Facing coal: changing conceptions of South African coal-based pollution, with special reference to the Witbank coalfield, 1906-1978 - Singer, Michal (2011)
Facing coal provides an environmental history of changing ideas around South African coal-based pollution, focusing on Witbank, where the scars of mining are etched deep into the land. The essence of this book is its link between local and global repercussions of past and present reliance on fossil fuel consumption. The historical approach seeks to demonstrate the way in which long-term environmental effects of coal have manifested, and reveals how, in spite of how much is now known about coal-based pollution, our understanding remains fraught with misrepresentation and prevarication. This work, therefore, attempts to open up the enigma surrounding the environmental impact of coal mining in South Africa.
openalex: W2121017914 mag: 2121017914
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Equity and Quality in the Revitalisation of African Higher Education: Trends and Challenges - Singh, Mala (Research in Comparative and International Education, 2011)
The revitalisation of African higher education has been a policy imperative on the agenda of many international and African organisations in the last decade, as well as a focus for research and debate. Revitalisation is a theme which is itself framed by a larger set of current discourses about the powerful role of knowledge in society and in the economy, and about the possibilities and conditions for knowledge-based development. Central to the success of both the revitalisation and knowledge-based development agenda is a systematic and sustained approach to a package of issues relating to access, equity and quality in African higher education. This article examines trends and developments relating to these three issues in higher education in sub-Saharan Africa and reflects on their implications for a successful revitalisation strategy, as well as for knowledge-based development.
openalex: W2050474422 mag: 2050474422
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Global ‘Toolboxes’, Local ‘Toolmaking’: The Contradictions of External Evaluation in South African Higher Education Reform - Singh, Mala (Chapters, 2011)
openalex: W3147119917 mag: 3147119917
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School Fees, Beer and "Meri": Gender, Cash and the Mobile in the Morobe Province of Papua New Guinea - Singh, Supriya; Nadarajah, Yaso (2011)
We combine the perspectives of the anthropology and sociology of money with user-centred design to explore how the use of cash in rural and remote Papua New Guinea will shape the use of mobile money. Drawing on 13 open-ended interviews, group interviews involving 100 persons, and participant observation over two visits to Morobe province in 2010 and 2011, we found cash is used for school fees, mobile phones, household goods, transport, beer, cards, women and gifting to wantok, that is, people connected by descent or place. Cash is individually controlled and women’s savings are often hidden in pandanus walls or locked cupboards. Women control cash from gardens and the re-selling of betel nuts and cigarettes. Men take the larger share of cash from coffee and control the ‘big money’ from mining. Mobile money, if appropriately designed, can re inforce the privacy and security of cash and savings, facilitate gifting to wantok, and lead to greater financial inclusion of women.
openalex: W2187137085 mag: 2187137085
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MANAGEMENT OF AVAILABLE INFRASTRUCTURAL FACILITIES AND STUDENTS' ACADEMIC ACHIEVEMENT IN BORNO STATE COLLEGES OF EDUCATION IN NIGERIA - Siqqid, A.; Dapshima, Grema Ali (2011)
The main purpose of this study was to examine management of available infrastructural facilities and students' academic achievement in Borno State Colleges of Education. The survey research design was employed for the study, covering an accessible population of 487 academic staff. The sample size of the study was 195 academic staff randomly selected from the population. These are academic staff from three Colleges of Education with sample sizes of 67, 76 and 52 respectively. Also results of students' academic achievement for the period of five years (2004/2005 - 2008/ 2009 academic sessions) was used in five courses; Biology, Chemistry, Mathematics, Physics and Integrated Science. The data collected through questionnaire and documentary evidence of results were analyzed using mean, standard deviation and Pearson correlation. The reliability coefficient of the instrument was established as 0.92 and this was considered high enough to accept the homogeneity of the instrument. The study revealed that there was fairly adequate management of available infrastructural facilities in the colleges and there is significant relationship between management of available infrastructural facilities and students' academic achievement. Based on these findings, it was recommended, among other things that the Borno state Government should improve it management/provision of infrastructural facilities in these colleges of education.
openalex: W2187985200 mag: 2187985200
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Portfolio Assessment of Teaching Practice: Views From Business Education In-Service Student Teachers in Botswana - Sithole, Burman Musa (2011)
Portfolio assessment of teaching practice was first introduced into the University of Botswana’s Faculty of Education in May 2010. This study sought to investigate the impact of this innovative new professional development/assessment system on the professional growth and development of in-service teachers. The findings of the study suggest that although student teachers found portfolio development to be cumbersome and time-consuming, the general consensus was that developing portfolios provided useful and valuable learning experience which enhanced their creativity, reflective practice and continuous professional growth. Overall, students found portfolio development and its assessment and evaluation of a cumulative collection of their creative works to be a better approach for the assessment of teaching than the traditional approach. The study also found out that there was a lack of consistency in the way supervisors assessed students’ portfolio and for this reason, it concluded with the recommendation that in order to increase the reliability and credibility of portfolio assessment, there is a need to provide intensive orientation and clear guidelines to students and all classes of supervisors in future in the form of clear expectations for the purpose of selection of artifacts, organization, reflection, assessment and evaluation of portfolios.
openalex: W2113967961 mag: 2113967961
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Learning, upgrading and innovation in Nigerian indigenous industries : research notes / commentaries - Siyanbola, W.O.; Olamade, Olumuyiwa; Isola, O.O.; Egbetokun, Abiodun (African Journal of Science, Technology, Innovation and Development, 2011)
In spite of the increasing globalisation of technology, the involvement of developing countries in producing new technologies and innovations is almost negligible. The production of technological knowledge is concentrated in industrialised countries and developing nations are still lagging behind. It is therefore imperative for developing countries to look inwards to deploy science, technology and innovation (STI) in specific areas where they have comparative advantage. These comparative advantages could then be developed to achieve competitive advantage. Indigenous technology is one of the veritable areas where these nations can derive global competitiveness. In Nigeria, the indigenous industries are as diverse as the culture of the people. The indigenous technologies present significant opportunities for local economic transformation and global competitiveness. This would happen if these technologies are upgraded through the deployment of STI. This paper presents findings from a two-year study of some major indigenous technology clusters in Nigeria.
openalex: W2592019634 mag: 2592019634
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Teaching reading in Rukwangali in four Grade 3 Namibian classrooms : a case study - Siyave, Theresia Nerumbu (2011)
openalex: W2787671507 mag: 2787671507
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Food insecurity and environmental migration in drought-prone areas of Ethiopia - Siyoum, A.D. (2011)
openalex: W2117748230 mag: 2117748230
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Bridging the post-conflict gap: Capacity development in countries affected by fragility : - a case study of the Accelerated Learning Programme in Liberia - Skovgaard, Sara (2011)
openalex: W2473388029 mag: 2473388029
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Supporting Deaf Learners in Inclusive Education Settings in South Africa - Skrebneva, Iliana (The International journal of diversity in organisations, communities and nations, 2011)
openalex: W2106322678 mag: 2106322678
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A surveillance of needle-stick injuries amongst student nurses at the University of Namibia : original research - Small, LF; Pretorius, Louise; Walters, Althea; Ackerman, Maria (Health Sa Gesondheid, 2011)
Needle-stick injuries have the potential to change a student nurse's life; yet they are dealt with covertly and many go unreported. This could create difficulties when evaluating a curriculum, because potential risk issues in nursing education might go undetected. In addition, needle-stick injuries are inherently preventable occupational health hazards. The fact that there has been, until now, no information available on the incidence of, and context in which needle-stick injuries occur amongst student nurses in Namibia, is of particular concern for nurse educators in that country. The purpose of this study was therefore to determine the incidence of needle-stick injuries and to describe the context of their occurrences. A framework known as Haddon's matrix made it possible to approach this survey from both an occupational and a nursing education perspective. The questionnaire was completed by 198 students and it was found that, during 2008 alone, 17% of student nurses sustained needle-stick injuries, but only 55% of these reported it. In addition, in 55% of the occasions on which the student nurses were injured, they were not accompanied by a registered nurse. The recommendations made are based on the three phases of Haddon's matrix, namely pre-injury, injury and post-injury phases. These recommendations focussed on student accompaniment by registered nurses, the completion of reflective exercises, sensitisation sessions before placement in clinical areas, as well as the utilisation of independent student counsellors. Enige naaldprik-insident kan 'n groot omwenteling in 'n student-verpleegkundige se lewe te weeg bring. Ten spyte hiervan word sodanige insidente nie openlik hanteer nie, en dikwels word dit nie eers gerapporteer nie. Dit mag egter kurrikulering-evaluerings kompliseer want potensiele risiko-aspekte in verpleegonderwys mag dalk nie geidentifisser word nie. Naaldprik-ongelukke is in wese beroepsgesondheidsaspekte, wat inherent voorkombaar is. Dit was dan ook 'n bron van kommmer onder verpleegopvoeders in Namibie, aangesien geen inligting beskikbaar was oor die voorkoms en konteks van naaldprik-ongelukke onder student-verpleegkundiges in Namibie nie. Die doel van hierdie studie was dus on die voorkoms en konteks waarbinne naaldprik-ongelukke plaasvind te beskryf. Daar was reeds a raamwerk beskikbaar, naamlik die Haddon-matriks. Die raamwerk het dit moontlik gemaak om die opname te benader vanuit sowel 'n beroepsgesondheids-perspektief as 'n verpleegopvoedkundige perspektief. Die vraelys is voltooi deur 198 studente en van die bevindings was dat gedurende 2008 alleen, 17% van die student-verpleegkundiges naaldprik-insidente gehad het, maar dat slegs 55% van die beseerdes dit aangemeld het. Daar is ook gevind dat in 55% van die gevalle, hulle nie deur 'n geregistreerde verpleegkundige vergesel was nie. Aanbevelings wat gemaak is, is gebaseer op die drie fases van die Haddon-matriks, naamlik die voor-beserings-fase, die beseringsfase en die na-beserings-fase. Die aanbevelings is gefokus op student-begeleiding, reflektiewe oefeninge, sensitiseringsessies voor die plasings in kliniese areas, asook ondersteuning van 'n onafhanklike berader.
openalex: W2262784431 mag: 2262784431
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Business Schools and the Pedagogy of Hope: An African Perspective - Smit, E. V.D.M. (2011)
openalex: W3144625100 mag: 3144625100
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How educator perception has shaped inclusive teaching at a rural village school in South Africa - Smit, Elizabeth Ivy; Mpya, Gladness Nwacoye (Child abuse research in South Africa, 2011)
In 2006, South Africans celebrated the twelfth anniversary of a democratic South Africa. A paradigm shift in education was a prerequisite and the government introduced an inclusive education system. Seeing that educator perception and attitudes are among the many influences on learners' achievement, this research will attempt to examine how educators view inclusion in the classroom, what problems educators experience and possible recommendations to address these problems. The data is based on focus-group interviews, observation and document analysis. The researcher selected a primary school as the research site. The six educators who were chosen, were grade 5 subject teachers. The main themes identified in the interviews included perceptions about availability of resources, school support, parental support and departmental support. Some of the educator perceptions related to training, support, resources, understanding and an inflexible curriculum. The conclusion reached, is that inclusive education is here to stay, so the Department of Education and all other stakeholders should cooperate to make it work. The researcher believes that if educators' beliefs about and their perceptions of inclusion were not addressed, these perceptions could become a critical barrier to learning, development and successful implementation of inclusive education. This could culminate in a classroom culture of neglect of learners with barriers to learning.
openalex: W1583255855 mag: 1583255855
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Underneath the Radar: The Impact of Same-Sex Sexuality and Secularism on Education in South Africa - Smit, Marius (Brigham Young University Education and Law Journal, 2011)
openalex: W758067289 mag: 758067289
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Language identity of first-generation students entering higher education in Namibia and its impact on learning - Smit, Talita C. (2011)
In Namibia, the accent of Higher Education is increasingly moving towards the provision of access opportunities to previously disadvantaged students. Most students, currently entering Higher Education at the University of Namibia, are First-Generation students whose parents did not participate in tertiary education. First-Generation entry has been investigated to some extent in First World countries; however, there does not appear to be relevant research done on First-Generation entrants in the Namibian context. Although experience indicates that the general profi le of Namibian First-Generation entrants corresponds with those studied internationally, there are marked diff erences in their demographic identities. It is thus necessary to look at a group of First-Generation students at the University of Namibia who have achieved the prescribed entry requirements to enter Higher Education, but whose low marks in English Second Language disqualify them from entering degree programmes. Their lack of academic English skills is often regarded as their only problem and hardly any eff ort is made to investigate their personal strengths or to assist them with developing critical literacy skills. This article will discuss the language identity of these First-Generation entrants as English Second Language speakers and the impact it has on the acquisition of those academic and critical thinking skills necessary for successful tertiary study.
openalex: W1489077646 mag: 1489077646
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Capabilities for learning to read: An investigation of social and economic effects for Grade 6 learners in Southern and East Africa - Smith, Michèle C.; Barrett, Angeline M (International Journal of Educational Development, 2011)
This paper considers what multilevel modelling approaches to analysing large scale cross-national surveys of education quality can tell us about the capabilities that support primary school children in learning to read. The impact of pupil background characteristics on achievement in reading towards the end of the primary cycle in sub-Saharan Africa is investigated via an analysis of the second wave of data collected by the Southern and East African Consortium for Monitoring Education Quality (SACMEQ) in six low income countries and four lower middle income small states. The findings on various pupil background, social and economic wealth-related factors associated with disadvantage/advantage are interpreted using a capability approach. Hence, the study goes beyond reiterating the well-known relationship between socio-economic status and rurality with learning outcomes to identify what it is that primary school pupils in East and Southern Africa can or cannot do that influences their acquisition of literacy.
openalex: W2007232104 mag: 2007232104
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Effects of childhood trauma and telomere length on HIV-associated neurocognitive impairments in South African women - Smj, Hemmings (2011)
openalex: W846033370 mag: 846033370
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THE STATUS OF USER EDUCATION AT FEDERAL COLLEGE OF EDUCATION (TECHNICAL) LIBRARY, OMOKU, RIVERS STATE, NIGERIA - Sokari, Uwuma; Okpkwasili, Nonyelum P. (2011)
The study was conducted to examine the user education programme of Federal College of Education (Technical) Library, Omoku Rivers State. A total of two hundred staff and students of the institution were involved in the study. Stratified, proportionate, and simple random sampling techniques were used to determine the sample size of the respondents. Data collected for the study with the help of a structured questionnaire were analyzed using simple percentage. The result showed that the user education program adopted in the college library was effective and has helped benefiting students tremendously to explore and exploit the library resources independently and more effectively. However, it was showed that the user education approaches used was not all embracing as it caters for first year NCE students, 2nd year NCE students and 3rd year students alone, leaving the Pre-NCE students and staff unattended to. The study therefore, concluded that, in order to impact the desired skills to all categories of users, the user education approaches should be redesign to make it all embracing an d accommodate the interest of all members of the academic community which it serves.
openalex: W2188131982 mag: 2188131982
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Exploring coherence of grade six students' views of the nature of science (NOS) and their views of the natural world : a South African study - Sokolinski, Robyn (2011)
openalex: W1719925154 mag: 1719925154
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Examining Spatial and Socioeconomic Differentiation of Drought Coping Strategies among the Border Communities of Njukini, Taveta, Kenya - Solomon, Alvin Maingi (2011)
openalex: W2594977050 mag: 2594977050
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Integration of Indigenous Knowledge Systems into Climate Change Adaptation and Enhancing Food Security in Nandi and Keiyo Districts, Kenya - Songok, Charles Kipkorir; Kipkorir, Emmanuel C.; Mugalavai, Edward M. (2011)
The increasing changes in the frequency, intensity and persistence of rainfall and temperature extremes are key determinants of food security vulnerability in Kenya. Shorter growing seasons and prolonged intra-seasonal dry spells often trigger much larger and more frequent harvest collapses than subsistence households can cope with, leading to declining crop production and increased food insecurity risks. To survive these climate-induced shocks, communities in Nandi and Keiyo districts have developed indigenous practices that enable them reduce vulnerability to food insecurity and adapt to changing climatic conditions. Despite the critical role the indigenous knowledge system (IKS) plays in sustaining household food security, it is rarely considered or integrated into the design of scientific strategies for climate change adaptation. This paper highlights indigenous strategies used by the Nandi and Keiyo communities and explores opportunities for integrating IKS with scientific strategies for climate change adaptation in order to sustain efforts for climate change adaptation and food security risk reduction. Participatory rural appraisal comprising focus group discussions, key informant interviews and household questionnaire surveys were used in the study. The results indicate that while the impacts of climate change directly affect food security, most households integrate both indigenous and modern practices in adapting to climate change and coping with the resulting risks associated with food insecurity. As such, there is a need to reinforce the integration of indigenous and scientific techniques in order to enhance efforts for climate change adaptation, food security risk management and perpetuate intra/intergenerational transfer of IKS.
openalex: W49511705 mag: 49511705
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Improving the Participation of Agro-Pastoralists in Climate Change Adaptation and Disaster Risk Reduction Policy Formulation: A Case Study from Keiyo District, Kenya - Songok, Charles Kipkorir; Kipkorir, Emmanuel C.; Mugalavai, Edward M.; Kwonyike, Andrew Chepkok; Ng’weno, Caroline C. (2011)
Growing scientific evidence suggests that climate change will accelerate weather extremes and increase human vulnerability to disasters. Exposure of agro-pastoralists to erratic rainfall and cyclical droughts leads to frequent crop failures and livestock losses, with additional shocks from economic perturbations and erosion of household assets depriving this vulnerable group of “insurance” against adverse risks, driving them from a state of vulnerability to destitution. Despite the growing global agitation to mainstream community-based strategies for climate change adaptation (CCA) and disaster risk reduction (DRR) in Kenya, existing institutional and policy formulation processes rarely incorporate the views and experiences of agro-pastoralists. This leads to policies that are neither responsive nor accountable to vulnerable groups. This paper identifies existing community strategies for CCA and DRR in Keiyo district and assesses their level of participation in policymaking, as well as key challenges and opportunities for mainstreaming agro-pastoralist involvement in policy formulation. The data was obtained through participatory approaches involving focus group discussions (FGDs), questionnaires and structured interviews. It is evident from the findings of the study that while agro-pastoralists have developed localised strategies for CCA and DRR, these are not fully recognised by existing government policy processes. Therefore, efforts should be made to mainstream the participation of agro-pastoralists in CCA and DRR policy formulation processes.
openalex: W2267997777 mag: 2267997777
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Altering the climate of poverty under climate change in Sub-Saharan Africa : setting priorities and strategies for adaptation with the forests to climate; end of the project report, March 2008 – July 2011 - Sonwa, D.J.; Bele, Mekou Youssoufa (2011)
openalex: W2258202921 mag: 2258202921
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Climate Change And Vulnerability Impact Assessment Study of the Agricultural Adapatability in Tanzania - Sorey, Gaël (2011)
Future climate change and variability is one of the top priorities for most countries and regions in the world. Unpredictability and uncertainty regarding future climate is making adaptation foreca ...
openalex: W2142615546 mag: 2142615546
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Prevailing against the odds of dropping out of school in Ghana - Sottie, Cynthia Akorfa; Awasu, Charles (2011)
This paper examines factors that affect school dropout at the basic level of education in Ghana. The study focuses on the experiences of students, parents, teachers and welfare workers. Weak family support, poor academic performance, poor school quality and low value of education, is identified as important to children’s stay in school. It is observed that some children prevail against the odds and remain in school while others drop out. Resilience is identified as an important factor that could enhance the capacity of at-risk student to stay in school despite adverse circumstances. The study recommends research on the underlying processes that foster personal resilience in school age children from disadvantaged backgrounds in Ghana.
openalex: W1693411372 mag: 1693411372
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If You Can't Find Me in the School Room: Oral Histories of African American Educators and Students During the Albany Movement - Southern, Georgia; Averitt, Jack N.; Griswold, Maqueta N. (2011)
openalex: W2153037075 mag: 2153037075
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African American Male Students' Perceptions of Factors That Contribute to Their Academic Success - Southern, Georgia; Averitt, Jack N.; Rolland, Gertrude (2011)
openalex: W2151739223 mag: 2151739223
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Promoting gender equality in responses to climate change: The case of Kenya - Speranza, Chinwe Ifejika (2011)
The paper discusses how Kenyan policies and organisations address gender equality in climate change-related responses. The political support for gender issues is reflected in presidential directives on various actions for achieving gender equality such as the establishment of gender desk officers and ensuring 30 per cent female representation in government. Despite the well-advanced gender mainstreaming policy in Kenya, few policies focus on climate change and even fewer on its inter-linkages with gender. At the field level, encrusted traditions, inadequately trained staff, limited financial resources, and limited awareness of the inter-linkages between gender and climate change remain major challenges to promoting gender equality in the work of government organisations. The paper thus proposes measures for addressing these challenges and strengthening gender equality in responses to climate change.
openalex: W2225625556 mag: 2225625556
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Addressing Nigerian Food Insecurity and Agricultural Production in a Changing Climate Context - Speranza, Chinwe Ifejika; Nwajiuba, Chinedum (2011)
openalex: W2217075194 mag: 2217075194
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An Innovation Systems Perspectives on Tertiary-Level Agricultural Education in Sub-Saharan Africa: (Evidence From Ethiopia) - Spielman, D.J.; Davis, Kristin; Zerfu, Elias; Ekboir, Javier M.; Ochieng, Cmo (Ethiopian Journal of Education and Sciences, 2011)
This paper examines how tertiary-level agricultural education in sub-Saharan Africa can contribute to agricultural development beyond its current role as a source of technical training. The paper draws on data and information gathered from semistructured key informant interviews conducted in late 2006 in and around Addis Ababa, Ambo, Haramaya, Harar, Holetta, and Combolcha, as well as information and analysis from secondary sources. The paper specifically examines tertiary-level agricultural education from an innovation systems perspective, an approach that frames technological change against the actions and interactions of diverse innovation agents, and the complex social and economic institutions that condition their practices and behaviors. The paper argues that while tertiary-level agricultural education is conventionally viewed as key to expanding a country’s stock of trained human capital, it should also play a role in building the capacity of organizations and individuals to explore new products and processes that depend on the transmission and adaptation of existing information. To do so, tertiary-level agricultural education systems should focus more on transforming organizational cultures and building innovation networks to strengthen innovative capabilities at both the institutional and professional levels. Key reforms include the introduction of educational programs beyond the formal tertiary-level agricultural education system, and improvement of the incentives that encourage tertiary-level agricultural education professionals and organizations to forge links with other innovation system stakeholders.
openalex: W1491207863 mag: 1491207863
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Renewal of education in South Africa: the problem of implementation - Spies, Bertha (2011)
openalex: W2343302453 mag: 2343302453
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Renewal of education in South Africa : the problem of implementation : accredited article - Spies, Bertha (Musicus, 2011)
In striving to improve the current state of education in South Africa, learning from the way in which previous curricula were implemented could help to ensure that the new curriculum is managed efficiently. As far as the earlier interventions in education are concerned, first the role of the corporate sector, politics and the unions in the establishment of the Education Roadmap will be discussed. Secondly, the article examines the promises made by the State President Jacob Zuma as well as the government's good intentions to strive for excellence in education as documented in its Medium-Term Strategic Framework for the period 2009-2014. In the third place, the importance of managing change properly is underlined, linking with the statement by the education policy analyst, Graeme Bloch, that success is inextricably linked to the way in which the process is managed and translated into classroom practice. Finally, the implications of financial mismanagement in the Department of Education in the Eastern Cape Province are discussed, raising the question: how is it possible that education cannot succeed if a fifth of the national budget is allocated to education? By making various kinds of connections with the field of music, this article argues that cooperation between the Department of Education and experienced music teachers is essential in the drawing up and implementation of a new curriculum. In 'n poging om die huidige stand van onderwys in Suid-Afrika te verbeter, kan ondervinding van vorige implementerings van kurrikula help om te verseker dat die nuwe kurrikulum effektief bestuur word. Met verwysing na vroeer ingrypings in die onderwys word, eerstens, die rol van die korporatiewe sektor, die politiek en die vakbonde by die opstelling van die Education Roadmap bespreek. Tweedens betrek die artikel Staatspresident Jacob Zuma se beloftes en die regering se goeie bedoelings in die strewe na uitnemende onderwys soos wat dit opgeteken is in die Medium-Term Strategic Framework for the period 2009-2014. In die derde plek word die belangrikheid van behoorlike bestuur van verandering beklemtoon en word hier aangesluit by die ontleder van onderwysbeleid, Graeme Bloch, wat beweer dat sukses onlosmaaklik verbonde is aan die manier waarop die proses bestuur word en hoe dit in klaskamerpraktyk neerslag vind. Ten slotte word die implikasies van finansiele wanbestuur in die Oos-Kaapse Onderwysdepartement bespreek en word uiteindelik gevra: hoe is dit moontlik dat onderwys sulke swak resultate oplewer as dit 'n vyfde van die nasionale begroting ontvang? Deur op verskeie maniere by musiek aan te sluit, word hier geargumenteer dat samewerking tussen die Onderwysdepartement en ervare musiekonderwysers noodsaaklik is wanneer 'n kurrikulum opgestel en geimplementeer word.
openalex: W2280810638 mag: 2280810638
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What I'm Learning from Egypt, Libya, Japan, etc. - Sreenath, Sreenivasan (2011)
openalex: W1574090388 mag: 1574090388
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African American College Students: Literacy of Depression and Help Seeking - Stansbury, Kim; Wimsatt, Maureen A.; Simpson, Gaynell M.; Martín, F Vicente; Nelson, Nancy J. (Journal of College Student Development, 2011)
African American College Students:Literacy of Depression and Help Seeking Kim L. Stansbury (bio), Maureen Wimsatt (bio), Gaynell Marie Simpson (bio), Fayetta Martin (bio), and Nancy Nelson (bio) Depression is a serious public health concern in the United States affecting almost 18.8 million adults (Office of Disease Prevention and Health Promotion, 2003). It is a common mental disorder in college students (Arehart-Treichel, 2002; Song et al., 2008), with estimates of 1 in 4 "experiencing an episode by age 24" (American Psychiatric Assocation [APA], 2007). African American college students are at an elevated risk for depression due to racism, stress, sleep deprivation, and lack of academic and social support (Dzokoto, Hicks, & Miller, 2007; Kelly, Kelly, Brown, & Kelly, 1999). Even though 11.4% of African American students self-reported a psychiatric diagnosis of depression they did not report a history of utilizing campus counseling and/ or community mental health services (Soet & Sevig, 2006). Nationwide 24% of Americans will receive treatment whereas only 16% of African Americans will seek services from specialty mental health clinics (Schnittker, 2003). African Americans often view depression as a personal weakness (Dzokoto et al., 2007) that is best addressed by faith and prayer not counseling and pharmacology (Dzokoto et al.; Shellman, Mokel, & Wright, 2007). Stigmatization, cost of treatment, lack of availability of services, and failing to recognize depressive symptoms are well known barriers to mental health utilization (Brown & Palenchar, 2004; Cooper et al., 2003). However, to date, little research addresses African American college students' mental health literacy regarding depression. This systematic and empirical knowledge gap regarding African American college students' recognition of depressive symptoms and perspectives on treatment options for depression must be addressed to avoid complications leading to other problems such as self-medication with drugs and alcohol (Shellman et al.). Therefore, the purpose of this research was to examine African American college students' mental health literacy regarding depression. Previous studies using this approach have found that individuals who are mental health literate are likely to seek help for themselves, and/or recommend professional assistance to family and friends experiencing symptoms of depression (Jorm, Kitchener, O'Kearney, & Dear, 2004). Methods Sample Fifty-four African American college students participated in a survey about mental health literacy. Inclusion criteria were individuals who self-identified as African American, were currently enrolled in coursework at the institution, and were between the ages of 18 and 24. [End Page 497] Procedure After presentations about the study to African American student organizations on campus, interested students completed a written consent form and the survey. Students' responses were confidential. Instrument Description The mental health literacy survey consists of two vignettes from the original survey (Jorm, 2000). The vignette features either Tom or Mary, characters experiencing DSM-IV (APA, 2007) depressive symptoms, who were renamed Damon and Keisha to reflect common African American names. After reading the vignette, students answered two open-ended questions: (a) What would you say, if anything, is wrong with Damon/Keisha? and (b) with or without professional help, what do you think are Damon/Keisha's chance of recovery? Researchers coded participants as those who identified depression (ID group) and those who did not (No ID) based on the first question. Additionally, researchers coded responses to the second question into three categories: (a) will recover with professional help, (b) limited chance of recovery without professional help, and (c) will not recover without professional help. Respondents then categorized helping professionals (e.g., social workers, psychologists, and clergy) and interventions (e.g., antidepressants, vitamins, or admission into a psychiatric hospital) as helpful, harmful, or neither helpful nor harmful to the person in the vignette. Three additional questions, guided by work on mental illness in African American culture (Dzokoto et al., 2007; Kelly et al., 1999) included: (a) Is there a stigma related to mental illness in the African American culture? (b) What is needed to reduce the stigma in the African American culture? and (c) Where can you find information on mental health? Finally, respondents provided their age, gender, current class standing, hometown, year of graduation, family income, and parents' educational background. Results Mental Health Literacy Identified Depression. In general, respondents were female (38 of 54), over 18 years old...
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School improvement in Tanzania : school culture and the management of change - Steen, Niek Van Der (2011)
From a critical humanist perspective I explore why and how under adverse material and social conditions some Tanzanian state primary schools manage to improve their educational provision. I focus specifically on the influence of staff attitudes and behaviours on the change management process, as school culture is thought to affect school improvement success, and change is prerequisite to improvement. Fieldwork took place in Dodoma from August 2003 to May 2005 in two urban primary schools, considered locally to be improving. I combined two methodological approaches: action research in the context of case study. Collection of mainly qualitative data focussed on the societal and systemic influences that shaped the schools' organisational cultures, and on the reciprocal relationship between these cultures and the way staff managed self-instigated and externally imposed improvement initiatives. Action research enabled my involvement in the change processes, contributing to concrete improvements, generating process knowledge, and supporting staff. Achievable school improvement depended crucially on limited available space for change, the core of which was insufficient staff motivation and capabilities. Under hierarchical conditions and in accordance with local perceptions of relevance, successful management of change required a combination of dependable leadership, cooperation, communication and close staff supervision. However, the improvements remained limited to incidents of enhanced effectiveness, compatible with, if not consolidating, the existing school cultures. No space was created for more comprehensive transformations, requiring fundamental organisational and attitudinal change. The quality of school management and pedagogy therefore remained severely under-developed. Even though systemic endorsement of school autonomy and enrichment of school conditions are unlikely to happen soon, committed school managers can expand existing space for change through concentrating on their school's cultures. They can challenge existing pedagogical and managerial values and practices, and entrust collaborating staff with genuine freedom and responsibility to enhance the school's quality.
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An investigation into youth entrepreneurship in selected South African secondary schools: an exploratory study - Steenekamp, André Gerard; Merwe, S. P. Van Der; Athayde, Rosemary (Southern African Business Review, 2011)
This research paper examines the status of entrepreneurship education in selected South African secondary schools to determine the impact thereof on young learners’ attitude towards entrepreneurship and their future plans. It highlights some challenges facing youth entrepreneurship development in Sedibeng secondary schools. The study is based on the attitude approach to entrepreneurship research and discusses the results of an empirical study involving 1 748 grade 10 learners. South African youth appear to have a positive attitude towards entrepreneurship and the existence of opportunities for new venture creation, but seem to have inflated expectations with respect to their future academic qualifications and less interest than would be expected in starting their own businesses. Statistical analysis of the data revealed that entrepreneurship education in the sample schools was largely infrequent and without depth or focus. The results indicated that catalytic factors, such as exposure to entrepreneurship at school and having self-employed parents, have not had any effect on learners in the sample, thus re-emphasising the urgent need for entrepreneurship training programmes of value. The paper concludes with recommendations for further research on entrepreneurship education in South African secondary schools.
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An organisation development intervention in a secondary school in the Erongo region of Namibia - Steenkamp, Angeline Anna (2011)
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Quality of natural mentor relationships and psychological health in a rural African high school student sample - Steinsdoerfer, Gregory J. (2011)
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The Implementation of Primary Technology Education in South Africa - Stevens, Andrew; Morshuizen, Kate Ter (2011)
Since South Africa achieved democracy in 1994, there has been fundamental change in many spheres, not least in education. In order to present a coherent picture of primary technology education, it is necessary to provide a brief account of its history.
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Designing a Campus for African-American Females: The National Training School for Women and Girls 1907 – 1964 and the Making of a D.C. Neighborhood - Stewart, R.R.S. (The international journal of interdisciplinary social sciences, 2011)
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Developing a training programme for disabled students in South Africa: a case study. - Steyn, G.M.; Vlachos, Catharina Johanna (2011)
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Barriers to learning in South African higher education : some photovoice perspectives - Steyn, Miemsie G.; Kamper, Gerrit (Journal for new generation sciences, 2011)
South Africa underwent political reform in 1994 from an apartheid government to a democratic state. Former white universities, known for their high standards and academic excellence, experienced an influx of black students who previously were excluded from these institutions. This article reports on a study which investigated the extent of learning barriers that previously disadvantaged black students at a renowned higher education institution experience, and endeavours to determine the learning support they need in order to succeed academically. A qualitative approach was followed and data were gathered by means of focus group interviews and participants' photo portfolios. The data were interpreted with reference to recent perceptions on adult learning, particularly in the African context. Implications for higher education in general are indicated.
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Teacher Reported Poverty Effects on Education Participation in a South African District - Stofile, Sindiswa; Linden, Nora; Maarman, Rouaan (Journal of psychology in Africa, 2011)
This study reports on teachers' perceptions of the effects of poverty on education participation in a district in the Eastern Cape Province in South Africa. Participants were 21 teachers (males = 10; females = 11) from seven schools (primary =5, high schools =1, special school =1). Focus group discussions and key informant interviews were used to collect the data. Teachers were of the view that poverty prevented learners and parents (or guardians) from full participation of the education provided by the schools. Poverty had the effects to disempowered both learners and parents as partners in education. It also constrained the quality of teaching.
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The Career Paths of African American Male Senior Administrators in Student Affairs at Predominantly White Institutions: Formal and Informal Leadership Experiences - Stokes, Michael (2011)
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The Effect of Commercial Sanitary Pad Use on School Attendance and Health of Adolescents in Western Kenya - Stopford, Amy Louise (2011)
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Between history, memory and mythology:the Algerian education of Albert Camus - Strachan, John (2011)
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Talent attraction and retention of quality secondary school teachers to the rural areas of the Northern Cape Province of South Africa - Strauss, Marelie (2011)
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African American Students' Graphic Understanding of the Derivative - Stringer, Eddy W. (2011)
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Evaluation of the effectiveness of deworming and participatory hygiene education strategy in controlling anemia among children aged 6-15 years in Gadagau community, Giwa LGA, Kaduna, Nigeria - Sufiyan, Mu’awiyyah Babale; Sabitu, Kabir; Mande, AT (Annals of African medicine, 2011)
Anemia is one of the most common and most serious health disorders worldwide. The World Health Organization (WHO) estimated that about 40% of the total world's population (more than 2 billion individuals) suffer from anemia. In developing countries, the prevalence rate of anemia is about 20% in school-aged children. More than 10 million African children are thought to be anemic (Hb < 11 g/dl). Also, in Africa, it is estimated that more than half of all children over 5 years and pregnant women are anemic. Community-based estimates of anemia prevalence in settings where malaria is endemic range between 49% and 76%. In Nigeria, the prevalence rate for anemia among children was 29.4%. It was highest in the South-East (49.7%) and lowest in the North-East (11.1%).The study aimed at evaluating the effectiveness of deworming and participatory hygiene education strategy in controlling anemia among children aged 6-15 years in the Gadagau community, north-western Nigeria.A cross-sectional descriptive study of 306 children aged 6-15 years selected from two rural communities (Gadagau, which was the study group and Karau-Karau, which was the control group) in the Giwa Local Government Area of Kaduna State Nigeria using a multistage sampling technique. The studies involved parasitological examination and anemia evaluation before and at 3 months after the children were dewormed.Only 301 children (150 children in study group and 151 children in control group) were studied. The results showed that those who were dewormed and had participatory hygiene education lectures (study group) had significantly higher mean hemoglobin, from an initial 10.4 g/dl to a post-intervention of 12.4 g/dl (paired t-test = 13.96; P = 0.00). Also, there was a rise in the mean hemoglobin of the control group, but not as much as in the study group, from an initial mean hemoglobin of 10.5 g/dl to a post-intervention of 11.2 g/dl (paired t-test = 2.89; P = 0.004). Comparing the study and the control groups, those who were dewormed and also had participatory hygiene education lectures (study group) had a significantly higher reduction in the level of children who had ova of intestinal helminthes present in their stool than those in the control group (Χ 2 = 31.61; df = 1, P = 0.00).This study therefore concludes that including participatory hygiene education to deworming programmes will greatly improve the hemoglobin level of children in areas where there is a high prevalence of hookworm infections, especially as a short-term preventive measure for anemia in children.
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Quality assurance in secondary education in Nigeria: The roles of school administrator and student leaders - Sule, Sameer; Sofoluwe, Abayomi Olumade; Olatokunbo, O.C. (2011)
Conference proceedings of the 26th Congress of the Nigerian Academy of Education held at the Faculty of Education, University of Lagos, Akoka, 21st -25th November, 2011.
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Evaluation of the Cost of Therapy in the Management of Ear, Nose and Throat Infections in a Nigerian Teaching Hospital - Suleiman, Ismail A.; Tayo, Fola (2011)
To determine cost of therapy to patients of Ear Nose and Throat infections in a Nigerian teaching hospital. A retrospective drug utilization evaluation in conjunction with Cost of Illness Analysis was used. One hundred and twenty two (122) randomly selected case notes containing 182 prescriptions of patients with Ear, Nose and Throat infections over one year period between year 2005 and 2006 were examined. Relevant data including demographics, diagnosis, prescribed drugs, and dosages were extracted and the associated costs; direct and indirect were evaluated. Disease occurrence was significantly higher among children of age group 0-10 years (59.3%). Otitis media was the most prevalent and occurred among 82(45.0%) patients followed by bronchopneumonia which occurred among 70 (38.5%) patients. The overall average antibacterial cost of ENT infections per patient (n=122) was NGN2940.49 (US$22.62). Bronchopneumonia and otitis media; the most frequent had average antibacterial costs per patient of NGN3675.41(US$28.27) and NGN823.27 (US$6.33) respectively. Antibacterial cost for bronchopneumonia represents 71.7% of the total antibacterial cost. Bronchopneumonia has the highest overall average cost of therapy of NGN5028.88±1393.50 (US$36.68). Antibacterial cost constitute the highest cost component (64.37%) followed by indirect cost (loss productivity) of (18.50%). Cost of therapy for these infections to patients and the nation at large is huge. Brochopneumonia treatment constitutes the greater proportion of this cost which needs to be closely evaluated. Keywords: Pharmacoeconomics, Cost of illness Analysis, Antibacterial utilization, Infectious diseases, Antibacterial Cost
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How can African agriculture adapt to climate change: Green and Blue Water Accounting in the Limpopo and Nile Basins: Implications for Food and Agricultural Policy - Sulser, Timothy B.; Ringler, Claudia; Zhu, Siwa; Bryan, Elizabeth; Rosegrant, Mark W. (RePEc: Research Papers in Economics, 2011)
Water scaricity is an increasingly critical issue for food production around the world. This is particularly true for the world's poorest region, Sub-Saharan Africa, due to its growing malnutrition and almost complete dependence on rainfed agriculture. Given that agriculture is the primary consumer of freshwater around the globe and the demand for domestic, industrial, and environment water uses is steadily rising, strategies for the sustainable use of water in agriculture are urgently needed
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How can African agriculture adapt to climate change: Green and Blue Water Accounting in the Limpopo and Nile Basins: Implications for Food and Agricultural Policy - Sulser, Timothy B.; Ringler, Claudia; Zhu, Siwa; Bryan, Elizabeth; Rosegrant, Mark W. (Research briefs, 2011)
Water scaricity is an increasingly critical issue for food production around the world. This is particularly true for the world's poorest region, Sub-Saharan Africa, due to its growing malnutrition and almost complete dependence on rainfed agriculture. Given that agriculture is the primary consumer of freshwater around the globe and the demand for domestic, industrial, and environment water uses is steadily rising, strategies for the sustainable use of water in agriculture are urgently needed
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Boys, Brats and Education: Reproducing White Maturity in Colonial Zimbabwe, 1915–1935 - Summers, Carol (Settler Colonial Studies, 2011)
During the 1920s and 1930s, white settlers in Southern Rhodesia (Colonial Zimbabwe) achieved responsible government and sought to claim the region as a settlers’ territory but faced a crisis with their own children and youth. Despite subsidised schools and easily available bursaries, too many white boys grew to adulthood without useful education or skills, and with disruptive expectations and demands. These youth faced immediate unemployment and appeared unlikely to be able ever to qualify as civilised breadwinning patriarchs for future generations. Rhodesia’s white elite ironically responded to this problem by invoking models of socially controlled education initially developed to train and contain groups of people expected to be inferior: white girls, whose practical education prepared them for subordinate social roles, and African boys and men, whose schools sought to channel individual ambition into a defined, appropriate form of education that emphasized rural life and community values. Educational initiatives, though, proved incapable of making the racial and communal logic of segregation viable. In this case study of white crisis and administrative policy response it is possible to trace some of the logical and practical problems with the social planning initiatives of one of the most segregationist regimes anywhere.
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Factors influencing primary school teachers' enrolment in Higher Education Institutions through Distance Education Mode: the case of primary school teachers in Kakamega South District, Kenya - Sunguti, Joseph B (2011)
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Comparative Analysis of Students’ Direct Private Costs in Boarding and Day Secondary Schools in Kenya - Sureiman, O; Maisiba, JA; Kikechi, RW (Journal of Technology and Education in Nigeria, 2011)
Secondary education has been known to be core in the economic development of any country as it is a link to tertiary education. To improve on access, the government of Kenya started to subsidize secondary education in January 2008. This study tried to compare students’ direct private costs in boarding secondary schools to those in day secondary schools. The study was undertaken in Nyamira County, Kenya. The descriptive and ex post facto designs were used. The sample comprised of fifteen boarding schools, fifteen day schools and six hundred form four students. The data was collected using questionnaires and interviews. Data was analysed using descriptive and inferential statistics. Study findings revealed that the average student’s cost of Kshs 51,177(84.1%) in boarding school is higher than that of Kshs 33,822(71.1%) of day schools. The various costs of boarders were higher than for day scholars while their examination expenditure was not significantly different. The day scholars pay more for only transport because of their more frequency of travel. Both day and boarding schools do not charge the standardized charges as they violate it indirectly through the holiday tuition and remedial teaching levies. The study recommended that the government should increase the subsidy to secondary schools expenditure, encourage community income generating initiatives to support secondary education, intensify using a balanced scorecard approach so as to target secondary schools and or areas that need financial or material assistance, improve on the vetting of approved textbooks to reduce costs and ensure optimum enrolment to minimize the costs.
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Telecommunications and Climate Change: African and European Experiences and Requirements - Sutherland, Ewan (Social Science Research Network, 2011)
Climate change is recognized by both the African and European Unions as a significant challenge in terms of mitigation and adaptation, requiring technological advances and transfers. Information and communication technologies (ICTs) are believed to contribute around 2.5% of global emissions of greenhouse gases (GHGs), with increased demand, essential for economic growth and social cohesion driving up those emissions. Current estimates of emissions are probably incomplete and understated, lacking data from many companies. Forecasts of future emissions often contain unconvincing efficiency gains. These need to be revised using standardized life cycle analyses (LCA) combined with forecasts for a set of realistic scenarios for business leaders and policy-makers.
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Telecommunications and Climate Change: African and European Experiences and Requirements - Sutherland, Ewan (Social Science Research Network, 2011)
Climate change is recognized by both the African and European Unions as a significant challenge in terms of mitigation and adaptation, requiring technological advances and transfers. Information and communication technologies (ICTs) are believed to contribute around 2.5% of global emissions of greenhouse gases (GHGs), with increased demand, essential for economic growth and social cohesion driving up those emissions. Current estimates of emissions are probably incomplete and understated, lacking data from many companies. Forecasts of future emissions often contain unconvincing efficiency gains. These need to be revised using standardized life cycle analyses (LCA) combined with forecasts for a set of realistic scenarios for business leaders and policy-makers.
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Teachers' cognition and classroom teaching practice : an investigation of teaching English writing at the university level in Libya - Suwaed, Hameda (2011)
This thesis has grown out of interest in teaching practice at the university level in Libya. It aims to investigate writing teachers’ cognition about teaching writing in English language. These issues are investigated in this thesis and are preceded by explanation of the learning and teaching context in Libya, and a theoretical framework drawing on definitions of cognition, teachers’ knowledge and approaches to teaching writing that might help to understand the connection between the participants’ theoretical knowledge and their teaching practice. Educational, cultural, and personal views of teaching emerge as essential areas of investigation for understanding the teaching practice as well as the vision of teaching that teachers have developed over years of teaching experience. The findings are generated from a mixture of interviews, classroom observation, and workshops. The findings show that although the participants share many background features of the teaching contexts, they have different views about the actual practice of teaching writing. These views can be categorised into three broad groups. The first group focuses on form and micro skills of writing. The second group balances form with content. The third group focuses more on fluency and writing extended pieces of writing. In addition, the findings show that the writing teachers in the three selected Libyan universities largely depend on their own self development and informal learning to deal with challenges such as inconsistent syllabus, students’ mixed level and large class sizes. Furthermore, the findings of the study make a contribution in relation to exploring the ways in which professional development can be introduced by a trial of two workshops. Most importantly, the workshops show that teachers’ willingness to broaden their knowledge of teaching motivates them to seek opportunities for shared professional development.
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Alcohol Marketing, Drunkenness, and Problem Drinking among Zambian Youth: Findings from the 2004 Global School-Based Student Health Survey - Swahn, Monica H.; Ali, Bina; Palmier, Jane B.; Sikazwe, George; Mayeya, John (Journal of Environmental and Public Health, 2011)
This study examines the associations between alcohol marketing strategies, alcohol education including knowledge about dangers of alcohol and refusal of alcohol, and drinking prevalence, problem drinking, and drunkenness. Analyses are based on the Global School-Based Student Health Survey (GSHS) conducted in Zambia (2004) of students primarily 11 to 16 years of age (). Four statistical models were computed to test the associations between alcohol marketing and education and alcohol use, while controlling for possible confounding factors. Alcohol marketing, specifically through providing free alcohol through a company representative, was associated with drunkenness (AOR = 1.49; 95% CI: 1.09–2.02) and problem drinking (AOR = 1.41; 95% CI: 1.06–1.87) among youth after controlling for demographic characteristics, risky behaviors, and alcohol education. However, alcohol education was not associated with drunkenness or problem drinking. These findings underscore the importance of restricting alcohol marketing practices as an important policy strategy for reducing alcohol use and its dire consequences among vulnerable youth.
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Transboundary Rivers and Climate Change : African and Asian Rivers - Swain, Ashok; Krampe, Florian (Conflict Trends, 2011)
Water is a basic condition for life. It also plays a fundamental role in human development. Besides daily use, it is crucial for agriculture and industry. Inequality of access to the resource as well as its mismanagement undermines welfare, affects human security and creates risk of conflict. Thus, water scarcity is not limited to environment and development concern, it has become part of the political agenda and an important national security issue. However, in spite of many attempts in the post-Cold War period, the global water crisis remains unresolved and water shortages have the potential to threaten global peace, prosperity and stability. As the World Water Council argues: This crisis has been aggravated by factors such as accelerating population growth, increasing inequalities, national or regional conflicts and the influence of climate change on the water cycle. Approximately 900 million people already live without clean drinking water, 2.6 billion people lack adequate sanitation, and 2.2 million children die every year from unsafe water related diseases.
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Climate Change and the Risk of Violent Conflicts in Southern Africa - Swain, Ashok; Swain, Ranjula Bali; Themnér, Anders; Krampe, Florian (2011)
This study aims to identify regions in the Zambezi River Basin in Southern Africa that are prone to risk of violent conflicts (collective violence, popular unrest) induced by climatic changes/varia ...
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Re-engineering Education and Training for Economic and Social Development in the 21 st Century: A Focus on Technology and Skills Development in National Education and Training Systems in Africa - Swarts, Patti; Clarke, Denise; Hooker, Mary; Palmer, Lina; Wachira, Esther (2011)
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Negotiating modern and traditional discourses of HIV/AIDS in a rural South African community: school impact and personal cost - Swift, Andrew (2011)
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The Evolution and the Expectation in the Teaching/Learning of Quality Bilingualism for Quality Education at the Tertiary Level of Education in Cameroon - Tabe, Ojage Nicoline Agbor (Folia Linguistica et Litteraria, 2011)
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Phenotypic Characterization of Local Maize Landraces for Drought Tolerance in Kenya - Tabu, I.M.; Munyiri, S. W.; Pathak, R. S. (2011)
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Lifelong learning and the attainment of the education‐related Millennium Development Goals 2 and 3 in Ghana. Is there a critical nexus? - Tagoe, Michael Ayitey (International Journal of Lifelong Education, 2011)
In an environment of rapid technological change, countries in the developed and developing worlds need to improve the population's skills and competences. Since 1992, education reforms and various ...
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The implementation of the right to education in South Africa and Nigeria - Taiwo, E. A. (2011)
The thesis examines the right to education in South Africa and Nigeria. It presents the right to education as an empowerment right which is given a wide recognition in a number of important international and regional human rights instruments as well as in national constitutions. It asserts that the right to education is a right with a multiplying effect in the sense that where it is effectively guaranteed, it enhances the enjoyment of all other rights and freedoms, and when it is denied, it precludes the enjoyment of many other human rights. The thesis examines the provisions of relevant international and regional human rights instruments to assess the adequacy of a framework that applies to South Africa and Nigeria's obligations regarding the right to education. It argues that those instruments impose obligations on all the States to make primary, secondary and higher levels of education available, accessible, acceptable and adaptable to all in their territories. It argues that by having ratified those international agreements in which the right to education is protected, both South Africa and Nigeria assume obligations under international law, enjoining them to realise the right to education and to respect freedoms in education. The study adopts a comparative approach and relies on primary and secondary sources of data; the data is subjected to an in-depth content analysis. The focus of the comparison is on whether the South African's position regarding the right to education can inform Nigeria's interpretation of the right to education. The reason being that the Nigerian Constitution does not provide for the right to education as a basic right as exists in South Africa. The Nigerian Constitution categorised the right to education under “fundamental objectives and directive principles” which are non-justiciable. In this sense, the thesis argues that the legal classification of the right to education, to a large extent, affects its realisation in Nigeria. It suggests that an important area where Nigeria could learn from South Africa is the issue of justiciability and constitutionalising the right to education as well as other socio-economic rights. In terms of implementation, the thesis submits that despite the international obligations and commitments to provide education for all, there is a significant gap between what is stipulated and the practical realities in the two countries. It argues that the right to education is more than a mere school attendance, how well a learner progresses in school is equally important. It posits that the high failure rates and the progressive slide in students' performances in schools xx examinations as shown in the study illustrate the poor quality and falling standard of education in the two countries. South Africa enjoys one of the highest rates of formal school enrolment of any developing country, yet the link between access and success is also weak in the South African schools just as in Nigerian schools. Inadequate planning, poor implementation of policies, lack of adequate…
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Change in the Prevalence of Overweight and Obesity among School Children in Tebessa (Eastern Algeria) between 1995 and 2007 - Taleb, Salima; Oulamara, H.; Agli, A.-N. (Journal of obesity and weight loss therapy, 2011)
Background:The frequencies of the overweight and the obesity are in increase at the children in the world, what led the World Health Organization (WHO) to speak about real epidemic. The situation of Algeria is badly known until now. The main objective of the study was to esteem the distribution, in a population of children and teenagers schooled to Tébessa by the corpulence esteemed by the Body Mass Index (BMI). Methods:All 4-13-year-old children attending public schools in the Commune of Tébessa were measured and weighed during a systematic health check at school from 1995 to 2007. BMI was calculated and plotted on standardized BMI for age tables, using the International Obesity Task Force (IOTF) references. Result: The frequency of the overweight and obesity according to the references of the IOTF was estimated at 11.37 p hundred between 1995 and 2007. This prevalence passed from 17.39 % in 1995 /98 to 8.49 % in 2005 /2007. The older children from 10 to 13 years are the only ones which presented an evolution during this period. The girls are touched by obesity than the boys. Conversely the boys are touched slightly by the overweight than the girls. A significant decrease or in the prevalence of overweight and obesity was observed during this period in both boys and girls. Conclusion: These observations from Tébessa, showing a reduction in obesity and overweight in among the girls and boy. However, follow-ups of the stoutness of the children are useful in order to prevent this epidemic.
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The experiential learning process in farmer field school in rice production innovation : a case of Ruanda - Majenje irrigation scheme in Mbarali district, Tanzania - Talibo, M.C. (2011)
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Iron status, anthropometric status and cognitive performance of black African school children aged 6–11 years in the Klerksdorp area - Taljaard, Christine (2011)
OPSOMMING iv ABSTRACT AIM Poor iron status and under-nutrition among children are of concern not only in South Africa but worldwide. Both independent and combined associations between poor iron status, undernutrition and cognitive development and function have been investigated. This mini-dissertation investigated possible associations between iron status indicators, anthropometric nutritional status and cognitive performance in the Beverage Fortified with Micronutrients (BeForMi) study population (black South African children aged 6-11 years in the North-West province of South Africa). METHODS The study was cross-sectional and based on the BeForMi study baseline data. Primary school children (n = 414) with the highest serum transferrin receptor (STR) and zinc protoporphyrin (ZnPP) levels were included. Anthropometric z-scores – BMI-for-age (BAZ), height-for-age (HAZ), and weight-for-age (WAZ) – and iron status indicators – haemoglobin (Hb), serum ferritin (SF), STR and ZnPP – were determined. The Kaufman Assessment Battery for Children, Second edition (KABC-II) was used to generate cognitive scores. RESULTS Fourteen percent of children were underweight (WAZ ≤ 2 SDs), 12.8% stunted (HAZ ≤ 2 SDs) and 8.4% wasted (BAZ ≤ 2 SDs). Of the children, 7.1% were anaemic (Hb < 11.5 g/dL), 13% iron depleted (Hb ≥ 11.5 g/dL and SF < 12 μg/L) and 2.7% had iron deficiency anaemia (Hb < 11.5 g/dL and SF < 12 μg/L). Low iron stores (SF < 12 μg/L) were observed in 15.7% of the children. Positive correlations were found between SF and WAZ (r = 0.1, p = 0.047), Hb and HAZ (r = 0.13, p = 0.007) and WAZ (r = 0.13, p = 0.009). Positive correlations with small effect sizes were observed between some cognitive scores and z-scores (p < 0.05, r-value range 0.10 0.24). Negative correlations with small effect sizes were observed for the subtests Triangles and Rover (both subtests on simultaneous processing) with Hb (p = 0.008, r = -0.13) and SF (p = 0.04, r = -0.1) respectively. Higher HAZ, WAZ and education level of the head of household were all significantly associated with the likelihood that a child would fall within the upper quartile of Hb values in our study group (p = 0.036, p = 0.032 and p = 0.036 respectively).
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The use of LSP dictionaries in secondary schools—a South African case study - Taljard, Elsabé; Prinsloo, D.J.; Fricke, Irene (South African Journal of African Languages, 2011)
This article reports on the results of a broad evaluation of the efficacy of the Multilingual Explanatory Science Dictionary and Multilingual Explanatory Math Dictionary in a multilingual educational environment. The aim of the investigation is to ascertain (a) whether the target users possess the necessary dictionary using skills to make use of the dictionaries effectively, and (b) whether the benefit of exposure to definitions of terms in the home language is significant in the decoding of the meaning of science and mathematical terms. Data were collected by means of two questionnaires that were completed by members of the intended target user group. Participants in the study revealed themselves inexperienced and untrained dictionary users with rudimentary dictionary using skills. They were able to perform simple look-up procedures but performed badly in cases where a more sophisticated approach is called for.
openalex: W2118032945 mag: 2118032945
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Three Instances of Western Colonial Governments and Christian Missions in Cameroon Education: 1884-1961 - Tamanji, Asenju Callistus (2011)
openalex: W1505078280 mag: 1505078280
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Attitudes des enseignants du secondaire face à l'intégration des TIC dans les pratiques de classe : Etat des lieux des écoles concernées par l’Agenda Panafricain en Afrique francophone Secondary teachers behaviors facing the integration of ICT in classroom practices: the case of the schools participating in the Francophone Africa Pan-African diary - Tamboura, Yaba (2011)
Cet article prend appui sur l’etude menee dans les pays africains francophones membres de l’agenda panafricain pour l’integration des TIC dans l’enseignement (PANAF). Il vise a presenter un etat des lieux des competences et des attitudes des enseignants de l’enseignement secondaire en Afrique francophone face a l’integration et la generalisation des technologies de l’information et de la communication (TIC) dans l’enseignement. Il montre, d'une part que certains enseignants (es) dispensent les cours a travers les TIC et, d'autre part, il met l’accent sur les tendances en matiere d'utilisation effective et de besoins de formation, ainsi que les obstacles a une integration methodologique des TIC en classe.
openalex: W139344235 mag: 139344235
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The barriers of higher education in the African countries of Zambiaand Tanzania - Tamilenthi, S.; Emmie, L. (Archives of Applied Science Research, 2011)
Higher education plays a vital role in the nation’s development. The Higher education which means above secondary school starts from graduate level. The South African countries of Zambia and Tanzania have taken for the study as one of the researchers is serving in the study area. The sampling is purposive or judgmental sampling of 50 was used in this study and 25 participants were selected in each country who are graduate students and academicians. The questionnaire was converted into numerical data state in order to assess the intensity of barriers. Barriers to Higher education with reference to Gender, Location, Educational qualification of the parent, Marital status, Income level of the family, Age and type of the Institution of a candidate is analyzed. The data was analyzed by using SPSS software. The appropriate results were drawn to Alarm and address the Government policy makers, NGO’s, Heads of the Higher education Institutions and researchers to find the reasonable solution to meet the great challenges of the African countries.
openalex: W2609375812 mag: 2609375812
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Staff, infrastructure, amenities and academic achievements of the high schools of Chipata District, Eastern Province of Zambia - Tamilenthi, S.; Mohanasundram, K.; Padmini, V. (Archives of Applied Science Research, 2011)
School plays major role in the society for the Ed ucation, Economy, Environment, formation of culture and manpower to nation. The School whi ch has got sophisticated and produces the good result then its attracted many students. The s ame not much facility, poor quality of teaching and poor results of examinations is less a ttractive. In this context staff, infrastructure and amenities are equally contributes for the bette r study environment and academic achievements too. The African country of Zambia has taken for the study as one of the researchers was in the study area from April to Sep , 2011. The sample of 20 high schools was taken for this study using stratified random sampling method . The questionnaire was converted into numerical data state in order to analyze the sof high schools. The high schools were analysed with reference to staff, infrastructu re, amenities and achievements . The data was analyzed by using SPSS software. The appropriat e results were drawn to indicate the deficiencies and suggestions to improve is to ad dress to the school inspectors, Educational officers to take appropriate step to improve the qu ality of education in this country.
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Higher education in Libya, system under stress - Tamtam, Abdalmonem; Gallagher, Fióna; Olabi, Abdul–Ghani; Naher, Sumsun (Procedia - Social and Behavioral Sciences, 2011)
There have been few studies conducted on the problems facing higher education system in Libya. Recent research has shown that there is a significant gap in higher education levels. This means, there is an urgent need to address this by filling this gap, research focused the problem show that, the gap can be blamed on changes of systems and policies in the country. However much of the burden emanates from the rapid growth of learning institutions. University colleges have spread across Libya and a ban of foreign language in Libya has played a central role in stressing the higher education system. The paper aims to present a comprehensive insight with references to the higher education system in Libya and how policy and administration backed by political nuances have caused the current situation that has affected the quality of the education. The methods used in the paper include: literature review, policy document content analysis, quality assurance policies analysis. Research shows that there is a significant gap in higher education levels. This means, there is an urgent need to address this by filling this gap. The paper draws from a wide range research ideal recommendations and possible solutions for problems.
openalex: W1999943544 mag: 1999943544
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Comparative Essay on Returns to Education in Palestine and Turkey - Tansel, Aysıt; Daoud, Yousef (Social Science Research Network, 2011)
This study exposes a comparative treatment of the private returns to education in Palestine and Turkey over the period 2004-2008. Comparable data, similar definitions and same methodology are used in the estimations. The estimates are provided first for average returns to education second for returns at different levels of schooling and finally for returns by different sectors of employment. The results suggest that returns to schooling are higher for Turkey at the various levels of education for Females and males and for both years 2004 and 2008. It is believed that the relative size of the Palestinian economy the uniqueness of subjugation to military occupation contribute greatly to this result. In 2008, returns are lower than 2004 levels for all levels of education; the pattern is less obvious for Turkey across the various levels. However, the 2008 crisis seems to have influenced the more educated more severely (MA and above) in both countries. Female returns to education are higher for women than men in both countries; the gender gap has worsened in 2008, but more so for Palestine. The median ratio of male to female return is 0.55 (university) in 2004 and decreased to 0.17 (high school) in 2008 in Palestine. The corresponding figures for Turkey are 0.79 and .082 (both for high school).Finally, it was found that the selectivity corrected return estimates are lower than the OLS estimates in Palestine while they are higher than the OLS estimates in Turkey.
openalex: W1530010176 mag: 1530010176
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Comparative Essay on Returns to Education in Palestine and Turkey - Tansel, Aysıt; Daoud, Yousef (Social Science Research Network, 2011)
This study exposes a comparative treatment of the private returns to education in Palestine and Turkey over the period 2004-2008. Comparable data, similar definitions and same methodology are used in the estimations. The estimates are provided first for average returns to education second for returns at different levels of schooling and finally for returns by different sectors of employment. The results suggest that returns to schooling are higher for Turkey at the various levels of education for Females and males and for both years 2004 and 2008. It is believed that the relative size of the Palestinian economy the uniqueness of subjugation to military occupation contribute greatly to this result. In 2008, returns are lower than 2004 levels for all levels of education; the pattern is less obvious for Turkey across the various levels. However, the 2008 crisis seems to have influenced the more educated more severely (MA and above) in both countries. Female returns to education are higher for women than men in both countries; the gender gap has worsened in 2008, but more so for Palestine. The median ratio of male to female return is 0.55 (university) in 2004 and decreased to 0.17 (high school) in 2008 in Palestine. The corresponding figures for Turkey are 0.79 and .082 (both for high school).Finally, it was found that the selectivity corrected return estimates are lower than the OLS estimates in Palestine while they are higher than the OLS estimates in Turkey.
openalex: W3124389298 mag: 3124389298
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Parenting and the girl child enrolment in secondary school education among pastoral communities: a case of the Il-Chamus of Baringo District, Kenya - Tanui, E.K.; Ndegwa, Lucy; Cheboi, Stephen Tomno; Jeruto, E. (2011)
openalex: W1599644063 mag: 1599644063
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The explanatory power of factors associated with the perceived risk of contracting HIV among senior secondary school learners in Kumba, Cameroon - Tarkang, E. E.; Wal, D.M. Van der; Ehlers, V.J. (Africa journal of nursing and midwifery, 2011)
This article reports on the knowledge, attitudes and perceptions relating to HIV/AIDS and condom use, and reported sexual behaviours among senior secondary school learners in Kumba, Cameroon. The goal of the study was to determine how at risk learners perceived themselves to be of contracting HIV/AIDS within the parameters set by the Health Belief Model (HBM). The objective of the article is to report on the components of the HBM with statistically significant explanatory associations with the outcome variable of how at risk respondents perceived themselves to be with regard to contracting the HI-virus. A quantitative descriptive, exploratory and correlational research design was adopted, using a self-designed questionnaire for data collection. Respondents were selected through disproportional stratified simple random sampling resulting in 480 (240 male and 240 female) grade 10 to grade 12 learners from two participating secondary schools in Kumba, Cameroon. Descriptive and inferential statistics were calculated using the SPSS version 12 software program. Logistic regression analysis indicated that demographic data and perceived barriers to condom use were the only two factors that had statistically significant relationships with the outcome variable at the level p < 0.05.
openalex: W2141650112 mag: 2141650112
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Uncovering indicators of effective school management in South Africa using the National School Effectiveness Study - Taylor, Stephen (RePEc: Research Papers in Economics, 2011)
For many poor South African children, who are predominantly located in the historically disadvantaged part of the school system, the ongoing low quality of education acts as a poverty trap by precluding them from achieving the level of educational outcomes necessary to be competitive in the labour market. An important question is the extent to which this low quality of education is attributable to poverty itself as opposed to other features of teaching and management that characterise these schools. The literature explaining schooling outcomes in South Africa has reached a consensus that additional educational resources are no guarantee of improved outcomes. While socio-economic status remains the most powerful determinant of educational outcomes, studies have typically struggled to isolate other school and teacher characteristics that consistently predict outcomes, leaving much of the variation in achievement unexplained. Several authors have pointed to an ineffable mix of management efficiency and teacher quality that must surely underlie this unexplained component. The National School Effectiveness Study (NSES) is the first large-scale panel study of educational achievement in South African primary schools. It examines contextually appropriate features of school management and teacher practice more thoroughly than other large sample surveys previously administered in South Africa. Using the NSES data, this paper identifies specific aspects of school organisation and teacher practice, such as the effective coverage of curriculum and completed exercises, which are associated with literacy and numeracy achievement and with the amount of learning that occurs within a year of schooling. Some suggestions are also made regarding the appropriate way to interpret these results for the purpose of policy-making.
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How well do South African schools convert grade 8 achievement into matric outcomes - Taylor, Stephen; Berg, Servaas van der; Reddy, Vijay; Rensburg, D. Janse van (RePEc: Research Papers in Economics, 2011)
School retention in South Africa and performance in the major school-leaving matric examination are characterised by significant inequalities on the basis of race and socio-economic status. In order to know at what point in the educational trajectory policy interventions and school improvement programmes will be most effective, it is necessary to trace the development of these educational inequalities to earlier phases of schooling and before. This paper reports on findings from a unique dataset that tracks individuals who participated in TIMSS in 2002 as grade 8 students to matric in 2006 and 2007. This permits an investigation into the extent to which educational inequalities are already evident by the eighth grade, and what if anything is achieved by secondary schools to reduce them. Several noteworthy findings emerge. The overall level of achievement, at both grade 8 and matric, differs widely across the historically different parts of the school system. There are also intriguing differences in the abilities of different parts of the system to convert grade 8 achievement into matric outcomes. What is clear is that inequalities in the cognitive ability of students at the outset of secondary school persist and that there is no observable evidence of a closing of these gaps by matric. This points to the importance of interventions prior to secondary school – at the primary school level and even at the level of early childhood development. Finally, it is also demonstrated that the decision to take mathematics in matric is characterised by a high degree of randomness within the historically black part of the school system. This points to the value of meaningful assessment practices and feedback to students, which serve as an important signal as to whether or not to choose mathematics as a matric subject.
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Muslim schools and education in Europe and South Africa - Tayob, Abdulkader; Niehaus, Inga; Weiße, Wolfram (2011)
Contents Abdulkader Tayob, Inga Niehaus and Wolfram Weisse Introduction Inga Niehaus Emancipation or Disengagement? Muslim Minorities and their Islamic Schools in Britain, the Netherlands and South Africa Yusef Waghid Critical Islamic Pedagogy: Possibilities for Cultivating Democratic Citizenship and Cosmopolitanism in Muslim Schools Abdulkader Tayob Islamization for South African Muslim Independent Schools Aslam Fataar Identity, Religious Conversion and Spatial Mobility. The Case of Fuzile Ali at a Muslim Community School in Cape Town Muhammad Khalid Sayed South African Madrasahs Move into the 21st Century Dietrich Reetz The Tablighi Madrassas in Lenasia and Azaadville. Local Players in the Global 'Islamic Field' Lubna Nadvi What does it Mean to be a Young Muslim in Contemporary South Africa? Perspectives on Popular Culture, Education, Muslim Public Discourses and Civic and Political Participation Wolfram Weisse Muslim Religious Instruction or 'Religious Education for All'? Models and Experiences in the European Context Andreas Hieronymus Muslim Identity Formations and Learning Environments Michael Kiefer and Irka-Christin Mohr The Pros and Cons of Islamic Religious Education in German Schools Alison Scott-Baumann Developing Islamic Higher Education for a Secular University Sector: Orientalism in Reverse?
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L’impact des TIC sur les apprentissages scolaires des jeunes filles en Afrique : les cas des Centres de Ressources Multimédia de deux Lycées publics du Cameroun The Impact of ICT on school learning of girls in Africa: the case of Multimedia Resource Centres of two public secondary schools in Cameroon - Tchamabé, Marcelline Djeumeni (2011)
Le contexte de cette recherche est celui de l'integration pedagogique des TIC en education dans deux etablissements publics secondaire du Cameroun. Elle s'inscrit dans l'objectif de mieux comprendre le role du genre dans l'education et l'apprentissage avec les TIC au Cameroun. Deux categories d’indicateurs ont ete analyses : l’impact des TIC dans l’enseignement et l’apprentissage et sur le genre. Les statistiques descriptives et l'analyse des contenus nous ont permis d'obtenir les resultats suivants: les jeunes filles constituent environ la moitie des eleves des etablissements participant a l'enquete. Elles ont toutes acces aux CRM et a ses ressources et utilisent leurs ressources pour apprendre. Leses gains pour l'apprentissage des disciplines scolaires, l'amelioration des processus d'apprentissage et des resultats scolaires semblent importants. Ces TIC presentent des atouts pour l'atteinte des Objectifs du Millenaire pour le Developpement mais sous certaines conditions qui concernent l'equipement, la connectivite et les competences des enseignants.
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Trace-element distribution between coexisting aqueous fumarole condensates and natrocarbonatite lavas at Oldoinyo Lengai volcano, Tanzania - Teague, Alexander J.; Hanley, Jacob J.; Seward, Terry M.; Reutten, Frederik (2011)
Fieldwork was conducted in the active north crater of Oldoinyo Lengai volcano, Tanzania. Gases, aqueous fumarole condensates, and freshly erupted natrocarbonatite lavas were collected from several hornitoes associated with the same eruptive center and are considered to represent genetically related products of the same shallow magma chamber. Apparent trace-metal mineral-mineral partition coefficients were derived for the major carbonate phases, gregoryite and nyerereite, and several accessory phases within the fresh lava samples. Trace metals display an affinity for the accessory minerals.
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Comparison of Mosses as Bioindicator of Heavy Metal Pollution in Aramoko-Ekiti and Are-Ekiti, Nigeria - Tedela; Adebiyi (农业科学与技术：A, 2011)
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The roles of management skill training and learning from abroad in the Ethiopian manufacturing sector - Tefera, Girum (2011)
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Mineralogical and geochemical fingerprints of mantle metasomatism beneath Nyos volcano (Cameroon volcanic line) - Teitchou, Merlin Isidore; Grégoire, Marilaure; Temdjim, Robert; Ghogomu, R.T.; Ngwa, Caroline Neh; Aka, Festus Tongwa (2011)
Basaltic lavas of Nyos volcano (Cameroon) mostly contain mantle peridotite xenoliths consisting of spinel-bearing lherzolites and harzburgites. Based on the trace-element patterns, especially rare earth element (REE) patterns, two groups of samples have been distinguished: group 1 samples are characterized by spoon-shaped REE patterns, and group 2 samples show light (L) REE–enriched patterns. Mineralogical characteristics together with major- and trace-element compositions point to a low degree of partial melting (less than 5%) and metasomatic processes. The latter mechanism explains in particular the LREE content of bulk rocks and clinopyroxenes and the occurrence of hydrous minerals in some samples. All the...
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Health Promotion through ABC Education: Agenda Setting and the Development of the ABC Strategy in Zambia - Tembo, Doreen (2011)
openalex: W2923408791 mag: 2923408791
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Exploring Resilience in African American Single Mothers of Children with Disabilities and Its Impact on Their Engagement in the IEP Process. - Temple-Journiette, Cheryl Elaine (2011)
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Understanding Social Justice: Improving the Academic Achievement of African American Students. - Templeton, Nathan R. (International Journal of Educational Leadership Preparation, 2011)
NCLB seeks to level the playing eld by narrowing class and racial gaps in school performance by establishing common expectations. No Child Left Behind Act (2001) increases the standards of accountability for states and schools, thus requiring educational leaders to rethink current school strategies. Holding individual schools accountable for the academic achievement of traditionally under-served groups of children, such as low-income students, students with disabilities, and students of major racial and ethnic subgroups is one of the key components of the legislation. As the demands of high-stakes accountability continue to mount on public school administrators, a better understanding of these challenges must be examined. Particularly, schools must now approach the achievement gap between white and African American students with deliberate resolve, setting high expectations and establishing measurable goals to improve individual outcomes. note: This manuscript has been peer-reviewed, accepted, and endorsed by the National Council of Professors of Educational Administration (NCPEA) as a signi cant contribution to the scholarship and practice of education administration. In addition to publication in the Connexions Content Commons, this module is published in the International Journal of Educational Leadership Preparation, Volume 6, Number 2 (April June, 2011), ISSN 2155-9635. Formatted and edited in Connexions by Theodore Creighton and Brad Bizzell, Virginia Tech, and Janet Tareilo, Stephen F. Austin State University. ∗Version 1.2: Apr 19, 2011 2:24 pm GMT-5 †http://creativecommons.org/licenses/by/3.0/ http://www.ncpeapublications.org http://cnx.org/content/m37454/1.2/ Connexions module: m37454 2 1 Sumario en espanol NCLB procura nivelar la cancha de deportes angostando clase y vacios raciales en el desempeno de la escuela estableciendo esperanzas comunes. Ningun Nino Dejo atras de Acto (2001) aumenta los estandares de responsabilidad para estados y escuelas, asi requiriendo a lideres educativos a volver a pensar estrategias actuales de escuela. Teniendo a individuo educa responsable para el logro academico de grupos tradicionalmente bajo-servidos de ninos, como estudiantes de ingresos bajos, los estudiantes con incapacidades, y con los estudiantes de mayor subgrupos raciales y etnicos son uno de los componentes clave de la legislacion. Como las demandas de responsabilidad de alto-estacas continuan montar en administradores publicos de escuela, una mejor comprension de estos desafios debe ser revisada. Especialmente, las escuelas ahora deben acercarse el vacio de logro entre blanco y estudiantes norteamericanos africanos con resolucion deliberada, poniendo esperanzas altas y estableciendo objetivos mensurables para mejorar resultados individuales. note: Esta es una traduccion por computadora de la pagina web original. Se suministra como informacion general y no debe considerarse completa ni exacta.
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Analysis on National Curriculum Reform of Vocational and Technical School in South Africa - Teng-fei, Tian (Vocational and Technical Education, 2011)
The national reform of vocational and technical school in South Africa is the extension and development on the basis of curriculum reform of year 2005,which has inherited the reform view taking outcomebased education as the core as well as given attention to the particular demand of professional school-running characteristics of technical schools,and it has two important aims:on one side,help the courses of technical schools adapt to the value and views of democracy,solidarity,equality and justice stated by the Constitution of South Africa;secondary,satisfy the urgent demand for middle and high level skilled talents of social and economic construction.
openalex: W2354067901 mag: 2354067901
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Analysis on Quality Assurance System of Teacher Education in South Africa - Teng-fei, Tian (Teacher Education Research, 2011)
In order to ensure the quality of teacher education,South Africa has established the continuous integration of quality assurance system,which includes institutional audits,programme accreditation,teachers' qualification accreditation,and teacher's professional development.In response,South Africa has also found a number of teacher education quality assurance bodies such as Higher Education Quality Committee,South African Council of Educators,Sector Education and Training Authority and so on.At present,the quality assurance system in South Africa has formed a lot of typical features in criteria for institutional audits,criteria for programme accreditations,qualification authentication standard,continuing professional teacher development,professional ability description and code of professional ethics,etc..All of these would provide beneficial international experience for building quality assurance system.
openalex: W2360560537 mag: 2360560537
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Analysis on Types and Accreditation of Teachers' Qualification in South Africa - Teng-fei, Tian (Global education, 2011)
In order to improve teachers' quality,South Africa government implements the system of teachers' qualification accreditation which ensure teacher education institution work effectively,and play a great role in the improvement of middle and primary school teachers' quality.Teachers' qualification accreditation in South Africa has a typical feature in the basis,standers,requirement and procedure of accreditation,qualification conversation etc…,and also it can provide beneficial international experience.
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Higher education in Ethiopia: challenges and the way forward - Tessema, Asrat; Abebe, Mulugeta (International Journal of Education Economics and Development, 2011)
This paper addresses a range of critical problems involving higher education funding, curricula, staff recruitment, retention and development, and student affairs that the system of higher education in Ethiopia is facing. After discussing the fundamental contributions of higher education to technological innovations, better health, improved service delivery, labour productivity, pluralism, and democratic governance, the paper examines the current state of affairs of higher education in Ethiopia. It not only discusses the problems and issues of higher education, but it also explores the ramifications of the pressure that the current expansion of higher education has on the staff, meagre resources, and facilities, thereby raising grave concern for the quality of education. The paper concludes that higher education institutions in Ethiopia are underfunded and understaffed with the curricula running the risk of becoming obsolete. Finally, it sheds light on ways to deal with the plethora of problems that the system of higher education in Ethiopia is encountering.
openalex: W2140586181 mag: 2140586181
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Adaptation to Climate Change and Variability: Farmer Responses to Intra-seasonal Precipitation Trends in South Africa - Thomas, David S.G.; Twyman, Chasca; Osbahr, Henny; Hewitson, Bruce (2011)
We describe the nature of recent (50 year) rainfall variability in the summer rainfall zone, South Africa, and how variability is recognised and responded to on the ground by farmers. Using daily rainfall data and self organising mapping (SOM) we identify 12 internally homogeneous rainfall regions displaying differing parameters of precipitation change. Three regions, characterised by changing onset and timing of rains, rainfall frequencies and intensities, in Limpopo, North West and KwaZulu Natal provinces, were selected to investigate farmer perceptions of, and responses to, rainfall parameter changes. Village and household level analyses demonstrate that the trends and variabilities in precipitation parameters differentiated by the SOM analysis were clearly recognised by people living in the areas in which they occurred. A range of specific coping and adaptation strategies are employed by farmers to respond to climate shifts, some generic across regions and some facilitated by specific local factors. The study has begun to understand the complexity of coping and adaptation, and the factors that influence the decisions that are taken.
openalex: W4245117618
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Equity, Power, and Capabilities: Constructions of Gender in a Tanzanian Secondary School - Thomas, Matthew A. M.; Rugambwa, Allen (Feminist Formations, 2011)
This article aims to move beyond issues of access to schooling for girls to investigate the constructions of gender through a macro-level analysis of policy and micro-level analysis of practice at a secondary school in Tanzania. State-sanctioned school texts are examined, as well as classroom discourse and teachers’ understandings of gender, to show how both “gender as equity” and “gender as power relations” perspectives interact in schools. While there have been advances in the recognition of gender as a structuring force within schools and society, this article contends that the capabilities approach adds value to these views by considering how gendered texts and discourses may still be limiting the capabilities of female and male students in Tanzanian secondary schools.
openalex: W2126858034 mag: 2126858034
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Barriers to Persistence in Adult Basic Education: The Experiences of African American Learners - Thomas, Simone (2011)
openalex: W189715457 mag: 189715457
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Regional higher education initiatives lessons for Southern Africa - Thompson, K.J. (2011)
openalex: W2229602234 mag: 2229602234
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Reactions of senior high students to indigenous moral values: a survey of students in Central Region, Ghana - Thompson, Mumuni; Asare-Danso, Seth (International Journal of Research, 2011)
openalex: W2596658936 mag: 2596658936
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One Student One Family and the Mozambique Eyecare Project - Thompson, Stephen; Phelan, Aoife; Santana, Tatiana; Catarino, Elizebete; Ocampo, Vivien; Faria, Cesar; Loughman, James (2011)
openalex: W563156402 mag: 563156402
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Reducing subsistence farmers' vulnerability to climate change: the potential contributions of agroforestry in western Kenya. - Thorlakson, Tannis (2011)
openalex: W2958791326 mag: 2958791326
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Influence of headteachers' conflict management styles on teachers' job satisfaction in public primary schools, Gilgil District, Kenya - Thuku, Wachira (2011)
Effective school management depends on collaboration and teamwork among teachers and administrators. Decision making in educational systems is frequently characterized by conflict and disagreement due to differences o f interests and opinions among the players. The purpose o f this study was to find out whether teachers jo b satisfaction is influenced by the conflict management strategy employed by the head teacher. A total o f 28 primary schools participated in the study, which were selected using stratified sampling. The respondent of the study were 22 headteachers and 184 teachers in the sampled schools. Analysis of the data was done using descriptive statistics using frequency, and percentages and tabulating them appropriately. Results o f the study indicated that in schools where the head teacher used control-oriented conflict management strategies, 81% o f teachers tended to be dissatisfied. Teachers reported higher levels o f satisfaction at 90.9% when the head teacher used collaborative approach, open communication and a problem solving stance when dealing with conflict situations. The study findings present a case for a paradigm shift from the traditional, control oriented behaviors and styles o f handling conflict in schools to the modem, collegial and solution oriented strategies. Head teachers are challenged to manage conflicts using strategies, which induce teachers to gain a sense o f being valued as
openalex: W2256350218 mag: 2256350218
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Current Climate Variability and Future Climate Change: Estimated Growth and Poverty Impacts for Zambia - Thurlow, James; Diao, Xinshen (RePEc: Research Papers in Economics, 2011)
Economy-wide and hydrological-crop models are combined to estimate and compare the economic impacts of current climate variability and future anthropogenic climate change in Zambia. Accounting for uncertainty, simulation results indicate that, on average, current variability reduces gross domestic product by four percent over a ten-year period and pulls over two percent of the population below the poverty line. Socio-economic impacts are much larger during major drought years, thus underscoring the importance of extreme weather events in determining climate damages. Three climate change scenarios are simulated based on projections for 2025. Results indicate that, in the worst case scenario, damages caused by climate change are half the size of those from current variability. We conclude that current climate variability, rather than climate change, will remain the more binding constraint on economic development in Zambia, at least over the next few decades.
openalex: W3122384144 mag: 3122384144
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An exploration of teachers' experiences in teaching standard four mathematics and science curriculum in second language : a case study in three selected Lesotho primary schools in rural areas. - Thuzini, Mamzwandile Alinah. (2011)
openalex: W2337331138 mag: 2337331138
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A roadblock to social justice? An analysis and critique of the South African education Roadmap - Tikly, Leon (International Journal of Educational Development, 2011)
The article provides an analysis and critique of contemporary debates concerning the quality of education in South Africa from a social justice perspective. In particular the article focuses on the Education Roadmap which has gained support from a range of stakeholders in South Africa including key members of the newly elected government. The Education Roadmap is considered in relation to dominant approaches to understanding education quality within the education literature, namely the human capital and human rights based approaches. It is argued that the Roadmap shares characteristics of both approaches although it is particularly influenced by the former. The article sets out an alternative approach based on social justice principle that, whilst developing and extending aspects of dominant approaches, is considered pertinent because it articulates with historical struggles around education in South Africa. It is suggested that although the Roadmap demonstrates limited characteristics of a social justice approach, it falls short in other key aspects and it is these aspects that must form the basis for ongoing struggles for a more equitable education system.
openalex: W2033867811 mag: 2033867811
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Financing higher education in Sub-Saharan Africa - Tilak, Jandhyala B. G. (Africanus, 2011)
The system of higher education in Sub-Saharan Africa (SSA) is crippled by a wide variety of problems. The enduring colonial legacy and the structural adjustment policies continue to retard a healthy growth of higher education in SSA. One of the problems, which is also the cause of a few other problems, relates to finances. With a view to contributing to development discourse pertaining to higher education in SSA, this article critically discusses some of the major trends, problems and policy issues in financing higher education in SSA, including public financing of higher education, fees, family expenditure, and growth of private higher education. The article highlights the limits of some of the reform policies being discussed in this context and finally emphasises the importance of public funding of higher education.
openalex: W1587923048 mag: 1587923048
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Initiatives related to climate change in Ghana - towards change in Ghana - Tilburg, X. van; Bunzeck, I.G.; Würtenberger, L. (2011)
To support the development of a National Climate Change Policy Framework (NCCPF) and a further harmonization of climate change related activities in Ghana, the Ministry of Finance and Economic Planning (MoFEP) and the Ministry of Environment, Science and Technology (MEST) expressed demand for a mapping of the most important past and current climate change related initiatives in the country, and of international climate change related funding opportunities, that Ghana might be able to access. The initiatives mapping demonstrates Ghanas longstanding engagement with climate change, dating back to more than 15 years ago. The report shows a multitude of activities including a number of large (5 mln. USD to agt; 100 mln. USD), GEF or World Bank financed projects, and a range of smaller projects (in the order of 100 000 - 500 000 USD). The majority of current initiatives are related to forestry and REDD. This report concludes with a discussion on observed trends, such as a broadening involvement of MDAs in adaptation initiatives and a focus on low carbon growth, and of points for attention, such as a need for coordination, for private sector involvement and supporting systems (such as institutional capacity, governance and monitoring systems).
openalex: W2948663513 mag: 2948663513
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Psychosocial Impact of disclosure of HIV Serostatus in heterosexual relationship at the Lagos University teaching Hospital, Nigeria. - Titilope, A Adeyemo; Adediran, Adewumi; Umeh, Charles S.; Akinbami, Akinsegun; Unigwe, O; Akanmu, AS (PubMed, 2011)
OBJECTIVES: To determine the rate and pattern of disclosure and non disclosure of HIV serostatus among people living with HIV and the psychosocial impact of disclosure. METHODS: Participants were drawn from the adult HIV clinic at the Lagos University Teaching Hospital, Lagos, Nigeria. An interviewer-administered questionnaire was used to collect data from consenting participants that included socio-demographic information, pattern and reason for non-disclosure and the possible consequences of disclosure of HIV serostatus to their sexual partners. RESULTS: Four hundred and ninety nine respondents with a mean age of 37.3 ± 9.6 years were recruited into the study. There were 157 males and 342 females. Majority of the participants were married (62%) and belonged to the low socio-economic class. Overall 61.5% (307 of 499) had disclosed their status to sex partner(s). Gender, social class and length of year of diagnosis were not associated with disclosure but number of sexual partners was strongly associated with non disclosure. P=0.0063. The most common reason for non-disclosure was fear of rejection (65%). Majority (96.7%) of those who disclosed their status had no regret and majority (81.1%) of those who had not disclosed had protected sex. After counseling, only18.8% (36 of 192) of those that had not disclosed thought that the counseling had helped them overcome the fear of disclosure and were willing to disclose. CONCLUSION: Many people would disclose their HIV serostatus to sex partner(s). Protected sex (through the use of condom) is widely accepted in our setting.
openalex: W1515781601 mag: 1515781601
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Quality management strategies for technical and vocational education and training institutions in Botswana - Tobedza, Asalepele (2011)
openalex: W2596795930 mag: 2596795930
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Climate Change Impacts on Hydrology in Africa: Case Studies of River Basin Water Resources - Todd, Martin C.; Andersson, Lotta; Ambrosino, Chiara; Hughes, Denis A.; Kniveton, Dominic; Mileham, Lucinda; Murray-Hudson, Michael; Raghavan, Srivatsan V.; Taylor, Richard G.; Wolski, Piotr (2011)
There is a growing consensus that anthropogenic climate change is a real phenomenon. There is strong evidence that changes to the hydrological cycle have occurred and will continue to do so in the future. Given our dependence on water resources and ecosystem services associated with the river system, this means it is important that appropriate adaptation strategies are developed. Such policies require information on future behaviour of the climate system and impacts on surface hydrology at the river basin scale. This chapter presents two contrasting case studies from river systems in Africa, in which climate change impacts on hydrology are examined. The methodology of climate change impact assessment is described and critically examined with particular respect to quantification of uncertainties. Finally, the implications for water resource management policy are considered.
openalex: W1508946181 mag: 1508946181
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Gastric cancer at Gabriel-Touré teaching hospital (Bamako, Mali) - Togo, Alexandr V.; Diakité, I.; Togo, B; Coulibaly, Y.; Kanté, L; Traoré, A.; Traoré, Cheick Bougadari; Kanoute, Moussa B.; Diallo, G. (2011)
openalex: W2346275128 mag: 2346275128
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Hodgkin Lymphoma at the Paediatric Oncology Unit of Gabriel Touré Teaching Hospital, Bamako, Mali: 5-Year Experience - Togo, B; Traoré, Fousseyni; Togo, A.; Traoré, Cheick Bougadari; Dumke, K; Diawara, Mohamed Albert; Diakité, A.; Sylla, Mamadou; Traoré-Dicko, F.; Traoré, B.; Sidibé, Toumani (Advances in Hematology, 2011)
Introduction. The aim of this retrospective, unicentric study over 5 years is to describe the epidemiologic, pathologic, clinic and therapeutic aspects of children treated for Hodgkin lymphoma in our paediatric oncology unit. Patients and Methods. From January 2005 to December 2009, all children under 18 years of age, with Hodgkin lymphoma were included in this study. The treatment protocol was the GFAOP (Groupe Franco-Africain d'Oncologie Pédiatrique) Hodgkin lymphoma treatment protocol. Results. During the study period, 217 cancer cases were diagnosed in our centre. Of these cases, 7 were Hodgkin Lymphoma (LH) (0.04%). The mean age was 11.7 years. The sex-ratio was 6/1. 4% (5/7) of patients were stage IIB and 28.6% (2/7) stage IIIB of Ann-Arbor classification. There were 3 cases (42.8%) of sclero-nodular subtype, 2 cases (28.6%) of lymphocyte-rich classical HL subtype, 1 case (14.3%) of mixed cellularity and 1 case (14.3%) of lymphocyte depleted subtype. With a median followup of 37 months, 5 patients (71.4%) are alive, and 2 patients (28.6%) died. Conclusion. Broader multicentric studies are needed for more accurate data on this malignancy.
openalex: W2080415244 mag: 2080415244
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Information literacy and law students at the University of Botswana - Toteng, Bosha; Hoskins, Ruth; Bell, Fiona (Mousaion, 2011)
This article is based on a Master's study, which investigated the ability of law students to search the electronic databases of the University of Botswana (UB) library and their perceptions of the information literacy course offered by the library. The study population consisted of 362 undergraduate law students. Data were collected by means of a self-administered questionnaire. The results showed that most of the undergraduate law students used the library's electronic databases and benefitted from the information literacy course offered by the library.
openalex: W2603024568 mag: 2603024568
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The causes and clinical treatment for hepatocellular carcinoma in The Gambia: a study at the Royal Victoria Teaching Hospital - Townsend, Bethany M. (2011)
openalex: W2181850081 mag: 2181850081
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Examining Gender Differences in Persistence in Higher Education Among African American Students - Townsend, Y.E. (2011)
openalex: W1481226779 mag: 1481226779
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Digital school libraries in the 21st century: Myths or reality in Nigeria - Towolawi, AK (Nigerian School Library Journal, 2011)
The paper examined a call-to-arms in the community among School librarians in Nigeria to meet the knowledge challenges of practitioners in the bid to transit school , libraries from: traditional to technological; manual to mechanical; analogue to digital and physical to electronic. In the attempt to recognize these challenges clearly, the researcher gave clarifications on digital Library concepts, challenges and suggestion for a new focus in the pursuit of digital school libraries and renewed roles for school librarians in the digital era and beyond. Key Words : Digital libraries, Myths, School Library.
openalex: W2159875706 mag: 2159875706
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One Laptop Per Child Technology, Education and Development in Rwanda - Tremblay, Jessika (2011)
openalex: W2277962560 mag: 2277962560
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Failing Seasons, Ailing Societies : Climate Change and the Meaning of Adaptation in Ethiopia - Trõger, Sabine; Grenzebach, Helene; Heide, Friedrich zur; Kuhnert, Gregor; Lang, Britta; Pfitzner, Julia; Sefrin, Christian; Thiele, André (2011)
openalex: W2994884444 mag: 2994884444
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Tobacco use and cessation counseling in a population of health professions students in South Africa - Tsai, Yu-Chia (2011)
openalex: W622197302 mag: 622197302
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A Comparative Analysis of SMTs (School Management Teams) and Teachers Perceived Preferred Leadership Style: A Case of Selected Primary Schools in Botswana. - Tsayang, Gabatshwane (2011)
The study compared the SMTs (School Management Teams) and teachers’ perceptions of preferred leadership styles in some selected schools in Botswana. SMTs and teachers completed a questionnaire adopted from the leadership styles questionnaires. The findings of the study pointed to an overwhelming view that the preferred style of leadership is the collaborative type. It was also found that SMTs overrated themselves as displaying the collaborative behaviors than they were rated by teachers. It could be a result of superiority bias on the part of SMTs or could be a challenge of comparative research which attempts to compare objects of different contexts (SMTs and teachers). The recommendation made was that continuous comparisons of perceived leadership styles should be made from self-reflections by SMTs and evaluations of SMTs leadership behaviors by teachers who are the mirrors of the SMTs. The results could be used as a basis for school-based management interventions as well as input into the university-based management programmes reviews for fitness of purpose. It is also recommended that a study to assess whether or not there is a correlation between the preferred leadership and performance by these selected schools conducted.
openalex: W2140021199 mag: 2140021199
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Rice varieties with deep root system in West Africa for drought tolerance. - Tsunematsu, H.; Samejima, Hiroaki (JIRCAS Working Report, 2011)
openalex: W3114089137 mag: 3114089137
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Research -inspired Policy and Practice Learning in Ethiopia and the Nile Region - Tucker, Josephine; Yirgu, Leulseged (2011)
openalex: W2183847838 mag: 2183847838
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Working Paper 21. Water in food security assessment and drought early warning: experience from sub-Saharan Africa with a special focus on Ethiopia. - Tucker, Josephine; Yirgu, Leulseged (2011)
openalex: W2240878716 mag: 2240878716
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The influence of sex education on sexual behaviour of junior secondary school learners in Maokane-Jwaneng school in Botswana - Tumedi, L G (2011)
openalex: W2302869131 mag: 2302869131
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Factors influencing female teachers decision to pursue early childhood development courses through distance learning mode: a case of Marsabit Central Division Kenya - Tura, Robe (2011)
openalex: W2283880193 mag: 2283880193
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On-the-job training as a valuable development tool for African geoscientists - Turner, Paul; Key, R.M.; Johnson, C.Douglas; Lapworth, Dan; Knights, K.V.; Adekanmi, Micheal; Arisekola, Tunde (2011)
openalex: W2276217230 mag: 2276217230
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Interdependency of Knowledge Management and Organisational Learning: The Case of Higher Education Institutions in Uganda - Turyasingura, Wilberforce (2011)
openalex: W2184077861 mag: 2184077861
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THE DISCURSIVE SHIFT FROM ＂AID＂ TO ＂REPARATIONS＂ BY THE AFRICAN UNION： ANALYSIS OF THE LEGAL LOGIC AND MEDIA COVERAGE OF THE CASE FOR CLIMATE CHANGE REPARATIONS - Tyler; Harrison; Abigail; Selzer; T, King (美中法律评论, 2011)
openalex: W274895682 mag: 274895682
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Emerging gene technologies for overcoming drought and flooding constraints: perspectives for sustainable rice production in sub-saharan Africa in the face of increasing climate change - - Ubi, Benjamin Ewa (2011)
Genetic introgression plays a significant evolutionary role in enhancing plant fitness and adaptation to different ecological niches. Plant breeders have sought for genetic variation in the gene pool and preferred adaptive traits transferred to the cultigens. In the genomics and post-genomics eras, gene discovery initiatives have yielded knowledge and novel technologies towards a much-more directed manipulation of plant genomes for desirable genes underlying yield, nutritional traits and tolerance to biotic and abiotic constraints. The resource-poor farmers in this region of the world are more vulnerable to the harsh and erratically unpredictable agricultural conditions. Recent advances in functional genomics research have greatly accelerated the discovery and characterization of several genes underlying traits of economic importance. The genomic region containing the Sub1A gene could be usefully exploited to develop drought and flooding tolerance elite, high yielding and farmer-preferred introgression rice lines. Large-scale deployment of such drought resistant and submergence tolerance cultivars with high agronomic value and quality traits would lead to stable rice production especially in sub-saharan Africa where little or no attention has yet been given to the impact of increasing climate change on crop productivity.
openalex: W58455504 mag: 58455504
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ANALYSIS OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) ACCESSIBILITY AND UTILIZATION IN TEACHING OF BUSINESS STUDIES IN SECONDARY SCHOOLS IN ANDONI LOCAL GOVERNMENT AREA,RIVERS STATE, NIGERIA - Ubulom, William J.; Enyekit, Ebenezar O. (2011)
The study investigated information and communication technology (ICT) accessibility and utilization of teaching of business studies in secondary schools in Andoni Local Government Area of Rivers State. A 20 item instruments of (ICTFAQ) and (ICTFUQ) were used for this study. The study sampled 66 business studies teachers in selected secondary schools in Anolga, Rivers State. The collected data were analyzed using the descriptive statistics, while t-test was used to test the two generated hypotheses at 0.05 level of significance. The findings revealed that ICT facilities were not available, and accessed by teachers in secondary schools in Anolga. It was also revealed that business studies teachers in these schools, do not also have the skills of utilizing ICT for teaching of the subjects. Finally, recommendations on ways of solving the above menace were implemented for further consideration and implementation by both state and local government authorities.
openalex: W2187381572 mag: 2187381572
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Spanish-English False Friends: Possible Problems for the Nigerian Learner of Spanish as a Foreign Language - Uchechukwu, PA (2011)
While cognate words may facilitate the foreign language learning process because they have similar meanings, they may however, be deceptive cognate words or false friends and as such, become a problem for the foreign language learner (Chacon Beltran, 2006, p. 29). This is due to the tendency of the non-native speakers to over generalize their usage and assume they know the meaning of these words which may not only be misleading, but also lead to frustration in learning. At the end of the day, the learner may only realize the mistakes when negative evidence is proved by means of explicit information (Lightbrown and Spada, 1993). This paper is a projection of the possible problems a Nigerian learner of the Spanish language may encounter with false friends in English and Spanish.
openalex: W2283096973 mag: 2283096973
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Sexual Abuse and Self-Concept Among Senior Secondary School Students in Cross-River State, Nigeria - Uchenna, Augusta; Ukpong, EM; Jamabo, Atubobaralabi (Annals of Modern Education, 2011)
Survey data collected from 2,000 Senior Secondary two (SSII) students in Cross-River State, Nigeria were analyzed to determine the influence of sexual abuse on the self-concept of the students. One dimension of child abuse (sexual abuse) and five dimensions of self-concept (such as social self-concept, physical self-concept, moral self-concept, financial self concept and family self-concept) were considered in the study. One way analysis of variance was used in testing the hypothesis at 0.05 Alpha levels. The results obtained showed a significant negative influence of sexual abuse on the student’s self-concept in terms of the social self, physical-self, moral-self, family-self, and financial self-concept respectively. Key words : Sexual abuse and self-concept in Cross River State – Nigeria.
openalex: W253080239 mag: 253080239
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Influence of emotional abuse on the self-concept of senior secondary school students in Cross River State, Nigeria - Uchenna, E; Ajake, NN; Bisong, ann; Etuk, GR (Global Journal of Educational Research, 2011)
Survey data collected from 2,000 senior secondary two (SSII) students in Cross River state Nigeria were analyzed to determine the influence of emotional abuse on the self-concept of the students. One aspect of child abuse (emotional abuse) and five dimensions of self-concept (social selfconcept, physical self-concept, moral self-concept, financial self-concept and family self-concept) were considered in the study. One Way Analysis of Variance was used in testing the hypothesis at 0.05 Alpha levels. The results obtained showed a significant negative influence of emotional abuse on the students self-concept in terms of social-self, physical-self, moral-self, family-self and financial self-concept respectively.
openalex: W1504511209 mag: 1504511209
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The Conditions and Level of ICT Integration in Science and Technology Classrooms in Nigerian Junior and Senior Secondary Schools in Lagos State, Nigeria. - Udeani, Uchenna; Adeoye, Blessing F.; Okunuga, Rachael (2011)
openalex: W2623975988 mag: 2623975988
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Effects of spent engine oil pollution on arable soil of Nekede Mechanic Village Owerri, Nigeria - Udebuani, AC; Okoli, C. I.; Nwigwe, Harriet C.; Ozoh, P.T.E. (International Journal of Natural and Applied Sciences, 2011)
The disposing automobile wastes in the environment; especially spent engine oil on arable soils around mechanic villages is a common practice in Nigeria. Consequently this investigation was carried out in order to assess the effect of spent engine oil on selected soil physical and chemical properties and the co-relationship that exist among these. A transect sampling technique was used in collecting sample at Nekede mechanic village in Owerri, Southeastern Nigeria. Samples were collected at 5 m intervals within a depth of 0 – 15 cm at spent engine oil polluted soils and unpolluted soils located about 1/2 a kilometer away from polluted sites. Soil samples were prepared and subjected to routine soil physical and chemical laboratory analyses. The presence of spent engine oil in the polluted soils negatively affected moisture content, bulk density and porosity of the soils. The affected soils become more acidic with a value of 5.1 in polluted soils as against 6.2 in unpolluted soils. Also there was reduction of soil available phosphorus from 26.6 ppm in unpolluted to 20.9 ppm in polluted. Organic carbon content became higher in polluted soil due to the presence of hydrocarbon in soils. This high organic carbon content resulted in over 100% increase of carbon: nitrogen ration, which affects soil fertility and productivity. In order to reduce this environmental menace, better methods of disposing these automobile wastes should be developed. In addition, remediation measures should be embarked upon immediately. Keywords : Mechanic village, spent engine oil, arable soils, hydrocarbons, Nigeria
openalex: W2273952864 mag: 2273952864
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The English Language and Education in Nigeria - Udofot, Inyang (2011)
In this paper, the author examines the place of English in Nigeria vis-a-vis the National Policy on Education. She observes that despite arguments to the contrary, English has been given a pride of place in the Nigerian educational system; it is unofficially the lingua franca and the first language of the younger generation. The author opines that the domesticated version of English used by educated Nigerians be accepted and taught in the educational system.
openalex: W169187773 mag: 169187773
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School building design for feeding programmes and community outreach: Insights from Ghana and South Africa - Uduku, Ola (International journal of educational development, 2011)
This article investigates how school building design can support primary school feeding programmes in low- and middle-income countries. Furthermore it argues for schools to become community “development hubs”; incorporating both local access to education and also to programmes for nutrition, ICT, health education and other services, outside of school hours. It reviews the literature on school feeding programmes. Data from field research on schools in Ghana and South Africa is used to identify the key design issues for schools delivering feeding programmes. It considers how national education policies can affect school planning and building priorities. The article concludes by calling for the evolution of a new school design model, in which the school site becomes a “development hub”, supporting children” education, associated support activities including school feeding, and importantly also, integrated community development outreach activities.
openalex: W1991394623 mag: 1991394623
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Language Teaching and Language Policy in Nigeria - Ugal, David Betelwhobel (Social Science Research Network, 2011)
In recent years there has been renewed interest in the study of languages in Nigeria. There is no doubt that we have multiplicity of languages among different ethnic groups in Nigeria with each group guarding its language jealously, yet there has not been a separate language policy, other than the bits and fragments in the National Policy on Education (1977) revised in (1981). This paper therefore tries to examine the language situation in Nigeria, the need for the language policy that will address the national language question and the pedagogical relevance of such policy. The paper does not lose sight of the efficacy of the English language in the advancement of the nation’s technological, social, economic, educational and in fact, all round development. The language, which is being used by a large percentage of the world population, has come to stay in Nigeria. However, there is also the need to develop our local languages even though the task of evolving a national language in Nigeria is a Herculean one. The paper therefore agrees with Banjo’s suggestion of a gradualist approach since a lot of operational factors will be taken into consideration in a pluralistic nation like Nigeria.
openalex: W1600090027 mag: 1600090027
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Language Teaching and Language Policy in Nigeria - Ugal, David Betelwhobel (Social Science Research Network, 2011)
In recent years there has been renewed interest in the study of languages in Nigeria. There is no doubt that we have multiplicity of languages among different ethnic groups in Nigeria with each group guarding its language jealously, yet there has not been a separate language policy, other than the bits and fragments in the National Policy on Education (1977) revised in (1981). This paper therefore tries to examine the language situation in Nigeria, the need for the language policy that will address the national language question and the pedagogical relevance of such policy. The paper does not lose sight of the efficacy of the English language in the advancement of the nation’s technological, social, economic, educational and in fact, all round development. The language, which is being used by a large percentage of the world population, has come to stay in Nigeria. However, there is also the need to develop our local languages even though the task of evolving a national language in Nigeria is a Herculean one. The paper therefore agrees with Banjo’s suggestion of a gradualist approach since a lot of operational factors will be taken into consideration in a pluralistic nation like Nigeria.
openalex: W4254542168
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Colonoscopic And Histological Assessment Of Colonic Lesions In University Of Benin Teaching Hospital, Benin City - Ugiagbe, EE; Ugiagbe, RA (Ebonyi Medical Journal, 2011)
Context: Colonoscopy has assumed a significant role in the diagnosis and treatment of colorectal lesions as it enables biopsies to be obtained for histological examination as a means of confirming diagnosis. Objective: The aim of this study is to evaluate the colonoscopic and histological findings in patients referred for colonoscopy at the University of Benin Teaching Hospital, Benin City, Edo State, Nigeria. Methods: Colonoscopy was performed on consecutive patients that were referred for colonoscopy in the endoscopy unit at the University of Benin Teaching Hospital, over a period of 18months (Dec2009-May2011). The biodata and clinical information of the patients were obtained from records of the endoscopy unit and the surgical day books of the department of histopathology. Results: A total of 37 patients were studied during the period under review. The male to female ratio was 1.3:1 with a mean age of 52±16 years. This study showed colonoscopic abnormality in 24(64.9%) patients while 13(35.1%) patients had colonoscopically normal mucosa. The most common colonoscopic abnormality was colorectal malignancy which was seen in nine(24.3%) patients. Chronic nonspecific colitis was the most common histological diagnosis and was seen in 17(45.9%) patients. The histological finding correlated with the colonoscopic findings in 16(43.2%) cases. Eight of the 13 patients (61.5%) with normal mucosal on colonoscopy had chronic nonspecific colitis on histology. Conclusion: This study shows that sampling of macroscopically normal colonic mucosa could reveal a colorectal lesion on histology, as such a routine biopsy for histology should be encouraged in all patients referred for colonoscopic evaluation. Keywords : Colonoscopy, histology, colorectal, Benin-city
openalex: W3018836515 mag: 3018836515
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Female Gender in Professional Education, Nigeria - Ugwulebo, Benedicta; Nigeria, A (2011)
openalex: W2306768796 mag: 2306768796
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The incidence of intestinal nematodes in primary school children in Ezza North Local Government Area, Ebonyi State Nigeria - Uhuo; Odikamnoro (Advances in Applied Science Research, 2011)
The research was carried out to determine the incidence of intestinal nematode infection in primary school children in three primary schools in Ezza North Local Government Area, Ebonyi State. Eight hundred feacal samples were examined using direct smear method. Out of the number examined, 204 (25.5%,), comprising 395 males (27.6%) and 405 (23.5%) females were infected with intestinal nematodes of Ascaris lumbricoides (20.0%), Strongyloides stercoralis (0.4%) Hookworm (3.5%) and Trichuris trichuria (1.3%).Sex was found to be a strong factor influencing the prevalence. Statistical analysis indicates a significance difference (p<0.05) between parasites with Ascaris lumbricoides having the highest prevalence of infection. Therefore, regular deworming exercise with albendazole, a product of antihelminthes will improve the health status of the children while early diagnosis, personal hygiene and health campaign programme if carried out in rural areas will impact the knowledge of good hygiene on people.
openalex: W2741371547 mag: 2741371547
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African Art Students and Digital Learning - Uimonen, Paula (2011)
Imagine 120 students sharing 5 computers, yet feeling that they are part of an interconnected world. This is the social context framing digital learning for African art students, the material limitations and cultural imaginations of which this chapter is concerned with. Based on extensive ethnographic engagements at TaSUBa, a national institute for arts and culture in Tanzania, this chapter investigates the development of digital media skills. Using the concept of digital learning to cover the acquisition of ICT skills as well as the use of ICT as a learning tool, the analysis spans from early expectations of connectivity to current forms of media engagement. Focusing on the social and cultural aspects of digital learning, the concept hybrid media engagement is introduced to capture the creative ways in which African art students overcome limitations in infrastructure, while exploring new forms of cultural production.
openalex: W94977630 mag: 94977630
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Attitude of medical students to ophthalmology at a nigerian medical school - Ukponmwan, C U (DOAJ (DOAJ: Directory of Open Access Journals), 2011)
openalex: W4300337805
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Mitigating Climate Change through Organic Agriculture: A Case Study of Farmers' Participation in Organic Farming Practices in Nasarawa State, Nigeria - Umar, H.S.; Ibrahim, H. Y. (2011)
The study was designed to assess the level of farmers’ perception of what constitutes climate change and their participation in organic farming practices in a rural farming community using a sample of 63 randomly selected farmers. The results show that there is a general awareness of climate change among the respondents. In addition, majority of the farmers considered the rise in temperature as the most prominent indicator of climate change in the study area. The major specific index of climate change was the late onset of rainfall. The farmers moderately participated in organic farming practices but not deliberately to mitigate climate change. It was therefore recommended that extension agents should enlighten farmers on the potentials of organic farming practices in mitigating climate change.
openalex: W2498496253 mag: 2498496253
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Human Capital: Education and Health in Economic Growth and Development of the Nigerian Economy - Umaru, Aminu (2011)
This paper investigates the relationship between government expenditure on education and health on the growth and development of the Nigerian economy between 1977 and 2007 through the application of Augmented Dickey-Fuller techniques to examine the unit root property of the series after which cointegration test was conducted through the application of Johansen cointegration technique. The results indicate that expenditure on education and health impacted positively on economic growth and development during the period of study and a long-run relationship exists between them as confirmed by the cointegration test. The paper recommends improvement in government expenditure on human capital development (education and health), so as to boost economic growth and development.
openalex: W2185362044 mag: 2185362044
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Transforming Education for Girls in Nigeria and Tanzania : A Cross-Country Analysis of Baseline Research - Unterhalter, Elaine; Heslop, Jo (2011)
openalex: W972763979 mag: 972763979
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Transforming education for girls in Nigeria : Baseline research full report - Unterhalter, Elaine; Heslop, Jo (2011)
The data from the baseline study suggests that TEGINT is working in complex local environments and that the picture of girls? education is different in particular locations. However, girls identify a number of key obstacles they encounter, and the support given by the school to learning and teaching, progression and exam performance may be an important aspect of helping girls to be clearer about these obstacles and what to do about them. There appear to be important links between girls? attainment and capacity to reflect with teachers? qualifications and in-service training. There also appears to be an association with training of parents and girls? outcomes, suggesting this may be a key focus area. Both areas need further investigation, as do the form of levies charged, and the effects of how schools have worked on aspects of HIV. Several problems were identified with school committees: a lack of training for many, lack of capacity to monitor administrative records, and very few women - both on the committees and involved in making decisions on issues such as school fees or the content of education. The work of the school committees did not seem to have major effects on girls? outcomes, but this may be partly because many are dysfunctional and when action does take place it may not be strategic or take into account the needs and rights of girls. The relationship between girls? aspiration and understanding of change and processes associated with school organisation and management is a key area for further research and action. There were concerning levels of violence reported and little knowledge by school communities, girls or their parents about what steps to take. There appeared to be some association between gender-based violence and the imposition of school fees, as some girls reported being forced to engage in transactional sex for school fees. While early marriage was mentioned by all groups as a matter of concern, more needs to be known about how and why this is practised, and what it tells us about gender relations and schooling. The study confirms the importance of further investigation into working in a sustained and strategic way at multiple levels with teachers, parents, Village Heads, school committees, communities and girls themselves to transform the education of girls. It highlights the importance of looking at both in-school and out-of-school factors to bring about significant change for gender equality.
openalex: W3021850621 mag: 3021850621
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Incidence and Risk Factors for Cognitive Impairment No Dementia and Mild Cognitive Impairment in African Americans - Unverzagt, Frederick W.; Ogunniyi, Adesola; Taler, Vanessa; Gao, Sujuan; Lane, Kathleen A.; Baiyewu, Olusegun; Gureje, Oye; Smith-Gamble, Valerie; Hake, Ann Marie; Hendrie, Hugh C.; Hall, Kathleen (Alzheimer Disease & Associated Disorders, 2011)
The aim of this study was to estimate the age-specific incidence of cognitive impairment, no dementia and mild cognitive impairment (CIND/MCI) in a large, community-based sample of older African Americans in Indianapolis, IN. A longitudinal, prospective, 2-stage design was used with follow-up assessments 2 and 5 years after the baseline. A total of 1668 participants completed the 2-year follow-up and a total of 1255 participants completed the 5-year follow-up. The person-years method was used to calculate incidence rates. The age-standardized, annual incidence of CIND/MCI was 4.95% (CI=3.39-6.52) and the subtype of medically unexplained memory loss (single-domain and multidomain amnestic MCI) was 3.67% (CI 2.75-4.48). Rates increased with age (3.43% for participants aged 65 to 74 y, 6.44% from age 75 to 84 y, and 9.62% from age 85+ y), history of head injury [OR 2.37 (CI 1.31-4.29)], and history of depression [OR 2.22 (CI 1.16-4.25)] while increased years of schooling was protective [OR 0.91 (CI 0.85-0.97)]. Rates did not vary substantially by sex. Almost 1 in 20 elderly community-dwelling African Americans, and almost 1 in 10 of the oldest-old (85+ y) developed CIND/MCI each year in this cohort. Risk factors of age and education suggest exposures or mechanisms at both ends of the life span may be important variables in onset of CIND/MCI.
openalex: W2333253270 mag: 2333253270
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An analysis of organisational communication : a case study of a public further education and training college, Eastern Cape, South Africa - Usadolo, Sam Erevbenagie (2011)
Thesis (MTech (Public Relations Management))–Cape Peninsula University of Technology, 2011.
openalex: W2594316697 mag: 2594316697
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Evaluating Basic Technology Instruction in Nigerian Secondary Schools - Uwaifo, V. O.; Edigin, J.E.O (Journal of Research in National Development, 2011)
Evaluating deals with purposive assessment of the entire system or sub-system on which the managers operate. It is an important technique which when appropriately adopted results into effective teaching and learning of practical subjects. This study focused on identification of evaluating techniques aimed at improving the teaching of Basic technology in Edo State. The area of study comprises of the eighteen Local Government Areas (LGA) in the state. Survey design was employed for the study covering a population of 160 (60 principals and 100 Basic technology teachers). The hypotheses were tested at 0.05, level of significance. Findings from the study indicated various techniques for evaluating instructions in Basic technology workshop. The result of the hypotheses showed that there was no significant difference in the mean responses of the respondents on the management techniques identified for instruction. However, it therefore recommended that the management techniques identified by this study should be integrated into the school curriculum for Basic technology teachers to use during workshop instruction. Keywords : Evaluating instruction, basic technology.
openalex: W153181861 mag: 153181861
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Barriers to women in accessing principalship in secondary schools in Rwanda: a case study of two secondary schools in the Gicumbi District - Uwamahoro, Julienne (2011)
Thesis (M.Ed.)–University of the Witwatersrand, Faculty of Humanities, School of Education, 2011
openalex: W2271405688 mag: 2271405688
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Exploring the factors contributing to stress and coping strategies of nurses at University Teaching Hospital of Butare (UTHB) in Rwanda. - Uwimana, Marie Chantal (2011)
Stress among nurses is still perceived as a challenge experienced by the nursing profession. Several studies have shown the negative impact of stress on both nurses and patients. However, little is known about the factors influencing stress among nurses in Rwanda. Aim: The overall aim of the study was to explore the factors contributing to nurses’ stress and related coping strategies used by nurses in the University Teaching Hospital of Butare (UTHB), Rwanda. Methods: The researcher used a non-experimental, descriptive study to explore the factors contributing to nurses’ stress and related coping strategies used by nurses in the University Teaching Hospital of Butare, Rwanda. This study was informed by a stress and coping theoretical framework. A questionnaire was used to collect the demographic characteristics of participants, while nurses’ stressors were assessed using the questionnaire of nurse’s stressors previously developed by Bianchi. The ways of coping were evaluated using the ways of coping elaborated by Folkman & Lazarus. A convenient sampling of 85 registered nurses, working at UTHB, participated in this study. Permission to conduct the study was requested and obtained from the University of KwaZulu-Natal Ethics Committee, the Kigali Health Institute -Institutional Review Board and the management of UTHB. The data was analysed using the Statistical Package for Social Sciences (SPSS), version 15, and was summarized using descriptive statistics. The results were presented in tables and graphs. Results: The findings of the study revealed that registered nurses at UTHB face a variety of stressors such as shortages of staff and materials, facing death and dying, dissatisfaction with the work environment, work overload and time spent on bureaucratic activities. It was shown that consequences of stress vis-a-vis registered nurses could be low quality of care, job dissatisfaction and burnout syndrome. Among the major strategies of coping with stress, registered nurses have indicated problem solving, social support and accepting responsibility. This study indicates that stress can be prevented and managed by using vi nursing strategies such as team work, effective communication improving work conditions and fostering the managerial nursing strategies in working unit. Conclusion: Drawing from these findings, it can be inferred that nurses’ stressors need to be addressed in order to create a working environment conducive to high quality of care and also to enhance nursing staff morale, satisfaction, motivation and retention.
openalex: W1742940785 mag: 1742940785
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Ethics and Accounting Education in Nigeria: A Study of Selected Universities - Uwuigbe, Uwalomwa; Ovia, Ebikaboere (RePEc: Research Papers in Economics, 2011)
Despite the accounting standards and ethical codes guiding the accounting profession, morality and ethics has gone down the drain based on the occurrence of scandals in Enron, World Com, Nigerian Cadbury and similar scandals that have surfaced. In line with this, this study looked into the opinions of accounting lecturers in four Nigerian universities on whether the teaching of ethics among student accountants can facilitate in instilling ethical behaviour in future accountants. These opinions were later tested using the ChiSquare method of data analysis. Based on the analysis, for which all the calculated values are above the critical value, the alternate hypotheses which states that ethics should be taught as a separate course from principle of auditing and that teaching accounting ethics will help instil the culture of ethics in the student accountants were accepted. From the findings, the paper concludes that if ethics is taught well as an independent course in the accounting curriculum and not as part of auditing, the future accountant is bound to have instilled in him/ her, the required ethical culture.
openalex: W1493548785 mag: 1493548785
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Effect of Pollution on the Physico-Chemical Parameters of Water and Sediments of River Galma, Zaria, Nigeria - Uzairu, Adamu (2011)
The River Galma basin around Zaria, Kaduna State, Nigeria, was studied in 2007, in order to determine whether pollution was responsible for the increasingly low fish catches from the river. This was done by comparing the physico-chemical parameters of water and sediments in the upstream area before the Zaria dam where human and industrial population is low with the downstream area after the dam where human population is high and industries are concentrated. Water and sediment samples were collected from twenty sampling points (ten points each in both upstream and downstream areas) and thirteen physico-chemical parameters of the River water were analyzed. Ten physico-chemical parameters of the sediments were also analysed. Results show that values for pH, total solids, total suspended solids, hardness, nitrate and phosphate were higher in the upstream area while values for dissolved oxygen, transparency and conductivity were higher in the downstream area. It was concluded that the physico-chemical parameters of the River water are favorable for fish production and so pollution may not responsible for low fish landings reported by fishermen. The River water is also a suitable source of water for the Zaria municipal water works. All parameters, except alkalinity and phosphate content, had higher mean values in upstream area sediments than in downstream area sediments and this may be due to the higher residence time of water in the upstream area because of the dam.
openalex: W2182741580 mag: 2182741580
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Funding university education in Nigeria - Uzoka, N.E.; Bilabi, V.E. (2011)
openalex: W3083071844 mag: 3083071844
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Does the use of dialogue journals affect the writing fluency of low-literacy adult Somali students? - VanderMolen, Marlese Alden (2011)
openalex: W2308992673 mag: 2308992673
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The ICT pedagogic challenges and enablers of grade eight natural science and mathematics teachers in South African classrooms - Varughese, James (2011)
openalex: W153233724 mag: 153233724
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Ensuring quality by attending to inquiry: learner-centered pedagogy in Sub-Saharan Africa - Vavrus, Frances; Thomas, Matthew A. M.; Bartlett, Lesley (2011)
openalex: W2599514020 mag: 2599514020
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Indicators of subjective and psychological wellbeing as correlates of teacher burnout in the Eastern Cape public schools, South Africa - Vazi, Malik L.M.; Ruiter, Robert A. C.; Borne, Bart van den; Dumont, Kitty; Martín, García; Reddy, Priscilla (International Journal of Educational Administration and Policy Studies, 2011)
This study aims to assess subjective and psychological wellbeing correlates of teacher burnout. To achieve this, a cross-sectional randomised survey that targeted teachers in public schools in the Eastern Cape, South Africa was used. The main outcome variable was teacher burnout as indexed in measures of depersonalisation and emotional exhaustion. Correlation and hierarchical regression analyses were conducted to identify significant predictors of teacher depersonalisation and emotional exhaustion. Results reveal measures of subjective and psychological wellbeing added significantly to the explained variance in teachers’ feelings of depersonalisation and emotional exhaustion. The current study suggests that indicators of subjective and psychological wellbeing can be evaluated for inclusion in burnout prevention interventions in teachers. Key words: Teacher stress and burnout, psychological wellbeing, subjective wellbeing, wellness, work and health.
openalex: W2139444015 mag: 2139444015
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African Community Knowledge in Global Mainstream Education - Vedø, Lars Sigurd (2011)
openalex: W2582520281 mag: 2582520281
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African Community Knowledge in Global Mainstream Education : A comparative study of urban and rural Zambia - Vedø, Lars Sigurd (2011)
openalex: W2461406717 mag: 2461406717
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School Attendance and Gender Bias in Morocco - Veneziani, Mario (2011)
openalex: W21773360 mag: 21773360
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EFFECTIVENESS OF AN INTEGRATED LEARNER-CENTRIC APPROACH FOR TEACHING COMPLEX ICT CONCEPTS AT A HIGHER EDUCATIONAL INSTITUTION IN BOTSWANA - Venkataraman, S.; Alagappan, Annamalai (ICERI2011 Proceedings, 2011)
openalex: W145136013 mag: 145136013
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South African teachers as mobile knowledge workers in a global labour market - Villiers, De (2011)
Globally, the popularity of South African teachers is increasing. The recruitment of South African teachers has become an easy solution to fix a shortage of teachers in many industrialised countries. It is being speculated that the aggressive recruitment has a negative impact on South Africa as a source country. This theoretical study addresses South African teachers’ motives for migration, marketing strategies of recruitment agencies, the implications for South African teachers due to the revised migration policies of the United Kingdom, and the impact of teacher migration on the South African education system. Career dissatisfaction, poor salaries and unemployment were identified as push factors. Higher salaries, international teaching experience, family or friends overseas, travel opportunities and recruitment agency persuasion were identified as pull factors. Recruitment agencies are using several methods to recruit teachers such as direct marketing activities on university campuses, online marketing, newspapers and magazines. Online ‘pitching’ to schools and teachers is discussed. It is predicted that South African teachers will seek greener pastures (especially the United Arab Emirates) due to the implementation of the recent United Kingdom Youth Mobility Scheme. South Africa’s education system is being stifled by international recruitment. Huge loss of teachers to receiving countries has a serious negative impact upon the education system of South Africa.
openalex: W642996432 mag: 642996432
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Using ICT and Service Learning in Rural Senegal - Vinekar, Vishnu; Tellis, Winston; Langran, Elizabeth (2011)
In 2010, Fairfield University received a three-year grant from the United States Agency for International Development (USAID), through Higher Education for Development (HED), to support a university service-learning program to deliver educational material on health-related topics to middle school students in Bambey, Senegal, a rural area, 60 miles east of the capital, Dakar. Fairfield University must work with the selected partner, Universite de Bambey, which has four rural campuses, about 20 miles apart, connected by both paved and dirt roads. Resources are scarce, as is a consistent electricity and water supply. However, the faculty is dedicated and competent, and the students are vibrant, intelligent, and hard working. The various courses of study are distributed across the campuses, unlike the variety on a single campus in the United States. Each Universite de Bambey campus might have just two or three majors of study. The USAID/HED grant specifies that ServiceLearning must be used to deliver the training, and the use of computer technology is essential. The project will begin with pretesting of the professors and students, followed by testing at the end of the project, to assess the success of the project.
openalex: W1594088591 mag: 1594088591
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HIV/AIDS Counseling Research, Training, and Advocacy: An Empirical Study of HIV/AIDS Therapist Perceptions in Botswana - Voils-Levenda, Amanda C.; Robbins, Melanie J.; Li, Peiwei (2011)
openalex: W4235943275
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Mechanisms linking violence exposure and school engagement among African American adolescents: Examining the roles of psychological problem behaviors and gender. - Voisin, Dexter R.; Neilands, Torsten B.; Hunnicutt, Shannon (American Journal of Orthopsychiatry, 2011)
This study examines whether the relationship between violence exposure and school engagement is mediated by psychological problem behaviors and whether such relationships are gendered. Five hundred and sixty-three high school African American adolescents (ages 13-19 years) completed questionnaires that assessed two types of violence exposure (community violence and marital conflict), psychological problem behaviors (e.g., posttraumatic stress disorder symptoms, anxiety, withdrawal, and aggressive behaviors), and school engagement (i.e., student-teacher connectedness and grade point average [GPA] obtained from school records). For male adolescents, psychological problem behaviors collectively mediated the relationship between community violence exposure and student-teacher connectedness. For female adolescents, both community violence and marital conflict exposure were negatively related to both GPA and student-teacher connectedness via aggressive behavior. Findings suggest that the differential impact of type of violence exposure and its sequela based on gender should be considered when addressing low school engagement among African American youth.
openalex: W2093075013 mag: 2093075013
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Quantitative and qualitative aspects of education in South Africa: An analysis using the National Income Dynamic Study - Vos, Mia de (RePEc: Research Papers in Economics, 2011)
Based on a graphical and statistical analysis of the National Income Dynamic Study (NIDS), this paper provides a comprehensive picture of the educational context in South Africa. The main question under consideration is whether quantitative and qualitative educational attainment differs significantly along racial lines. The data shows that the government has been largely successful in reducing the race-based educational gap in terms of school enrolment and years of education successfully completed. Matriculation results and numeracy test scores unfortunately suggest that higher levels of educational attainment do not necessarily reflect positively on educational outcomes. This implies that the South African educational system is still characterized by large differentials in the quality of education.
openalex: W1550261535 mag: 1550261535
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ETHIOPIAN TEACHER EDUCATION SYTEM: BARRIERS AND CONTRADICTIONS - Wabe, Nasir; Tessema, Kedir Assefa (2011)
This research explores some contradictions, dilemmas, and chaos in Ethiopian teacher education. It illuminates how state actors have been engrossed in and obsessed with the rhetoric of system overhaul and reform, and yet continues to signal contradictory messages in their discourse and practices. The paper points up that three years after a comprehensive 'teacher education system overhaul' was declared, the state 'change agents' themselves are not yet familiar with and conversant in the metaphors and curricular concepts their overseer consultants had introduced to them. Indicators have been identified from what I term 'formalistic' documents, school observations and the author's direct experiences that show schooling and teacher preparation activities do not match in aims, practices, and conceptions. Rather, as the paper argues the mismatches and disconnects seem to reflect the depth of the confusion and the superficiality of the engagement to change and improve teacher education in Ethiopia. Finally, the paper puts forward the strong need for a revisit of the conceptual, discoursal, and practical state-of-the-art.
openalex: W2184094975 mag: 2184094975
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Students Selection for University Course Admission at the Joint Admissions Board (Kenya) Using Trained Neural Networks - Wabwoba, Franklin; Mwakondo, Fullgence (Journal of information technology education, 2011)
Every year, the Joint Admission Board (JAB) is tasked to determine those students who are expected to join various Kenyan public universities under the government sponsorship scheme.This exercise is usually extensive because of the large number of qualified students compared to the very limited number of slots at various institutions and the shortage of funding from the government.Further, this is made complex by the fact that the selections are done against a predefined cluster subjects vis a vis the student's preferred and applied for academic courses.Minimum requirements exist for each course and only students having the prescribed grades in specific subjects are eligible to join that course.Due to this, students are often admitted to courses they consider irrelevant to their career prospects and not their preferred choices.This process is tiresome, costly, and prone to bias, errors, or favour, leading to disadvantaging innocent students.This paper examines the potential use of artificial neural networks at the JAB for the process of selecting students for university courses.Based on the fact that Artificial Neural Networks (ANNs) have been tested and used in classification, the paper explains how a trained neural network can be used to perform the students' placement effectively and efficiently.JAB will be able, therefore, to undertake the students' placement thoroughly and be able to accomplish it with minimal wastage of time and resources respectively without having to utilise unnecessary effort.The paper outlines how the various metrics can be coded and used as input to the ANNs.Ultimately, the paper underscores the various merits that would accompany the adoption of this technique.By making use of neural networks in the university career choices, student placement at JAB will enhance the chances of students being placed into courses they prefer as part of their career choice.This is likely to motivate the students, making them work harder and leading to improved performance and improved completion rate.The ANN application may also reduce the cost spend on the application processing and the time the applicants have to wait for the outcome.The ANN application could further increase the chances of high quality applicants getting admission to career courses for which they qualify.
openalex: W2143463240 mag: 2143463240
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Factors influencing implementation of non formal education in non-formal primary schools in the informal settlements of Mukuru-Kwa Njenga Nairobi, Kenya - Wabwoba, N Catherine (2011)
openalex: W2249606576 mag: 2249606576
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Effects of drug abuse on discipline among students in public secondary schools in Nairobi North District, Kenya - Wachira, Mary Njoki (2011)
openalex: W2240863993 mag: 2240863993
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Effects of teachers demographic variables on implementation of Information Communication Technology in public secondary schools in Nyeri Central district, Kenya - Wachiuri, Reuben Nguyo (2011)
openalex: W2249755401 mag: 2249755401
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Effects of indiscipline on pupils' performance in Kenya Certificate of Primary Education in public primary schools in Naaivasha Central Zone, Kenya - Wachuka, Margaret N (2011)
openalex: W1559049033 mag: 1559049033
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Teachers perceptions towards the implementation of pre-vocational subjects in public primary schools in Bungoma Municipality, Kenya - Wafubwa, Eunice N (2011)
openalex: W2279034062 mag: 2279034062
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Responses to Resource Scarcity in African Higher Education - Wagenge-Ouma, Gerald (2011)
Public universities share several characteristics with business, for profit firms. They produce and sell (educational) services to “customers” for a price, and buy inputs with which to make products. Also not unlike business firms, costs and revenues discipline decisions and determine the long run viability of universities. Long run survival for public universities, like business firms, requires that current costs not exceed current revenues (Winston, 1996; 1999). Although, as Massy (2004) points out, “universities exist to produce value […] they must also wheel and deal in the marketplace” (p. 17). Disruptive resource instabilities, a condition generally experienced by many public universities globally, require adaptive strategies, often not dissimilar to the strategies employed by for profit firms. As explained by Winston (1996; 1999).
openalex: W38378205 mag: 38378205
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Putting body image on the agenda at centres for student counselling and development in South Africa - Wahl, Shawn T. (2011)
openalex: W744255437 mag: 744255437
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Field Practice Education for Social Work in Kenya: The Missing Ingredients, 7th – 9th Sept. Association of South African Social Work Education Institutions (ASASWEI) Conference 2011 - Wairire, G. G. (2011)
openalex: W2795675269 mag: 2795675269
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The Perceptions of African American Women Concerning the Intangible Cost(s) and/or Benefit(s) of a Post-Baccalaureate Education and Career Choices - Waiters, Linn R. (2011)
openalex: W223338164 mag: 223338164
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Capacity Building: A Phenomenological Study of the African Women Perceptions and Experiences in the Leadership Training Program - Wakahiu, Jane; Keller, Diane (Advancing Women in Leadership Journal, 2011)
The promotion of leadership skills among women leaders in developing nations is essential in order for change and progress to occur in these countries. In this phenomenological study, we examined the perceptions and experiences of nine women religious of Africa who were engaged in a three-year leadership development initiative in three developing nations: Kenya, Uganda, and Ghana. We described how, by subsequently practicing acquired leadership skills, these women brought about change in their educational, health care, social and pastoral ministries. Data were collected using in-depth interviews, observation of the changes in the participants’ ministries, and field notes. The findings indicated that leadership development training enhanced participants’ capacity for effective service delivery and allowed for the expansion of their ministries, thus improving life for their people. Participants engaged their communities constructively and positively transformed their projects
openalex: W2271557388 mag: 2271557388
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Domesticating international standards of education for children with intellectual disabilities: a case study of Kenya and South Africa - Wakefield, Lorenzo; Murungi, Nkatha (2011)
openalex: W108988507 mag: 108988507
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Teaching Local and Global Controversial Issues in the Social Studies Education: A Comparative Study of Kenyan and US High Schools - Waliaula, Anne (2011)
openalex: W2553177161 mag: 2553177161
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The Female Experience: Study Abroad Students in Egypt - Walsh, Heather Raquael (2011)
The Female Experience: Study Abroad Students in Egypt Heather Walsh Shelley Center for Language Studies, BYU Master of Arts This qualitative study explores the experiences of female students on study abroad programs, with the aim of answering the following questions: do they face unique challenges as female students (including harassment or assault), how do they avoid or cope with any negative experiences, and can we as language departments better prepare our students to have the best experiences possible? The participants for the study were primarily 12 of 50 students involved in the Brigham Young University Study Abroad to Cairo, Egypt during Spring and Summer terms 2010. Data include participant observation, student journals, and ethnographic interviews conducted during the last few weeks of the program. Data analysis reflected gendered experiences in socializing with native speakers as well as experiences with harassment, and even sexual assault. The thesis argues that proper student preparation is the key to their continued investment in culture and language learning. Future research could include a look at second language learners across the Middle East, factors that contribute to harassment and assault, and gender as a predictive factor of language gains.
openalex: W843726185 mag: 843726185
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In-school physical activity patterns of primary school learners from disadvantaged schools in South Africa - Walter, CM (Journal of Physical Activity and Health, 2011)
Guidelines for the maintenance of health and wellbeing in children recommend at least 60 minutes of moderate-to-vigorous physical activity (MVPA) daily. In South Africa, community sport and recreation facilities and opportunities are meagre in areas previously disadvantaged by apartheid, so schools should be primary sites for enabling children to meet these recommendations. However, physical education has been marginalized in the curriculum and extra-curricular sports provision has declined. The purpose of this study was to investigate children’s school day physical activity patterns in relation to meeting daily recommended guidelines. A total of 112 children (boys n=53; girls n=59), from Grades 3 to 6 (aged 8 to 12) from 3 disadvantaged schools participated in the study. Physical activity, representing the whole school day and recess, was measured over 5 days using ActiGraphaccelerometers. Qualitative interviews were conducted on a subsample of 20 learners. The results indicated that children accumulated 35 minutes of in-school MVPA, contributing 58% of the 60 minutes of MVPA a day recommendation. Recess accounted for 37% of in-school MVPA. Boys participated in significantly more in-school MVPA than girls (boys=38.47 ± 16.10 min, girls=32.59 ± 14.03 min). Almost 90% of Grade 6s failed to accumulate 30 minutes of MVPA. Low levels of in-school MVPA among girls and the marked decline at Grade 6 are disturbing. Schools should be pivotal in the provision of physical activity to combat the health risks associated with increasingly sedentary lifestyles. Schools need to increase PA through the provision of quality physical education and find cost effective ways of promoting school-day PA. Keywords: Physical activity, health, school childre
openalex: W2593164607 mag: 2593164607
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Lifelong learning and connected-up development: insights from South Africa - Walters, Shirley (2011)
openalex: W2254771747 mag: 2254771747
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An analysis of metaphors used for inclusive education in South Africa - Walton, Elizabeth; Lloyd, G.A.S. (Acta Academica, 2011)
Metaphors may delay the implementation of inclusive education. They describe ideas, construct thinking, and have implications for practice. By drawing on various theories of metaphor, the article analyses metaphors that occur in White Paper Six: special needs education and in subsequent inclusive education discourse. It focuses on inclusion as a goal, a building, a process and hospitality, and describes what these metaphors offer in order to develop an understanding of inclusive education. These metaphors have conceptual limitations which may affect the way in which inclusion is practised in South Africa. Metaphors that convey inclusion are required as an urgent imperative to ensure that all South African children access quality education. 'n Ontleding van metafore wat vir inklusiewe onderwys in Suid-Afrika gebruik word Metafore mag moontlik die implementering van inklusiewe onderwys vertraag. Metafore beskryf idees en vorm denke, en het implikasies vir die praktyk. Met verskeie teoriee oor die metafoor as basis analiseer die artikel die metafore wat in die dokument White Paper Six: special needs education sowel as in die diskoers oor inklusiewe onderwys aangetref word. Die fokus is inklusiwiteit as 'n doelwit, 'n gebou, 'n proses en gasvryheid, en wat hierdie metafore bied vir die vorming van 'n begrip van wat inklusiewe onderrig beteken. Hierdie metafore het konseptuele tekortkominge wat moontlik 'n invloed sou kon he op die manier waarop inklusiewe onderwys in Suid-Afrika toegepas word. Metafore van insluiting word benodig as 'n dringende imperatief om te verseker dat alle Suid-Afrikaanse kinders toegang tot gehalte onderwys kry.
openalex: W96965960 mag: 96965960
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Challenges of implementing e-learning systems in Higher Education institutions in Kenya - Wamae, James M (2011)
openalex: W2263574236 mag: 2263574236
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Factors influencing sexuality education among students in public secondary schools in Central Division, Machakos District, Kenya - Wamalwa, Doris N (2011)
openalex: W2235030301 mag: 2235030301
Keywords: openalex:import

Micro-teaching as perceived by undergraduate students in Kenya: a case of Kenya Methodist University - Wambua, Rebecca; Kambo, R.; Mwaniki, T. (2011)
openalex: W1962110244 mag: 1962110244
Keywords: openalex:import

Enhancing knowledge retention in higher education : a case of the University of Zambia : original research - Wamundila, Sitali; Ngulube, Patrick (SA Journal of Information Management, 2011)
The purpose of this study was to investigate how knowledge retention may be enhanced at the University of Zambia (UNZA). A quantitative case study design employing a triangulation of data collection methods was used. Data were collected using interviews and questionnaires. Purposive sampling was used to determine participants for the interviews whilst stratified random sampling was employed to select the respondents for the questionnaire. The quantitative and qualitative data that was analysed using SPSS® indicates that UNZA lacked certain knowledge retention practices that might enable it to retain operational relevant knowledge. In view of the findings, the study recommends the adoption of a knowledge retention framework that could be embedded in UNZA's knowledge management policy.
openalex: W2603273344 mag: 2603273344
Keywords: openalex:import

A comparative study of challenges facing Head teachers in public boarding and day secondary schools in Bungoma North District, Kenya - Wandili, Patrick Wechuli (2011)
openalex: W2270858298 mag: 2270858298
Keywords: openalex:import

Observed Change in Sahel Rainfall, Circulations, African Easterly Waves, and Atlantic Hurricanes Since 1979 - Wang, Shih-Yu; Gillies, Robert R. (International Journal of Geophysics, 2011)
Here, we examine the dynamic properties associated with the recent increase in the Sahel rainfall using an ensemble of five global reanalysis datasets (1979–2010). The rainfall that has been observed to be increasing over the Sahel is accounted for by enhancements in both the tropical easterly jet and the African easterly jet, both of which are known to induce wet anomalies. Moreover, positional shifts in the African easterly jet and African easterly waves (AEWs) accompanied the northward migration of the Sahel rainband. Change in the African easterly jet and AEWs are coupled to a northward shift and amplification of convective activity; this signals an increased potential for the occurrence of flash floods along the northern Sahel. In addition, the result from a wave tracking analysis suggests that the change in AEWs is closely linked to increased activity of intense hurricanes in the North Atlantic. The synoptic concurrence of AEWs in driving the dynamics of the Sahel greening and the increase in tropical cyclogeneses over the North Atlantic is an important aspect in the evaluation of climate model projections.
openalex: W1981436844 mag: 1981436844
Keywords: openalex:import

Responses to Resource Scarcity in African Higher Education: The Case of Kenyan and South African Public Universities - Wangenge‐Ouma, Gerald (2011)
openalex: W3041972947 mag: 3041972947
Keywords: openalex:import