (2010) 43-49
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Gender- Based Analysis of Percieved Stress Levels among Secondary School Students in Kenya - Muniu, R. K.; Wanderi, P. M.; Mwisukha, A. (2010)
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BEST PRACTICES IN ENHANCING GIRLS EDUCATION IN AFRICA - Munthali, Josephine (ICERI2010 Proceedings, 2010)
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Early warning systems and Rain water harvesting technologies As coping mechanisms against climate change in Enkaroni -kajiado District –Kenya - Munyao, J. N. (2010)
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Towards a culture of quality in South African higher education - Murdoch, Nicolene; Toit, Anci Du (2010)
Institutions all over the world are faced with change forces, impacting on their reputation and even threatening provision of quality services to students in all regards. Quality is still defined in various ways, and there are also perceptions that existing quality mechanisms which are in place are sufficient. There is a range of concerns and barriers that are evidently impacting on the establishment of a culture of quality in higher education. Among the most crucial links in the chain of successful implementation of a quality culture at a university are the support of management, sound governance structures, but ultimately the individual employee, since implementation of policy is in his or her hands. Even in unstable environments, institutions should embark on this process of establishing an embedded quality culture. The challenge is to apply research findings, observations, lessons learnt and information obtained from the literature to design a strategy aimed at establishing a culture of quality. Most importantly, however are those utilised for embedding quality into institutional cultures in an ever-changing and unstable environment in order to ultimately display evidence of true improvement?
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Resource use planning under climate change: experience from Turkana and Pokot pastoralists of Northwestern Kenya - Mureithi, Stephen Mwangi; Opiyo, Francis (2010)
There is a growing concern over access to dry season grazing pasture and water in the arid and drought prone areas of North-western Kenya, where pastoralist communities are constrained by poor access to basic services. This is being exacerbated by the effects of climate variability and climate change which have contributed to depletion of livestock-based livelihoods resulting to reduced mobility of livestock and thus disrupting the process of adjustment that maintains the balance between people, livestock and the environment. This paper present the experiences and lessons learned in resource use planning process amongst the Turkana and Pokot pastoralists with special focus on how to increase sustainable access pasture and water. The experiences documented were implemented within year one of the Drought Mitigation Initiative project. Land use plans and inter-community reciprocal grazing agreements were developed to include land rights and cross-boundary resource use. Constrains to resource use planning in the region were identified to include environmental, socio-economic, institutional and legal. Policy backed resource use planning as enshrined in the Draft National Land Policy is the most suitable approach to govern use of limited resources in the rangelands, and to negotiate over tenure, access and resources stewardship rights.
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Drought impacts and related risk management by smallholder farmers in developing countries: evidence from Awash River Basin, Ethiopia - Murendo, Conrad; Keil, Alwin; Zeller, Manfred (2010)
Climate risk studies have largely neglected household coping and adaptation strategies. In this paper we analyze drought impacts, drought risk management, and resulting drought resilience in Awash River Basin of Ethiopia based on socio-economic data collected from 43 randomly selected Peasant Associations. We find that severe drought periods have led to a significant depression of crop yields and to widespread death of livestock in the past. Drought periods have drastically increased the proportion of food insecure households and lengthened the duration of food insecurity in the area. Since, with climate change, drought periods are predicted to become more frequent in this region in the future, the problem of food insecurity is likely to become even more severe. Ex-ante adaptation strategies are widely practised in Awash River Basin and include the storage of crop residues as fodder for livestock, the rearing of drought tolerant livestock, mixed cropping, the use of short duration crop varieties, and the adoption of soil and water conservation practices. Ex-post coping strategies utilized to manage the consequences of drought include the sale of assets and the reliance on consumption loans and support offered by informal networks. Therefore, suitable policies are urgently needed to strengthen farmers’ capacity to adapt to and cope with drought. Training farmers in the production and conservation of livestock fodder as well as in soil and water conservation practices appear to be key policy options relevant in the area. Moreover, improving farmers’ access to climate related information, especially drought forecasts, could improve the timely adoption of effective adaptation measures.
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Factors Influencing Implementation Of Adult Education Curriculum In Imenti North District, Kenya - Muriiki, Ruthiru (2010)
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Female North African-French students in France: Narratives of educational experiences - Murray, Donna L. (2010)
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A qualitative exploration of African American womanhood: Implications for counseling and counselor education - Murry, Nikita (2010)
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Opportunities for enhancing crop yield in drought-prone south-east Zimbabwe - Murungweni, Chrispen; Smaling, E.M.A.; Wijk, Mark T. van; Giller, Ken E. (2010)
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Influence of school based teacher development programme on the perfomance of English in public primary schools of Mwingi Central District, Kenya - Musau, AM (2010)
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The implications of climate change on economic and food security in Kenya - Musebe, Irene Nambuya; Edriss, Abdi-Khalil; Mangisoni, Julius H.; Mbogo, J.; Adipala, E.; Tusiime, G.; Majaliwa, J. G. M. (Second RUFORUM Biennial Regional Conference on "Building capacity for food security in Africa", Entebbe, Uganda, 20-24 September 2010., 2010)
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Effects of motivational practices on teachers and pupils performance in kcpe in public primary schools in central division, Machakos District, Kenya - Musila, Pamela M (2010)
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Perceived effectiveness of training and Development on performance of in-flight Attendants in Kenya airways limited - Musili, Agnes (2010)
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The comparative effects of function-based versus nonfunction-based interventions on the social behavior of African American students - Mustian, April L. (2010)
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Teacher Caring: An Investigation of an All-Girl Secondary School in Western Kenya - Musundi, Sela M. (2010)
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Factors influencing enrollment and participation of girls in secondary education in Siaya, Kenya. - Musungu, Norman W (2010)
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TRAINING OF LECTURERS AT MASENO UNIVERSITY, KENYA - Musyoka, James; Otieno, Joyce; Stern, David (2010)
Lecturers in Kenyan universities usually start their work without any prior training on how to teach students. Hence the teaching tends to be traditional and new training techniques are rarely implemented. For effective teaching, lecturers need to develop skills on preparation and presentation of new course materials, using modern methods. One of many changes to the statistics teaching at Maseno University was to teach an MSc. course in a way that also provided staff training. The course combined an international e-learning course with lecture notes which had previously been taught by a visiting lecturer. Two junior staff were given the day to day responsibility of teaching the new MSc course, with a senior lecturer observing, advising and taking overall responsibility. This paper describes the course and the learning experience.
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Quality of education : a case for Zambia and Norway - Mutema, Bessie Mukasimate; Mwinga, Xavier; Subulwa, Majorie (45, 2010)
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Application of Jean Piaget's mental developement theory in assessment of pupils of grades one and two in Bungoma East District, Kenya - Mutembete, Cosmas J (2010)
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Teaching and learning of teacher education students in South African universities within a context of quality - Mutemeri, Judith (2010)
A THESIS submitted in fulfillment of the degree DOCTOR IN EDUCATION Faculty of Education and Social Sciences Mowbray Campus Cape Peninsula University of Technology
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The role of universities in food security and safety: perspectives based on the Sasakawa Africa Fund for Extension Education. - Mutimba, Jeffreyson K.; Knipscheer, H.C.; Naibakelao, Deola (Journal of Developments in Sustainable Agriculture, 2010)
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Joint action for inclusive tourism in Inhambane, Mozambique. - Mutimucuio, M.; Suurna, K.; Laumans, Q. (2010)
The past decade has drawn attention to tourism as a potent driver of poverty reduction in many developing countries. Tourism is the world’s fastest growing industry, especially in the African continent. Investments are on the increase and bring new opportunities for employment and income generation for the poor communities surrounding the tourism destinations. Most tourism destinations work towards attracting more tourists, making them stay longer and increasing their out-of-pocket spending; and at the same time they demonstrate growing concerns that the increased revenues also contribute in a sustainable way to improved living conditions for their populations.
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Can we learn our way to sustainable management? : adaptive collaborative management in Mafungautsi State Forest, Zimbabwe - Mutimukuru, T. (2010)
Following the failure of top-down centralised management approaches to natural resources, attention has shifted in the last two decades to participatory approaches. Unfortunately, participatory resource management projects have produced disappointing results. They have failed to meet the objectives of enhancing sustainable management of resources and of improving the well-being of local people. These efforts have recently been criticized by environmental conservationists, who continue to believe that participation by local people has resulted in increased degradation and loss of biodiversity. Proponents of participation however take the option of reverting back to top-down management approaches as ‘reinventing the square wheel’ since top-down approaches have an even worse record in resource management. The proponents of participation, therefore, call for alternative approaches that combine improvements of both human well-being and the status of natural resources. It is against this background - a conviction that community participation must be the way forward, despite a number of failed participatory initiatives - that the Center for International Forestry Research (CIFOR) initiated in 1999 a multi-country, multi-site Adaptive Collaborative Management (ACM) project. The starting point of the ACM approach is that sustainable resource management can only be achieved if local people participate in the utilisation and management of those resources. The approach makes use of various theories and concepts from several disciplines including complex systems theory, adaptive management, social learning, cooperation and competition, and theories of human interaction. The ACM project was implemented in Mafungautsi in Zimbabwe forest by a multi-disciplinary team of researchers from 1999 to 2003, and aimed to strengthen an on-going Resource Sharing Project that began in 1994. This thesis documents and critically analyses the interventions facilitated by the ACM team and their outcomes. It also traces these outcomes to check if they were sustained or not, and why. Evidence presented in Chapter 4 shows some of the complexities encountered in implementing the ACM approach. Several activities and processes were initiated simultaneously in the different sites. ACM researchers facilitated stakeholders to go use Participatory Action Research (PAR) processes to deal with their problems and learn from the impacts of their actions, they, too, had to learn by doing. Through context studies the team realised a number of issues had to be addressed at the outset. The context studies revealed a range of issues to be addressed if stakeholders were effectively to participate in the PAR process. These included numerous conflicts among stakeholders at various levels, unequal distribution of power, misunderstandings, passiveness of local community members in issues related to the management of the forest, the fact that not all stakeholders in local communities were interested in all resources in the forest, and finally weak leadership skills among stakeholders. The ACM team therefore developed several interventions to resolve conflicts and build stakeholder capacities before the PAR process could progress. These interventions included empowerment training workshops, conflict resolution workshops, training on leadership skills and finally the formation of the resource user groups. Implementing these interventions took considerable amounts of time. PAR processes were later initiated with various resource user groups. Stakeholders at a range of scales, including resource user groups, resource management committees, and FC officers and researchers, were included in processes to develop visions and implement action plans. The process however was not so neat in all cases and some of the action plans were never implemented. Opportunities were created for stakeholders to share experiences, and learn together. The team also facilitated the development of a collaborative monitoring system to help stakeholders learn about the impact of their actions. The process for doing this was time consuming since several relevant stakeholders had to participate in the process. The CM system was initially not welcomed by all resource users. Follow up studies showed that stakeholders in various RMC areas did not implement all the aspects of the CM system but chose only certain aspects. The development of a plot system in Gababe to monitor the quality of the grass resource as well as resolve problems related to favouritism in allocation of resource harvesting areas was an interesting outcome. The CM system however in some cases (like in the Batanai area) collapsed due to political factors at play. The interventions by the ACM team resulted in some positive outcomes including the empowerment of local communities, some improvement in incomes obtained through value addition and seeking alternative markets, improvement in stakeholders’ knowledge about their forest resources through their monitoring activities and the use of sustainable harvesting methods. However, a follow-up study four years after the project ended showed that these positive developments were not sustained. The ACM team also aimed to influence resource management institutions and Chapter 5 traces how the Resource Management Committees (RMC) transformed over time. The chapter shows that the RMCs (especially the one in Gababe) over time, with capacity building on both the RMCs and local communities transformed into downwardly accountable and transparent organisations. The positive change was however short-lived, when the FC officer died. A follow up study four years later showed that, the RMCs were no longer accountable to their communities and several conflicts were now present among stakeholders. These were simply ignored. In trying to understand why things turned out this way, I address one central question – to what extent was failure a result of misconceptualization and misapplication of the participatory approach, as distinct from being a product of the general rapidly declining socio-economic conditions in the country? Although from a superficial analysis one can conclude that wider events in the country finished off a beautiful initiative in its infancy, I argue that the initiative would have failed anyway even if the environment had not changed. I identify key factors that would have led to the failure of the project. First, the overestimation of what the ACM team could do given the limited period and the complexity of the situation in Mafungautsi. Second, the ACM team did not address issues of power and its unequal distribution. Third, the ACM team did not facilitate the development of clear rules and their means of enforcement to support management activities. Fourth, the ACM team paid insufficient attention to the conflicting needs of local resource users, and finally, the team left the future work with an underfunded and understaffed organisation. I conclude that if ACM and other learning-based participatory resource management initiatives are to succeed, they must empower the poor and marginalised and explicitly address issues of power and politics. Joint learning processes should not be taken as a panacea but must integrate elements from other disciplines such as political ecology. Such projects should also ensure that clear rules for management and use of resources are agreed upon as well as their means of enforcement.
openalex: W2171632631 mag: 2171632631
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Foreign fears? An exploratory study of perceptions and fear of crime amongst international students at the University of Cape Town, South Africa - Mutongwizo, Tariro (Acta Criminologica: Southern African Journal of Criminology, 2010)
This study is an exploration of the perceptions and fear of crime of a sample of international students at the University of Cape Town. By means of a questionnaire, the study revealed that all the participants considered South Africa to be a high crime society, although very few had actually experienced crime. The generators of fear were mainly from the media and others' victimisation experiences. This confirms arguments, that indirect victimisation plays a major role in increasing fear levels. It was also found that participants believed that the causes of crime mainly revolved around poverty and lack of education among the South African population. Results of this study brought insight into fear of crime generators and levels from a distinctive part of the South African society. It also shed light on other facets of the subject. Based on these findings, recommendations were made, which include the suggestion that further research into fear of crime in different communities should be made, so as to improve the understanding of particular group fears and concerns.
openalex: W2524210533 mag: 2524210533
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Climate change and vulnerability to food insecurity among smallholder farmers : a case study of Gweru and Lupane districts in Zimbabwe - Mutsvangwa, Eness Paidamoyo (2010)
openalex: W2419654726 mag: 2419654726
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The impact of training on employee performance at Kenya Medical Research Institute and Centres for Disease Control and Prevention (KEMRI/CDC), Kenya - Mutuku, Peter M (2010)
openalex: W2611271334 mag: 2611271334
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Knowledge Management Solution to Challenges of Higher Education in South Africa - Mutula, Stephen M.; Jacobs, Daisy (International Journal of Innovation in The Digital Economy, 2010)
This article presents challenges facing higher education in South Africa and how knowledge management can be applied to ameliorate the situation. Some of these challenges include internal and external pressures for accountability and transparency in the management of the institutions; declining state subsidies; stiff competition from global counterparts; low graduate throughput; declining enrolments; inadequate facilities (e.g. space, ICTs and equipment); ill-prepared graduates for the job market; limited partnership with industry and government; brain drain; bureaucracy and general poor service delivery. The authors submit that South African universities have largely not embraced knowledge management practices and argue that KM integration within the universities’ strategic processes and operations can help address the challenges facing them. The article is largely based on authoritative secondary and primary sources complemented by the authors’ experiences working within university environments in Southern Africa.
openalex: W1983204204 mag: 1983204204
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PERCEPTION OF FRANCHISE PURCHASE AS A SELF-EMPLOYMENT STRATEGY AMONG LECTURERS OF ENTREPRENEURSHIP, LEISURE AND HOSPITALITY AT MAKERERE UNIVERSITY BUSINESS SCHOOL, UGANDA - Mutumba, Abbey (2010)
This paper aimed at establishing how the knowledge of franchise purchase as self-employment strategy among the lecturers of entrepreneurship, leisure and hospitality at Makerere University Business School (MUBS), Uganda is transferred to the students whom they teach, other universities that bench-mark with MUBS, and the general public in Uganda and the region during the global economic crisis which is causing many lay-offs. A case study methodology was used in order to generate new theoretical insights in line with the aims of this study. Results showed that respondents with a better understanding of franchise purchase have a more positive attitude towards this strategy and transfer their knowledge mainly through successful case studies on this self-employment strategy. Training of Trainers (T.O.T) workshops should be conducted targeting such relevant lecturers in order to increase their level of understanding and transfer of franchise purchase knowledge at MUBS and in Uganda is recommended among others.
openalex: W2183548272 mag: 2183548272
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Free Primary Education in Kenya: An Impact Evaluation Using Propensity Score Methods - Muyanga, Milu; Olwande, John; Mueni, Esther; Wambugu, Stella (2010)
This chapter attempts to evaluate the impact of the free primary education programme in Kenya, which is based on the premise that government intervention can lead to enhanced access to education especially by children from poor parental backgrounds. Primary education system in Kenya has been characterized by high wastage in form of low enrolment, high drop-out rates, grade repetition as well as poor transition from primary to secondary schools. This scenario was attributed to high cost of primary education. To reverse these poor trends in educational achievements, the government initiated free primary education programme in January 2003. This chapter therefore analyzes the impact of the FPE programme using panel data. Results indicate primary school enrolment rate has improved especially for children hailing from higher income categories; an indication that factors that prevent children from poor backgrounds from attending primary school go beyond the inability to pay school fees. Grade progression in primary schools has slightly dwindled. The results also indicate that there still exist constraints hindering children from poorer households from transiting to secondary school. The free primary education programme was found to be progressive, with the relatively poorer households drawing more benefits from the subsidy.
openalex: W1484081032 mag: 1484081032
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Free Primary Education in Kenya: An Impact Evaluation Using Propensity Score Methods - Muyanga, Milu; Olwande, John; Mueni, Esther; Wambugu, Stella (Social Science Research Network, 2010)
This paper attempts to evaluate the impact of the free primary education programme in Kenya, which is based on the premise that government intervention can lead to enhanced access to education especially by children from poor parental backgrounds. Primary education system in Kenya has been characterised by high wastage in form of low enrolment, high dropout rates, grade repetition as well as poor transition from primary to secondary schools. This scenario was attributed to high cost of primary education. To reverse these poor trends in educational achievements, the government initiated free primary education programme in January 2003. This paper therefore analyzes the impact of the FPE programme using panel data. Results indicate primary school enrolment rate has improved especially for children hailing from higher income categories; an indication that factors that prevent children from poor backgrounds from attending primary school go beyond the inability to pay school fees. Grade progression in primary schools has slightly dwindled. The results also indicate that there still exist constraints hindering children from poorer households from transiting to secondary school. The free primary education programme was found to be progressive, with the relatively poorer households drawing more benefits from the subsidy.
openalex: W3122758921 mag: 3122758921
Keywords: openalex:import

ICTs, youth and sex : investigating the feasibility of using computers, CD-ROMs and the Internet to teach school-going youth in Kampala District (Uganda) about sexual reproductive health : a case study of the World Starts With Me programme - Muzaaki, Maria Roselynn (2010)
openalex: W2464249800 mag: 2464249800
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Gender Differences in Managing Organizational Conflicts: The Case of Women Primary School Principals in Zimbabwe - Muzvidziwa, Irene (Annals of Modern Education, 2010)
The study focused on the educational leadership experiences of a selected group of women school heads (contextualised in male-dominated societal and organisational structures) in Zimbabwe. The research is critical in understanding how women primary school heads strategise to minimise conflict in educational settings. A qualitative methodology was used to gain an understanding of the dilemmas in educational environments and how they were resolved. Continuous dialogue and interaction were identified as strategies for identifying gaps and challenges in schools as well as negotiating and mobilising resources and transforming the school community and in the process, creating a peaceful and conducive learning atmosphere.
openalex: W1560383179 mag: 1560383179
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Farmer field schools as a springboard for enhanced uptake of farmer field schools as a springboard for enhanced uptake of new agricultural technologies: lessons for Tanzania - Mvena, Z. S. K.; Mattee, A. Z.; Wambura, RM; Mwaseba, Dismas L.; Lazaro, Evelyne; Kiranga, E.; Kilave, D. M. (2010)
openalex: W2780038446 mag: 2780038446
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Examining curriculum change in English language teaching from O-level to the IGCSE curriculum in four selected high schools in Swaziland. - Mvubu, Esther Siphiwe. (2010)
openalex: W1545010694 mag: 1545010694
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Ventriculoperitoneal Shunt Complications: A Three-Year Retrospective Study in a Kenyan National Teaching and Referral Hospital - Mwachaka, Philip Maseghe; Obonyo, Nchafatso G.; Mutiso, Ben Kasyoka; Ranketi, S; Mwang'ombe, N. J. M. (Pediatric Neurosurgery, 2010)
Background/Aims: Ventriculoperitoneal shunt complications have scarcely been reported in sub-Saharan Africa. This study aimed at determining the frequency of these complications and their associated risk factors in a Kenyan National Teaching and Referral Hospital. Methods: This cross-sectional study retrospectively covered 117 patients admitted to the Kenyatta National Hospital neurosurgical ward between January 2005 and December 2007 with ventriculoperitoneal shunt complications. The data obtained were analysed using the Statistical Package for the Social Sciences. Results: The most common complication was obstruction in 63 patients (53.8%), followed by migration in 25 (21.4%) and infection in 23 (19.7%) of the patients. Up to 49.6% of the complications occurred in patients younger than 6 months. Multiple complications were seen in 23.9% of the cases. The mean shunt duration was 18.05 months. Positive correlations existed between the presence of a shunt complication and patient age, shunt duration and the number of complications developed. These correlations were, however, neither strong nor statistically significant. Conclusion: This study reports the highest frequencies of shunt obstruction and migration ever recorded in the literature. The high rate of development of multiple shunt failures coupled with a short shunt duration calls for a closer monitoring of patients with ventriculoperitoneal shunts.
openalex: W2168590764 mag: 2168590764
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Experiences from implementing regional training in the SADC region: MSc. in plant breeding and seed systems at the University of Zambia. - Mwala, Mick; Lungu, John; Lungu, Dan; Mataa, Mebelo; Adipala, E.; Tusiime, G.; Majaliwa, J. G. M. (Second RUFORUM Biennial Regional Conference on "Building capacity for food security in Africa", Entebbe, Uganda, 20-24 September 2010, 2010)
openalex: W1818541239 mag: 1818541239
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Motives for Choosing a Career in Teaching: A South African Study - Mwamwenda, Tuntufye S. (Journal of Psychology in Africa, 2010)
The study investigated motives for teaching career entry by students (n= 232, males= 103, females= 129, mean age 23) at a large South African university. Data were collected using a career motives survey differentiating extrinsic, intrinsic and altruistic motivators. Extrinsic motivators scored higher than intrinsic or altruistic motivators. The motives advanced for teaching were in alignment with those reported in similar research carried out in metropolitan and developing countries.
openalex: W960798569 mag: 960798569
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Effects of principals' leadership styles on students discipline in public mixed day secondary schools in Kiambu West District, Kenya - Mwandigha, Vulfrida C (2010)
openalex: W2248089134 mag: 2248089134
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Urban School Farming to Improve School Feeding: The Case of Nakuru Town, Kenya - Mwangi, Alice; Foeken, Dick; Owuor, Samuel (2010)
openalex: W2742418530 mag: 2742418530
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Factors influencing academic performance in Kenya Certificate of Secondary Education in public secondary schools in Mathira Constituency, Central Province, Kenya - Mwangi, R. W. (2010)
openalex: W2275185098 mag: 2275185098
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Relationship between corporate governance practices and financial services of teachers' Saccos in Coast province of Kenya - Mwango, Samuel W (2010)
openalex: W2611728593 mag: 2611728593
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Challenges facing social work education in Africa - Mwansa, Lengwe-Katembula (International Social Work, 2010)
openalex: W2039594889 mag: 2039594889
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The satisfaction of clients with disabilities regarding services provided at primary health centres in Ndola, Zambia - Mwansa, Rabecca Marjorie (2010)
openalex: W2210514457 mag: 2210514457
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Responding to challenges of physical education in inclusive classes in Kenya : a descriptive case study in an inclusive school - Mwaura, George Thianga (2010)
The purpose of this study was to explore the inclusion practices used by teachers to facilitate participation of learners with physical disabilities in inclusive physical education lessons, and also find out the impact of working with a multi-media DVD material entitled “Teachers for All” in the teacher’s inclusion practices. A descriptive case study design was used and involved three teachers as the cases in this study. Two methods, interview and observation were used in data collection. Data was collected using semi-structured interview guide and observation checklist guide. The interviews and the observations were audio and video-recorded respectively. In addition, the observation involved an intervention program, where a multimedia DVD material entitled “Teachers for All” was used. The material comprises of different subject lessons taught in various inclusive classes. The material entails including learners with various types of disabilities in inclusive classroom settings. These lessons are made into subject sequences. Study utilized the physical education sequence. The study lasted for 11 weeks and each teacher was interviewed once which took place in the 1st week of the study. However, observation involved each teacher being observed thrice at different scheduled intervals spread across the 11 weeks of the study period. The school and the teachers were purposively selected. Data was analyzed in terms of categories and sub-categories. From the data analysis, the teacher’s roles in the physical education lessons emerged as major theme. Under this theme, sub-categories such as, guided participation, task analysis, facilitated participation, peer support and organization of the learning environment emerged as pertinent issues. Findings from this study revealed that teachers used various techniques in facilitating participation of learners with physical disabilities in physical education. There was a clear difference on how the teachers facilitated participation of learners with physical disabilities in physical education lessons before and the intervention program. This finding could highlight the need to examine effective teaching techniques that may foster inclusion in physical education lessons in inclusive classes.
openalex: W2468408799 mag: 2468408799
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Influence of free primary education on the quality of teaching and learning in public primary schools in Meru South District, Kenya - Mwenda, Elias Eric; Mbugua, Zachariah Kariuki; Ogola, Fredrick O. (Egerton Journal of Humanities, Social Sciences and Education, 2010)
openalex: W148726968 mag: 148726968
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Climate change adaptation strategies among agricultural communities in Uganda: the case of Kabale and Nakasongla districts. - Mwerera, R. L.; Majaliwa, J. G. M.; Isubikalu, P.; Adipala, E.; Tusiime, G. (Second RUFORUM Biennial Regional Conference on "Building capacity for food security in Africa", Entebbe, Uganda, 20-24 September 2010., 2010)
openalex: W2216115752 mag: 2216115752
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