Botswana English: implications for English language teaching and assessment - Alimi, Modupe M. (Journal of Multilingual and Multicultural Development, 2011)
Concerted efforts to characterise Botswana English (BE), though still referred to as ‘a variety in development’, have validated its existence. However, the teaching and assessment of English in the high schools do not seem to have responded to the development of this variety. This paper discusses the viability of using Standard British English as the model for teaching and assessing students’ proficiency in high schools in Botswana. It examines the country's education focusing on language policy, the teaching methodology advocated in schools and teachers’ preparedness and how these factors affect English language teaching and assessment. It also highlights areas of contradiction in policy documents regarding the teaching methodology and the model/variety taught and examined. The paper then proposes the recognition of BE as an appropriate model/variety for instruction in schools in Botswana, noting that this will not only eliminate the contradictions in the current English language teaching and assessment syllabi, but also reflect some of the ways by which English mirrors the linguistic ecology of the country.
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The potential skills contribution of international students to South Africa - Aloyo, Naum; Wentzel, Arnold (Africa Education Review, 2011)
Abstract There has been a significant increase in the number of international students, especially in those from other African countries, at South African universities over the last ten years. This has elicited some research, notably from Ramphele, Crush and McDonald (1999); Hall (2004); and Snowball and Antrobus (2005; 2006). However, none of these scholars considered the possibility of exploiting the skills potential of international students in South Africa, especially at a time when the country faces skills shortages. The authors conducted a survey at six higher education institutions (HEIs) in 2008, which sought to determine the skills profiles of international students in South Africa. It was found that the majority of international students are registered in disciplines where skills shortages exist, that a significant number of these students are young and that many would like to remain and work in South Africa. Labour policy makers in South Africa seem to be unaware of this, hence policy is ill-adapted to derive economic benefits from international students.
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E-learning in engineering education – General challengesand the Egyptian experience - Anis, H. (2011)
E-learning or web-based instruction is being rapidly embraced by most universities across the world as such media of instruction are economical, convenient and disbursable to a larger audience. In engineering education, in particular, web-mediated techniques have been receiving more attention as they suitably combine both aspects of computer-assisted learning methodologies with the access feature of the Internet at the client end. Various disciplines of engineering are receiving diverse models based on e-learning, where current technologies are redefining the concept of distance learning and the delivery of engineering education content. This paper begins by discussing the challenges, which e-learning-based engineering education is generally facing. These challenges are then reviewed from an Egyptian perspective, where particular local impediments are highlighted with their impact on both continuing education of graduate engineers as well as degree-seeking engineering students. Egyptian efforts –probably exemplifying most developing countriesare then described and assessed. The paper also presents a set of issues, with which most developing countries, such as Egypt, should be aware. This is translated into a corresponding set of recommendations that constitute a road map to the sustainable use of e-learning in engineering education.
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Gender Representation in Communication Education and Practice in Nigeria - Ashong, Ashong C.; Batta, Herbert (Journal of communication, 2011)
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The effects of digital divide on teaching and learning processes in second cycle schools in the wenchi municipality of Ghana - Baah, Kwame (2011)
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Smile Mumias: oral health education and dental care for children in Mumias District, Western Kenya (formerly the Akhonya Dental Project): one year on - Barber, Sophy (British dental journal, 2011)
This article outlines the progress made in providing oral health education and basic dental care to children with special needs in the Mumias District, Western Province, Kenya. Included is the preparation for the project, outline of programme of activity, findings and discussion about oral health and dental care in this region of Kenya. Finally we consider future plans for this project and oral health provision in Kenya.
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Communicative Language Teaching in the Yemeni EFL Classroom: Embraced or Merely Lip-serviced? - Bataineh, Rula Fahmi; Bataineh, Ruba Fahmi; Thabet, Samiha Saif (Journal of Language Teaching and Research, 2011)
This study examines Yemeni EFL teachers' knowledge of the major principles of Communicative Language Teaching (henceforth, CLT) and their classroom subscription to these principles.The findings reveal that although these teachers are fairly knowledgeable of the principles of CLT, their classroom behavior does not always reflect this knowledge, which is most evident in their tendency to resort to structurebased practices.The authors conclude with a number of recommendations and pedagogical implications.
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Female Education, Contraceptive Use, and Fertility: Evidence from Uganda - Bbaale, Edward; Mpuga, Paul (Consilience: journal of sustainable development, 2011)
We use the Demographic and Health Survey of 2006 to examine the relationship between female education, contraceptive use, and fertility rates in Uganda. Our findings reveal that female education, especially at the secondary and post-secondary levels, increases the likelihood of using contraceptives and reduces fertility. As a result, measures that aim to educate women beyond secondary level are needed. The government programme to extend free education at the secondary level is an important measure that may help to reduce fertility and should therefore be strengthened.
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Social justice implications of South African school assessment practices - Beets, Peter; Louw, T. van (Africa Education Review, 2011)
Abstract Central to the pursuit of education and its functions like assessment, is social justice. Given the (still) existing inequalities brought about by years of neglect, it is clear that the building of a just society is indeed fraught with challenges. This article explores the extent to which all learners in South Africa are afforded fair treatment and an impartial share of what the education system through assessment practices can offer them. In attempting to illuminate this issue, we will start by providing a brief overview of assessment policy initiatives and the current assessment system in South Africa. This will be followed by a conceptual analysis of assessment practices and their social justice implications for learners by using Cribb and Gerwitz's (2003) key dimensions of social justice, namely the distribution of educational resources, recognition and respect for cultural differences and participation. Through this analysis we conclude that, while acknowledging the massive impact of family/community circumstances and poor educational provision, unfair assessment practices as discussed remain an important dimension of the degradation of social justice in the South African education system. Many learners, despite efforts to ensure more just assessment practices, are still marginalised and do not reap the benefits that can support them in developing their full potential.
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Learning to Lobby: Civil Society Networks in Mali - Benjamin, Charles E. (Journal of natural resources policy research (Print), 2011)
Abstract This article examines two civil society networks—CNOP and GDRN5—involved in natural resource policy advocacy and policy formulation in Mali, after the initiation of democratic reform in 1991. Focusing on their influence on Mali's forest code, pastoral charter, and agricultural law, the article shows how the networks learned to engage the policy process, particularly policy formulation and adoption. The cases illustrate how representativeness and resources shaped their strategies in policy advocacy. They also illustrate how resource dependencies can open networks to ideological and governance pressures from donors.
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The Interactions between Global Education Initiatives and National Education Policy and Planning Processes: A Comparative Case Study of the Education For All Fast Track Initiative in Rwanda and Ethiopia. CREATE Pathways to Access. Research Monograph No. 67. - Bermingham, Desmond (2011)
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Pathways to Teaching: African American Male Teens Explore Teaching as a Career. - Bianco, Margarita; Leech, Nancy L.; Viesca, Kara Mitchell (Journal of Negro Education, 2011)
The need for African American male teachers is clear; however their pathway to teaching is in disrepair. This article shares research findings and a description of a pre-collegiate course designed to encourage high school students of color, including African American males, to explore teaching. More specifically, drawing from survey and interview data, the researchers examine factors that influence 11th and 12th grade African American males' (N = 5) consideration of a teaching career and explore the impact of a pre-collegiate pathway to teaching program. The results of this mixed methods study expose the complexity of effective recruitment while also demonstrating how a successful program has the capacity to encourage young African American males to reframe their thinking and see themselves as potential future teachers. Keywords: African American male teachers, African American male teacher pipeline, pre-collegiate teacher pipeline The patiiway, or pipeline to teaching, metaphorically refers to the stages along the way to becoming a teacher (Torres, Santos, Peck, & Cortes, 2004). The pathway starts long before a teacher accepts his or her first teaching assignment; it starts with early school experiences and continues throughout completing high school, graduating from coUege, and passing teacher Ucensure examinations. For African American males, the pathway to teaching is replete with cracks and potholes at every juncture. Others have referred to dus as a leaky pipeline (Brown & Butty, 1999; Lewis, 2006; Mitchell, Scott, & Covrig, 2000). Brown and Butty (1999) explained the leaky pipeline in this way: The relationship between African American students and African American male teachers is a symbiotic one-that is, the number of African American males who go into teaching is influenced by the number of African American males who attend college, which is in turn influenced by the number of African American high school graduates and so on. Unfortunately, the pipeline that moves African American students from public school to public school teaching is a leaky one. (p. 281) The need for African American male teachers is clear and urgent. By representing only 1% of the national teaching force (Lewis, 2006) chances are that most students wiU never have an African American male teacher at any point in their 13 years in the pubUc school system. Thenpresence in classrooms is critically needed not only for African American young men and women, but also for all students (Lewis, 2006). This article addresses a noted gap in the research literature by examining the factors that influence high school age African American males' consideration of teaching as a career option while also exploring the impact of a pre-collegiate pathway to teaching program. These authors begin with a brief overview of the public schools' faUure to meet the needs of African American young men and how this blocks the patiiway to teaching. BACKGROUND LITERATURE African American Males and tiie Failure ofthe Public School System Any discussion of recruiting African American males into teaching must first acknowledge how die pubUc school system has tragically failed the very population we most need in our schools. More than any other group, African American males find themselves at serious educational disadvantage in the public school system (Howard, 2008; Howard & Flennaugh, 201 1). According to Ladson- Billings (2011), the school experiences of many African American boys consists of a curriculum of control and discipline rather than much needed focused attention on academic achievement, student learning, and creating culturally responsive learning environments. African American males are commonly placed at risk of academic failure early in their school years and pushed out of school before graduation (Ford, 2010; Ladson-Billings, 2011; Toldson, 2011). Achievement and educational outcome data at the national, state, and individual school district level provide clear evidence of wide-spread, systemic failure across American public schools to effectively educate African American young men (National Center for Educational Statistics, 2010; Schott Foundation for Public Education, 2009, 2010). …
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Identifying new sources of African American Male Pre-Service Teachers: Creating a Path from Student Athlete to Student Teacher - Byrd, David; Butler, Bettie Ray; Lewis, Chance W.; Bonner, Fred A.; Rutledge, Michael L.; Watson, Jesse J. (Journal of Negro Education, 2011)
This qualitative research study examined the experiences of one African American former college athlete and two athletic department academic advisors at a BCS Division University in the Southern Region of the United States. Given the catastrophic shortage of African American male K-12 teachers, the participants of this study were interviewed to examine the experiences of student athletes as they relate to exposure to teaching as a possible profession early in their academic career. Retrospective interviews were used Key themes that emerged from this study were: Incorrect Advising of student-athletes, Perceptions of the Academic Structure of Teacher Education, and, Exposing Student-athletes to Possible Careers. Recommendations for practice based on the data from this study were made to generate a pathway from student-athlete to student-teacher in big-time college athletic programs. Keywords: teacher recruitment, African American males, student-athletes As the student population in American public schools becomes increasingly diverse, the continued homogeneity of the teaching force is more apparent. The marked overrepresentation of White, middle-class women in the education profession has been and continues to be a subject of considerable debate that has engendered great interest in the question of equity (Hill-Jackson & Lewis, 2008; Landsman & Lewis, 2006); drawing particular attention to the dismal percentage of African American male teachers. While research has perpetually documented the need to increase the presence of African American males in the classroom (Lewis, 2006); less is known about the means by which this can be effectively accomplished. A burgeoning, yet relatively novel, body of literature offers a rather unique approach to resolve the shortage of African American males in the teaching profession. The research in this area suggests that because existing strategies used by teacher preparation programs have been, largely, unsuccessful in increasing the number of African American male pre-service teachers; a more innovative approach to recruitment should be implemented - one which requires teacher preparation programs to partner, or collaborate, with university athletic departments in an attempt to gain access to a larger pool of African American male prospects (Lewis, Bonner, Byrd, & James, 2008). In furthering this idea of partnership, the study sets out to provide insight on how teacher preparation programs can aid in the diversification of the teaching profession via the process of recruiting African American male student-athletes specifically those which express a career interest in teaching or coaching. Using retrospective interviewing techniques, data on one African American high-profile football player and several professional academic advisors affiliated with the university athletic department, were gathered and analyzed. The major finding from the analysis reveals that in establishing a pathway from student-athlete to student-teacher, it is imperative tiiat there be greater collaboration and communication between tiie teacher preparation programs and their affiliated athletic departments. Recommendations on how to strengthen the relationship between these two departments and, therefore, increase the number of student-athletes becoming pre-service teachers, are offered. REVIEW OF LITERATURE Recruiting Student-Athletes Student-athletes are required to make a major life decision in choosing a college to further their education and refine their athletic abilities (Klenosky, Templin, & Troutman, 2001). The strategies that major athletic programs employ to recruit student athletes to campus has many implications for the success these students experience in die realm of athletics. According to Funk (1991), recruiting is a key activity across all levels and NCAA division sports - particularly at die Football Subdivision (FBS) level, formerly known as Division I. …
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An investigation into the extent of gender responsiveness of the student accommodation environment and policy at Midlands State University, Zimbabwe - Chauraya, Efiritha (Zimbabwe Journal of Educational Research, 2011)
The study explored the extent of gender responsiveness of the Midlands State University (MSU) accommodation facilities. Keta areas covered by the research questions were: the gender provisions of the MSU accommodation policy and the gender implication of the adequacy, security, privacy and reliability of the accommodation facilities. The case study research design was used and the research instruments used wee interviews, questionnaires and an exploratory inspection. The MSU students who were in residence during semester one of 2006 formed the population of the study. The study findings revealed that though the MSU has the basic accommodation infrastructure that an ordinary university should have, the facilities need additional support to make them gender responsive. The study confirmed that the accommodation policy was gender-blind and implementation of the policy on the ground was somewhat gender neutral. Against this background this paper advances recommendations to strengthen the university commitment and action on gender responsiveness of its accommodation policy and environment. Key among them is: the need by the university to mainstream a gender perspective in the existing accommodation policy; the need to expand, maintain, redesign and refurbish existing structures to cater for gender specific needs of the students and also ensure a continuous flow of water in the toilets as well as ensuring that male/female hostel allocation is gender aware.
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Sex differences in attitudes toward science among Northern Sotho speaking learners in South Africa - Cherian, Lily; Shumba, Almon (Africa Education Review, 2011)
Abstract Research shows that although most studies have explored the relationship between attitude and achievement in science only a few have been undertaken to reveal the nature of the relationship between affective variables and process outcomes in science. This study seeks to examine sex differences in attitude toward science among Northern Sotho speaking learners in South Africa. A random sample of 793 respondents (365 boys and 428 girls) in Grade 12 whose ages ranged from 17 to 24 years was selected from 27 schools out of 566 schools in Limpopo Province of South Africa. A questionnaire was administered to pupils during the Physical Science lessons and required almost 45 minutes to complete. The attitude scores of 365 boys and 428 girls were 3.2 (SD = 1.2) and 2.9 (SD = 1.3), respectively. A t-test indicated that the attitude score of boys was significantly higher than that of the girls (t 989 = 3.9, p<.01). Further, the correlation between sex and attitude towards science was .90 (p<.01). The coefficient of concomitance of .81 indicates that sex was associated with 81% of the variance in these attitudes. There is considerable evidence from the findings that males have more positive attitudes towards science than females.
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Prevalence, distribution and behavioural determinants of coital activity among High School students in Namibia - Chinsembu, Kazhila C.; Kasanda, Choshi D.; Shimwooshili-Shaimemanya, Cornelia N. (2011)
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A survey of anatomy and physiology pedagogy and lifestyle factors in undergraduate medical students in Zimbabwe - Cooper, R. G.; Chifamba, Jephat (Africa Education Review, 2011)
Abstract Studies on health pedagogy in medical students in African universities are lacking. The aim of the current investigation was to assess the following pedagogy influences on second year Zimbabwean medical students’ well-being. A group of 100 students studying Physiology and Anatomy in MBChB. II program at the University of Zimbabwe College of Health Sciences were asked to voluntarily complete a structured questionnaire. As Physiology was examinable, students desired to practice MCQ questions. Dissection was regarded as excellent for medical knowledge. The stress of study probably necessitated the drinking of alcohol. Most of the respondents did not actively smoke. Although students knew about calories, they were unaware of the daily requirements. Their diets were mostly balanced. Music helped alleviate stress. Stress levels were high although no overwhelming effects on general health were observed. IT use was rated well although the slow internet was problematic. We encourage more studies on medical students in central and southern Africa.
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Drought and Civil War in Sub-Saharan Africa - Couttenier, Mathieu; Soubeyran, Raphaël (2011)
This paper contributes to the heated debate on the link between climate and civil war. We exploit a large dataset of a drought index commonly used in hydrology, the Palmer Drought Severity Index (PDSI). The PDSI is based on a hydrological model and is a cumulative measure that takes account of past climatic variables. Our analysis takes account of country fixed effects, removal of the most influential observations, use of alternative sample periods and changes to the battle-death threshold. Overall, results show a robust link between drought and civil war in Sub-Saharan African states after independence.
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ReviewPatricia A. Edwards, Gwendolyn Thompson McMillon, and Jennifer D. Turner, Change Is Gonna Come: Transforming Literacy Education for African American Students. New York: Teachers College Press, 2010. Pp. 224. $24.95. - Danns, Dionne (Journal of African American History, 2011)
Previous articleNext article No AccessBOOK REVIEWSReview Patricia A. Edwards, Gwendolyn Thompson McMillon, and Jennifer D. Turner, Change Is Gonna Come: Transforming Literacy Education for African American Students. New York: Teachers College Press, 2010. Pp. 224. $24.95.Dionne DannsDionne DannsIndiana University Search for more articles by this author Indiana UniversityPDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Journal of African American History Volume 96, Number 3Summer 2011 A journal of the Association for the Study of African American Life and History Article DOIhttps://doi.org/10.5323/jafriamerhist.96.3.0436 Views: 3Total views on this site Copyright 2011 ASALHPDF download Crossref reports no articles citing this article.
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‘OER’s in Sub-Saharan Africa – An Appropriate Response to the Challenge of Education for All? The TESSA Experience in Zambia.’ - Dart, Gareth (2011)
The initiatives of Education For All (EFA) and the Millennium Development Goals (MDG’s) have helped put the debate surrounding basic education firmly in the educational, developmental and economic spotlight. They have led to an expansion of education at primary level in many countries in Sub-Saharan Africa. This expansion brings with it its own set of challenges, not least of all the need for an increase in teacher numbers and in the quality of teaching in schools. Without reference to such challenges EFA is likely to become limited in its achievement. This paper describes and critically analyses an example of a response to these needs through the Teacher Education in Sub-Saharan Africa (TESSA) initiative. TESSA seeks to bring together teachers and teacher educators from across 9 African countries in a consortium including the Open University UK. It has developed a range of Open Educational Resources in four languages to support school based teacher education and training. Materials are versioned to suit the needs of individual countries and institutions. This paper analyses the underlying principles and progress to date of TESSA, using, amongst other things, the experiences of the author in TESSA activities.
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Vaginal hysterectomy at jos university teaching hospital, jos, Nigeria. - Daru, Patrick H.; Magaji, A; Nyango, Dalyop D.; Karshima, JA; Pam, IC; Shambe, IH (PubMed, 2011)
Hysterectomy could be performed through the abdomen, via the vagina, as an open procedure or laparoscopically. The debate on whether the uterus should be removed vaginally or abdominally was sparked off when Langenbeck first performed a successful vaginal hysterectomy in 1813. The superiority of the vaginal route was highlighted when women who underwent vaginal hysterectomy experienced significantly fewer complications when compared to the others who had abdominal hysterectomy.To determine the prevalence of vaginal hysterectomy, common indications, and outcome.A total number of 49 vaginal hysterectomies were performed in the Department of Obstetrics and Gynaecology, Jos University Teaching Hospital, Jos, Nigeria between January 1998 and December 2007 were studied retrospectively.The combined hysterectomy (abdominal & vaginal) rate comprised 25% of all major gynaecological operations in this centre during the study period; vaginal hysterectomy alone comprised 3% of all the major gynaecological operations. The commonest indication for vaginal hysterectomy was uterine prolapse in 37(83.%) patients. The complication rate was 22%, with no mortality.Vaginal hysterectomy is safe and the complication few in experienced hands. Utero-vaginal prolapse was the commonest indication; public enlightenment to prevent prolapse would reduce the incidence and the need for repair.
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Evaluation of Nutrition Education Manuals Used as Part of Life Skills by Educators in Public Primary Schools in South Africa - Egal, Abdulkadir; Oldewage‐Theron, Wilna (Journal of Nutrition Education and Behavior, 2011)
The objective of this study was to evaluate the acceptability of new nutrition education manuals developed for use in the life skills program by primary school educators.
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An assessment of the current higher education system in Libya - Elferjani, M; Ruddock, Luda (2011)
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Exploring school leadership development in Tanzania: a survey study of twenty newly appointed heads of schools in contextually different state secondary schools in the Dar es Salaam region of Tanzania - Eliphas, Foster (2011)
This research study draws on the experience of twenty newly appointed head teachers, those in year one and two of their headship role in secondary schools in Tanzania. The study gathered the head teachers’ experience, perceptions, and suggestions about their own continuing professional development and that of others in schools. It strived to understand how and when these new heads of schools are trained, and whether they receive sufficient training before taking on a headship role. It further sought to understand the significance of mandatory leadership qualifications in enhancing the head teachers’ knowledge, skills and abilities to lead schools. In particular, it argues that despite the rhetoric on better education management at district, regional and ministry level at present, there is still a widespread need for education leaders, researchers and all other education providers to emphasise the importance of school leadership development programs for school leaders. The research findings indicate that head teachers can gain the required knowledge and skills to lead their schools through short and long term leadership training programs and also through accession to headship in schools. Consequently, the majority participants commented on mentoring and coaching, as significant programs in head teacher development. Moreover, the study recommends that there is a need for the Ministry of Education and Vocational Training to increase budgets for school leadership development programs and to ensure that clear policies and directives shape leadership development in schools, and those directives demarcate how formal training for newly appointed head teachers can be achieved.
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Environmental Communication and Visual Pollution in the Nigerian City of Port Harcourt: Implications for Design Education and City Planning - Emeji, Michael J. (Visual arts research, 2011)
Abstract This essay examines the relations between the environment and human-made communications, and their significance to the aesthetic life of a given people. The report considers Nigerian sign-writers, who are indigenous local advertising practitioners trained under a traditional Nigerian apprenticeship system. A pilot study of signwriters’ signs in the city of Port Harcourt was conducted to further examine and problematize this form of communication. The results of this study suggest that pollution in an oil and gas city such as Port Harcourt cannot be limited only to pollutants such as noise, oil spills, urban blight, gas flares, and plumes of smoke (which were excluded from this study). Rather, the visual communication systems created by Nigerian sign-writers have also been identified and classified as environmental visual pollution in Port Harcourt. It is argued here that specific abuses by this form of visual pollution degrade environmental visual order. The essay concludes that, in order to remediate the current tend toward visual pollution in Port Harcourt, environmental design educators should work with and educate cultural planners, city planners, architects, and engineers to enhance the visual aesthetic quality of the built environment in Nigerian cities.
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Teaching about homosexualities to Nigerian university students: a report from the field - Epprecht, Marc; Egya, Sule Emmanuel (Gender and Education, 2011)
Nigeria’s diverse cultures, religions and political parties appear to be unified by a strong taboo against homosexuality and gay rights. This has affected academic research, HIV/AIDS programmes, and sexuality education, all which commonly show evidence of heterosexism, self-censorship and even explicit condemnations of homosexuality. Yet a dissident discourse in Nigeria, as well as research from elsewhere in the region, suggests that this appearance of unity may belie greater openness to the issues than assumed. Indeed, research shows that (1) many African societies are traditionally more accommodating toward non-normative sexualities than contemporary nationalist or cultural claims would allow, and (2) secretive ‘bisexuality’ is more common in practice (and tacitly acknowledged) than previously understood. Is it possible then that the presumption of homophobia and the fear of backlash that has clearly contributed to heterosexism and self-censorship in scholarship around homosexualities in Nigeria are exaggerated? Is it possible that Nigerians may be more open to consideration of scientific evidence and international best practices around sexual diversity, rights, and health than is commonly assumed in the literature? A trial intervention at a small state university in a predominantly rural area of Nigeria tested these questions by introducing wide-ranging, frank and non-judgemental (science-based) discussions of same-sex sexuality in several classes. Analysis of the students’ feedback finds that stigmatising attitudes toward homosexuality were indeed present among the students. However, there was also a high degree of curiosity, awareness of the existence of secretive homosexualities in Nigeria, desire for education, and confidence that traditional cultures and Nigerian democracy could accommodate individual freedom and sexual rights. The conclusion is that well-prepared researchers and educators could be less anxious and self-censoring around the topic of homosexuality than prevails at present. Careful attention would need to be paid to local sensibilities, but sexuality and HIV education programmes could probably be brought closer into line with world guidelines on best practices and comprehensive approaches to human sexuality education and sexual health.
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Decentralisation policy and practice in Ghana: the promise and reality of community participation in education in rural communities - Essuman, A.; Akyeampong, Kwame (Journal of Education Policy, 2011)
In 1987, the government of Ghana embarked on a process to decentralise education management to districts as part of wider social and democratic governance reforms. A central part of this reform was the prescription of active community participation in the affairs of schools within their locality. This paper explores the different meanings community participation had for school community stakeholders. It examines the multiple understandings of how community and school relations work and the factors which influence this relationship. Drawing on case study data, it argues that much of the theoretical and policy expectations on representation and participation in education by community members are only evident in form, but not as intended in practice. In poor rural contexts, it is often the local elite and relatively more educated members of the community, who become the new brokers of decision-making and, through their actions, close up the spaces for representation and participation by community members in the affairs of schools. Furthermore, the extent of community participation appears to be shaped by a ‘social contract’ based on the principle of reciprocity of roles between the community and schools, and that increasingly teachers feel accountable to the traditional hierarchical educational structure, and not to the community. The paper argues that the realisation of decentralisation policy in education has to contend with the realities of local politics of influence in the community, and tap into the positive side of this influence to improve education service delivery.
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Medical ethics educational improvement, is it needed or not?! Survey for the assessment of the needed form, methods and topics of medical ethics teaching course amongst the final years medical students Faculty of Medicine Ain Shams University (ASU), Cairo, Egypt 2010 - Fawzi, May (Journal of Forensic and Legal Medicine, 2011)
In the process of our faculty gaining accreditation, the debate concerning the necessity for initiating an integrated course in which medical ethics course is implemented have arouse. Arguments concerning what should this course include, the best timing for this course to be applied, how it should be taught, planned for and mostly for what the students are interested to get out of it.The main purpose of this work is to identify the ethical needs and ethical dilemmas freshly graduated medical students face at the beginning of their training and their suggestions to seek better educational approaches that can be applied in teaching medical ethics proposed by the medical students themselves throughout the teaching process and after graduation.It seemed rather appropriate at this stage to carry out an evaluation survey assessing the needs for medical ethics teaching course through the exploration of the opinions of medical students and freshly graduated doctors on ethical issues through a simple survey by using an open ended question questionnaire designed to fulfil the study targeted requirements.100 volunteers (n = 100) randomly chosen from the fifth year students of our faculty of medicine ASU who had recently studied ethics course in the fourth year (n = 20), interns both junior and senior residents in El Demerdash hospitals (n = 80). 25 questionnaires were excluded due to inappropriate or missing answers resulting in 75% response rate. 60% of the surveyed group favored an integrated ethics course taught throughout the whole academic years study. 56% chose the practical teaching method with problem solving strategies for the daily arising confusing ethical issues to be the best way to teach the course. While 53.4% thought that stuff specialized in medico legal issues were best to teach this course. As regards the highly confusing ethical dilemmas in which they were interested in getting updated feedback about: Confidentiality, doctor-patient relationship and informed consent came first by 69.3%.This study revealed the essential need for a model medical ethics curriculum that responds to students' concerns in addition to providing basic training in moral reasoning and ethical decision making to be applied both horizontally and vertically across the whole years of medical school.A Simple booklet containing recent version of the Egyptian code of ethics, common ethical dilemmas and recently evolving ethical issues should be available for all newly graduated health professionals.
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Burkina Faso - Disaster Risk Management and Climate Adaptation Project : environmental and social management framework - Faye, Mbaye Mbengue (2011)
The overall objectives of the Disaster and Risk Management (DRM) project are to develop and strengthen the institutional capacities involved in national and local disaster management (technical agencies of the national RDM platform in Mali, Burkina and Senegal, civil society organizations and local communities) for the implementation of field activities. It is also a program of innovation and promotion of disaster risk reduction based on a precautionary approach through a culture of safety. It intends to implement the priorities of the Hyogo Framework, the technical adaptation to climate change and provisions relating to environmental protection, and to consolidate reforms in the governance of disaster management. For Burkina Faso, four (4) intervention areas were identified for the project as follows: 1) Area 1: Strengthening the operation of CONASUR; 2) Area 2: Establishing an early warning system; 3) Area 3: Strengthening the capacities for response; and 4) Area 4: Investments: micro-projects for development. The environmental and social management framework (ESMF) is meant to guide project activities so that environmental and social issues are taken into account and managed throughout all the activities implemented. For this, it will identify the risks associated with various project interventions and define mitigation and management procedures and measures to be implemented under the project. The Environmental and Social Management Framework (ESMF) is designed also as a screening mechanism for environmental and social impacts of the project investments and activities. As such, it serves as a guide in developing specific Environmental and Social Impact Assessments (ESIAs) of the project, the site and environmental and social characteristics of which are still unknown. In addition, the ESMF provides a framework for monitoring and surveillance as well as institutional arrangements for implementing the program and implementing activities to mitigate adverse environmental and social impacts, to remove them or reduce them to acceptable levels. As the RDM Project is essentially a program of institutional capacity strengthening, the following areas of intervention will have no negative impacts on the biophysical and socio-economic environment: Strengthening the functioning of CONASUR (Area 1); establishing an early warning system (Area 2); Capacity Building for responses (Area 3). However, some activities (including investment/micro-projects for development) of the Area 4 below may cause adverse effects on the environment: Income Generating Activities (IGA) and social structures affected by disasters (such as schools, hospitals, etc.) to recover or strengthen. Also, this analysis will focus primarily on the investment/micro-projects for development. The environmental and social issues for the planned implementation of micro projects and investment in intervention Area 4 (Investments and micro-projects for development) are: loss of land and socio-economic activities, deforestation, pollution and nuisances; waste generation; social conflicts; accidents; risk of vandalism and frustration for non use of local labor, etc.
openalex: W103220980 mag: 103220980
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Palliative Care Education in Ghana: Reflections on Teaching in West Africa - Fisch, Michael J. (The journal of supportive oncology, 2011)
openalex: W1970138613 mag: 1970138613
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Learning the lithic landscape: using raw material sources to investigate Pleistocene colonisation in the Ivane Valley, Papua New Guinea - Ford, Anne (Archaeology in Oceania, 2011)
ABSTRACT Recent research in the Ivane Valley has shown that it was first occupied during the late Pleistocene between 43–49,000 years cal. BP, making this area one of the earliest colonised in Papua New Guinea. At an altitude of 2000 metres above sea level, occupation also marks the first time that modern humans pushed into the high altitude montane regions within Sahul. Part of the process of familiarisation with a landscape involves the identification of lithic sources. The importance of lithic sources for the landscape learning process is that, unlike plant foods and animals, it can be assumed that the colonisers had little a priori knowledge of their location before arriving in a particular landscape. If lithic sources are available, then their successful use would require a process of learning the locations and properties of the different raw material sources, thus creating an intimate level of knowledge of a landscape. By examining how modern humans familiarised themselves with the Ivane landscape through the use of lithic sources, we may be able to understand further the processes of colonisation and adaptation to particular landscapes.
openalex: W1981327367 mag: 1981327367
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Key Theories and Frameworks for Improving the Recruitment and Retention of African American Students in Gifted Education. - Ford, Donna Y.; Moore, James L.; Scott, Michelle Trotman (2011)
An issue of much concern, and under much scrutiny and debate, is the persistent and extensive under-representation of African American students in gifted education. A number of efforts have been proposed and implemented to improve their recruitment and retention, but to little or no avail. Progress has been slow or non-existent in many cases. In this article, we propose that several theories and conceptual frameworks can guide educators and decision makers in gaining a better understanding of under-representation. In understanding the barriers to recruitment and retention through the lens of theories and frameworks, we can develop solutions that work. Nine theories and frameworks are presented. Keywords: underrepresentation, underachievement, African American students, gifted African American students, recruitment and retention When one reaches a certain age or level of maturity and professional accomplishment, it seems timely and instructive to reflect on his or her life and the impact it has (if any) on the profession and the lives of children. The first author has spent almost two decades bewailing professionally (and longer personally) the poor representation of African American students in gifted education. The second and third authors have also devoted a great deal of her time grappling with this very issue. Individually and together, we have devoted scholarship, teaching and advising, and services to finding equitable and defensible ways to increase the representation of African American students in gifted education. This focus has been on the two-sided issue of recruitment and retention. Therefore, the focus of this article is on how to screen, identify, and place more African American students in gifted education programs and how to keep these students in these programs once placed. Although much time has passed, we remain as passionate and committed as when we wrote our first article, made our first presentation, conducted our first study, and taught our first class on the topic. Nonetheless, the authors are disheartened, perplexed, and, yes, angry that too little progress is evident nationally in approximately 16,000 school districts and 88,000 or so public schools. Black students represented 17.13% of the public school population, but only 9.15% of those in gifted education - an almost 50% discrepancy in 2006, the most recent year for which data are available from the Office for Civil Rights (Ford, Grantham, W Ford, Grantham, &Whiting 2008a). Based on past data, African American students are not proportionately represented in gifted education programs. Just as noteworthy, tins is the only group for whom progress is not evident. …
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The Origins of Formal Education in sub-Saharan Africa - Was British Rule More Benign? - Frankema, Ewout (RePEc: Research Papers in Economics, 2011)
British colonial rule has often been praised for its comparatively benign features, such as its support for local educational development. This paper studies the origins of formal education in sub-Saharan Africa arguing that the beneficial effects of British educational policy should not be overstated. British African colonies showed significantly higher school enrolment rates in the late colonial era, but these were not the result of impressive investment efforts. Missionary schools provided the bulk of education to native Africans at extremely low costs. We show that local African conditions affecting the African reception of missionary education explain much more of the variation in colonial educational outcomes than metropolitan identity.
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Fluoride enrichment mechanism and geospatial distribution in the volcanic aquifers of the Middle Awash basin, Northern Main Ethiopian Rift - Furi, Wakgari; Razack, Moumtaz; Abiye, Tamiru; Ayenew, Tenalem; Legesse, Dagnachew (Journal of African Earth Sciences, 2011)
Considering the anomalous concentration of fluoride in the ground waters of the Middle Awash basin, a comprehensive survey of the enrichment mechanism as well as its association with common hydrochemical variables was conducted using multivariate statistical methods, Hierarchal Cluster Analysis (HCA) and Principal Component Analysis (PCA). The HCA results indicate a marked heterogeneous spatial distribution of the fluoride concentration, the magnitude of which varies more gradually in the SSW–NNE direction along the Wonji Fault Belt (WFB) than it does in the E-W direction away from this belt. This is strongly associated with the geothermal anomaly that is prominent in the basin interior area. Furthermore, the PCA results show that the magnitude of the fluoride concentration is higher in the groundwater derived from non-calcium bearing aquifers, which are widely distributed in the rift floor. Hydrochemical processes involving a cation exchange reaction cause a systematic Ca2+ removal from solution from highland towards the rift floor. This geochemical reaction enhances the fluoride enrichment of groundwater along the same flow direction. In this regard, the geothermal belt of the basin interior area is a hydrogeological block marked by high loads of fluoride whereas the plateau areas are low-fluoride zones. The geospatial distribution of fluoride at the basin scale was estimated using the kriging procedure. Appropriate discrimination between local and regional aquifers is important in order to secure low-fluoride water supply for the community in the basin.
openalex: W2092549021 mag: 2092549021
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Information and communication technology (ICT) for education in Nigeria - Gertrude, Ekombe Ekofo (2011)
openalex: W64851600 mag: 64851600
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Contribution of Water Pollution From Inadequate Sanitation and Housing Quality to Diarrheal Disease in Low-Cost Housing Settlements of Cape Town, South Africa - Govender, Thashlin; Barnes, Jo; Pieper, Clarissa H. (American Journal of Public Health, 2011)
Objectives. We investigated the effects of failing sanitation, poor housing conditions, and fecal pollution in runoff water on the health—particularly the incidence of diarrheal disease—of residents of low-cost housing settlements in Cape Town, South Africa. Methods. In November 2009, we conducted a cross-sectional survey with structured interviews in 4 communities (n = 336 dwellings; 1080 persons). We used Colilert defined-substrate technology to determine Escherichia coli levels in runoff water samples taken from the study communities. Results. Almost 15% of households disposed of soiled products in storm water drains and 6% disposed of soiled products in the street. In only 26% of the dwellings were toilets washed daily. Approximately 59% of dwellings lacked a tap near the toilet for hand washing, and 14% of respondents suffered 1 or more attacks of diarrhea in the 2 weeks preceding their interview. E.coli counts of runoff environmental water samples ranged from 750 to 1 580 000 000 per 100 milliliters. Conclusions. A holistic and integrated approach is needed to improve housing quality and sanitation among Cape Town's low-income citizens.
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"I Don't Think Black Men Teach Because How They Get Treated as Students": High-Achieving African American Boys' Perceptions of Teaching as a Career Option. - Graham, A. C.; Erwin, Kimberly Danielle (Journal of Negro Education, 2011)
This phenomenological investigation examines the perceptions of the teaching profession as a viable career option by high-achieving high school-aged African American boys. Researchers used random sampling to identify high schools in one large urban school district and criterion sampling to examine the perceptions of 63 African American 11th-grade boys. Participants completed a perceptual analysis inventory, constructed a circle map, stetched an artistic drawing of a classroom teacher, and participated in focus group sessions. Using an explicitation analysis process, three themes emerged as factors that dissuaded participants from considering teaching as a career option: (a) Negative Perceptions of Teachers and Teaching, (b) Schools as Oppressive Institutions, and (c) African American Males as Nonconformists. Recommendations for practice and future research are offered. Keywords: Teacher education, Race, ethnicity, and class, African American studies INTRODUCTION African American male teachers are disproportionately represented in K-12 public schools. According to the National Center for Education Statistics in 2010, African American men teachers compose approximately 7.5 percent of all male teachers nationwide and make up approximately 2 percent of all teachers. United States Secretary of Education Arne Duncan (2010) called attention to this issue at a historically Black colleges and universities (HBCUs) symposium at North Carolina Central University when he stated, It is especially troubling that less than 2 percent of our nation's 3.2 million teachers are AfricanAmerican males. On average, roughly 300,000 new teachers are hired a year in America - and just 4,500 of them are Black males. It is not good for any of our country's children that only one in 50 teachers is a Black man. In June 2009, the White House Initiative on HBCUs and National Board for Professional Teaching Standards hosted the HBCU Teaching and Teacher Education Forum where Irvine and Fenwick (2009) presented recommendations focused on the recruitment, preparation, induction, retention, and professional development of African American teachers in the new millennium. One critical recommendation focused on the need to recruit more African American men into the teaching profession. Few institutions of higher education currently offer financial incentives specifically for African American males to pursue teaching as a career. However, several innovative programs are engaged in this endeavor, including the Real Men Teach program at Winston-Salem State University, the Call Me Mister program, a collaborative effort between Clemson University and three historically Black universities, and the Ready to Teach program at Howard University. Scholars (Brown & Butty, 1999; Irvine & Fenwick, 2009; Vegas, Murnane, & Willett, 2001) have asserted that the number of African American males who enter the teaching profession is impacted by die decreasing number of African American males who complete high school requirements to attend coUege. They contended that African American students are not taking rigorous coursework in high school that would prepare tiiem to become teachers. A report from the Schott Foundation for PubUc Education titled, Black Boys: The Litmus Test for Public School Education (2004), substantiates diese claims as it concluded, Up to 70 percent of black boys who enter 9tii grade do not graduate four years later with their peers (p. 2). Further analysis of high school graduation rates of tiie 2005-06 cohort by this Foundation found a 28% gap between Black males (47%) and White males (75%). Witti a smaller number of Black males entering coUege, the pool of potential future classroom teachers dwindles substantiaUy. However, there are tiiose African American boys who perform weU academicaUy and who Ulustrate their abtiity to handle higher-order dunking skills in rigorous coursework eitiier in Advanced Placement (AP) courses, International Baccalaureate programs, or early coUege programs. …
openalex: W1928604698 mag: 1928604698
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KWAME NKRUMAH, DISABILITY, AND REHABILITATION IN GHANA, 1957–66 - Grischow, Jeff D. (The Journal of African History, 2011)
ABSTRACT This article examines a rehabilitation program for disabled Ghanaians developed by Kwame Nkrumah's government between 1961 and 1966. Arising at a time when Nkrumah was moving away from welfarism in favor of a ‘big push’ for industrialization, rehabilitation sought to integrate disabled citizens into the national economy as productive workers. Nkrumah's program was preceded by a colonial rehabilitation project during the 1940s for disabled African soldiers. The colonial initiative drew heavily on the British model of social orthopaedics, which equated citizenship with work. This philosophy resonated with Nkrumah's vision of national development based on full employment. Although its economic focus had troubling implications for citizenship and welfare, Nkrumah's rehabilitation program was unique among newly independent African states, and it arguably produced a positive legacy.
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Identifying Locus of Control Dimensions Related to HIV/AIDS Risk Among South African Students - Gwandure, Calvin; Mayekiso, Thokozile (Journal of Hiv/aids & Social Services, 2011)
The aim of the study was to identify significant correlates of HIV-related risk behaviors using locus of control-based dimensions such as self-control, deferment of gratification, personal values, and social alienation. Participants in this study were university students who volunteered to participate in the study. The authors used correlations and linear regression to analyze the relationships between locus of control-based variables and HIV/AIDS risk. The results of the study found significant correlations between the locus of control-based variables and HIV/AIDS risk. Regression analysis indicated that the locus of control-based model, for example, deferment of gratification and personal values and expectancies explained a significant proportion of the variance in HIV/AIDS risk. Directions for future research could focus on locus of control-based models in predicting HI/AIDS risk among individuals in diverse population groupings.
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A Motivation for "Ubuntu" to Enhance e-Learning Social Network Services in South Africa - Halse, M.; Mallinson, Brenda (2011)
This paper acknowledges the move from the content-centric to the network-centric approach to teaching and learning using Social Network Services (SNSs) in Higher Education. The South African cultural context is explained with a view to reconciling this with current SNSs. Finally, a way forward is proposed for developing SNSs particular to the Southern African cultural context.
openalex: W2118041297 mag: 2118041297
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You Better Recognize!: The Arts as Social Justice for African American Students - Hanley, Mary Stone (Equity & Excellence in Education, 2011)
Social justice is a complex theory and practice that includes the equitable redistribution of resources and the recognition of culture. This is a report about the Tubman Theater Project, a culturally relevant drama program in which African American middle and high school students confronted racism and classism, as well as their unexamined internalized oppression while constructing a positive racial identity as they developed, rehearsed, and performed plays generated from their own lived experiences. A culturally relevant arts model emerged from a synthesis of the data.
openalex: W1984094090 mag: 1984094090
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School Teacher Perceptions of Barriers That Limit the Participation of African American Males in Public School Gifted Programs - Hargrove, Brenda H.; Seay, Sandra E. (Journal for the Education of the Gifted, 2011)
This study used data from questionnaires completed by teachers employed in North Carolina schools (N = 370) to determine if teachers felt that non-school-related or school-related factors served as barriers that limited the number of African American male children from participating in gifted programs. The majority of the teachers taught 3rd- to 5th-grade students. African American, Hispanic, and other minority teachers accounted for 29.8% of the teachers. White teachers identified barriers that were not related to school personnel, practices, or policies. Minority teachers identified both school-related and non-school-related factors as major barriers. No differences were found on barriers identified by teachers who had exposure to gifted development activities and those who did not. Recommendations for engaging teachers' commitment to African American male student learning through professional development programming are described.
openalex: W2003311990 mag: 2003311990
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An analysis of the South African model of inclusive education with regard to social justice - Hay, Johnnie; Beyers, Christa (Africa Education Review, 2011)
Abstract Inclusive education was formally established in South Africa through White Paper 6 of 2001 with the pertinent aim of including learners who experience barriers to learning into a single and undivided education system. This thrust was accepted by most stakeholders as a means of removing injustices from the past (DoE, 2001). Through the dialogue and document analysis of this article we have attempted not only to introduce the principles of social justice, but also to demonstrate the characteristics of the specific South African model on inclusive education and how this model has developed. We will provide a critical examination of how the meaning of social justice can be viewed with regard to distributive, retributive and recognitive justice and, finally, how the South African model of nuanced inclusive education weighs up against these forms of social justice.
openalex: W2079225980 mag: 2079225980
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Earthquake Rupture at Focal Depth, Part I: Structure and Rupture of the Pretorius Fault, TauTona Mine, South Africa - Heesakkers, V.; Murphy, S.; Reches, Z. (Pure and Applied Geophysics, 2011)
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Educating African American Students: Foundations, Curriculum, and Experiences - Hilliard, Patricia Leigh (Journal of Negro Education, 2011)
Educating African American Students: and by Abul Pitre, Esrom Pitre, Ruth Ray, and Twana Hilton-Pitre (Eds.). Lanham, MD: Rowman & Littlefield, 2009, 174 pp., $24.95, paperback. Educating African Americans Students: and Experiences is a compilation of essays and qualitative research studies that give an overview of the challenges African American students face in what is described as a culturally biased, European-based educational system. The first section, Foundations, presents three articles that provide a synopsis of the inequities in public schools. Specifically, the desegregation and subsequent displacement of Black educators and administrators is addressed in the premiere article. The remaining two articles build on this theme of inequality by discussing the deleterious effect of educating Black children in a system that predominately employs non-Black teachers and heavily relies upon quantifiable variables to measure academic success. The second section, Curriculum, contains a small collection of articles educating the reader about the biases and discrimination prevalent in social students, mathematics, and special education curricula. Special emphasis is placed on discussing the plight of Black males and their over-representation in remedial classes or special education programs. Furthermore, an overarching theme to this section is that a culturally void curriculum taught by educators who mistakenly regard behavioral differences as mental disabilities has fueled the increasingly wide education gap between majority and minority children. Part III, Experiences, presents five qualitative research studies highlighting the circumstances that have influenced the scholastic success and failure of Black students. Similar to the previous section, an emphasis is placed on the difficulties plaguing Black males. It is argued that the school system has failed this demographic group by presenting them with a curriculum based on White domination and Black inferiority. The solutions to this problem are rooted in the ideologies of Paulo Freire, a Brazilian educator and author of the infamous work, Pedagogy of the Oppressed. More specifically, Barconey and Pitre (2009) attest that the current education system views students as helpless, passive, and empty receptacles ready for deposits of knowledge by an all-knowing teacher (p. 97). According to Freire (2000), school curriculum should be structured to empower students and prepare them for societal transformation. The last two articles in this section are devoted to African American student successes in the current education system. Their triumphs are presented in two different qualitative forms. In a study of 1 1 high-achieving students at a low-performing school, the researchers attempt to better understand what factors influenced the participants high level of achievement in mathematics and strong school affiliation. The last study is the only research presented that tackles the issues facing Black students in predominately White non-urban school settings. Hilton-Pitre (2009) evaluated a group counseling program for African American girls appropriately titled, Empowerment Groups for Academic Success (EGAS). Unlike previous articles, specific recommendations are given on how middle school counselors can successfully implement EGAS and subsequently assist students, teachers, and administrators. …
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The politics of diversifying basic education delivery: a comparative analysis from East Africa - Hoppers, Wim (Journal of Education Policy, 2011)
Abstract This article addresses the politics and policy-making of alternative forms of basic education in the context of EFA, with an emphasis on non-formal education (NFE) for school-age children. It explores how policy-makers interpret the relevance of such alternatives, the steps that are taken to implement the reforms and factors that play a role in decision-making. Data are drawn from two case studies of NFE policy processes, in Uganda and in Kenya. It is suggested that, while governments make progress in moving towards diversified basic education, they tend to follow different models of integrating NFE. The solutions they find seem to depend on the national dynamics in which the roles of non-state actors, international agencies and, above all, the state are paramount. Their interactions reflect differences of power and of national education traditions. Keywords: diversified basic educationpolitics of education policycivil society Notes 1. The choice of the two countries is based on evidence of substantive national effort to address the contributions of educational alternatives to EFA and their participation in policy research work, sponsored respectively by UNESCO-IIEP (Uganda) and GTZ (Kenya). 2. For a complete report of the studies see Hoppers (2008b) and GTZ (Citationforthcoming). 3. The Uganda case-study draws heavily from Hoppers (Citation2008b). 4. In Uganda the actual term of ‘NFE’ was legally reserved for adult education programmes.
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Human resource management policies and programmes of teachers and managers of Ghana education service in Tamale Metroplis - Issahaku, John (2011)
openalex: W2884357404 mag: 2884357404
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KNOWLEDGE OF PRIMARY SCHOOL TEACHERS ON RECOLONIZATION OF PUPILS AT RISK OF CHILD ABUSE IN KANO URBAN NIGERIA. - Jibo, Abubakar Mohammed; MOHAMMED, ADAMU (DOAJ (DOAJ: Directory of Open Access Journals), 2011)
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Girls' secondary education in Uganda: assessing policy within the women's empowerment framework - Jones, Shelley (Gender and Education, 2011)
This paper makes the case that policies, such as the National Strategy for Girls' Education in Uganda (NSGE), intended to achieve gender equity in education for girls in developing countries, have limited relevance to, and impact on girls' actual educational experiences. Recent considerations of girls' education acknowledge that gender equity within education is more than access to schooling; it entails the cultivation of capabilities necessary for girls to participate fully, actively and equally in all aspects of their societies. Drawing on a longitudinal, ethnographic policy research case study with 15 Ugandan schoolgirls in rural Masaka District, Uganda, from August 2004 to September 2006, I explore the girls' educational experiences in relationship to the NSGE. I employ the Women's Empowerment Framework (WEF) to evaluate the NSGE with respect to the extent to which its interventions are ‘empowering’ for girls.
openalex: W2105828464 mag: 2105828464
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In the ‘best interest’ of the student: perceptions and implications for leadership practices in secondary schools in Kenya - Jwan, Julius O. (Management in Education, 2011)
This paper discusses the contrasting views of what constitutes the ‘best interests’ of students and the implications of such perceptions for leadership practices in secondary schools in Kenya. The paper is based on a study conducted to establish the students’, teachers’ and principals’ perceptions of democratic school leadership — in line with the current policy requirement of the Kenyan government that students be involved in decision-making on some of the issues in school that directly affect them. The study was in two phases. The first phase included interviews with twelve school principals to explore their perspectives on democratic school leadership and provide a rationale for selecting the two case schools. The second phase was a case study of two schools. The findings suggest that the leadership practices perceived by most principals and teachers to be in the ‘best interests’ of students were contentious and in direct contrast to what the students considered to be in their best interests.
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Challenges facing Teen Mothers in secondary schools in Kenya; A case of Wareng District,Uasin Gishu, Kenya - Kamara, Margaret Kosgey (2011)
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Emerging perspectives in teaching practice external examining in the University of Zimbabwe Scheme of Association - Kangai, Phebion; Mamvuto, Attwell (Zimbabwe Journal of Educational Research, 2011)
The study was undertaken to investigate critical issues surrounding Teaching Practice (TP) external assessment in the University of Zimbabwe Scheme of Association. The participants were college lecturers appointed as external assessors for the period 2007/ 2008. Data collection involved intensive elite interviews, analysis of TP reports by team leaders and regional coordinators as well as lesson crits spanning over two years. A questionnaire administered to 18 participants yielded both qualitative and quantitative data including assessors' demographics. Findings indicated several emerging issues. The assessors were suitably qualified and experienced .despite having undergone varied college-based induction processes in which the Department of Teacher Education (DTE) had little input. Central to TP assessment was the need for objectivity, a notion most assessors found difficult to pin down. This- was compounded by several challenges in the field, which included logistics, economic, morality and bureaucratic systems. Despite all challenges, TP external assessment emerged as an indispensable aspect that needs to be maintained with improved resource input. Suggestions to improve the internal efficacy of the process are made in light o fcontemporaiy internal challenges in the Scheme of Association.
openalex: W1534310577 mag: 1534310577
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Training and employee performance in organization: case study New Vision in Uganda. - Kangume, Annet (2011)
A Research Report Submitted to the School of Business and Management in Partial Fulfillment of the Requirements for the Award of Bachelors Degree in Human Resource Management of Kampala International University
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Increasing access to quality education in Puntland : Lessons from formal, non-formal (ABE), integrated Quranic schools and Dugsi in Bosaso - Khamis, Anil (2011)
openalex: W569406042 mag: 569406042
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Indigenous knowledge and education – the case of the Nama people in Namibia - Klein, Jørgen (Education As Change, 2011)
Abstract This article describes and evaluates a project that aims to include the indigenous knowledge and skills of the Nama people in rural schools in The Karas Region, Namibia. In the Traditional Life Skills Project (TLSP) parents and grandparents teach children some of the traditional life skills and knowledge of the Nama people in the schools in the afternoons. The paper points out that in successful communities the project makes an important contribution to the conservation of the Nama culture. Furthermore, it has the potential of reducing both drop-out rate and disciplinary problems in the schools. It also contributes economically to the local societies through sales of products which they manufacture. In some of the communities the project has not succeeded. The causes of success or failure are analysed using the concept ‘social capital’, and a central conclusion is that the level of social capital in a community is pivotal for the success of this project. The paper suggests that a closer integration of traditional life skills and entrepreneurial education could be beneficial for the economic sustainability of the project.
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Evaluation of the school feeding programme and pupils academic performance in Ghana: a study of the catholic relief service feeding programme in Savelugu/Nanaton District - Kudus, Mohammed Abdul – (2011)
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Evaluation of the school feeding programme and pupils academic performance in Ghana: a study of the catholic relief service feeding programme in Savelugu/Nanaton District - Kudus, Mohammed Abdul – (2011)
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Schooling as a lottery: Racial differences in school advancement in urban South Africa - Lam, David; Ardington, Cally; Leibbrandt, Murray (Journal of Development Economics, 2011)
This paper analyzes the large racial differences in progress through secondary school in South Africa. Using recently collected longitudinal data we find that grade advancement is strongly associated with scores on a baseline literacy and numeracy test. In grades 8–11 the effect of these scores on grade progression is much stronger for white and coloured students than for African students, while there is no racial difference in the impact of the scores on passing the nationally standardized grade 12 matriculation exam. We develop a stochastic model of grade repetition that generates predictions consistent with these results. The model predicts that a larger stochastic component in the link between learning and measured performance will generate higher enrollment, higher failure rates, and a weaker link between ability and grade progression. The results suggest that grade progression in African schools is poorly linked to actual ability and learning. The results point to the importance of considering the stochastic component of grade repetition in analyzing school systems with high failure rates.
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Students’ experiences of using the partograph in Kenyan labour wards - Lavender, Tina; Omoni, Grace; Lee, Karen; Wakasiaka, Sabina; Watiti, James; Mathai, Matthews (African journal of midwifery and women's health, 2011)
Background: Previous research has demonstrated the likely benefits of partograph use in low-resourced settings. However, the challenges of completing a partograph are also reported. The objective of this study was to examine students’ views and experiences of partograph use to gain understanding of the realities of using this tool in the labour ward. Methods: In a qualitative study, 51 student nurses, undertaking their maternity placement at a university in Nairobi, Kenya, participated in five focus group discussions. Data were audio recorded, transcribed verbatim and analysed thematically. Results: Four main themes emerged from the analyses: challenges to ‘doing the right thing’; theory-practice disconnectedness; negative role models; and retrospective recording. Conclusions: The results provide insight into the challenges faced by students when practising in the labour ward environment. A more effective approach to partograph training and implementation should be adopted to support students. However, student midwife training is unlikely to be implemented into practice unless the qualified team supports their learning. Given that the partograph had little status in the labour ward, change may only happen when senior health professionals (midwives and obstetricians) lead by example. Further research is required to explore the views of obstetricians and qualified midwives on partograph use. Appropriate implementation strategies also warrant further investigation.
openalex: W2098303830 mag: 2098303830
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Beyond literacy: non-formal education programmes for adults in Mozambique - Linden, Josje van der; Manuel, Alzira (Compare: A Journal of Comparative and International Education, 2011)
Thirty-five years after independence the Mozambican illiteracy rate has been reduced from 93% to just over 50% according to official statistics. Although this indicates an enormous achievement in the area of education, the challenge of today still is to design appropriate adult basic education programmes including literacy, numeracy and life skills. Studies carried out in the framework of the research programme of the Adult Education Department of Eduardo Mondlane University in Mozambique reveal the dilemmas encountered in designing such programmes. By uncovering these dilemmas this article aims to display critical issues regarding the content and the implementation of literacy and non-formal education programmes for adults relevant to their context. As the Mozambican research programme was part of a cooperation with universities in South Africa and the Netherlands, the issues will be discussed against the background of this international cooperation.
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Meeting the Challenges of Disability and HIV in East Africa - Luyirika, Emmanuel; Kikule, Ekiria; Kamba, Moses; Buyondo, Florence; Batamwita, Richard; Featherstone, Amber; Mills, Edward J. (Journal of acquired immune deficiency syndromes (1999), 2011)
To the Editors: Since the introduction of combination antiretroviral therapy, people are living longer, but often with physical, psychologic, and social changes that affect quality of life.1 These changes may be a result of HIV/AIDS, associated opportunistic infections, and the treatments for these conditions.2,3 However, the type and magnitude of HIV-associated disabling conditions is poorly understood, particularly in resource-limited settings. The majority of research on HIV-associated disabilities stems from North American and European settings. There is recently emerging interest in disabilities in resource-limited settings, yet data on the prevalence of disabilities from Africa are sparse.1,4,5 Most published studies have examined qualitative issues of awareness or knowledge about risk factors for HIV/AIDS among people with disabilities.4,5 There are currently no available data on the magnitude of HIV-associated disabilities from Central and East Africa. Since 1998, we at Mildmay Uganda, a regional HIV/AIDS charity in East Africa providing comprehensive HIV/AIDS care and training, have tried to take an active role in HIV-associated disabilities, prevention, and management. Mildmay Uganda has a total of 194 staff to provide care to more than 22,000 patients in central Uganda with an approximate annual budget of $10 million US dollars. Physical impairment and disabilities management is an integral part of the pediatric and adult HIV/AIDS-related care offered at Mildmay Uganda. Mildmay's multidisciplinary team offers holistic care to its clients within the context of a family unit, in the community, and through other institutional partners. A core rehabilitation team consists of three physiotherapists, two occupational therapists, and a nutritionist working full-time and are supported by other members of the multidisciplinary team. At enrolment, for HIV/AIDS care, 1178 (5.4%) patients had a physical impairment or condition predisposing to disabilities, according to criteria from the World Health Organization International Classification of Functioning extracted from the diagnostic category of the physical therapy patient registry. Among these, 955 (81.1%) were adults and 223 (18.9%) were children. Table 1 provides a description of the types of disabilities experienced by adults and children.TABLE 1: Description of Disabling Conditions and Conditions Predisposing to Disabilities Experienced by HIV-Positive Adults and Children Attending Mildmay in Uganda6At Mildmay Uganda, tuberculosis of the spine is the main cause of paraplegia; toxoplasmosis is the main cause of hemiplegia; and progressive HIV is the main cause of neurocognitive impairment. The prevention of disabilities has required an active role in early diagnosis and treatment of HIV, routine prevention and treatment of opportunistic infections (eg, tuberculosis, cytomegalovirus, toxoplasmosis), rational use of drugs that may effect vision or hearing, and early initiation of rehabilitative services, particularly physiotherapy and occupational therapy, yet as expected in settings such as Uganda, resources are limited and skilled rehabilitation professionals are scarce. Our approach has required the development of flexible programs delivered in health clinics, patients' homes, and the community. Health clinics offer both physiotherapy (eg, exercises to strengthen muscles, mobilize joints and relieve pain, and therapeutic play for children) and occupational therapy (eg, re-education in activities of daily living, energy conservation training, stress management, relaxation, and orientation training). In addition to physicians, phys iotherapists, and occupational therapists, patients may see social workers, nurses, and pastoral workers for physical impairment management at the clinic. Clinics are equipped with the necessary infrastructure and devices to assist patients. Transportation to and from the health clinic is available for those in need, and communication assistance is provided to those who are deaf or blind. Home assessments and home rehabilitation programs need to be provided to patients. Training is provided to caregivers and patients in the home, and adaptations and accessibility devices are provided as needed. In the community, efforts have been made to train community-based volunteers to assist patients in physical impairment management. Volunteers are trained to provide the necessary infrastructure such as ramps, rails, barricades, and adapted toilet facilities to assist patients in their activities of daily living in the community. Assistive devices such as wheelchairs and walking frames are also provided to patients with walking impairments. In our assessment of patients attending Mildmay, the most common conditions presented were paraplegia and hemiplegia and cognitive impairment. In Uganda, and in most of Africa, rehabilitation services and appropriately trained health workers are scarce. Thus, efforts are needed to improve the skills of existing health providers to respond to HIV-associated disabilities as well as to have access to appropriate rehabilitation tools to respond to the increasing needs of patients. Although antiretroviral therapy is the most important intervention to reduce the impact of the AIDS epidemic, as the epidemic matures, there is a need to refine and improve care for those requiring complex care. Emmanuel Luyirika, MBChB, MMed Ekiria Kikule, MBChB, MMed Moses Kamba, MBChB Florence Buyondo, BSc Richard Batamwita, MPH Amber Featherstone, MD, MPH Edward J. Mills, PhD, MSc Mildmay Uganda, Kampala, Uganda; and Faculty of Health Sciences, University of Ottawa, Ottawa, Canada
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Mineral stability in peralkaline silicic rocks: Information from trachytes of the Menengai volcano, Kenya - Macdonald, Ray; Bagiński, Bogusław; Leat, P. T.; White, John C.; Dzierżanowski, Piotr (Lithos, 2011)
Electron microprobe analyses are presented for phenocrysts and matrix glass in peralkaline, silica-oversaturated trachytes from the Menengai volcano, Kenya Rift Valley. The dominant phenocryst assemblage is alkali feldspar–hedenbergite–fayalite–titanomagnetite–apatite. Aenigmatite, amphibole and quartz occur rarely in more peralkaline rocks. QUILF calculations indicate that the trachytic magmas crystallised at temperatures of 854–870 °C, at relatively low oxidation states (ΔFMQ − 1.6 to − 1.7) and silica activity (aSiO2 (Qtz) of 0.60–0.66). The new analyses are used, along with published data, to outline the distribution of the main phases in the compositional spectrum of peralkaline quartz trachytes and rhyolites. There is uncertainty about the nature, or even existence, of a low-temperature zone in the alkali feldspar primary phase region, the equivalent of the thermal valley in the haplogranite system. Quartz phenocrysts may appear early or late in the crystallisation sequence, even in rocks of similar bulk composition, its appearance perhaps being a function of the F content of the melts. Whereas hedenbergite and fayalite show fairly systematic compositional trends with increasing host rock peralkalinity, amphibole compositions are variable, for reasons not yet understood. Aenigmatite crystallisation is at least partly controlled by oxygen fugacity and silica activity. With rare exceptions, ilmenite and titanomagnetite are incompatible phases but the factors controlling their relative stabilities are not clear. It appears that peralkaline trachyte–rhyolite sequences evolve along many crystallisation paths, the paths perhaps being strongly influenced by pH2O, pF2, melt F/Cl ratios and perhaps total pressure.
openalex: W2088649512 mag: 2088649512
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Is Access to Higher Education a Sufficient Condition for Social Equity in South Africa? A Critical Analysis - Machingambi, Severino (Journal of Social Sciences (Print), 2011)
Access to higher education in South Africa has become an urgent imperative after the demise of apartheid in a bid to redress the inequities of the past. This has given rise to the massification of higher education and the phenomenal increase in the number of students participating in higher education. As a direct consequence, debates and discourses in Higher Education (HE) have foregrounded access as a key component of successful higher education transformation. However, critics have argued that debates and discourses in higher education that are only driven by access as measured by rates of participation remain largely ineffective if they do not pay sufficient attention to access as measured by success and graduation rates as well as the quality of graduates produced. This is equal to saying that students of all races and social classes who participate in higher education should have equal chances of success in higher education so as to bring about social equity and equal educational opportunity in society. This paper, therefore, argues that while the issue of access to higher education is a necessary step towards social equity in South Africa, it is however, not sufficient on its own to bring about this noble ideal.
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How Chaotic and Unmanageable Classrooms Have Become: Insights into Prevalent Forms of Learner Indiscipline in South African Schools - Maphosa, Cosmas; Mammen, Kuttickattu John (Anthropologist (Delhi, 1999), 2011)
The study sought to establish teachers’ insights into the most prevalent forms of learner indiscipline and ascertain how the insights reflect on safety and security in schools and classrooms. The study was a descriptive survey which employed a combination of quantitative and qualitative approaches. It looked into insights of 125 teachers selected from 15 independent schools in Mthatha district in the Eastern Cape Province of South Africa. Data were collected from teachers thorough a semi-structured questionnaire and interviews. The SAS/SAT statistical package version 17 was used to analyze the quantitative data. Qualitative data were analysed through content analysis on emerging key issues led to themes that guided analysis. The study found that the following forms of indiscipline: noisemaking, non-submission of work for marking, leaving learning materials at home, talking without teacher’s permission, teasing other learners, absenteeism, swearing at others and non-completion of given assignments were prevalent in schools participating in this study whereas truancy, bullying, threatening other learners, theft, verbal attacks on fellow learners, assault on fellow learners, graffiti on classroom and toilet walls, vandalising school property, verbal attacks on teachers, substance abuse, sexual harassment, and indecent assaults on female learners were prevalent major forms of indiscipline. The study concluded that there were numerous disciplinary problems in schools as reported by teachers ranging from the minor to more serious ones and recommends that teachers should be always on the lookout for different forms of learner indiscipline in schools and classes in an attempt to create safe and conducive learning environments.
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Perspectives on theological education in Malawi - Matemba, Yonah Hisbon (Arts and Humanities in Higher Education, 2011)
This article gives an overview of (Christian) Theological Education (CTE) in Malawi. To place the discussion in its appropriate context, information about Malawi is given including the impact of Christianity on the country. The article then describes historical aspects of CTE and highlights some of its inherent shortcomings, before shifting to more recent developments and justifying why Malawi still needs CTE. Next, attention is given to the two main ‘routes’ in CTE provision. Finally, ‘new’ theologies that have emerged in CTE in Malawi are identified and described.
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Teaching Aberrance: Cinema as a Site for African Feminism - McLeod, Corinna (Journal of international women's studies, 2011)
Abstract This article examines the influence of colonialist instructional cinema on African cinema production. The four films–Neria, Everyone's Child, Wend Kuuni, and Taafe Fanga–differ in national origin, thematic approaches, and cinematic technique, but they share in displaying an element of instructional cinema. The instructional nature of the films asserts the value of women in postcolonial African societies, who, in the space of the films as in real life, are the double-colonized subject Keywords: feminism; African cinema; postcolonialism Introduction Most important is the role of the cinema in the construction of peoples' consciousness. Cinema is the mechanism par excellence for penetrating the minds of our peoples, influencing their everyday social behaviour, directing them, diverting them from their historic national responsibilities.–Med Hondo (i) Without the development of African Cinema, Med Hondo writes, Africans will continue to be colonized through imported film. (ii) Recent African cinema seeks to counter the cinematic imperialism, and as with literature, recreate national identity, reawaken pre-colonial traditions, and advocate societies based on gender equality. Cinema has a strong historical presence in Africa through colonialist cinema (iii) and through a second type of cinema that Femi Okiremuete Shaka differentiates as colonial, instructional film. Instructional film was first used by colonizers in the early 20th century to aid in what was then seen as and later as a counterforce to Hollywood's representation of Africans in such films as King Solomon's Mines, the Tarzan series, and She. (iv) Though critics such as Diawara and Ukadike have perceived colonial, instructional films as racist productions, motivated more by paternalistic attitude than by genuine altruism, Shaka argues that critics should distinguish between the intentions of the films and the films as a product, (v) According to Shaka: The stated aims and objectives [of instructional films] were to teach Africans methods of social development, hence the emphasis on films as a teaching aid, on medicine, modem methods of farming, banking, village and urban planning for hygienic purposes, co-operative societies, etc. The films do not represent Africans as lacking knowledge of these things; they merely posit them as doing things in the old and traditional way. (vi) Despite his use of the word modern (in this case, meaning Western) Shaka asserts that instructional film showed Africans in a positive manner. For Shaka, the films depict Africans as knowing and knowledgeable beings, as people with independent minds of their own and thus a departure from colonialist cinema's representation of Africans as tantamount to animals. (vii) According to Shaka, instructional cinema differs from colonialist cinema in that its use of African actors represents an empowering movement for its sub-Saharan audience and portrays Africans in a progressive reform and development. With this tradition in mind, viewers of African cinema should build the bridge between instructional cinema, traditional oral culture and the development of a African cinema. The four films I will examine all display an element of instructional cinema, and the instructional nature of the films assert the value of women in postcolonial African societies, who, in the space of the films as in real life, are the double colonized subject. In Neria (1992), a woman must fight her in-laws to keep her property and maintain custody of her children after the death of her husband. Everyone's Child (1996) tells the story of four children whose parents die of AIDS and the eldest daughter's struggle to keep the family alive. In Wend Kuuni (1987), the director shows that even as women are relegated to the background in the story they still function as catalysts for the three major events in the film. …
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Migration patterns in rural schools in South Africa: Moving away from poor quality education - Merwe, Hettie Van der (Education As Change, 2011)
Abstract In South Africa, the policy of school choice has resulted in a sustained exodus of learners from traditionally black, segregated schools to former white schools. This article looks at how parental choice is changing the face of rural school populations in the northern, rural part of the country. The author reports on an investigation at three secondary schools in Limpopo province. The findings show that motivated teachers, dedicated principals, an orderly school, organised parent involvement, and English as the language of learning and teaching were the most significant factors in the migration tendencies of pupils to former white schools. The findings support recent research which, in various forms, argues that school migration is indicative of what parents and their children value in education and what they wish to leave behind when they migrate.
openalex: W2092116856 mag: 2092116856
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What does it mean to be a girl? Implications of girls' and boys' experiences of gender roles in rural Lesotho primary schools - Morojele, Pholoho (Education as change, 2011)
Abstract A doctoral study on constructions of gender has found that meanings attached to children's identities play a role in their experiences of gender in schools. From the view of the sociological theory of social constructionism the data were analysed to search for everyday gendered experiences of female and male children in a primary school. Drawing from ethnographic data (conversations, observations and informal discussions), this article discusses girls' and boys' experiences of gender in three co-educational rural primary schools in Lesotho. Analysis denotes experiences of sexual violence and gender-motivated fights as predominant in girls' and boys' experiences of gender, and that these had inequitable effects that militated against girls more than boys. These painful experiences occurred against the backdrop of high female enrolment in Lesotho primary schools (Unicef 2008). The article cautions that statistics on increased girls' school attendance might create a false impression concerning gender equality in these schools. Keywords: Free primary educationgender motivated-fightssexual violenceLesotho Acknowledgements The author wishes to express gratitude to the following:1. The Commonwealth Scholarship Commission (United Kingdom), National Manpower Development Secretariat (Lesotho) and the Spencer Fellowship Grant (University of KwaZulu-Natal) for financially supporting the PhD study on which this article is based.2. Professors Deevia Bhana and Relebohile Moletsane for supervising the PhD study that led to the production of this article.3. Mr Crispin Hemson for critically reading and editing this article.4. The Education as Change editor/s and reviewers of this article. Attempts to address their critical and constructive comments have had far-reaching positive implications in enhancing the author's research and academic capacity. Acknowledgements The author wishes to express gratitude to the following:1. The Commonwealth Scholarship Commission (United Kingdom), National Manpower Development Secretariat (Lesotho) and the Spencer Fellowship Grant (University of KwaZulu-Natal) for financially supporting the PhD study on which this article is based.2. Professors Deevia Bhana and Relebohile Moletsane for supervising the PhD study that led to the production of this article.3. Mr Crispin Hemson for critically reading and editing this article.4. The Education as Change editor/s and reviewers of this article. Attempts to address their critical and constructive comments have had far-reaching positive implications in enhancing the author's research and academic capacity.
openalex: W2090797664 mag: 2090797664
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Stress field in the central and northern parts of the Gulf of Suez area, Egypt from earthquake fault plane solutions - Morsy, Mamdouh A.; Hussein, H. M.; Elenean, K. M. Abou; El-Hady, Sherif M. (Journal of African Earth Sciences, 2011)
Earthquake focal mechanism solutions from 18 events in the central and northern parts of the Gulf of Suez with local magnitudes ranging from 2.8 to 5.2 and occurring between 1983 and 2004 are used to determine the type of motion and stress pattern of the region. Fault plane solutions show mostly normal component; pure normal faulting mechanisms and normal faulting with a strike-slip component. Only some mechanisms show pure strike-slip faulting. The fault planes strike in NW, WNW, NNE and ENE directions, in conformity with the geologically observed striking faults in the northern and central parts of the gulf. The principal stress orientation is also estimated by inverting the selected focal mechanism solutions. The results show that the northern part of the Gulf is subjected to NE–SW to NNE–SSW extension, with a horizontal σ3 (plunge 3°) and subvertical σ1 (plunge 80°). This means that the horizontal extensional stresses are still present in the central/northern Gulf of Suez.
openalex: W2088420701 mag: 2088420701
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Globalisation and sustainability of soccer and higher education : the challenges with special reference to South African soccer - Mtimkulu, Phil (Commonwealth Youth and Development, 2011)
Soccer, a sport played mostly by blacks, received a boost when FIFA decided to award the hosting of the 2010 Soccer World Cup (SWC) to South Africa. Throughout its existence over many decades, soccer in South Africa played second fiddle to sports such as rugby and cricket, which were popular with the country's white citizens. This situation was exacerbated by the banning of South African soccer by FIFA. South Africa was excluded from the global soccer community. Deprived of any contact with the international soccer world, it flourished in obscurity. In the past, soccer was not associated with higher education, as it was played by people who did not progress very far with their education. This picture changed with the advent of professional soccer, as a number of younger players furthered their education at tertiary institutions. The readmission of South Africa to the world soccer body opened avenues for local soccer. The World Cup engendered a spirit of togetherness among South Africa's people that will hopefully continue and be used as a stepping stone towards nation-building.
openalex: W607705162 mag: 607705162
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Ergo-effects of designed school furniture and sitting positions on students behaviour and Musculo-Skeletal Disorder in Nigerian tertiary institutions - Musa, Adekunle Ibrahim; Ismaila, Salami Olasunkanmi; Adejuyigbe, Samuel B.; Akinyemi, Olukayode D. (Management Science Letters, 2011)
Improper design of school furniture is one of the contributing factors to back pain among students as indicated in some studies.In the case of designing school furniture where sitting constitutes a considerable time in the school, seat becomes important for comfort.This study is carried out in three selected institutions in Nigeria to determine level of musculoskeletal disorder in students' and the furniture that they use.720 questionnaires with 240 students (120 boys and 120 girls) drawn from each participating institutions were administered and 675 responses were received.The results show that the number of students having MSD, accounted for 93.75%.However, the distributions of pain in the body parts in each school were different.The musculoskeletal pain, mostly concentrated on neck, right shoulders right elbow right wrist right hand, upper back and lower back.The result also reveals that most of the students are sitting on chairs with seat that are too high and too deep or too shallow and of tables that are too high.However, it is recommended that further study on effect of designed school furniture and sitting position in larger sample of students' representative in Nigeria tertiary institutions should be carried out in order to reduce the effect of body pains.
openalex: W2029169879 mag: 2029169879
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Students' Unethical Behaviour: Insights from an African Country - Nejati, Mehran; Ismail, Salaheldin; Shafaei, Azadeh (Global Business and Management Research: An International Journal, 2011)
Introduction With the development of internet, easier access to electronic resources has been provided. While this provides scholars with great tool in conducting research through enabling access to literature in the shortest possible time, the negative consequences which are caused by the unethical application of information resources can not be ignored. Academic cheating and dishonesty has become major ethical issue in today's world with an increasing incidence of cheating in form of in the recent years, as result of internet and other technological developments (Boisvert and Irwin, 2006; McCabe et al., 2001; McMurtry, 2001; Nejati et al., 2009). This has resulted in growing concern about student (Campbell, 2006; Sunderland-Smith, 2008). Ethics is defined as a systematic approach to moral judgments based on reason, analysis, synthesis, and reflection (Christie et al., 2003; Nejati et al., 2011). Since today's university will be the decision makers and managers of tomorrow, it is therefore worthwhile to examine their current attitudes toward cheating and unethical behaviour. Being among the most common forms of unethical behaviours among students, is defined as the unauthorized application of others' material without due attribution regardless of the fact that it has been done intentionally or through carelessness. In research world, plagiarism is widely thought of as perhaps the most grievous academic crime (Rosamond, 2002, p. 167) since it involves the stealing of ideas or other research materials from others in order to share them as one's own original contribution to knowledge. Besides, within universities, is well known to be growing problem among students (Martin, 2007) and students, the problems of avoiding are often more complicated than academic staff acknowledge (Richardson, 2004). The study of among university is of interest since it is undoubtedly the most common type of cheating and unethical behaviour practiced by and as research has shown, past cheating is strong predictor of future cheating (Davis and Ludvigson, 1995). As cited by Devonish et al. (2009), it is recognized that the of today are the professionals of tomorrow, and therefore their attitudes and behaviours in the academic arena are important to the business world (Ludlum and Moskaloinov, 2005). While the issue of academic dishonesty has been studied in many different countries, such as the United States, United Kingdom, Canada, Japan, Taiwan, New Zealand and others, it is still relatively unexplored topic in developing countries and to the best of authors' knowledge no significant research of this kind has been conducted in Africa, except the recent studies by Olasehinde-Williams (2008; 2009) which investigated the differences between preferences of staff and in the Nigerian university regarding three approaches of curbing academic dishonesty, namely 'police', 'virtues' and 'prevention' and did not take into consideration the issue of unethical practices. The current study aims to explore students' perception and behaviour regarding in Egypt, as one of the key players in African education. As Wheeler (2009) discussed, in the West get familiar with as early as their schooling time and by the time they enter university, they are mostly familiar with what constitutes plagiarism, and almost certainly aware of the punishments they can face if caught attempting to pass on the labours of other authors as their own. But this is not the case in developing countries as does not necessarily carry the same negative connotations for them (Bloch, 2001; Dryden, 1999; Scollon, 1995). There is some debate on attitudes towards among raised outside the Western context (see for example: Angelil-Carter, 2000; Bloch, 2001; Deckert, 1993; Pennycook, 1996; Scollon, 1995). …
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The Senegal Project: A Cultural Foods Unit for Middle School Students - Nelson, Diane (Journal of Family and Consumer Sciences, 2011)
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Monolingual education in a multilingual setting: The case of Mozambique - Ngunga, Armindo (Journal of Multicultural Discourses, 2011)
Abstract Multilingualism can be defined as the sharing of the same geo-political and social-economic space by more than two languages. In modern Africa, multilingualism resulted from the Berlin Conference (1884–1885) on the Partition of Africa. At that conference, the colonial powers decided to divide the continent without considering the existing borders dividing different nations. With rare exceptions, the resulting countries from this scrambling of the continent are geographically large, and culturally and linguistically diverse, because they squeeze within the same borders various indigenous African nations while splitting others. In Mozambique, for example, only five of about 20–30 traditional nations escaped from being split. Nevertheless, multilingualism is not a problem on its own. The problem is how to manage, in a fair way, the diversity of languages and cultures that share the same geographical space and live under the same central government. For instance, what is the best education policy for a multilingual and multicultural society? This paper aims to share the experience in Mozambique of educational language policy in a multilingual context.
openalex: W2032906188 mag: 2032906188
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LibGuides: Copyright Guidelines for Staff & Students of the University of the Witwatersrand, Johannesburg (WITS): Works Eligible for Copyright Protection in South Africa - Nicholson, Denise (2011)
openalex: W440059170 mag: 440059170
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Mathematics Self-Efficacy and African American Male Students: An Examination of Models of Success - Noble, Richard (Journal of African American Males in Education, 2011)
The purpose of this study was to investigate the personal stories of African American men who excelled in mathematics to understand the impact of their self-efficacy beliefs on their motivation and subsequent academic achievement in mathematics at the postsecondary level. General analyses of autobiographies and interviews revealed that enactive attainment and vicarious experience were influential sources for these African American men‟s self-efficacy beliefs and were supported by family, friends, and peers. However, vicarious experience appeared to be more influential than enactive attainment for these participants. This finding may contradict Bandura‟s (1986; 1997) claim that enactive attainment has the most significant impact on self-efficacy; in contrast, it supports other claims, such as peers play a major role in the development of attitudes toward academics for African American men (Hrabowski & Maton, 1995; Hrabowski, Maton, & Greif, 1998; Kunjufu, 1986; Taylor, 1989).
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Student Citation Behaviour in Delta State University, Abraka, Nigeria - Obuh, Alex Ozoemelem; Babatope, Ihuoma Sandra (Library Philosophy and Practice, 2011)
This study seeks to ascertain undergraduate students' citation behaviour in two departments in Delta State University, Abraka, Nigeria. It assesses the types and formats of resources preferred and their reasons for preferring a particular format /type.
openalex: W2118191929 mag: 2118191929
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Influence of Nutrition Education on Nutrition Knowledge of Life Skills Educators in Public Primary Schools in South Africa - Oldewage‐Theron, Wilna; Egal, Abdulkadir (Journal of Nutrition Education and Behavior, 2011)
The objective of this study was to determine the nutrition knowledge of primary school educators at baseline and after the implementation of a nutrition education program to determine the impact of the nutrition education program on nutrition knowledge.
openalex: W2086100735 mag: 2086100735
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Influence of diffuse and chronic metal pollution in water and sediments on edible seafoods within Ondo oil-polluted coastal region, Nigeria - Ololade, Isaac Ayodele; Lajide, Labunmi; Olumekun, Victor O.; Ololade, Olusola O.; Ejelonu, Benjamin C. (Journal of Environmental Science and Health, Part A, 2011)
The bioconcentration levels of 3 non-essential elements (Pb, Cd and Ni) have been investigated in three different seafoods; Fish (Tilapia zilli), Crab (Callinectes sapidus) and periwinkle (Littorina littorea), to investigate the ecosystem health status in Ondo oil-polluted coastal region, Nigeria. The seafood samples were chosen based on their popularity as a food source and the potential of the species to contain high levels of metals based on past research results. Metal concentrations in the biota showed marked interspecific differences with C. sapidus recording the highest concentrations of all the metals. The bioconcentration factor (BCF) showed that C. sapidus and T. zilli have the greatest potential to concentrate Cd (BCF = 3-10) and Pb (BCF = 11-84) respectively. Lead uptake from both water and sediment (BCF ≈ BSAF: 0.003-0.018) were abysmally low in L. littorea as compared with other organisms. The high concentrations of Pb in fish species, effective bioaccumulation of Cd in species of crab and periwinkles, as well as very high BSAF of Ni found in species of crab indicated a strong influence from anthropogenic pollutant source on the biotic community. Oil pollution appears to be a major source of bioavailable metal contaminants for the selected biota. The study shows that C. sapidus and L. littorea can effectively compartmentalize potentially toxic metals such as Cd, Pb and Ni within their tissues. In terms of toxicity, C. sapidus had Cd concentrations greater than the 3,000 ng/g limit set by the Commission of the European Communities while Pb concentration exceeded their limits in both C. sapidus and T. zilli. All levels of Ni were below the U.S. Food and Drug Administration action levels for these metals in fish, crustaceans and shellfish. The study revealed anthropogenic enrichment of the metals studied which can possibly pose potential threats to the ecology of the area.
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An Analysis of Peer Groups Influence on Sports Involvement of Female Athletes in Rivers State Secondary Schools, Nigeria - Orunaboka, T. T.; Deemua, A.G. (International journal of educational sciences (Delhi) (Print), 2011)
The study examined the peer group influence on sports involvement of female athletes in Rivers State Secondary Schools of Nigeria. Data were collected with the use of questionnaire, from a sample of 102 female athletes, randomly selected from17 secondary schools that took part in 2003 All Secondary Schools Sports Festival in Rivers State. Three hypotheses were formulated, tested and verified significant. Results from the percentages and Chi-square statistical methods used to analyze the data indicated that peer groups significantly influence the sports involvement of female athletes in Rivers State Secondary Schools. The summary table shows that a total of 2.61 percent of the responses indicated that peers have no significant influence on female involvement in sports among secondary schools’ female athletes in Rivers State, as against 47.06 percent and 50.33 percent responses that respectively favoured the peer groups’ influence. This study concluded that peer group is an institution, which fills the gap in socialization process. And that peer groups influence female sports involvement among secondary school girls in Rivers State of Nigeria. Based on the results and findings of this study, recommendations were made among them which were: sports administrators should administer sports that are free from traditional stereotyped roles expected of normal girls and boys at secondary schools which may stop peer group influence among girls. Females in Rivers State should be allowed to be involved fully in sports like their male counterparts.
openalex: W2188280053 mag: 2188280053
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E-Learning through Digital Libraries: The Case of National Open University of Nigeria - Otubelu, Nkiru J. (Library Philosophy and Practice, 2011)
The Information Gateway is the online library of the National Open University of Nigeria. It is a gateway to a wide range of online information resources, each of which provides tools that help navigate the contents. This paper appraises the status and importance of online resources available in the Information Gateway and the enabling technology for the effective functioning of the National Virtual Library.The paper also appraises the online services in the e-library and makes recommendations for enhanced service delivery and use of the online resources to boost e-learning in Nigeria.
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Physical Facilities as Determinants of Undergraduate Students' Use of Federal University Libraries in Nigeria - Oyedum, Georgina Uchey (Library Philosophy and Practice, 2011)
Adequate physical facilities such as furniture and lighting systems are essential for any meaningful academic work to be achieved in a university library. This paper assesses the adequacy and level of physical facilities in federal university libraries in Nigeria to determine the extent to which they affect undergraduate students' use of the university libraries. The study population was 1,453 undergraduates from across Arts, Education, Engineeing, Law, Science, and Social Science faculties in the selected universities and the survey research method was used for the study. The main instrument used for the data collection was a questionnaire. Descriptive statistics such as frequency and percentage tabulation were used in analyzing the data. Results revealed that the reading chairs and tables in Nigerian university libraries are comfortable for reading purposes, though, they are inadequate in number. The result equally revealed that the lighting systems of the university libraries are not bright enough for reading. To enhance the use of the university libraries by the undergraduate students, majority of the respondents indicated the need to improve the number of the reading chairs and tables available in Nigerian university libraries as well as provision of bright lighting systems in the university libraries.
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Language support for learning a second language: What can the Malaysian example offer South Africa? - Parkinson, Jean; Baba, Suria; Mackay, James (Language Matters, 2011)
Abstract Like many postcolonial countries South Africa has, in most schools, in practice opted to use English for teaching and learning. Malaysia has similarly opted for the use of English in schools, although limiting this to the subjects of Mathematics and Science. In Malaysia, to achieve instruction in a second language, a wide range of supports is offered to teachers and learners whose proficiency in English may be limited. Such support includes materials, in-service training, support from English teachers, mentoring by senior teachers, English for Science and Technology as an examination subject, and the fostering of a positive attitude to both English and the Malay language. In this article we compare the Malaysian and the South African situations, and consider how the Malaysian experience could benefit South Africa.
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LibGuides: Copyright Guidelines for Staff & Students of the University of the Witwatersrand, Johannesburg (WITS): Works Eligible for Copyright Protection in South Africa - Patel, Aysha (2011)
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Implementing a teaching approach based on the multiple intelligence theory in a South African school: A case study - Pienaar, Hester Catharina; Nieman, Marietha; Kamper, Gerrit (Africa Education Review, 2011)
Abstract This article reports on the implementation of a teaching approach based on Gardner's theory of multiple intelligences (MI) at a school in the Hammanskraal area in Gauteng, South Africa. The aim was to determine the impact that such an approach would have on teachers, learners and learner performance. This article discusses the implementation process and the impact thereof on learner results and conduct, as well as learners' opinion on the implementation of the MI approach in the classroom. The study showed that the implementation of a new approach should be monitored regularly and that teachers should receive ample support. An MI approach to teaching had a positive influence on learners' conduct and academic achievement. It also made learners more aware of their own strengths and weaknesses and how to overcome weaknesses. Learners indicated that they prefer an MI approach in teaching.
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Higher education exports in South Africa: A case study of Stellenbosch University - Plessis, E du; Fourie, Johan (South African journal of higher education, 2011)
International trade in higher education services is one of the fastest growing tradable service sectors globally. Apart from the positive externalities international students create through knowledge mobility and spill-over, campus diversity, and local community development participation, spending by international students in the host city and immediate surroundings add significantly to local economic growth. The aim of this article is to show, firstly, the relative strong growth of South Africa’s higher education exports vis-à-vis other countries. We also find that South Africa has a strong comparative advantage in exporting higher education services. Secondly, we use a pilot questionnaire conducted in 2009 at Stellenbosch University to estimate the economic impact of these students on the local economy. We find that international students contribute between R159 million and R172 million per semester to the local economy, in addition to the positive – but largely unquantifiable – externalities they create.
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Prevalence of Risk Factors for Hypertension among Senior High School Students in Ga East District in Greater Accra, Ghana - Poku, Adjoa Afriyie (2011)
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Singing to farmers: Non-formal adult education through folksongs for food production in rural Ghana - Quan-Baffour, Kofi Poku (Muziki, 2011)
ABSTRACT Agriculture is the main occupation of the people of Ghana. More than half of the country's population of about 20 million people depend on farming for their livelihoods. They are either engaged in commercial or in small-scale farming activities for socioeconomic purposes. In the rural areas in particular, almost every community member is a farmer. They are engaged in crop production or animal rearing as a source of livelihood. The two categories of farmers (peasant and commercial) form the backbone of the country's economy, but their efforts hardly receive any official recognition. The peasant farmers are engaged in the production of the country's staple foods such as maize, yam, plantain, beans, peanuts, sorghum, millet and cassava to feed their families. Commercial farmers mostly focus on export and foreign exchange earnings (cash) crops, which include cocoa, coffee, maize, orange, cassava, avocado, beans, shea butter or bananas. Many cash crop farmers are also engaged in food production and/or animal farming activities alongside commercial farming to ensure food security for their labourers and families. Over 90 per cent of the farmers in the rural areas are illiterate or semi-literate and use homemade implements (hoes and matchets) and traditional outmoded farming methods or techniques that limit food production. As the main pillars of the country's economy, Ghanaian farmers need recognition, support, encouragement and (non-formal) education to enable them maximize production to ensure food security and continued improvement of the economy. Non-formal education provided by the department of agriculture might not reach the rural communities where most of the farmers live. There are some folksongs about farming that covertly and overtly fill this gap by providing rural farmers with some extension services. Some of the folksongs educate farmers on modern methods of farming, encourage them to improve their methods to increase production and sometimes warn them against extravagance and ostentatious living, which could impoverish them even more. This article outlines, analyses and discusses some of the folksongs that praise, warn, encourage and educate farmers in rural Ghana.
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O1-S04.05 Incidence and prevalence of sexually transmitted infections among school students in the Eastern Cape, South Africa - Radebe, F; Jemmott, John B.; Klopper, Arnold; Jemmott, Loretta Sweet; O’Leary, Ann; Ngwane, Zolani; Carty, Craig; Tyler, Joanne C.; Maseko, Venessa; Lewis, David A. (Sexually Transmitted Infections, 2011)
Background Although STIs are an important co-factor for HIV acquisition, few community-based STI prevalence/incidence data exist for youth in South Africa. Methods School students (n=1057), enrolled in a cluster-randomised intervention trial in the Eastern Cape, were tested for STIs at the 42 (42M) and 54 (54M) month follow-up visits. Students filled in questionnaires, provided blood for herpes simplex type 2 (HSV-2) serology (HerpeSelect IgG, Focus Diagnostics) and urine to test for Neisseria gonorrhoeae (NG), Chlamydia trachomatis (CT) and Trichomonas vaginalis (TV) (Aptima Combo 2 and Aptima TV, GenProbe). Positive NG/CT/TV results were confirmed by other assays (Aptima NG, Aptima CT, Gen-Probe; T vaginalis Real-TM, Sacace Biotechnologies). Students with NG/CT/TV received treatment and partner follow-up; those with HSV-2 infection were counselled. STI prevalence was determined by gender at each visit; overall incidence was estimated using results for all students attending both visits and also for a subgroup who reported ever having had vaginal intercourse. Descriptive statistical analysis was performed and associations investigated with the χ^2 test. Results 959 (91%) and 977 (92%) students tested for STIs at 42M and 54M, respectively. The students9 mean age (SD) was 15.8 (1.25) years at 42M and 16.8 (1.25) years at 54M. At 42M, 149 (15.5%) had curable STIs and 67 (7.0%) had HSV-2 infection. At 54M, 154 (15.8%) had curable STIs and 104 (10.7%) had HSV-2 infection. All curable STIs were treated. Females had a higher prevalence of all pathogens at both visits (p<0.001 for all, Abstract O1-S04.05 table 1). Overall annual incidence rates (per 1,000, 95% CI), based on results of the 934 (96%) students who attended the 42M/54M visits (934 urine, 931 serology tests), were substantially higher in females compared to males [males: GC 18.4 (8.7–36.6), CT 73.7 (52.4–102.5), TV 0.0 (0.0–10.6), HSV-2 28.6 (15.9–59.9); females: GC 76.0 (55.6–102.8), CT 184.0 (152.7–220.4), TV 40.0 (25.7–61.3), HSV-2 64.4 (44.9–91.3)]. Incidence rates were also calculated for students (311 females, 66%; 334 males, 77%) who reported ever having had vaginal intercourse (Abstract O1-S04.05 table 1). Compared to overall rates, females had significantly higher rates for each STI (GC/CT, p<0.001; TV, p =0.027; HSV-2, p =0.015); this was not the case for males. Conclusions This community-based screening study demonstrates an extremely high STI burden among youth in the Eastern Cape Province of South Africa.
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Publishing Workshop at the Inaugural Commonwealth Summer School in Cameroon - Remmington, Janet (Editors' bulletin, 2011)
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P1-S6.04 Education and lifetime risk of HIV infection in Manicaland, Zimbabwe - Robertson, Laura; Mushati, Phyllis; Eaton, Jeffrey W.; Schumacher, Christina; Gregson, Simon; Nyamukapa, Constance (Sexually Transmitted Infections, 2011)
Background There is evidence that attendance at school is protective against HIV among young people in South Africa. Further work is required to investigate the effect of education on the life-time risk of HIV in sub-Saharan Africa. In this paper, we have examined the association between education and HIV infection/sexual risk behaviour among men and women of different ages in Zimbabwe. Methods The effects of education level (none or primary only; secondary or higher) on prevalent HIV infection and sexual risk behaviours among young people of school age (15–21 years) and older adults (22–54 years) were investigated using data from four rounds of an open cohort study collected between 1999 and 2008 in Manicaland, Eastern Zimbabwe. Multivariate regression models were used to investigate the independent effects of education, marriage and wealth. Results School-aged men, interviewed in 1999/2000, with secondary or higher education had significantly reduced risk of HIV infection compared to those with none or primary education only (adjusted OR=0.35; p=0.011). For older men, the effect of education level was not significantly associated with HIV risk (adjusted OR=1.17; p=0.125). For those interviewed in 2006/2008, education level was not found to be independently associated with HIV infection among school-aged or older men. At both time points, marital status and living in a town were independent risk factors for HIV among older men. Among women interviewed in 1999/2000, adjusted models indicate that a higher level of education had a significant protective effect for school-aged (adjusted OR=0.64; p=0.023) and older (adjusted OR=0.80; p=0.017) women. For those interviewed in 2006/2008, a higher level of education level was protective among school-aged (adjusted OR=0.56; p=0.040) but not older (adjusted OR=0.99; p=0.940) women. Marital status was an independent risk factors for HIV infection fort women of all ages. Conclusions There is evidence that secondary or higher education is protective against HIV infection among school-aged people in Zimbabwe, particularly women. Among older men, education does not appear to be protective against HIV. In 1999/2000, secondary or higher education was protective against HIV among older women. However, in 2006/2008, this protective effect was reduced. Further work to calculate the lifetime cumulative risk of HIV infection by education level, in this population, will be conducted.
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Biculturalism and Academic Achievement of African American High School Students - Rust, Jonathan; Jackson, Margo A.; Ponterotto, Joseph G.; Blumberg, Fran C. (Journal of Multicultural Counseling and Development, 2011)
Biculturalism was examined as a factor that may positively affect the academic achievement of African American high school students, beyond cultural identity and self‐esteem. Hierarchical regression analyses determined that cultural identity and academic self‐esteem were important factors for academic achievement, but not biculturalism. Implications and future research are discussed. Se examinó el biculturalismo como un factor que puede afectar positivamente al rendimiento académico de los alumnos de educación secundaria Afroamericanos, más allá de la identidad cultural y la autoestima. Los análisis de regresión jerárquica determinaron que la identidad cultural y la autoestima académica fueron factores importantes para el rendimiento académico, pero no el biculturalismo. Se discutieron implicaciones e investigaciones futuras.
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Mathematics Education in Nigeria: - Salman, Muhammed; Yahaya, Lasiele Alabi; Adewara, A. A. (International journal of educational sciences, 2011)
Mathematics is an essential course for scientific and technological development of any country. Literature indicates low enrolment of students in Mathematics Education when compared with other courses in Social Sciences and Arts, especially at the tertiary level of Education. This development is viewed with grave concern for teaching and learning of Mathematics in schools. In view of this, the study examines the spatial and gender patterns of students’ enrolment for Mathematics Education in Nigerian Universities. This is with a view to identifying areas of deficiencies in order to adopt appropriate strategies in teaching and learning of Mathematics and improve the enrolment for Mathematics Education in Nigerian Universities. The study obtained data from six Universities randomly selected from each of the six geo-political zones in Nigeria. The data collected were analyzed using both the descriptive and inferential statistics. The results show significant gender and spatial differences in the enrolment for Mathematics Education in Nigerian Universities. Based on these findings, the study recommends some strategies for bridging the gap in students’ enrolment for Mathematics Education. These include provision of incentives and counseling services to students at both secondary and tertiary levels of Education.
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Experience-Centered Instruction as a Catalyst for Teaching Mathematics Effectively to African American Students. - Sheppard, Peter (Journal of Negro Education, 2011)
The purposes of this article are to describe the ways in which prospective teachers integrated the experiences of African American Students into their mathematics and determine how the outcomes from prospective teachers' use of experience-centered intersects with in teaching mathematics. Tenets of phenomenological studies were employed using interpretative data from a group of eight undergraduate prospective teachers who experienced the phenomenon of mentoring and providing academic assistance to African American Students. The results indicate that projects of this sort can serve as a conduit for the acceleration of culturally relevant pedagogical savvy and simultaneously promote astuteness among students who have been unscrupulously limited to high concentrations of such desirable practices. Keywords: field experiences, teacher education, elementary mathematics If the portrait of America's prospective teaching force continues to mirror that of its preceding cohorts, we can expect a teaching pool that is innately naive to the nuances of teaching African American students. Currently, the teaching force is culturally and socially homogenous and the mathematics curriculum is intimately aligned with an idealized cultural experience synonymous with middle-class Caucasians (Ladson-Billings, 1997). Furthermore, these teachers are likely among those who seem to have little background knowledge pertaining to how students view mathematics activities from a motivational perspective and thus use their own personal constructs as grounds for motivation in mathematics instruction (Middletown & Spanias, 1999, p. 76). If students are unsuccessful, latent held by new and prospective teachers (PTs) are typically reinforced rather than altered (Wang & Odell, 2002). Consequently, school mathematics stratifies students, affording privilege to some and limiting opportunities for others, namely African Americans (Martin, Gholson, & Leonard, 2010). The cumulative effects of the prejudices and makes scores of African American students more susceptible to the callous repercussions embedded in high stakes educational accountability systems (Sheppard, 2006). In an effort to curtail projected disconnects and subsequent consequences, the author developed a 15-hour, half-semester service learning project designed to provide PTs with genuine and sustained opportunities to comprehend African American students' perspectives on life, schooling, and mathematics. Service learning has been identified as a conduit in improving student comprehension and a critical and analytical tool for increased understanding of a particular subject and/or population (Manley, Buffa, Dube, & Reed, 2006). The chief goal of Ibis service-learning project is to help PTs develop pedagogical that are compatible with the way African American students learn while simultaneously engaging in best practices for teaching mathematics. The project, which complements coursework in an undergraduate mathematics methods course, specifically affords PTs opportunities to better understand African American students and focus on how they learn mathematics, which will improve PT pedagogical practices. Accordingly, the purposes of this article are to: (a) describe the ways in which prospective teachers integrated the experiences of African American students into their mathematics and (b) describe how the outcomes from prospective teachers' use of experience-centered intersects with the National Council for Teachers of Mathematics' principle of effective teaching and culturaUy relevant mathematics pedagogy as described by Ladson-BUlings (1995). RELATED LITERATURE This article is largely influenced by classic and current research documenting the importance of merging student experiences with school curriculum. Dewey (1997), perhaps the preeminent scholar on integrating life experiences with formalized education, noted that the chief role of educators is to arrange for tile kind of experiences that keep students engaged whUe simultaneously preparing tiiem for future instruction. …
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Perceived Challenges of Implementing the Guidance Subject in Botswana Primary Schools - Shumba, Almon; Mpofu, Elias; Seotlwe, Maureen; Montsi, Mercy R. (Journal of Social Sciences (Print), 2011)
The study examined the perceived implementation challenges of Guidance as a subject in Botswana primary schools. Thirty–two primary school teachers and four school heads participated. The sample of teachers was randomly selected whilst the school heads were purposively selected from four primary schools in Tlokweng village. The survey design used combined both qualitative and quantitative methods. Data were collected using questionnaires and interviews in this study. The study found that teachers were not adequately prepared to teach Guidance and that school heads did not supervise Guidance because they lacked knowledge and skills in the subject; that teachers experienced problems in the implementation of Guidance because of lack of support materials which could assist them in teaching Guidance; and that time allocated for teaching Guidance was inadequate. Implementation is likely to be more successful with training support for school personnel.
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Teachers’ Perceptions of Lesson Observations by School Heads in Zimbabwean Primary Schools - Sibanda, Jephias; Mutopa, Sevious; Maphosa, Cosmas (Journal of Social Sciences, 2011)
The study investigated primary school teachers’ perceptions on the way school heads undertake lesson observations in selected Zimbabwean primary schools. A qualitative survey design was used. A semi-structured questionnaire was used to collect the data. Sixty-five purposefully selected qualified teachers participated in the study. Content analysis was used in analysing the data. The study revealed that perceptions of teachers about lesson observations by their heads were largely negative as heads tended to base their lesson observations on the dominant models of supervision. There were few exceptions where teachers’ perceptions revealed clinical and collaborative supervisory practices in lesson observation. The study concluded that school heads could be lagging behind in embracing collaborative and democratic approaches in supervision. Recommendations were made to improve on the effectiveness of lesson observation by school heads.
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'Political ideas can only be discussed if they are in the syllabus; otherwise a political discussion is not necessary': Teachers' views on citizenship education in Zimbabwe - Sigauke, Aaron T. (Citizenship Teaching and Learning, 2011)
This study on the introduction of citizenship education in Zimbabwe reviewed teachers' opinions about and preparedness in implementing the programme. Data were collected through in-depth face-to-face interviews with 21 teachers purposefully selected from two high schools in the country. Interviews focused on teachers' conceptions of citizenship and citizenship education, the status of citizenship education in the curriculum, teaching techniques regarded as appropriate for teaching citizenship issues, assessment and training needs. In the sample there were a wide range of views on the meaning and purpose of citizenship and citizenship education. While some teachers are positive about the purpose of this subject, others think that it is an attempt to indoctrinate and silence young people from being critical of the government.
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From Maybe I Can to Yes I Can: Developing Pre-Service and Inservice Teachers' Self-Efficacy to Teach African American Students. - Siwatu, Kamau Oginga; Frazier, Paul; Osaghae, Osariemen J.; Starker, Tehia V. (Journal of Negro Education, 2011)
In this article, the authors describe self-efficacy building activities that practitioners can use in the preparation of teachers who are efficacious in their ability to teach African American students. The general principle underlying these suggested activities is that preparing teachers should entail fostering the development of competence and confidence. Becoming an effective teacher of African American students requires both the acquisition of related skills and the self-efficacy beliefs to put those skills to use. Practitioners are encouraged to explore ways in which these and similar activities can be incorporated into all facets of teacher education. Keywords: self-efficacy, teacher education, multicultural education/diversity As evidenced by the numerous reports written by government and educational agencies, and recent empirical studies, teacher attrition rates have become a significant concern among educational admiumstrators (Ingersoll, 2003). Research findings suggest that attrition is highest in schools with a high percentage of low income, high poverty, and minority students (Kersaint, Lewis, Potter, & Meisels, 2007). Consequently, school administrators are in a constant search for teachers to ftil the vacancies caused by those who leave the profession. WhUe urban schools are relatively successful in hiring new teachers, many ofthe new hires are often unprepared, inexperienced, and in the early stages of their teaching careers (Chizhik, 2003). Like their predecessors, after being assigned to teach in America's most chaUenging schools, many of these newly hired teachers leave the profession within three to five years (McKinney, FuUer, Hancock, & Audette, 2006). Educational researchers have noted that the high attrition rate in urban schools may be a result of teacher preparation programs' inadequate preparation of teachers for diverse classrooms (Dill & Stafford- Johnson, 2003; McKinney, Haberman, Stafford-Johnson, & Robinson, 2008). Since 28% of students enroUed in urban schools are African Americans (Strizek et al., 2006), researchers have begun examining ways mat teacher education can better prepare pre-service and inservice teachers to deUver high quahty instruction to African American students. Researchers believe that preparing teachers to teach African American students involves transforming teachers' multicultural attitudes (e.g., Gay, 2000), increasing their culturally diverse knowledge base (e.g., Gay, 2002), and helping them develop the skuls needed to effectively teach African American students (e.g., Milner, 2009). WhUe these steps wiU go a long way in increasing teachers' knowledge, this acquisition of pedagogy-specific knowledge and skills are inadequate predictors of teacher's classroom behavior (Pajares, 1996). According to Bandura (1977), knowledge and action are mediated by a person's beUef in their capabUities (i.e., self-efficacy) to put the acquired skills to use. In his program of research, Bandura found that self-efficacy beliefs are powerful predictors of future behavior. In dus article, the authors aim is to describe self-efficacy building activities that practitioners can use in the preparation of teachers who are efficacious in their abiUty to teach African American students. First, some background information wtil be provided regarding the preparation of highly qualified teachers who are able to teach students from culturaUy and linguistically diverse backgrounds, in general, and African American students in particular. Next, the authors will define the characteristics of self-efficacy beliefs and examine why it is important that teacher educators prepare teachers who are efficacious in their ability to teach African American students. Third, they describe the factors that influence the formation of self-efficacy beliefs. The article concludes with some specific self-efficacy building activities that can be used in the preparation and training of teachers of African American students. …
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Access, cost and quality: tensions in the development of primary education in Kenya - Somerset, Anthony (Journal of Education Policy, 2011)
Throughout Kenya’s history, tensions between two goals have characterised the educational policy debate: first, the expansion of access; second, the containment of costs. During the colonial period, cost-containment predominated, leading to severe restrictions on access and massive unmet social demand. Then, during post-Independence years, broadened access became the predominant policy objective, leading to massive cost increases and to negative quality effects. In the final section, this paper considers current issues concerning access, cost and quality, stressing the need to bear in mind the complex relationships among them in planning future policy. It is clear that any initiative to achieve universal primary education is unlikely to succeed unless the tension between access and cost, and its implications for quality, is recognised and taken into account. If the programme does not incorporate viable plans to meet the additional costs and prevent quality being compromised, its prospects will almost certainly be in jeopardy from the outset.
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Exploring Personal Selling as a Career Option: A Case Study of the Perceptions of African-American Students - Spillan, John E.; Totten, Jeff W.; Chaubey, Manmohan D. (Academy of Marketing Studies Journal, 2011)
INTRODUCTION Companies need to build a talented sales force to successfully compete in the marketplace. University graduates provide a rich source for recruiting for entry level sales positions (Terpstra and Sarathy, 1997). Many university graduates start their careers in the sales field and, therefore, there has been a continued interest in measuring students' perceptions of the sales field as a career direction. Stevens and Macintosh (2002-2003) indicate that companies, recruiters and the universities are all interested in this issue (p. 23). A company's interest is fueled by the fact that college students make up a large and attractive pool of job candidates. The recruiters are interested in it because they would like to know the reasons why students are, or are not, attracted to careers in sales. University professors want to know the role that education plays in shaping students' attitudes and perceptions of sales as a career. Considerable research has been conducted to help understand U.S. students' perceptions of personal selling. Historically, students' perceptions of those who practice personal selling have not been positive. It is likely that the negative impression of selling is rooted in anecdotes, stories, novels, stage productions and mass media (Lysonski and Durvasula, 1998). There is scant research on the attitudes of African-American students toward personal selling. The companies may want to create a diverse sales force as part of their human resource policy. They may want their sales force to reflect the diversity in their market or to meet their goal for diversity in their workforce. The purpose of this study is to identify attitudes and interests of African-American students in the professional selling career. How strongly are the African-American students interested in sales careers? What factors affect their attitudes and interest in personal selling as a career? This study investigates these issues using data from one public state university. It also looks at whether there are any differences in the attitude towards a sales career by gender, class rank or having family members in sales profession of the African-American students. LITERATURE REVIEW According to Martin (2005), Caucasian (white) males tend to dominate the field of professional selling (p. 285). Despite the diversity goals of companies, less than five percent of all sales force members, excluding retail positions, are held by African-Americans (Lucas 1996). DelVecchio and Honeycutt (2000) in a study of African-American and white students found that African-American students perceive sales career options as offering a great many important attributes. However, even with these higher ratings, African-American students did not find sales careers attractive. African-American students may well have a negative perception of a sales career for different reasons than those of Caucasian students. Lucas (1996) found trade press indicating that the African-American community takes a dim view of the sales jobs and does not encourage children to pursue sales careers. Alican Kavas (2003) found that students at a historically Black university held a negative image of personal selling as a career option though few differences between business and non-business majors or between men and women students were identified (p. 36). However, DelVecchio and Honeycutt (2000) found no difference between African-American and Caucasian students with regard to their interest in several different sales careers (pp. 49-50). In a follow-up study, DelVecchio and Honeycutt (2002) concluded that racial group membership does not affect the importance of salary, autonomy, or education in evaluating sales careers (p. 59). Some information suggests that African-American college students are averse to engage in careers that do not completely use their educational investment (Lucas, 1996). The extent to which certain characteristics differentially affect African-American and white students' perception of the sales career, has not been fully addressed. …
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Diabetes mellitus: preliminary health-promotion activity based on service-learning principles at a South African national science festival - Srinivas, S.; Wrench, Wendy; Bradshaw, Karen; Dukhi, Natisha (Journal Of Endocrinology, Metabolism And Diabetes Of South Africa, 2011)
Objectives: To investigate the effects of a service-learning-based health promotion elective in influencing knowledge of diabetes mellitus (DM) and ways to prevent it.Method: A computer-based quiz, an information poster, interactive models and a take-home information leaflet on DM were developed as part of an exhibit during the 2009 National Festival of Science and Technology held in Grahamstown, South Africa. Predominantly school students visited the exhibit and took part in the quiz and other educational activities.Results: The majority of the 119 junior and 332 senior quiz participants were male students attending government schools in the Eastern Cape, South Africa. After an educational intervention, there was significant improvement in the junior quiz participants' overall percentage knowledge scores (p-value = 0.024), while the senior quiz participants showed a markedly significant improvement in the overall percentage knowledge scores (p-value < 0.001). The results showed significant gender differences for both the pre- and post-intervention mean percentage scores among both groups, with better scores for female participants.Conclusion: The health-promotion elective was successful in raising awareness of DM. This approach may offer an additional tool that can be used in the continuous, concerted health promotion activities and advocacy by all healthcare professionals to address the prevention of DM.
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Continuing Professional Development in South African Schools: Staff Perceptions and the Role of Principals - Steyn, G.M. (Journal of Social Sciences, 2011)
Changes in education depend on the quality of teachers. As a result, the Professional Development (PD) of teachers has become increasingly important for school improvement initiatives. To address the challenges in the South African education system, the National Policy Framework for Teacher Education and Development (Republic of South Africa 2007) was instituted to assist in the provision of qualified teachers. The perceptions of staff and the role of leadership in the professional development of staff in South African schools? The inquiry discussed in this article was qualitative within specially selected schools. The following major findings emerged from the data analysis: (1) Overall view of professional development in the South African education system; (2) Experiences of official PD programmes: “A waffle, waffle waffle” versus being “excited”; (3) “Programmes should lead to a paradigm shift in teachers”; and (4) The key role of the principal in professional development: “plant and plough” in teachers.
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Curriculum Construction: Conflicts and Constraints That Promote the Underachievement of African American Students in Urban Schools - Strickland-Dixon, Kennedi (Journal of Curriculum and Pedagogy, 2011)
The current deficits that exist in the academic achievement of African American students are evidence that the traditional curriculum model in the United States has failed over the years (Ogbu, 198...
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Implementing change in Science Teacher Education in Sub-Saharan Africa: challenges and opportunities. - Stutchbury, Kris (2011)
Implementing change in education in Africa is both urgent and problematic. TESSA is a large-scale project that is successfully implementing change in primary teacher education across Sub-Saharan Africa. This paper describes the extension of the TESSA approach to secondary science education in a project designed to support pre-service teacher education. The project is based on the notion that change will come through improving teachers’ classroom practices, and that change is more likely to be successful if it takes place with closest proximity to the problem. The concept of backward mapping is used to plan for implementation; this identifies teacher educators as the key players. This paper describes research carried out during the writing workshops, to better understand the perspective of the teacher educators involved and hence identify the challenges and opportunities afforded by this project. The work will also contribute to the wider learning about implementing educational change within the TESSA consortium.
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Effects of drug abuse on academic performance among secondary school students: a case study of Kapsabet Division, Nandi District, Kenya - Tenai, Chetoo; Lucy (2011)
A research report submitted to the Faculty of Education in partial fulfillment of the requirements for the Award of a Bachelor of Science with Education of Kampala International University
openalex: W3036415935 mag: 3036415935
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Finding the right question: Learning from stone tools on the Willaumez Peninsula, Papua New Guinea - Torrence, Robin (Archaeology in Oceania (Print), 2011)
ABSTRACT As the most abundant, and frequently the only, archaeological evidence preserved within the volcanic soils of the Willaumez Peninsula, Papua New Guinea, stone artefacts carry a heavy burden for scholars seeking to write the prehistory of subsistence and land use. Efforts to squeeze information from these recalcitrant informal assemblages of obsidian tools have produced contradictory and unsatisfactory results. Although alternative approaches should certainly be sought to find ways to make these silent stones speak about topics that archaeologists want to hear, other important stories concerning social process and exchange are beginning to be told by ongoing research being developed in West New Britain. These new results raise broader questions about the social functions of humble stone tools in other parts of the world.
openalex: W1965214879 mag: 1965214879
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Responding to the gender and education Millennium Development Goals in South Africa and Kenya: reflections on education rights, gender equality, capabilities and global justice^1 - Unterhalter, Elaine; North, Amy (Compare: A Journal of Comparative and International Education, 2011)
This paper explores understandings of gender equality and education and the nature of global goal and target setting, drawing on empirical data collected in central and local government departments in Kenya and South Africa reflecting on their implementation of Millennium Development Goal (MDG) 1, concerned with poverty, MDG 2, concerned with education, and MDG 3, concerned with gender equality. The study raises questions about the ownership of the MDGs and the reasons for the kinds of changes in meaning about gender and rights made by differently situated officials.
openalex: W2102960490 mag: 2102960490
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Mitigating climate change through carbon pricing: An emerging policy debate in South Africa - Vorster, Shaun; Winkler, Harald; Jooste, Meagan (Climate and Development, 2011)
South Africa is considering how best to contribute its fair share to the global effort to mitigate climate change. The domestic policy debate is characterized by a vibrant engagement involving government, business, labour and civil society. The policy option with greatest potential for reducing emissions is carbon pricing through a carbon tax or emissions' trading scheme. The welfare and development impacts need to be carefully considered. The broader debate considers economic efficiency, environmental effectiveness, welfare impacts, competitiveness impacts, design implications given market concentration, and complexity and transaction costs. This article examines the challenges of pricing carbon given considerations of political economy, such as high unemployment, poverty and lack of access to basic services. The article shows a preference emerging for a carbon tax. A carbon tax does not create equivalent certainty with respect to environmental outcomes, but the tax level can be adjusted to achieve desired emissions reductions. Where the policy priority is price stability a tax is advantageous, providing long-term policy signals to investors, as well as price transparency, fiscal revenue stability, economy-wide coverage of emissions and administrative efficiency. However, three implementation issues need clarity: limiting welfare impacts on poor households; the feasibility of a hybrid model; and integrating carbon pricing with the broader transition to a low-carbon economy.
openalex: W2081354955 mag: 2081354955
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Teaching sensitive issues : teacher training, education for democracy and HIV/AIDS in South Africa - Wiese, Eline F. (2011)
This thesis discusses teaching sensitive issues in a framework of education for democracy and social change. Specifically, the research examined how teacher-education students in South African teacher-education institutions in the Western Cape province are taught about HIV/AIDS and sensitive issues and how they describe their experiences. The thesis discusses how social change, i.e. the transition from a traditional and modernist society to a society with postmodern features, affects schooling as it changes the social structures in which schooling take place, and furthermore how sensitive and controversial issues come to the surface and demand to be dealt with as society changes. This has implications for the educational framework chosen – i.e. going from an authoritarian form of education to education for democracy based on democratic teaching methods, student participation and diversity. This thesis is built of the assumption that only teachers who are properly prepared to handle teaching in a diverse classroom will be able to handle teaching sensitive and controversial issues. There were two main findings of the research. Firstly, the need for teacher professionalism, defined as teachers’ didactic and reflective competence in teaching sensitive issues. Secondly that there is a need for participatory democratic education in dealing with sensitive and controversial issues.
openalex: W180712589 mag: 180712589
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Reproductive health for refugees by refugees in Guinea IV: Peer education and HIV knowledge, attitudes, and reported practices - Woodward, Aniek; Howard, Natasha; Souare, Yaya; Kollie, Sarah; Roenne, Anna von; Borchert, Matthias (Conflict and health, 2011)
Both conflict and HIV affect sub-Saharan Africa, and supportive approaches for HIV prevention among refugees are crucial. Peer education has been associated with improved HIV outcomes, though relatively little research has been published on refugee settings. The primary objective of this study was to assess whether exposure to refugee peer education was associated with improved HIV knowledge, attitudes, or practice outcomes among refugees in Guinea. Secondary objectives were to assess whether gender, age, or formal education were more strongly associated than peer education with improved HIV outcomes.Data was collected by cross-sectional survey from 889 reproductive-age men and women in 23 camps in the Forest Region of Guinea. Selected exposures (i.e. peer education, gender, formal education, age) were analysed for associations with HIV outcomes using logistic regression odds ratios (OR).Most participants (88%) had heard of HIV, particularly those exposed to peer or formal education. Most correctly identified ways to protect themselves, while maintaining misconceptions about HIV transmission. Women and those exposed to either peer or formal education had significantly fewer misconceptions. Half of participants considered themselves at risk of HIV, women with 52% higher odds than men (adjusted OR 1.52, 95%CI 1.01-2.29). Participants exposed to peer education had more than twice the odds of reporting having made HIV-avoidant behavioural changes than unexposed participants (72% versus 58%; adjusted OR 2.49, 95%CI 1.52-4.08). While women had 57% lower odds than men of reporting HIV-avoidant behavioural changes (OR 0.43, 95%CI 0.31-0.60), women exposed to peer education had greater odds than exposed men of reporting HIV-avoidant changes (OR 2.70 versus OR 1.95). Staying faithful (66%) was the most frequent behavioural change reported.Peer education was most strongly associated with reported HIV-avoidant behaviour change. Gender was most associated with HIV knowledge and risk perception. Refugee women had fewer misconceptions than men had, but were more likely to report HIV risk and less likely to report making behavioural changes. Peer education appears promising for HIV interventions in chronic-emergency settings, if gender disparities and related barriers to condom usage are also addressed.
openalex: W2140865915 mag: 2140865915
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Climate change and environmental health in southern Africa: it's not all about malaria - Wright, Caradee Y.; Thambiran, Tirusha; Matooane, Mamopeli; Engelbrecht, François; Bopape, Mary-Jane M.; Olwach, J (2011)
openalex: W67058634 mag: 67058634
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Education for Sustainable Development: Implications for University Managers, Government and the Private Sector in Uganda - Baligidde, H. Samuel; Ssempebwa, Jude (Journal of science and sustainable development, 2011)
Taking the case of Makerere University, this study delved into the rationale underlying university participation in development planning and steps that universities could take to enhance their partnership with government and the private sector. Data were collected from 381 respondents, who included academic staff , managers and student leaders at the University. The respondents suggested that the University should help the government in drawing and implementing development plans, adding that this could provide a means of overcoming its antagonistic relationship with the government. Regarding the steps the University could take to help government, they suggested that it could tailor its research and teaching programs to complement the latter’s efforts; restrain from partisan politics; include more government representatives on its committees; and mobilize private sector support for its programmes. Regarding government’s role in harnessing the University’s contribution to national development, the respondents suggested that government should respect the University’s autonomy as well as its members’ academic and democratic freedom. Finally, the respondents argued for university-private-sector-alignment, urging that the University partners with relevant private sector actors to design curricula and research programmes that, respectively, produce graduates and information that are demanded in the contemporary market. Key words: Higher education; Relevance; University management
openalex: W2000848215 mag: 2000848215
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Access to Higher Education in Nigeria: The University of Calabar at a Glance - Chukwurah, Chris C. (Canadian Social Science, 2011)
The need for meaningful access to university education has recently become indisipensible in Nigeria as a result of population increase and volume of awareness of the role of the university education in the development of the individual and the nation at large. Admission policies of Nigerian universities of recent has been so dissatisfactory to Nigerian public as many applicants are subjected to rigorous texts and expenditures for non-existing spaces in the universities. This paper therefore, examined the University of Calabar in order to identify the factors that militate against candidates access to higher education. Five research hypotheses were tested at .05 level of significance. 200 respondents were used as the population for the study. 75 lecturers and 125 students were used. Findings revealed among others, that; Post UME screening is not favourable to most candidates seeking access to university education in Nigeria. That quota system policy of university admission is not favourable to non—indigenes of the state. Based on the findings few recommendations were proferred, among which is, that Nigerian government should formulate admission policies that would give every Nigerian candidate access to university education. Key words: Access; Higher Education; University; Calabar and Glance Resume: La necessite d'un acces significatif a l'enseignement universitaire est devenu recemment indisipensible au Nigeria en raison de la croissance demographique et la prise de conscience du role de la formation universitaire dans le developpement de l'individu et de la nation dans son ensemble.Les politiques d'admission des universites nigeriennes de ces dernieres annees ont ete si insatisfaisantes aux yeux du public nigerien que beucoup de candidats sont soumis a des textes rigoureux et devraient payer pour les espaces non-existants dans les universites.Cet article a donc examine l'Universite de Calabar dans le but d'identifier les facteurs qui militent contre l'acces des candidats a l'enseignement superieur. Cinq hypotheses de recherche ont ete testes a un niveau de signification de 0,05 degre. 200 repondants ont ete enquetes comme les sujets de l'etude, dont 75 professeurs et 125 etudiants. Les resultats ont revele, entre autres, que le post UME depistage n'est pas favorable a la plupart des candidats qui cherchent a acceder a l'enseignement universitaire au Nigeria. Cette politique du systeme de quotas d'admission a l'universite n'est pas favorable aux non-indigenes de l'etat. Sur la base des conclusions, quelques recommandations ont ete presentees, parmi lesquelles, on voit que le gouvernement nigerien devrait formuler des politiques d'admission qui donneraient acces a tous les candidats du Nigeria a l'enseignement universitaire. Mots-cles: Acces; Enseignement superieur; Universite; Coup d'oeuil sur Calabar
openalex: W1756872962 mag: 1756872962
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Attrition rates in primary schools in Delta State of Nigeria - Duze, CO (International Journal of Educational Administration and Policy Studies, 2011)
This study investigated attrition rates in selected primary schools in Delta State, Nigeria, involving 5,545 pupils comprising 3,014 boys and 2,531 girls using the 2003 cohort. A checklist collected data on the flow of pupils from all available school records from the start of cohort to graduation. Percentage and mean were used for data analysis. Average attrition rate found was 19.24%, highest was 36.60% for a public/rural/small school, lowest was 7.24% for a private/urban/large school, 15.60% for boys and 23.59% for girls. Generally, attrition rates were higher in girls than in boys, and in public than private, rural than urban, and small than large schools. These rates were all lower than the fifty percent and above found in earlier studies in Nigeria, indicating improvement in school attendance, reduction in wastages, and improvement in girl-child education. Although these rates did not meet the UNESCO’s one percent minimum, they did not exceed its fifty percent maximum, and were not as alarming as older studies indicated. The index of wastage provided by these rates would help government in strategizing and projecting targets for achieving the EFA and MDG goals by 2015. There is however room for greater improvement if public primary schools were better equipped and greater campaign pursued for formal girl-child education. Key words: Primary school, attrition rates, Delta State, Nigeria.
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Primary education efficiency in CEPGL (African Lakes Countries) : an indepth view for Rwanda - Habiyambere, Kaneza; Valentin, Yves (2011)
This PhD study has been achieved with objective to carry out the level of internal efficiency of the primary education in the CEPGL countries and the progress reaches toward the education for all after the period of ethnic and armed conflicts. In addition, specifically for Rwanda, to underline the individual, families and school factors explanatory of the repetition and drop-out in the primary schools. The data of our analysis come from different reports of ministries, international organizations and publications of researchers. The analysis of the primary education inside CEPGL countries, by the indicators that document education supply and demand, show that, after the period of conflicts, progress has been achieved, but some major constraints persist: management of information, lacks of infrastructures, equipment support to teaching and learning, remuneration of teachers, inequality between urban and rural area, insufficiency of financial supports, etc. The analysis of the internal efficiency demonstrated that the rate of dwindle is high and influenced a poor level in internal efficiency of primary education of all those countries; few pupils achieve the cycle of primary education and the private schools and “libre subsidie” (mainly clerical schools subsidized by Government) are more effective than the public schools as well as for levels P3 and P5. To answer the question what are the individual, families and school factors that explain the repetition and drop-out, we conducted a survey in 89 primary schools in Rwanda, on 831 pupils, 890 teachers, 89 head teachers, 354 parents of pupils and 32 persons in charge of education at central ministry of Education and districts level. The data, collected during the school year 2008, have been treated and analyzed using SPSS and STATA. The descriptive statistics and binary logistical regression permitted to get the results that demonstrate the explanatory factors of repetition and school drop-out. Among the explanatory factors of school repetition in the primary school in Rwanda, there is the statute of school, area of residence, the individual variables that characterize pupil (sex, age), the variables characterized families (level of study of the parents, number of children in family, distance) as well as other school variables (size of the classes, age and experience of teacher and computer skills of teachers). Among the factors that explain the school drop-out in the primary school in Rwanda, there are survival of parents, the profession of parents, the classes' size and the past repetitions in the school career.
openalex: W2281083585 mag: 2281083585
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Primary education efficiency in CEPGL (African Lakes Countries) : an indepth view for Rwanda - Habiyambere, Yves Valentin Kaneza (2011)
openalex: W4392227639
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Morocco - Integrating Climate Change in the Implementation of the Plan Maroc Vert : P117081 - Implementation Status Results Report : Sequence 01 - Izzi, Gabriella (2011)
openalex: W2915636651 mag: 2915636651
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EVALUATING THE COMPUTER-ASSISTED HIV/AIDS EDUCATION INTERVENTION IMPLEMENTED IN SCHOOLS IN UGANDA - Musiimenta, Angella (2011)
ABSTRACTOver 29 years into the epidemic, fighting HIV (Human Immunodeficiency Virus), the virus that causes AIDS (Acquired, Immune, Deficiency, Syndrome) continues to be a global concern. School-based computer-assisted HIV/AIDS interventions can provide innovative ways of preventing HIV among young people from diverse backgrounds in Africa. However, questions of technological, social and organisational readiness cannot be overlooked. This is because of: (1) being health interventions implemented in educational centres; (2) limited technological facilities and skills; (3) the prevailing norms that associate young people?s sex education with sex experimentation. Despite these concerns, there are significantly few studies evaluating school-based computer-assisted HIV/AIDS interventions in developing countries. In addition, the commonly used health promotion theories have limited application in HIV prevention. These theories tend to lack sufficient attention to contextual mediators that influence implementation and impacts of HIV interventions.This research addresses some of these gaps by evaluating the implementation and the impacts of a computer-assisted HIV/AIDS intervention, known as the World Starts With Me (WSWM), which is implemented in schools in Uganda. To overcome some of the criticisms voiced above, this research employed mixed quantitative and qualitative methods to conduct three investigations. Investigation 1 is a quantitative controlled before-after intervention study that assessed the level of significance of the impacts of the WSWM intervention on in-school young people. Investigation 2 is a qualitative cross-case analysis study that explored in-depth why the WSWM intervention implementation was completed in one school but abandoned in another. Investigation 3 is a qualitative study that assessed in-depth the impacts and the computer-mediated benefits of the WSWM intervention on out-of-school young people. Overall, this research involved 584 quantitative questionnaires answered by 292 participants, 53 interviewees and 2 focus group discussions comprising of 50 participants.Findings indicate that: (1) the intervention significantly improved the in-school young people?s HIV/AIDS knowledge, attitudes self-efficacy, sex abstinence and fidelity, but had no significant impact on condom use. (2) Implementation factors include technological facilities, perceived usefulness, confidence and skills, cultural-religious compatibility, management support, match with routine workflow, and institutional climate, all of which were more favourable in the school that completed the intervention than in the school that abandoned it. (3) The intervention had positive impacts on the out-of-school young people?s sexual behaviours, HIV/AIDS knowledge and perception of vulnerability, attitudes and self-efficacy. (4) Contextual mediators such as familial mediators, relationship characteristics, peer influence, gender-biased social norms, economic constraints and religious beliefs influence young people?s uptake of HIV preventive measures. (5) Computer-mediated benefits of the intervention include privacy and confidentiality of the otherwise sensitive information, unlimited geographical accessibility, source of the otherwise denied sexuality and HIV/AIDS information, and interactivity and social support.
openalex: W782079511 mag: 782079511
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Critical Issues in Language and Education Planning in Twenty First Century in South Africa. - Napier, Diane Brook (US-China education review, 2011)
Language and education planning issues and democratic policy implementation in the post-apartheid era in South Africa encompass a range of language-related issues and dilemmas that have counterparts in many countries, within the emerging global education system. The issues in South Africa were and continue to be shaped by the historical legacy of colonial rule and apartheid. Contemporary developments present new challenges alongside persistent problems inherited from the apartheid era. Critical issues in education and language planning are reviewed in global context. These are followed by an overview of language transformation policies that created the potential for democratic multilingualism and language equity in the new South Africa. An array of critical issues for the coming decades of the 21st century, with illustrations from research and practice, provides insight into the persistent problems and new challenges facing South Africa as language issues and needs compete with a complex assemblage of crucial development issues.
openalex: W2160723270 mag: 2160723270
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Training, manpower development and job performance: Perception and relevance among civil servants in Ebonyi State, Nigeria - Okereke, Chukwunenye Iheanacho; Igboke; Nnenna, Beatrice (Journal of economics and international finance, 2011)
The paper examined perception and relevance of influence of training and manpower development on employee performance, using civil servants in Ebonyi State, Nigeria as reference. A pre-coded questionnaire was administered on 300 civil servants stratified into three categories: GL 04-06; GL 07-12 and GL 13+. The purpose was to ensure equitable representation of civil servants in the study area and to elicit their opinion on the theme of study. Using chi-square (x2) as a significant test, training was perceived to influence job performance at µ 0.05 and = µ 0.25. Also manpower development was perceived to influence job performance at µ 0.05 and = µ 0.25, but the influence of type of training on job performance was inconclusive. When cross-tabulated, only 49.8% of those that had training and those exposed to manpower development had high job performance as against 21.2% for their counterparts with no training and manpower development. This is suggestive of spurious factors (that may include leadership, organizational climate, management development, salary etc) that may intervene as motivation factors for high job performance. Of significance, is that the primary aim of training and manpower development was rather to meet statutory requirements (60%), as against improvement on the job (31.2%) and has policy implications for training and manpower development relevant to organizational need or goal to be provided to employees. This was a sufficiently promising result to encourage further study, not only to re-visit the theoretical explanation that training and manpower development directly result to improved job performance, but also to verify the circumstance within which training and manpower development enhance job performance. Key words: Training, manpower development, performance, employee, Ebonyi, civil servants.
openalex: W2119375013 mag: 2119375013
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Attitudes of university students towards abortion in Nigeria - Olaitan, Olukunmi Lanre (2011)
The study examined the attitude of university students towards abortion in Nigeria. A total of nine hundred (900) respondents gave their opinions on a self structured questionnaire. The frequency counts and percentages were used to analyse the personal data of the respondents and means, standard deviation, t-test and analysis of variance (ANOVA) for analyzing the hypotheses at α = 0.05 level of significance. Some students support abortion when it is on health condition of either the mother or the baby. Based on the findings, some of the recommendations made include proper reproductive health education and counseling should be given to young ladies and boys about unsafe abortion preventive method; Federal government as a matter of urgency should consider legalization of induced abortion to prevent the practice of clandestine abortion in the back street. Key words: Attitude, university students, abortion, reproductive health, infertility, premarital sex, promiscuity.
openalex: W1973985202 mag: 1973985202
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Teachers participation in decision making process in secondary schools in Ekiti State, Nigeria - Olorunsola, E. O.; Olayemi, Abiodun Oyebaji (International Journal of Educational Administration and Policy Studies, 2011)
This study examined teachers' involvement in decision making process in secondary schools in Ekiti state, and also investigated whether teachers' involvement in decision making process is related to their personal characteristics. An instrument titled teachers decision making questionnaire (TDMQ) was used to collect the data. The instrument was administered in five local government areas of the state out of the sixteen local government areas in the state. The schools were randomly selected through multistage technique. The descriptive analysis of the data was done using frequencies, percentage; t-test ANOVA, Scheffe post hoc were used for data analysis. It was found that secondary school teachers in Ekiti State are significantly involved in decision making processes. Some recommendations were given among which is the inclusion of continuous seminars, talk and workshops for school principals on management of human resources in schools for effective and quality management of the schools. Key words: Decision making, analysis, secondary schools, Ekiti State.
openalex: W2106784200 mag: 2106784200
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The correlation between educator-turnover and the promotion of efficient management in public schools in Soweto, South Africa - Scheers, Louise van; Wiid, Johannes Arnoldus (African Journal of Business Management, 2011)
Over three decades, the conditions under which teachers work have always been short of lending themselves to high quality education. Most of the present teachers in the townships do not have high quality education because the government at that time allocated minimal funds for the education of Black people. When the democratically elected government came to power in 1994 it was determined to make education offered to its citizens, equal. A new curriculum was introduced that will teach learners to apply their minds in a way that will equip them with life-skills. More funds were allocated to the previously disadvantaged schools. Then there were reports that the minister is concerned about the number of teachers who are leaving the profession and the small number of young people who are attracted to the profession; and that is what triggered this research. The research analyse the correlation between educator-turnover and the promotion of efficient management in public schools in Soweto, South Africa. From the survey conducted in the schools that participated in the research, there was evidence that the majority of teachers chose the profession because they loved it and because they felt they were making a contribution to the society. The results of the research also revealed the average number of teachers who resign per year is very low but many teachers left the profession when the government gave teachers options to take `packages’ and leave the profession forever. The concluded that the reason so many teachers are unhappy, is poor management. The researcher recommends that the South Africa government organise training programmes for managers of schools. There should be continuous and effective development of school managers and that the present programmes should be investigated as to their relevance and effectiveness. Key words: Promotion of efficient management skills, job satisfaction, educator-turnover, public schools in Soweto, management, education.
openalex: W3029826259 mag: 3029826259
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A five-year review of uterine fibroids at the university of Uyo Teaching Hospital, Nigeria - Abasiattai, AM; Utuk, NM; Udoma, EJ (Sahel Medical Journal, 2011)
Background: Uterine fibroids are benign tumours that arise from myometrial smooth muscle cells. They are the most common tumours found in humans and are particularly common in Negros. We determinedthe prevalence modes of presentation and treatment modalities of uterine fibroid at the University of Uyo Teaching Hospital, Uyo, Nigeria.Methods: The case notes of all patients with uterine fibroids over a 4-year period were studied.Results: Uterine fibroids accounted for 7.1% of gynaecological admissions and 21.2% of major gynaecological surgeries. The patients’ age ranged from 21 to 55 years with modal age group being 31-40 years (38.8%). Majority of the patients were of low parity (75.4%). The most common presenting complaints were abdominal swelling (25.5%) and infertility (21.4%). Myomectomy was the most common surgical procedure performed (77.6%) and the most common post operative complications were anaemia (21.4%) and pyrexia (18.4%).Conclusion: Uterine fibroids are common in our environment. The patients are predominantly of low parity and myomectomy is the most common surgical procedure performed.
openalex: W2048350537 mag: 2048350537
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Effects of climate change on income generating activities of farmers in Osun State, Nigeria - Akinbile, L. A. (Journal of Agriculture and Social Research, 2011)
The need to examine the changes that the effect of climate change brings about on the income generating activities of farmers necessitated this study.Two local government areas (LGAs) were randomly selected and simple random sampling was used to sample 160 farmers from the 2 LGAs.Chi-square and Pearson products moment correlation (PPMC) were used to analyze the data obtained with the use of structured interview schedule.Results of the study show that there has been a reduction in the production of tree crops by respondents.Also, their exploitation of non-timber forest products such as snails and firewood has reduced.There has however been an increase in the involvement in trading activities by respondents.Also, more of them are now involved in the cultivation of potato.There exists a significant relationship between respondent' sex, primary occupation, perception of effect of climate change and the level of changes that have occurred in their income generating activities.Reasons adduced by respondents for the changes are perceived deforestation, changes in climatic conditions, soil degradation, land tenure system, inadequate storage and processing facilities, inadequate credit facilities and market price of agricultural activities.Extension should thus concentrate on activities in which more people are now involved as against the traditional ones that they used to cultivate.
openalex: W2051832565 mag: 2051832565
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Metabolic syndrome among obese patients attending the medical clinics of the three teaching hospitals at Sana’s City, Yemen - Bamashmoos, Mohammed Ahmed; Serouri, Abdul Wahed Al (Functional Foods in Health and Disease, 2011)
Background: Yemen faces major challenges in improving the health status of its population as it is entering an epidemiological transition with rising non-communicable diseases e.g. obesity, diabetes and cardiovascular diseases (CVDs). We designed this study to find out the prevalence of Metabolic Syndrome (MS) and its components among obese Yemeni patients. Methods: All obese (waist circumference >102 cm (40 inch) in male and >88 cm (35 inch) in female) attending the outpatients medical clinics at the three teaching hospitals in Sana'a city, were examined and their blood pressure (BP), fasting samples of plasma glucose, triglycerides, and HDL cholesterol were measured. The prevalence of MS obtained based on the Adult Treatment Panel III and presence of at least 3 of the following: systolic BP ≥130 mm Hg and/or diastolic BP ≥ 85 mm Hg or on treatment for high BP, fasting glucose ≥110 mg/dl or on diabetes treatment, triglycerides ≥150 mg/dl, and HDL cholesterol <40 mg/dl in men and <50 mg/dl in women. Results: 200 obese were identified during study period with an overall MS prevalence of 46%. The metabolic co-morbidities were raised BP (68%), high triglycerides (66%), reduced high density lipoprotein (64%), and raised fasting blood glucose (40%).Conclusion: Prevalence of MS is high among obese Yemeni patients and high BP was the commonest co-morbidity. These findings highlight an urgent need to develop strategies for prevention, detection, and treatment of MS that could contribute to decreasing the rising incidence of CVD and diabetes. Keywords: Metabolic syndrome, obesity, cardiovascular diseases, diabetes mellitus, Yemen.
openalex: W2126682259 mag: 2126682259
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Assessment and International Students – black African Social Work students - Bartoli, Angie (Enhancing the learner experience in higher education, 2011)
This evaluative study focuses on the perceptions of black African (international and home) students on an under-graduate social work programme. In particular this paper will consider the more traditional assessment of examinations, where the students perceived that their grades were higher due to a familiarity with the assessment strategy. In contrast, they referred to the bewildering ‘other world’ of less familiar assessment processes which demanded a deeper level of critical thinking skills for example in assignments. This evaluation aims to consider whether the African students’ perceptions that their academic grades fared better dependent on the assessment process is in fact a reality compared to other less familiar ones.
openalex: W2151487974 mag: 2151487974
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Somali Education Breakthrough - Francis, Rohan (2011)
Young people receive awards for recognition of extra hours of study at Study Support celebration.
openalex: W2734540515 mag: 2734540515
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Water pollution in relation to mineral exploration: a case study from Alayi-Ovim area of Southeastern Nigeria - Ibe, Kalu Kalu; Akaolisa, Casmir Zanders (Environmental Monitoring and Assessment, 2011)
openalex: W2160227359 mag: 2160227359
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Water pollution in relation to mineral exploration: a case study from Alayi-Ovim area of Southeastern Nigeria - Ibe, Kalu Kalu; Akaolisa, Casmir Zanders (Environmental Monitoring and Assessment, 2011)
openalex: W2160227359 mag: 2160227359
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Water pollution in relation to mineral exploration: a case study from Alayi-Ovim area of Southeastern Nigeria - Ibe, Kalu Kalu; Akaolisa, Casmir Zanders (Environmental Monitoring and Assessment, 2011)
openalex: W2160227359 mag: 2160227359
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Changes in Donor Support for Higher Education in Kenya - Maseno, Matilda Khatovonje (2011)
openalex: W2465129383 mag: 2465129383
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Bajah’s Model and the Teaching and Learning of Integrated Science in Nigerian High School System - Opara, Jacinta A. (International Journal of Academic Research in Progressive Education and Development, 2011)
This paper is focused on the reasons that lead to this integration of learning experiences around a theme that will project the spirit of integration rather than mere putting together of subject matter from well defined disciplines. Integrated science presents the teaching of science in which concepts and principles are represented so as to express the fundamental unity of scientific thought. The aim of this paper is to examine how Bajah’s model of integration reflects the true concept of integrated science. To teach any subject effectively, one must know what the subject is all about and for what purpose the subject has been introduced into the school curriculum. It represents the foundation stone for subsequent teaching in the sciences. It is devised and presented in such a way that pupils who may wish to pursue a science related career in life and general introduction to the sciences for others who may wish to pursue either humanities based or vocational inclined studies. Thus success or failure of integrated science teaching at this introductory stage is therefore very important. To have a balance introduction to science a solid foundation in integrated science is needed to equip the pupils for successful science careers thereby indirectly contributing to the much needed scientific and technological advancement of the global community.
openalex: W563241768 mag: 563241768
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Is South Africa on the verge of a medical malpractice litigation storm - Pepper, M.; Labuschaigne, Melodie (South African Journal of Bioethics and Law, 2011)
South Africa is witnessing a sharp increase in medical malpractice litigation as patients increasingly become aware of their rights in a setting of an overburdened health system with limited resources. Legitimate claims need to be compensated. However, the consequences of increased litigation are: (i) a further reduction in the state’s ability to finance health care as a result of large payouts; and (ii) a continuing increase in malpractice premiums in the private sector. A healthy tension between the medical and legal professions should lead to an overall improvement in quality of health care, but consideration will need to be given to issues such as specialist courts, alternative means of resolution, claim quantum determination and capping. Although these issues will technically not minimise the risk of negligence, they may assist in tempering the increasing litigation spiral. Adequate allocation of funding by the state will reduce the risk of claims against the state that result from inadequate human and other resources; this is an important political/policy debate that speaks indirectly to the litigation issue. The recent implementation of the Consumer Protection Act will increasingly place additional and direct responsibility on health professionals for claims made by patients for which they may be directly or indirectly held responsible.
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A comparative study of the curriculum for secondary technical and selected multitrack secondary schools in Zambia - Tembo, Andrian Korinto Chapasuka (2011)
openalex: W2561038486 mag: 2561038486
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An investigation into the implementation of the Zambia primary English course in a selected sample of Zambian primary schools - Zvaiwa, Andreas (2011)
This study investigated the availability of human and material resources required for implementing the Zambia Primary English Course. In addition to this, the study tried to find how the available human and material resources were utilised to teach reading in selected grades. The whole exercise took place in 20 primary schools in Lusaka Rural which are indicated in Appendix A. The 20 schools which participated in the project had 300 teachers. Questionnaires were distributed to the 300 teachers of the above schools.When the respondents returned the questionnaires, it was noticed that only 184 of the 300 teachers had responded to the questionnaire. On analysing the data, it was observed that, the 184 teachers could be divided into two categories of: trained teachers and untrained teachers. The trained teachers were found to be in two groups based on the type of their training; teachers who were trained to teach the Zambia Primary Course (English Medium Course) and teachers who were trained to teach in vernacular. It was found that there were more vernacular trained teachers than Zambia Primary Course trained teachers. The teachers had also been asked to indicate on the questionnaire, how much material resources they had for teaching the English Component of the Zambia Primary Course. Only 15 of the 20 schools under study gave information in all their grades and these were the ones whose resources were analysed. The analysis of data on material resources available in the 15 schools inidcated that the schools could be divided into three categories of: schools with enough resources for implementing the Zambia Primary English Course, schools with few resources and schools with very few resources for implementing the course. Fifty three percent of these schools had very few resources, 33 percent had few resources and 13 percent had enough resources for the course. In addition to this, observations were carried out on how reading was being taught in each of the above categories of schools. Reading lessons were observed in Grades One, Three, Five and Seven in each of the schools. It was observed that reading was taught very poorly in schools with very few resources and very well in schools with enough resources. It was also noticed that schools with few resources were in borderline areas. In these schools, reading was not taught very poorly or very well. The way reading was taught in these schools varied from very poor to very good, but as a general observation, these schools had difficulties in implementing the Zambia Primary English Course.From the above findings, the study concluded that although the schools in Lusaka Rural had enough trained teachers, the majority of these teachers were vernacular trained teachers who were finding it difficult to implement the Zambia Primary English Course. In this study, it was also observed that one of the problems facing the implementation of the Zambia Primary English Course was the lack of material resources. Most of the schools which responded to the questionnaire indicated…
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Organizational and Management Problems Confronting Redesigning Teaching and Learning in Nigerian Schools in the Globalization Era - Adesina, Odufowokan Benard (Journal of management and strategy, 2011)
This study identifies the hitherto 6-5-4 educational system in relation to its sustainability vis-à-vis the recent 6-3-3-4 educational system. However, the old design of 6-5-4 and 6-3-3-4 systems have outlived their importance since the two have failed in sustaining expected socio-economic developments. Hence, the introduction of UBE and 9-3-4 education system. Subsequently, the gap created by the old designs of educational system 6-5-4 and 6-3-3-4 call for an improvement in the old design for a redesigning, reformation and re-arrangement in modes, roles, policy and planning. It is against this backdrop that this paper advocates effective and efficient redesigning and optimal implementation of the redesigned roles and objectives. The paper concludes on a note that no design of education was bad but the success or failure of any system depends solely on the implementation.
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Microbial Profile of wound infections in a Nigerian Teaching Hospital - Ayodele, Mbo; Abbey, Samuel Douglas; Nwokah, EG; Obunge, OK; Omakwele, Gcs (Sahel Medical Journal, 2011)
Background: This study set out to investigate the aerobic and facultative anaerobic microbial profile of wound infections in the University of Port Harcourt Teaching Hospital.Methods: A total of 202 wound swabs samples were randomly collected from both in and out-patients presenting at the facility. One hundred and thirteen(55.9%) of the samples were collected from males while89(44.6%) were from females. The age of the patients ranged from 32 days to 80 years. Samples were processed following standard operating protocols in the microbiology laboratory.Results: Of the 202 samples examined, 164(81.2%) had microbial isolates while 38(18.8%) yielded no growth. Among the 164 samples with positive microbial growth, 124(75.6%) had single isolates while40(24.4%) had polymicrobial growth. Of the 113 males studied, 90(79.7%) had microbial growth while 23(20.4%) had no growth. Similarly, of the 89 females studied, 74(83.2%) had microbial growth while 15(16.9%) had no growth. Furthermore, the total microbial isolates from the study was 206. Gram-negative bacterial organisms accounted for 124(60.1%) as against 82(39.9%) from the Gram-positive’s (p
openalex: W1997116256 mag: 1997116256
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Crowdsourcing Crop Improvement in Sub-Saharan Africa: A Proposal for a Scalable and Inclusive Approach to Food Security - Etten, Jacob van (IDS Bulletin, 2011)
In sub-Saharan Africa, modern varieties released by the formal seed sector cover only a small part of the total crop acreage. Participatory approaches to crop improvement and seed production have been developed to overcome some of the barriers to modern variety development and seed distribution, but have not been widely scaled up. Crowdsourcing, such as seen in online citizen science projects, might inspire new approaches to upscale farmer-participatory seed innovation, specifically aiming at household food production. Using mobile technology, African farmers may be engaged in massively evaluating and distributing seeds. It is argued that a crowdsourcing approach to seed innovation would not only be scalable, but also inclusive through the strengthening of crop diversity as an open informational resource.
openalex: W2134727150 mag: 2134727150
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School Governing Bodies in South African Schools: Under Pressure to Enhance Democratization and Improve Quality - Heystek, Jan (Educational Management Administration & Leadership, 2011)
Governing bodies in South Africa are expected to have an important role in ensuring high quality education in schools as well as in the democratization of the post-apartheid South Africa. However, current legislation precludes governing bodies from involvement in the professional management of schools. Governing bodies are democratically elected and thus they comply with representative democratic expectations. The governing bodies are less successful in the participative democratic model because of factors such the literacy of parents, the expectations of parents, the negative perceptions of principals and parents and the availability of parents to attend governing body meetings. The Education Laws Amendment Bill of 2007 may provide an opportunity for some governing bodies with capable and committed members to be more involved in the governing body activities. Governing bodies may not be successful in supporting schools to improve the quality of the education provided. However, there are indications that governing bodies may play a positive role in the school and the community to build democratic foundations that will lead towards sustainable high-quality education for all children.
openalex: W1965914896 mag: 1965914896
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Sexual behaviour and knowledge regarding sexually transmitted infections among undergraduate students in Durban, South Africa - Hoque, Muhammad; Ghuman, Shanaz (Gender and behaviour, 2011)
The objective of this cross-sectional study was to identify the sexual behavior and knowledge of sexually transmitted infections (STIs) amongst 752undergraduate university students in South Africa, using self-administered questionnaires. More than half (>50%) reported presently being sexuallyactive, the majority used contraceptives and especially used condoms. Almost a third of the sample, had multiple sexual partners, and more than a quarter of them reported to have sex under the influence of alcohol. Students’ knowledge regarding STIs was unsatisfactory, indicating the need to modify social and educational activities, to improve the understanding of the consequences of STIs and HIV and minimizing the associated risks.
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Chapter 1.2 ‘Resistance from the Periphery?’ A Case Study of Attempts to Widen Access to Adult Learners at a South African University - Ismail, Salma; Cooper, Linda (2011)
This chapter focuses on a case study of attempts at one South African university to widen access to adult learners from diverse race, class and gender backgrounds. It locates the education of adults within a post-apartheid policy framework aimed at transforming higher education on the one hand and pressures on universities brought about by changes in the global economy on the other. It then outlines the history of adult education programmes at the University of Cape Town, an institution that has an elite, colonial history and that privileges research over teaching. The chapter then considers the results of a 2008 survey of adult learners' experiences of the institutional culture and institution's systems, and the ways in which these present barriers to adult learners. It critically assesses three strategies adopted by staff on the ‘periphery’ of the institution to widen access to adult learners; these focus on: changing the institutional culture, developing policies and processes of recognition of prior learning (RPL) and transforming the curriculum. The chapter concludes that programme innovations have been possible with the aim of ensuring that curriculum is responsive to adult learners; however, widening access and increasing participation for adult learners also needs to be accompanied by significant changes in how the university is administered and run and that while alternative access routes into the university are theoretically possible, practical and political barriers remain.
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The Baltimore Partnership to Educate and Achieve Control of Hypertension (The BPTEACH Trial): A Randomized Trial of the Effect of Education on Improving Blood Pressure Control in a Largely African American Population - Johnson, Wallace; Shaya, Fadia T.; Khanna, Niharika; Warrington, Verlyn O; Rose, Vivienne A.; Yan, Xiaofeng; Bailey-Weaver, Bessie; Mullins, C. Daniel; Saunders, Elijah (Journal of Clinical Hypertension, 2011)
Hypertension is a major risk factor for developing cardiovascular disease and is more prevalent in African Americans compared with Caucasians. African Americans are often underrepresented in clinical trials. This study was composed of a largely urban African American cohort of hypertensive patients. This was a prospective, 4-arm, randomized controlled trial designed to evaluate the comparative effectiveness of both physician and patient education (PPE), patient education only (PAE), and physician education only (PHE) vs usual care (UC). Hypertension specialists gave a series of didactic lectures to the physicians, while a nurse educator performed the patient education. The mean adjusted difference in systolic blood pressure (SBP) from baseline in the PPE group was an average reduction of 12 mm Hg (95% confidence interval [CI], -4.5 to -19.4) at 6-months, followed by average reductions of 4.6 mm Hg (6.9 to -16.12) in the PAE group, 4.1 mm Hg (3.4 to -11.7) in the PHE group, and 2.6 mm Hg (3 to -8.2) in the UC group. The PPE group achieved a significantly better reduction in SBP compared with the UC group. Additional research should be conducted to evaluate whether the use of certified hypertension educators in collaboration with physicians will result in a similar blood pressure reduction.
openalex: W1889966400 mag: 1889966400
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Philosophical and Sociological Overview of Vocational Technical Education in Nigeria - Kennedy, Odu Oji (The International Journal of Academic Research in Business and Social Sciences, 2011)
Vocational Technical Education is any kind of education which has the main purpose of preparing one for employment in recognized occupation. The foundation of vocational technical education is based on philosophy which was mainly established for self- employment and self-reliance of the individual(s) who partake in it. Viewing the philosophy and sociology of vocational technical education in the Nigerian school system, it is not a hidden fact that the impact of the philosophy is not felt in the society. By now, Nigeria ought to have been competing favourably with the developed nations of the world technologically. Today it is unfortunate to mention that the country cannot boast of manufacturing a single pin by themselves. How could they have achieved this task when the philosophy of vocational education is not judiciously followed and implemented. The sociological influence of the society on vocational education has made the matter worse. Vocational technological education has remained a subordinate discipline in terms of societal recognition, adequate funding and parental/children choice. It is in view of this fact that the paper made a critique of the various aspects of the philosophy of vocational technical education and analysed the influence of the society on this profession and also made recommendations on how vocational education in Nigeria can move forward.
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The case for (social) entrepreneurship education in Egyptian universities - Kirby, David A.; Ibrahim, Nagwa (Journal of Education and Training, 2011)
Purpose – The purpose of this paper is to explore awareness of social entrepreneurship amongst Egyptian students and to determine what is needed to create more graduate social entrepreneurs.
openalex: W2016278117 mag: 2016278117
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Lymphomas in sub‐Saharan Africa – what can we learn and how can we help in improving diagnosis, managing patients and fostering translational research? - Naresh, Kikkeri N.; Raphaël, Martine; Ayers, Leona W.; Hurwitz, Nina; Calbi, Valeria; Rogena, Emily; Sayed, Shahin; Sherman, Omar; Ibrahim, Hazem; Lazzi, Stefano; Mourmouras, Vasileios; Rincé, Patricia; et al. (British journal of haematology (Print), 2011)
Approximately 30 000 cases of non-Hodgkin lymphoma (NHL) occur in the equatorial belt of Africa each year. Apart from the fact that Burkitt lymphoma (BL) is very common among children and adolescents in Africa and that an epidemic of human immunodeficiency virus (HIV) infection is currently ongoing in this part of the world, very little is known about lymphomas in Africa. This review provides information regarding the current infrastructure for diagnostics in sub-Saharan Africa. The results on the diagnostic accuracy and on the distribution of different lymphoma subsets in sub-Saharan Africa were based on a review undertaken by a team of lymphoma experts on 159 fine needle aspirate samples and 467 histological samples during their visit to selected sub-Saharan African centres is presented. Among children (<18 years of age), BL accounted for 82% of all NHL, and among adults, diffuse large B-cell lymphoma accounted for 55% of all NHLs. Among adults, various lymphomas other than BL, including T-cell lymphomas, were encountered. The review also discusses the current strategies of the International Network of Cancer Treatment and Research on improving the diagnostic standards and management of lymphoma patients and in acquiring reliable clinical and pathology data in sub-Saharan Africa for fostering high-quality translational research.
openalex: W2117471817 mag: 2117471817
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Can a 'foreign' language be a national medium of education? Linguistic ecology and equality in Namibia - Pütz, Martin (2011)
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Writing and reading in English and L1: Attitudes among pupils in Lira and Mpigi, Uganda - Reh, Mechthild (2011)
openalex: W2481646614 mag: 2481646614
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Impact of resource allocations on the effectiveness primary schools in Côte d'Ivoire - Sika, Glebehlo Lazare (2011)
The quality of primary education in Cote d'Ivoire has deteriorated sharply over the past three decades. This situation is the result of an approximate management of the education system, which is characterized by a lack of educational support, a misallocation of resources, a congestion of classrooms (42 students for a teacher in primary school) and a lack of skilled and well trained teachers. In addition, the military-political conflict in September 2002 did not allow to improve this situation; on the contrary, it has further deteriorated the situation. Thus, the aim of this thesis is first to analyze the influence of resource endowments on the effectiveness of primary schools in Cote d'Ivoire on the basis of a survey on the competence conducted by the Ministry of Education. Secondly, it examines the impact of military-political conflict in September 2002 on the demand for education based on data from the MICS-2000 and 2006 household surveys. To do this, a classification of schools according to their resource endowment was made, then, using the method of data envelopment analysis (DEA nonparametric method), an efficiency frontier is constructed to highlight the specificities of schools and finally an econometric estimation (Tobit model censored data) is implemented to identify factors influencing the formation of effectiveness scores. The analysis shows that increasing the amount of resources allocated to a school does not guarantee its performance as the efficiency factors are not resident in endowment quantity, but rather in the endowment quality, that is the values and characteristics intrinsic to people and materials available to schools, this fact in order to fit the specific needs of schools and fairness. Furthermore, using a methodology combining both double differences estimation, the triple differences estimation and correction by the robustness checks, we find that the rate of access and completed grades of primary school s one to six of primary school declined because of the crisis. Indeed, the proportions of children completing levels 1 and 2 have fallen by 25% and those of children completing levels 3, 4 and 5 have decreased by 22%, 16% and 4% respectively.
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Teaching Geography through Zambian music to Grade 12 pupils of The Kamwala High School - Simwawa, Musyani James (2011)
Geography is one of the keys to understanding the earth and its environment so as to appreciate the delicate balances between the human and physical elements that bind people and to this planet. Geography becomes even more important with the world turning global and issues of citizenship and sustainable development gaining greater prominence in the lives of pupils. The technological advancement with the use of cell phones, the increase in the number of radio stations in Zambia, the use of computers with the internet from which music can be listened to, have enhanced chances of listening to music. Lyrics of songs form a very rich source of geographic and historical evidence which has been used in countries like Canada, The United States of America and the United Kingdom. The problem is that this unlimited source of geographic information has not been exploited by geography teachers in Zambia before. Therefore, this study sought to look at some of the Zambian songs in order to find out their usefulness in the teaching and learning of geography in high schools of Zambia. This study specifically aimed at exploring Zambian music so as to show how it can be used educationally in the teaching of Geography to grade 12 pupils of the Kamwala High School in Zambia. The specific objectives of the study were to investigate how Zambian music could be used in the teaching of geography to grade 12 pupils of the Kamwala High School, to determine the extent to which Zambian songs showed frustration or dissatisfaction and also to investigate the geography educational values derived from songs. The research questions of the study were three: (i) How can Zambian music be used in teaching geography to grade twelve pupils of The Kamwala High School? (ii) To what extent do Zambian songs show frustration or dissatisfaction about the state of affairs at a particular place and time? (iii) What geography educational values can be derived from Zambian songs for development? The study used a case study research design which was qualitative for which content analysis, interviews, focused group discussions and observation were used as research instruments.Songs and musicians were purposively sampled while the pupils were randomly sampled. The study found out that many Zambian songs were very useful in teaching geography and did have geography education values key to sustainable development.The study, therefore, recommended that a collection of songs fit for teaching geography should be made. The study also recommended that money should be sourced from government and well wishers to help those who want to record geography songs. The study further recommended that partnership should be established between Zambian schools, colleges and universities and North American ones that use music for teaching geography. The study also recommended that musicians should be educated about singing songs that are of value to geography and reflect the challenges of Zambia's development.
openalex: W2586842156 mag: 2586842156
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Topic: Cultural attitudes and Technology Acceptance - How has technology improved literacy in Ghana, West Africa By Stanley Adjabeng PhD Student at the University of North Texas, Denton, Texas. - Adjabeng, Stanley (EdMedia: World Conference on Educational Media and Technology, 2011)
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Disciplinary cultures of teaching and learning as socially situated practice: rethinking the space between social constructivism and epistemological essentialism from the South African experience - Mathieson, Susan (Higher Education, 2011)
openalex: W2161592117 mag: 2161592117
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A Survey of Primary School Libraries to Determine the Availability and Adequacy of Services for Universal Basic Education (UBE) in Oyo State, Nigeria - Gbadamosi, Belau Olatunde (Evidence Based Library and Information Practice, 2011)
Objective – As a first step in gathering evidence, this study surveyed school libraries and examined the services those libraries provide in relation to the Universal Basic Education (UBE) program at a primary level. The purpose of this paper is to explore these UBE factors in relation to school libraries in Oyo State, Nigeria.

Methods – A questionnaire was sent to the 33 schools which have a library and information centre staffed by a teacher-librarian, in order to examine library services and the views of those providing them. The questionnaire covers library space, categories of library resources, student activities during library visits, mobile library services, and the teacher-librarians’ perception of the adequacy of the collection and the challenges in the use of library.

Results – Questionnaires were returned by 30 teacher-librarians out of 33, a response rate of 91%. Although pupils across each local government area have the chance to visit school libraries, the system of one short visit per week is inadequate for developing a universal interest in reading and in study skills. Staff responsible for the libraries consider many of the resources to be inadequate or outdated and stock is depleted as pupils borrow books, leaving fewer for those who follow.

Conclusions – As a first step to implementing evidence based practice, this paper describes the primary school library system in Nigeria and provides evidence on how it operates in Oyo State. Teacher-librarians who staff the libraries confirm the inadequacies in the system. They perceive collections to be inadequate and confirm that some pupils in the state have only limited access to library resources. Respondents also believe that they need further training, particularly in computer and information literacy.
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Assessing interactions among education, social insurance and labour market policies in Morocco - Marouani, Mohamed Ali; Robalino, David A. (Applied Economics, 2011)
This article develops a general equilibrium model to assess the impact that integrated reforms of macroeconomic, education and social protection policies can have on employment. The model presents three innovations. First, it formalizes the production of skills in the economy by following sex–age cohorts through the various levels of the education and training systems, given dropout and repetition rates. Second, it incorporates a module that projects social insurance expenditures as a function of the demographic structure of the country and the rules of the pension system. Finally, it develops a very detailed description of the labour market, where informality reflects strategic decisions by workers and not necessarily exclusion. The model is applied to Morocco. The results of various simulations illustrate the importance of coordinating macro, education and social protection policies in order to achieve meaningful effects on employment levels. In particular, we show that isolated interventions to improve the internal efficiency of the education system can aggravate the unemployment problem; that subsidies to investments are more efficient in sectors intensive in skilled labour; and that not controlling the growth of pension expenditures and the tax-wedge can depress employment in the formal sector.
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A study of the relationship between selected school characteristics and geography achievement of grade ten pupils in the Northern Province of Zambia - Siame, Everett Changala Kafwimbi (2011)
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Some factors contributing to the attrition of secondary school teachers in Zambia, 1984-1988 - Subulwa, Mwakamui Charles (2011)
The present study attempted to find out the extent to which qualified teachers never actually begin teaching(graduation loss) loss) and the extent to which serving teachers leave the profession (active loss) in relation to sex, subject of specialization and level of qualification in the period 1984 to 1988. The investigation endeavoured to establish whether or not a relationship existed between graduation loss and sex; graduation loss and level of teacher qualification;graduation loss and teacher's subject of specialization;active loss and sex; active loss and level of teacher qualification; and finally between active loss and teacher's subject of specialization. A population of 2,464 teachers who had graduated from secondary school teacher training institutions in Zambia, including the University of Zambia, in the period 1984 to 1988 was identified. The population was then categorized into sub-populations according to sex, level of qualification and subject of specialization. The classification resulted in ten sub-populations. After classification, stratified random sampling was used to draw 144 subjects from the ten sub-populations. Check-lists were used to collect nominal data on these subjects. The chi-square was used to test the hypotheses at the .05 or better levels of significance. The study found that a teacher's sex has no significant influence on either graduation or active loss and that the area of subject specialization does not significantly influence graduation loss. However, the study also revealed that the type of qualification a teacher holds significantly influences both graduation and active loss and that the area of subject specialization is significantly related to active loss. The study concludes with recommendations on how to deal with the problem of teacher loss in schools, one of which is that the Bachelor of Arts degree with Education be made more specific to teaching needs.
openalex: W2583853444 mag: 2583853444
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How Can We Learn Whether Firm Policies Are Working in Africa? Challenges (and Solutions?) For Experiments and Structural Models - McKenzie, David (Journal of African Economies, 2011)
Firm productivity is low in African countries, prompting governments to try a number of active policies to improve it. Yet despite the millions of dollars spent on these policies, we are far from a situation where we know whether many of them are yielding the desired payoffs. This article establishes some basic facts about the number and heterogeneity of firms in different Sub-Saharan African countries and discusses their implications for experimental and structural approaches towards trying to estimate firm policy impacts. It shows that the typical firm programme such as a matching grant scheme or business training programme involves only 100 to 300 firms, which are often very heterogeneous in terms of employment and sales levels. As a result, standard experimental designs will lack any power to detect reasonably sized treatment impacts, while structural models which assume common production technologies and few missing markets will be ill-suited to capture the key constraints firms face. Nevertheless, I suggest a way forward which involves focusing on a more homogeneous sub-sample of firms and collecting a lot more data on them than is typically collected.
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Towards the development of instructional strategies for teaching algebra in multilingual classrooms in South Africa :|ba study of two cases - Mparutsa, Sophie Thandiwe (2011)
openalex: W33289868 mag: 33289868
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Factors contributing to bully behaviour among APU pupils in selected high schools in lusaka district, Zambia - Sitali, Martha Macwani (2011)
The purpose of this study was to investigate factors contributing to bully behaviour among Academic Production Unit (APU) pupils in some selected high schools in Lusaka district. The study also attempted to establish whether selfconcept is a mediating factor between social competence and bully behaviour and whether bullying varies according to gender and type of school. Causes of bullying were discussed in focus groups of 6 to 10 pupils.A total of 98 pupils were sampled 45 of whom were female and 53 were male.In addition, four class teachers, four school co-ordinators and four school managers were sampled using the cluster sampling method while stratified sampling method was used to sample one class from each high school.To measure self-concept, two questionnaires were designed: one for the selfrating of self-concept by the pupils and the other for the class teachers' rating of the pupils' self-concept. Each of these questionnaires contained 10 items which measured independent action, a broad range of feelings and emotions and approach to new challenges. Findings showed that factors such as socioeconomic,family background, peer pressure, body size and weak school administration were the major factors contributing to behaviours associated with bullying. Correlations between teachers' ratings and pupils' self ratings were significant. Both teachers and pupils scored bullies as having low self-concepts. This indicated an association between low self-concept and bullying although a causal relationship was not investigated. The self-concept measure was compared between boys and girls and between single sex and co-education school pupils. Co-education schools generally reported low self-concepts among the pupils than single sex schools.Proportionally, more boys reported a lower self-concept than girls. These findings are discussed as indicating possible causes of bullying in relation to gender and type of school.The study recommended among others, that school managers should design tailor-made programmes and counselling sessions for pupils who exhibit bully behaviour in schools. The Ministry of Education should also develop a deliberate policy that will inspire pupils to build their self-concept in many areas.
openalex: W2587817786 mag: 2587817786
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Evaluating the utilisation of resources in higher education institutions: The case of teaching space at a Ugandan university - Ssempebwa, Jude (Evaluation, 2011)
All over the world, there is pressure on higher education institutions (HEIs) to admit increasing numbers of students. In most parts of Sub-Saharan Africa, however, the increasing demand for student places at HEIs is in the context of enormous reductions in the availability of institutional resources. Efforts at the expansion of enrolments have focused on expanding the availability of resources; however, utilisation of these resources is not evaluated for optimal usage. Taking the case of teaching space at Makerere University, this article argues that this could affect educational quality, access to higher education or both. Grounded on Juran’s generalization of Pareto’s Optimality Theory, the article proposes systematic, and multidimensional, evaluation of the utilisation of resources. It concludes that this might expose unexploited capacity to expand enrolments while adhering to relevant standards of quality assurance and ensure that resources are expanded in line with real need.
openalex: W2053481078 mag: 2053481078
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The Comparative Effects of Simulation Games and Brainstorming Instructional Strategies on Junior Secondary School Students’ Achievement in Social Studies in Nigeria - Adeyemi, B. A.; Ajibade, Y.A (African research review, 2011)
The study investigated the comparative effects of simulation games and brainstorming instructional strategies on Junior Secondary School Students' achievement in Social Studies in Nigeria.The study adopted a quasiexperimental design (3 x 2 non-randomized pre-test, post-test control group) comprising three groups made up of two experimental groups and one control.Simple random sampling was employed in selecting 240 students from six selected schools comprising two arms of JSS 2. Four instruments namely: "Social Studies Achievement Test" (SSAT), "Operational Guide for Simulation Games" (OGSG), "Operational Guide on Brainstorming" (OGB) and "Operational Guide for Teacher Exposition" (OGTE) were used with reliability coefficients of 0.84, 0.76, 0.81 and 0.78 respectively.Three Copyright (c) IAARR, 2011: www.afrrevjo.com65
openalex: W2068126745 mag: 2068126745
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Approaches to Reach and Teach the Most Marginalized Children in Nigeria: The Girl-Child Education - Ajayi, HO; Bello, TO (African Research Review, 2011)
Education is to be the right of every child universally including Nigeria, without discrimination against any child based on whatever reason(s) and none must be denied.However, it has been discovered that many girl-child in Nigeria are at disadvantaged in comparison to their male counterpart.Despite that policy has been formulated and series of initiatives are in place, numerous of this target audience is yet to be reached.Hence this paper examined critically the challenges facing girl-child education in Nigeria and provided ways by which the nation can make head way towards the achievement of Education for All and Millennium Development Goals by 2020 that the nation has set as a new target year.
openalex: W2074643581 mag: 2074643581
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Facilitating responsible and self-directed behaviours in learners with special educational needs in the intermediate phase: teacher's perceptions in a private LSEN school in South Africa - Bekker, Tanya Lee-Anne (2011)
openalex: W2271570338 mag: 2271570338
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Traditional Institutions and Agenda Setting: The Case of the Adoption of the Ghana Education Trust Fund - Brenya, Edward; Bossman, Elvis (African Research Review, 2011)
This study applies agenda setting theory mostly used to examine policy making in western countries to understand educational policymaking in Ghana.It draws on a case study on the role of the Asante Traditional Council and rulers in the adoption of the Ghana Education Trust Fund (GETFund), a program that allows the public to participate in the financing of education.The study finds that the outside initiation model, consolidation, pluralist concept of policymaking, and the policy streams metaphor help to explain agenda setting for the adoption of the GETFund program.In particular, it argues that the enstoolment of Otumfuo Osei Tutu II and his activism in championing the idea of a public participation program in financing education was an intervening event that opened the window for a proposal centering on that idea to gain agenda entrance and the passage of Copyright (c) IAARR, 2011: www.afrrevjo.
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Multiple sexual partners and condom use among 10 - 19 year-olds in four districts in Tanzania: What do we learn? - Exavery, Amon; Lutambi, Angelina Mageni; Mubyazi, Godfrey M.; Kweka, Khadija; Mbaruku, Godfrey; Masanja, Honorati (BMC Public Health, 2011)
Although some studies in Tanzania have addressed the question of sexuality and STIs among adolescents, mostly those aged 15 - 19 years, evidence on how multiple sexual partners influence condom use among 10 - 19 year-olds is limited. This study attempts to bridge this gap by testing a hypothesis that sexual relationships with multiple partners in the age group 10 - 19 years spurs condom use during sex in four districts in Tanzania.Secondary analysis was performed using data from the Adolescents Module of the cross-sectional household survey on Maternal, Newborn and Child Health (MNCH) that was done in Kigoma, Kilombero, Rufiji and Ulanga districts, Tanzania in 2008. A total of 612 adolescents resulting from a random sample of 1200 households participated in this study. Pearson Chi-Square was used as a test of association between multiple sexual partners and condom use. Multivariate logistic regression model was fitted to the data to assess the effect of multiple sexual partners on condom use, having adjusted for potential confounding variables. STATA (10) statistical software was used to carry out this process at 5% two-sided significance level.Of the 612 adolescents interviewed, 23.4% reported being sexually active and 42.0% of these reported having had multiple (> 1) sexual partners in the last 12 months. The overall prevalence of condom use among them was 39.2%. The proportion using a condom at the last sexual intercourse was higher among those who knew that they can get a condom if they want than those who did not. No evidence of association was found between multiple sexual partners and condom use (OR = 0.77, 95% CI = 0.35 - 1.67, P = 0.504). With younger adolescents (10 - 14 years) being a reference, condom use was associated with age group (15 - 19: OR = 3.69, 95% CI = 1.21 - 11.25, P = 0.022) and district of residence (Kigoma: OR = 7.45, 95% CI = 1.79 - 31.06, P = 0.006; Kilombero: OR = 8.89, 95% CI = 2.91 - 27.21, P < 0.001; Ulanga: OR = 5.88, 95% CI = 2.00 - 17.31, P = 0.001), Rufiji being a reference category.No evidence of association was found between multiple sexual partners and condom use among adolescents in the study area. The large proportion of adolescents who engage in sexual activity without using condoms, even those with multiple partners, perpetuates the risk of transmission of HIV infections in the community. Strategies such as sex education and easing access to and making a friendly environment for condom availability are important to address the risky sexual behaviour among adolescents.
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Identification of Factors Affecting Educational Performance of Nigerian Adult Learners: A Preliminary Study - Adelodun, OA; Obilade, TO (African Research Review, 2011)
The study identified the variables that tend to affect educational performance among adult learners.The population for the study consisted of students of Lagos State University, Ojo (Ilesa Study Centre).A sample of 1035 students was purposively selected from Modules IV and V students.Three research instruments were used for the study namely, a questionnaire and two inventories.Data collected was analysed using multivariate statistical programme (factor analysis).The total variance explained by the initial eigenvalues using principal component analysis revealed eight factors (with eigenvalues greater than one) that accounted for almost 60 percent of the total scale variance.Seven factors were identified to affect educational performance.These were: Circumstances, Parental Authority, Socio-Economic Label, Self Concept, Training Environment, Health Characteristic and Socio-Economic Characteristic.These identified constructs shall be the basis for our further determination of the links among the various constructs, and also useful for gaining insight into the structure of our multivariate data.
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Social Studies Education as a Panacea for National Security in Nigeria - Arisi, RO (African Research Review, 2011)
Nigeria as a Nation is besieged with several national issues such as insecurity of life and property, kidnapping, robbery assassination etc.This problem has brought about retrogressiveness to sustainable national development.Based on this prevailing condition the paper try to examine how the knowledge of social studies education be used as a vehicle in solving problem of national insecurity in Nigeria.The purpose of this paper therefore is to examine the role of social studies education in preparing the young people to be good citizen in a world that is becoming more and more complex.The subject matter of social studies relate directly to the organization and development of human society.Several issues and their corresponding recommendation were made.
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Advancement of Tradomedical Education through Effective Teaching of Social Studies in South-South Region of Nigeria - Dania, PO (African Research Review, 2011)
The study aims at examining the meaning of Social Studies, nature and its role towards advancement of tradomedical education in South-South region of Nigeria.This study sought to address the importance of tradomedical education and some of the strategies used in achieving effective teaching of Social Studies to the citizen for advancement of tradomedical education in South-South region of Nigeria and it also examined the various methods used and services rendered through traditional health care system.It was also realized that the effective teaching of social studies will expose the citizens to the environment and its benefits (herbal cure) to the citizens. Definitions of Social StudiesSocial Studies authorities have been trying to define social studies based on their own perceptional understanding.For instance, Obede (1980), in Osakwe and Itedjere (1993) views Social Studies as a common learning of man's interaction with his social, physical and economics.This conceptual meaning of Social Studies deals with man's aspect of life, which requires special attributes such as skills, values and aspiration in order to managed it Dubey and Barth (1980), in Dania (2009) present Social Studies in analytical approach.According to Dubey and Barth, Social Studies is the study which aims at inculcating values, loyalty and spirits of service to the community and the learners.They also view the subject, Social Studies as a course of study, which enable an individual to identify problems, analyse the problems in his own environment and make the right decision when they are necessary.Barr.Barth and Shermis (1978), in Dania (2004) social Studies is a study in which students acquire knowledge of citizenship and reflective inquiry.Umoru-Sule (2009) defines Social Studies as a cup of tea 'using water, Lipton, sugar and milk together to make a cup of tea'.Thus, Social Studies sieve relevant and useful concepts, skills, knowledge, attitude, aspiration, values and atheistic from other discipline to form its own concept.According to Osakwe and Itedjere (1993) defined Social Studies as those whose subject matter relates directly to the organisation and development of human society and to man as a member of social groups.Also Adaralegbe (1980) in Osakwe and Itedjere (1993) asserts that social Studies is a study of how man influences and is in turn influenced by his physical, social, political, religious, economic, psychological, cultural, scientific and technological environments.This definition means that Social Studies is concerned with his different environment.
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Evaluation of Salinity, Organic and Metal Pollution in Groundwater of the Mafragh Watershed, NE Algeria - Derradji, El-Fadel; Benmeziane, Farida; Maoui, Ammar; Bousnoubra, Houria; Kherici, Nacer (Arabian journal for science and engineering, 2011)
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Students’ and Teachers’ Participation in Decision-Making and Impact on School Work and School Internal Discipline in Nigeria - Duze, CO (African Research Review, 2011)
This study investigated students' and teachers' participation in decisionmaking in secondary schools and the consequent impact on their attitude to school work and school internal discipline in Nigeria.This was necessitated by the observed frequent breakdown of law and order in secondary schools alleged to be related to certain decisions taken without their inputs, usually forcing schools to be closed down for long periods thereby introducing serious wastages in the educational system.The responses of the randomly sampled 3,318 students and 612 teachers to the questionnaire used for data collection were analyzed to answer one research question and test six null hypotheses using frequency, simple percentage, mean, t-test, Chi-square and Pearson's r. Results showed that students and teachers, irrespective of sex, indicated alike a low level of participation in administrative creative decisions which influenced their attitude to school work and school internal discipline.Furthermore, low level of participation was found to have significant unwholesome impact on their attitude to school work and the school internal discipline thus undermining accomplishment of set instructional objectives/educational goals.It was therefore recommended that all school administrators in Nigeria should wisely adopt participatory decision-making for optimal goal attainment.
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Determinants of patient satisfaction after cesarean delivery at a university teaching hospital in Nigeria - Enabudoso, Ehigha; Isara, Alphonsus Rukevwe (International Journal of Gynecology & Obstetrics, 2011)
To assess the prevalence of satisfaction, and associated factors, among parturients who had recently delivered by cesarean.In a descriptive cross-sectional study, women who delivered by cesarean at the University of Benin Teaching Hospital, Nigeria, were enrolled between April and July 2010. A simple, qualitative, semi-structured researcher-administered questionnaire was used for data collection. Data analysis was done via SPSS version 16.Among 220 women who delivered by cesarean, 211 women were enrolled in the study and were interviewed 2-5 days after delivery. The mean age was 30.8 ± 5.1 years, and the median parity was 1. An initial negative reaction to the decision for cesarean delivery was reported by 76% of respondents, 19% were indifferent, and 5% reported an initial positive reaction. Satisfaction with delivery by cesarean was reported by 80% of the respondents. Satisfaction with cesarean delivery was significantly associated with age, level of education, initial reaction to the decision for cesarean delivery, and elective cesarean.Most parturients expressed overall satisfaction after delivery by cesarean. There is a need for in-depth studies in low-income countries to further evaluate satisfaction with regard to various aspects of the cesarean delivery experience.
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Everywhere you go, everyone is saying condom, condom. But are they being used consistently? Reflections of South African male students about male and female condom use - Mantell, Joanne E.; Smit, Jennifer; Beksinska, Mags; Scorgie, Fiona; Milford, Cecilia; Balch, Erin; Mabude, Zonke; Smith, Emily R.; Adams‐Skinner, Jessica; Exner, Theresa M.; Hoffman, Susie; Stein, Zena (Health Education Research, 2011)
Young men in South Africa can play a critical role in preventing new human immunodeficiency virus (HIV) infections, yet are seldom targeted for HIV prevention. While reported condom use at last sex has increased considerably among young people, consistent condom use remains a challenge. In this study, 74 male higher education students gave their perspectives on male and female condoms in 10 focus group discussions. All believed that condoms should be used when wanting to prevent conception and protect against HIV, although many indicated that consistent condom use was seldom attained, if at all. Three possible situations for not using condoms were noted: (i) when sex happens in the heat of the moment and condoms are unavailable, (ii) when sexual partnerships have matured and (iii) when female partners implicitly accept unprotected sex. Men viewed it as their responsibility to have male condoms available, but attitudes about whose decision it was to initiate condom use were mixed. Almost all sexually active men had male condom experience; however, very few had used female condoms. Prevention initiatives should challenge traditional gendered norms that underpin poor condom uptake and continued use and build on the apparent shifts in these norms that are allowing women greater sexual agency.
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The coping strategies of the University of Zambia students with cost-sharing in financing Higher Education - Mweemba, Dennis (2011)
Zambia introduced cost-sharing in the education sector with a view to improving the financial positions of the educational institutions. Available researches show that costsharing has had a negative effect at all levels of the education system. At the University level many protests have been staged by students to register their disenchantment with cost-sharing. In many cases, such protests resulted into the University closure. This study therefore aimed at finding out the different methods devised by the University students in their quest to meet the requirement of costsharing.The study followed a descriptive research design with a total of 266 students that participated derived from all the schools at the University of Zambia. Questionnaires,focussed group discussions, and interviews were used as methods of collecting data.The research instruments used included self-administered questionnaires and interview guides. The data were analysed using the Statistical Package for Social Sciences(SPSS) to obtain frequencies and percentages and were further subjected to crosstabular analysis for interpretaion. Qualitative data were organized into common themes. The findings of the study show glaring inequalities in the composition of the students' population. The majority of the students come from households with parents and guardians who have some form of university and college education while those with parents and guardians with grade 12 levels of education and below are under represented. Among the female students the majority of them have parents and guardians with University education whereas among the male students the majority of their parents and guardians have college education. The study also shows that students with parents and guardians in the professional related occupations are in the majority. In spite of the fact that the majority of the students come from homes with parents and guardians who are well educated and have better jobs, most of them are unable to meet the requirement of cost-sharing. Male students are in the majority of those unable to meet cost-sharing. In both cases, the majority of the students have parents working in the private sector. The reasons for failing to meet the requirement of cost-sharing are inadequate financial resources coupled with large families in some instances and the sudden rises in tuition fees.Students have responded differently to the policy of cost-sharing at the University of Zambia. Some of them withdraw with the view of rejoining the institution at a later date. Others have devised methods of raising money to meet the requirement of costsharing. These methods include saving part of the meal and project allowances, doing part-time jobs, business ventures, cooking, lending rooms, using monthly salaries, obtaining loans, and fighting for 100 percent government bursary. Other methods include prostitution, and asking for assistance from well wishers. Both students from rural and urban areas are engaged in all these means of raising money to meet the cost of…
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Assessment of Industrial Pollution Load in Lagos, Nigeria by Industrial Pollution Projection System (IPPS) versus Effluent Analysis - Oketola, Adebola A.; Osibanjo, Oladele (2011)
Lagos is the economic capital of Nigeria with over 70% of industries in the country located there. It is also the fastest growing city in Nigeria in terms of development and industrial infrastructure, forecast to be one of the three megacities in the world with population of over 20 million by the year 2025. The rapid growth and haphazard urbanization have led to an increase in waste generation and environmental pollution. The industrial pollution problems faced by Lagos with over 7,000 medium and large scale manufacturing facilities are directly related to the rapid industrial growth and the haphazard industrialization without environmental consideration (Oketola and Osibanjo, 2009a). Pollution abatement technologies are largely absent and the consequence is a gross pollution of natural resources and environmental media. Since effective environmental protection cannot take place in a data vacuum, Industrial Pollution Projection System (IPPS), which is a rapid environmental management tool for pollution load assessment, has been employed in this study to estimate industrial pollution loads and to ascertain the agreement between IPPS models and conventional effluent analysis. It has been recognized that the developing countries lack the necessary information to set priorities, strategies, and action plans on environmental issues. Plant-level monitoring of air, water and toxic emissions is at best imperfect, monitoring equipment is not available and where available is obsolete; data collection and measurement methodology are questionable, and there is usually lack of trained personnel on industrial sites (Oketola and Osibanjo, 2009b; Hettige et al., 1994). In the absence of reliable pollution monitoring data, the World Bank has created a series of datasets that have given the research community the opportunity to better understand levels of pollution in developing countries, and therefore issue policy advice with more clarity (Aguayo et al., 2001). Hence, the World Bank developed the Industrial Pollution Projection System (IPPS), which is a rapid assessment tool for pollution load estimation towards the development of appropriate policy formulation for industrial pollution control in the developing countries, where insufficient data on industrial pollution proved to be an impediment to setting-up pollution control strategies and prioritization of activities (Faisal, 1991; Arpad et al, 1995). IPPS is a modeling system, which has been developed to exploit the fact that industrial pollution is heavily affected by the scale of industrial activity, by its sectoral composition, and by the type of process technology used in production. IPPS combines data from
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Effect of Day-Studentship on Study of Geography among Female Students in Secondary Schools in Owerri, Nigeria - Onyenechere, EC (African Research Review, 2011)
The purpose of this study is to investigate the effect of day -studentship on the study of geography among female students in the secondary schools in Owerri metropolis.Data from school records were categorized and broken into appropriate descriptive statistics some of which were presented on frequency tables.Percentages and Chi square model were also used in the analysis.The findings include the following; there is significant variation in the performance of geography candidates in geography in the WASSCE, the schools in the inner city / core area have better performance than those in the fringes.Some of the recommendations include, the making of fieldwork compulsory for both day students and boarders alike, the teaching of geography in secondary schools from J.S.S.1 to S.S 111, the re-invigoration of guidance and counseling in schools to encourage girls with a flair for exploration to study geography, the institution of prizes on a yearly basis to best performing girls' school by the Association of Nigerian Geographers to foster competition in geography among females in secondary schools, and the sending of female children to secondary schools in the municipality which is the core area for better performance in geography WASSCE by parents/ wards.
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The willingness and ability of parents to finance basic schools on the copperbelt in Zambia - Silondwa, George (2011)
Shortly after independence, in 1964, the Zambian government embarked on a rapid expansion of the entire education system. However, the rapid expansion of the education system, coupled with a rapid population growth and the seemingly insurmountable economic problems, soon engendered problems in the education system. One of the major problems that emanated from the demographic and economic factors was that of financing education in general and basic education in particular. Basic education was designed to be accessible to all school age children. It was designed to impart not only the minimum basic knowledge but also to instill attitudes, values and skills needed by all for development purposes. It has become clear that the provision of basic education is not an easy goal to achieve, especially from the point of view of financial resources. The problem is deeply embedded in demographic and economic factors. The pressure exerted by demographic and economic factors on the availability of basic education facilities is not only great but poses an immense challenge to the education policy makers. The problem is how to create more school places to absorb the ever-increasing child population.The central problem in this research was whether private household resources are available to finance basic schools in view of the limited state funds for that purpose. The focus of the study was on trying to ascertain the willingness and ability of parents to finance basic schools on the Copperbelt.Two questions were to be answered: (i) To what extent are parents willing and able to finance basic schools? (ii) What are some of the socio-economic factors affecting parents' contributions to financing basic schools?Three hypotheses adopted for the study were: (i) There is no significant relationship between the family size and the parents' willingness and ability to finance basic schools; (ii) There is no significant relationship between the household income and the willingness and ability of parents to finance basic schools? (iii) There is no significant relationship between the education level of the parents and their willingness and ability to finance basic schools.After interviewing two hundred (200) parents from various parts of the Copperbelt, viz. Kitwe, Mufulira, Chingola and Chililabombwe, the data collected suggested the following results: (i) That parents were generally willing and able to pay for a variety of school items. However, the degree of willingness and ability varied from one item to another. Items such as school fund and teaching and learning materials enjoyed a high degree of parental willingness to pay while others such as school vehicle and teachers' salaries had low support. (ii) That there was a relationship between the education level, family size, household income and the willingness and ability of the parents to finance basic schools. Socio-economic variables were found to be important in determining the willingness and ability of parents to finance basic schools. Parents generally demonstrated…
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The Integration of ICT-Education in Teacher-Trainee Programmes in Tertiary Institutions in Nigeria - Udosen, IN; Ekukinam, TU (African Research Review, 2011)
The study sought to determine the relationship between teacher-trainee's rating of perceived challenges from ICT teacher educators, governments' policy makers and their preparedness towards integration of ICT in teacher trainee programmes.The study was carried out in six tertiary institutions in the south-south geo-political zone of Nigeria offering teacher education programmes at the first degree, post graduate Diploma in education and National certificate in education levels.The sample comprised 430 traineeteachers selected through stratified sampling-technique from the different institutions involved in the study.The instrument used for data collection was the researcher-made questionnaire.The data collected was analysed using chi-square at 0.05 alpha level of significance.Reliability of the instrument was determined using the Cronbach Alpha and the reliability coefficient was 0.86.The results among others, indicated that there is a significant relationship between the teacher trainees' perceived challenges from the government, teacher-trainee educators and individuals' ability and Indexed African Journals Online: www.ajol.infotheir preparedness for integration of ICT in teacher-trainee programmes.The implication is that the policy and decision makers in government must review and implement curriculum guidelines and policies to harness teachertrainees preparedness for effective integration of ICTs in teacher-trainee progammes.
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Wood Flour Moulding Technology: Implications for Technical Education in Nigeria - Usoro, HS; Akpan, GA (African research review, 2011)
The intent of this article is to demonstrate how wood waste called sawdust or wood flour can be transformed by plastic moulding machine into items of economic value.Wood flour is wood reduced to very fine particle form.It can be waste product from saw mills, wood working plants or produced from selected dry wood by grinding.Interest in this modern industrial practice in wood anchors around the high level of unemployment among the youths in Nigeria.This unemployment is attributable to great emphasis placed on white collar jobs to the detriment of psychoproductive skills.In an effort to solve this problem, the informal sector has taken up the challenge through
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Reconsidering the role of power, punishment and discipline in South African schools - Venter, Elza; Niekerk, L.J. Van (Koers (Potchefstroom), 2011)
This article examines the role of discipline and punishment in South African schools and seeks to interrogate the underlying power relations that guide teaching and learning in South Africa. It deconstructs the pre-occupation with discipline, power and punishment in South African schools in terms of the theoretical framework provided by Michel Foucault in his work entitled “Surveiller et punir: naissance de la prison” (1975) which was translated as “Discipline and punish: the birth of the prison”(1977). It was Foucault who reminded us that the modern school is based on Prussian military ideals of punctuality, discipline, neatness and submissiveness to authority. Foucault tends to see schooling as one side of “corriger”, which is to punish or to teach. Education as “correction” is therefore regarded as the antipode of authoritarian punishment. Foucault draws attention to the subtle tactics and constraints beneath the surface of proclaimed bourgeois freedom. It was found that in South African schools the problem of authoritarian punishment is still rife. From the readings of Foucault’s works suggestions are made for changes to the system and to teachers’ mental attitude in order to move to a more constructive way of maintaining power and discipline.
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CLIMATE CHANGE AND FISHERIES IN AFRICA: ISSUES AND CHALLENGES (Indian journal of science and technology, 2011)
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Communicating mathematics reasoning in multilingual classrooms in South Africa. - Aineamani, Benadette (2011)
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Teacher appraisal reforms in post-1994 South Africa : conflicts, contestations and mediations. - Clercq, Francine De (2011)
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Assessing the Use of the NANDA-International Nursing Diagnoses at the Obafemi Awolowo University Teaching Hospitals Complex, Ile Ife, Nigeria - Olaogun, Adenike Ayobola; Oginni, Monisola Omoyeni; Oyedeji, Tinuke Abimbola; Nnahiwe, Blessing; Olatubi, Matthew Idowu (International Journal of Nursing Terminologies and Classifications, 2011)
This study assessed the use of the NANDA-I nursing diagnoses in a Nigerian hospital.A multi-stage sampling method was used to select seven wards and 67 nursing process booklets from the Medical, Surgical, Orthopedic, and Mental Health Units of the hospital.A total of 154 nursing diagnoses were made: 50.7% were made within the first 48 hours of admission, while 35.8% were made on reassessments. The most frequently used nursing diagnoses were self-care deficit, pain, and anxiety.The NANDA-I nursing diagnoses are in use in Nigeria, adding support to the global use of the NANDA-I taxonomy, but findings also suggest a need for an assessment framework informed by nursing.Nurses in Nigeria would benefit from training programs organized by NANDA-I and national institutions to further refine their use of the nursing process.
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BLENDED LEARNING EDUCATION ON PRECISION FARMING IN DEVELOPING COUNTRIES: THE EXAMPLE OF CAPE VERDE AND MOZAMBIQUE - Paìnho, Marco; Baptista, Armando; Atumane, Alí; Simões, Elsa Barbosa (International Multidisciplinary Scientific GeoConference SGEM .., 2011)
Painho, M., Baptista, A., Atumane, A., & Simoes, E. (2017). Blended learning education on precision farming in developing countries: The example of Cape Verde and Mozambique. In International Multidisciplinary Scientific GeoConference Surveying Geology and Mining Ecology Management, SGEM (Vol. 17, pp. 9-16) https://doi.org/10.5593/sgem2017/54/S22.002
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ROLE OF HIGHER EDUCATION INSTITUTION AND COMMUNITY ENGAGEMENT IN DISASTER MANAGEMENT IN SOUTH AFRICA - Siruma, Amanda (International Multidisciplinary Scientific GeoConference SGEM .., 2011)
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Abura- Dunkwas, Ghana: Impressions of a Secondary School - Stevens, Karolee (The University of Western Ontario Journal of Anthropology, 2011)
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Household and community poverty, biomass use, and air pollution in Accra, Ghana - Zhou, Zheng; Dionisio, Kathie L.; Arku, Raphael E.; Quaye, Audrey; Hughes, Allison; Vallarino, Jose; Spengler, John D.; Hill, Allan G.; Agyei‐Mensah, Samuel; Ezzati, Majid (Proceedings of the National Academy of Sciences of the United States of America, 2011)
Many urban households in developing countries use biomass fuels for cooking. The proportion of household biomass use varies among neighborhoods, and is generally higher in low socioeconomic status (SES) communities. Little is known of how household air pollution varies by SES and how it is affected by biomass fuels and traffic sources in developing country cities. In four neighborhoods in Accra, Ghana, we collected and analyzed geo-referenced data on household and community particulate matter (PM) pollution, SES, fuel use for domestic and small-commercial cooking, housing characteristics, and distance to major roads. Cooking area PM was lowest in the high-SES neighborhood, with geometric means of 25 (95% confidence interval, 21-29) and 28 (23-33) μg/m(3) for fine and coarse PM (PM(2.5) and PM(2.5-10)), respectively; it was highest in two low-SES slums, with geometric means reaching 71 (62-80) and 131 (114-150) μg/m(3) for fine and coarse PM. After adjustment for other factors, living in a community where all households use biomass fuels would be associated with 1.5- to 2.7-times PM levels in models with and without adjustment for ambient PM. Community biomass use had a stronger association with household PM than household's own fuel choice in crude and adjusted estimates. Lack of regular physical access to clean fuels is an obstacle to fuel switching in low-income neighborhoods and should be addressed through equitable energy infrastructure.
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District Officials’ Assumptions about Teacher Learning and Change: Hindering Factors to Curriculum Reform Implementation in South Africa - Bantwini, Bongani D.; King-McKenzie, Ethel (International Journal of Education, 2011)
Investigation into the non- implementation of new curriculum reforms has enjoyed considerable attention in the literature. Recent work has highlighted socio-cultural, political and economic issues as critical factors in teachers' beliefs, the learning and understanding of their work, and the complex process of change. This paper casts further light on these issues by exploring how the relationships between district officials and teachers can shape the outcomes of curriculum implementation. This will be done by examining the assumptions held by district officials about teacher learning and change in a district in South Africa. This paper argues that district officials’ assumptions influence the nature of the support they give teachers, for they become the lenses for viewing and engaging with teachers. These assumptions, the paper shows, also contribute to shaping the curriculum reform implementation or non-implementation process. This paper intends to shed light on the issue of non-implementation of new curriculum reforms by exploring how district officials’ understandings of teacher learning and change process can shape the outcomes of the curriculum implementation. This will be done by examining the officials’ assumptions about teacher learning and change, their source and impact in the reform implementation process in a district in South Africa. The paper argues t hat district officials’ assumptions influence the nature of the support they give teachers, for they become the lenses for viewing and engaging with teachers. These assumptions, the paper shows, also contribute to shaping the reform implementation or non-implementation process. In conclusion, it is recommended that officials enhance their communication channels and work rapport with teachers as these will facilitate their understanding of the various issues confronting teaching and impacting reform implementation.
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Effects on quality of care and health care worker satisfaction of language training for health care workers in South Africa - Levin, Michael (African Journal of Health Professions Education, 2011)
Introduction Most research into medical communication has been in a Western setting. Communication between non language concordant Health Care Workers (HCWs and patients adversely effects patient and staff satisfaction. To the best of our knowledge, no intervention studies have been conducted in Africa. Objective To determine whether teaching Xhosa language skills and cultural understanding to HCWs effects patient satisfaction, HCWs ability to communicate effectively with Xhosa-speaking patients and HCWs job satisfaction levels. Design and setting A before and after interventional study was performed at two Community Health Centers and a district hospital in the Western Cape Province of South Africa. Participants Fifty four randomly selected patients (27 pre and 27 post intervention) assessed communication with HCWs and rated their satisfaction. Six non-Xhosa-speaking HCW participants completed pre- and post-intervention questionnaires. Intervention HCWs completed a ten week basic language course comprising ten 120 minute interactive contact sessions developing basic Xhosa speaking and listening skills and cultural competence. Outcome measures Questionnaires used a Likert scale to rate degrees of agreement or disagreement with statements. Patients assessed communication with HCWs, quality of care and rated their satisfaction. HCW questions were grouped according to themes, including ability to communicate, job satisfaction and staff interpersonal relationships. Results Patient satisfaction showed significant improvements. Patients perceived HCWs to be more understanding, respectful and concerned, and to show better listening skills, after the intervention. Patients were better able to understand HCWs and their instructions. HCWs ability to communicate improved and HCWs experienced decreased frustration levels. Conclusions Teaching language skills and cultural sensitivity to non Xhosa-speaking HCWs in South Africa improves ability to communicate, increases patient satisfaction and decreases misunderstandings and frustration.
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Knowledge/awareness of association of drug abuse and disease among Students in Public Secondary Schools in Nairobi, Kenya. - Lydia, W. Mwaura; Agaya, Benson; Ocharo, Robinson; Kiemo, Karatu (2011)
openalex: W242228775 mag: 242228775
Keywords: openalex:import

Geographical distribution of schistosomiasis and soil-transmitted helminths among school children in informal settlements in Kisumu City, Western Kenya - Odiere, Maurice R.; Opisa, Selpha; Odhiambo, Gladys; Jura, Walter G. Z. O.; Ayisi, John; Karanja, Diana M. S.; Mwinzi, Pauline N. M. (Parasitology, 2011)
This cross-sectional study determined the prevalence and distribution of schistosome and soil-transmitted helminth (STH) infections among 1,308 children aged 10-18 years in 34 primary schools in 8 informal urban settlements in Kisumu City, western Kenya. Stool samples were collected and examined for eggs of Schistosoma mansoni and STH (Hookworms, Ascaris lumbricoides and Trichuris trichiura) using the Kato-Katz technique. Haematuria was used as a proxy indicator of urinary schistosomiasis. Schools and water bodies were mapped using a geographical information system. Overall, 34% of children were infected with one or more helminth species whereas 16·2% of children were infected with one or more STH species. Schools in closest proximity to Lake Victoria and River Nyamasaria had the highest S. mansoni prevalence while schools with STH were more homogenously distributed. Mean school prevalence of S. mansoni infection was 21% (range=0-69·7%), S. haematobium 3·6% (range=0-12%), hookworms 6·1% (range=0-20%), A. lumbricoides 4·9% (range=0-18·4%), and T. trichiura 7·7% (range=0-18·6%). Helminth-related morbidities were not associated with infection. Our study demonstrates that schistosomiasis and STH are important health priorities among schools in informal settlements of Kisumu City, and highlights the need for routine deworming in similar settings.
openalex: W2162686224 mag: 2162686224
Keywords: openalex:import

Standard setting in healthcare education in South Africa – a serious wake-up call - Schoeman, Scarpa (African Journal of Health Professions Education, 2011)
openalex: W2192923109 mag: 2192923109
Keywords: openalex:import

HIV/AIDS Corners in Botswana Schools and Libraries - Baffour-Awuah, Margaret; Marquardt, Luisa; Oberg, Dianne (2011)
openalex: W2503576228 mag: 2503576228
Keywords: openalex:import

Developing Information Literacy through Primary School Libraries in Nigeria - Dike, Virginia W.; Ngwuchukwu, Margaret N.; Onyebuchi, Grace U. (2011)
openalex: W2497785694 mag: 2497785694
Keywords: openalex:import

Lifelong learning and the pursuit of a vision for sustainable development in Botswana - Maruatona, Tonic (Studies in Continuing Education, 2011)
This paper analyses Botswana's commitment to lifelong learning policy and discusses how it can help the state achieve its vision for sustainable development. First, it argues that while Botswana is renowned for its economic success, it still fails to address positively such traditional challenges as poverty, unemployment and income inequality, which are increasing disproportionately, especially among the youth and non-literate adults. These structural problems can be attributable partly to the low quality of education, which does not enable learners to reduce their risks and vulnerabilities. The paper outlines the concepts of lifelong learning and sustainable development and work from there to analyse the national education policy. It is acknowledged that the state made commendable progress in delivering basic, extension and continuing education since adopting lifelong learning in 1994. However, the delivery failed to use education to transform people's lives. The education itself failed to balance quantity with quality effectively to inculcate a culture of democracy. These issues need to be critically addressed because they invariably hamper Botswana's efforts to deliver quality education and attain its vision for sustainable development. Finally, the paper suggests that the education system should incorporate lifelong learning principles, effectively involve learners in decision making and teach for empowerment.
openalex: W2013265784 mag: 2013265784
Keywords: openalex:import

Alignment of Student Discipline Design and Administration to Constitutional and National Law Imperatives in South Africa - Mupangavanhu, Brighton M; Mupangavanhu, Yeukai (Potchefstroom Electronic Law Journal, 2011)
Higher Learning Institutions (HEIs) have an important role to play in the promotion of respect for fundamental human rights and other constitutional imperatives. This article will demonstrate that the design and administration of student discipline at HEIs qualifies to be administrative action. As such, the article will identify the constitutional and other legislative principles which can help student discipline to be aligned to the requirements of just administrative action, which are lawfulness, procedural fairness and reasonableness. The article will explore challenges faced by student discipline and proffer recommendations and suggestions for improved regulation and practice.Keywords: Higher learning institutions; student discipline; just administrative action; procedural fairness
openalex: W3123410147 mag: 3123410147
Keywords: openalex:import

Utilization of Teachers' Zone Resource Centres on local Professional Development Courses for Teachers: The case of Mbala and Mpulungu Districts of Northern Province, Zambia - Ng'ambi, Mackwell Reuben Musemba (2011)
openalex: W2586390606 mag: 2586390606
Keywords: openalex:import

Factors related to University of Zambia graduate teacher attrition in Zambian secondary schools - Nyirenda, Herbert Blackson; Chayima (2011)
The Intrusion of economists on the educational scene In the 1950's changed people's views about the value and use of education. Education has since been considered as a factor of growth. A teacher, from an economic perspective, Is regarded as a valuable human resource In the process of national development. This human resource after receiving advanced education and professional skills, for a country such as Zambia, Is normally allocated to the education system. However, the Zamhian education system has been losing a significant number of teachers every year. The rate of University graduate teachers In secondary schools has been observed to be higher than the rate of the other categories of teachers. The purpose of this study was to determine the current rate of attrition among the University graduate teachers and to Identify the factors associated with teacher wastage. A tracer study was conducted. One hundred former university graduate secondary school teachers were randomly selected, Initially a stratified random sampling frame was employed and then a. systematic random sampling was used. There were seventy-five male and twenty-five female respondents. Many employers, who included companies and other government departments, were contacted and questionaires were administered to some of the former university graduate secondary school teachers. Data were categorised and then described by use of tables and percentages. The chi-square and cochran-O were used to inferentially analyse the data. The study succeeded in quantifying the graduation wastage rate, active teaching wastage rate and the total wastage rate from 1971 to 1987. The study also managed to identify the factors associated with attrition in secondary schools. These factors included low salary and poor conditions of service, frustration due to professional stagnation and poor treatment by some immediate supervisory staff and the declining status of a teacher. It was noted that teaching as a profession is good for many of those who have taught but the monetary reward for the- job is daunting. The study foresees a more serious shortage of senior secondary school teachers if the present rate of attrition is unabated
openalex: W2588794293 mag: 2588794293
Keywords: openalex:import

Perceptions and Attitudes of the Ministry of Education Staff in Lusaka District Towards Adult Education Degree Programme at The University of Zambia - Pakuwa, Maureen Musa (2011)
openalex: W2576189344 mag: 2576189344
Keywords: openalex:import

Genetic Diversity and Climate Change: Implications for Animal Production Systems in Africa - Anya, M.I.; Ayuk, Ausaji A. (Asian Journal of Agricultural Research, 2011)
openalex: W2335676446 mag: 2335676446
Keywords: openalex:import