Influence of students' involvement in decision making on academic performance in public day secondary schools in Embu West District, Kenya - Mati, Alexander (2011)
openalex: W2738846001 mag: 2738846001
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Planning and costing agricultural adaptation to climate change in the small-scale maize production system of Malawi - Matiya, George; Lunduka, Rodney; Sikwese, Margaret (2011)
openalex: W2127592714 mag: 2127592714
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Experiences and perspectives of African American, Latina/o, Asian American, and European American psychology graduate students: A national study. - Matón, Kenneth I.; Wimms, Harriette; Grant, Sheila K.; Wittig, Michele Andrisin; Rogers, Margaret R.; Vásquez, Melba J. T. (Cultural Diversity & Ethnic Minority Psychology, 2011)
A national, Web-based survey of 1,219 African American, Latina/o, Asian American, and European American psychology graduate students revealed both similarities and differences in experiences and perspectives. Mentoring was found to be the strongest predictor of satisfaction across groups. Academic supports and barriers, along with perceptions of diversity within the academic environment, were also important predictors of satisfaction. Students of color perceived less fairness of representation of their ethnic group within psychology than European American students, and a greater linkage between aspects of the graduate school experience and their ethnicity. Limitations of the study and implications for future research and action are discussed.
openalex: W2083881152 mag: 2083881152
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Self-reported hypertension in eMbalenhle, Mpumalanga, South Africa: findings from a vulnerability to air pollution assessment - Matooane, Mamopeli; Oosthuizen, R; John, Juanette (The Southern African journal of epidemiology & infection, 2011)
The study determined the prevalence of self-reported hypertension and evaluated the relationship between self-reported hypertension and associated risk factors among adults who participated in the 2006 vulnerability to air pollution study in eMbalenhle, Mpumalanga, South Africa. Face-to-face interviews were conducted in September 2006 with the heads of 377 randomly selected households to obtain information on the household status of health and disease risk factors. eMbalenhle data were compared to the published provincial data on variables of interest. Logistic regression analysis was employed to determine associations between self-reported hypertension and individual risk factors. The prevalence of self-reported hypertension (7.0%), arthritis (3.9%), diabetes (3.8%) and asthma (2.2%) were comparable to provincial self-reported disease fgures of 9.0%, 3.5%, 2.3% and 3.4%, respectively. self reporting of hypertension increased signifcantly with age (OR: 1.07; 95% CI: 1.05-1.09; p<0.001), being female (OR: 3.35; 95% CI: 1.84-6.01; p<0.001), and having doctor-diagnosed arthritis (OR: 2.42; 95% CI: 1.12-5.23; p<0.01) and diabetes (OR: 6.00, 95% CI: 2.08-17.26; p<0.01). The study demonstrates that self-reported hypertension and other chronic diseases in eMbalenhle mirrored the general provincial chronic diseases' patterns despite the poor socio-economic status of this community relative to the province. Self-reported hypertension was strongly related to age, gender, and self-reported arthritis and diabetes
openalex: W2148558526 mag: 2148558526
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The prevalence of corporal punishment in Zimbabwean schools in the Twenty-First century: A Case study of Gweru - Matope, Nogget (2011)
This study investigated the prevalence of corporal punishment in Zimbabwean secondary schools in the first decade of the twenty first century. The focus of the study was to analyze the perceptions of students, teachers and heads in Gweru Urban secondary schools on the continued use of corporal punishment. Currently progressive scholars are calling for child centred and liberative pedagogy while human rights activists are calling for the banning of corporal punishment in schools. The study employed the descriptive survey method and the research instruments used were the questionnaire and the interview schedule. A sample of 5 school heads, 30 teachers and 45 students was selected. Research findings revealed that the use of corporal punishment is widespread in Gweru Urban secondary schools and it is applied indiscriminately on both female and male students. However, this is in direct contradiction and violation of the Ministry of Education, Sports and Culture’s Minute number 362 of 1998 which clearly stresses that where it becomes necessary to apply corporal punishment heads are directly responsible or any member of staff authorized by the head, and that female students should not be subjected to any form of corporal punishment. The findings revealed that truancy, disruptive behaviour, bullying and theft are the main causes leading to the prevalence of corporal punishment in schools. The study recommends that teachers and heads need to be conscientised to adopt a democratic and professional conduct in their interaction with students. Guidance and counselling are also recommended as alternative means to corporal punishment. There is need to move away from the retrogressive practice of administering corporal punishment as it is deemed dehumanizing by the respondents.
openalex: W2183687274 mag: 2183687274
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Measuring the Academic Self-Efficacy of Students at a South African Higher Education Institution - Matoti, Sheila N. (Journal of Psychology in Africa, 2011)
The study assessed the academic self-efficacy of newly enrolled undergraduate students attending a higher education institution in South Africa (n = 315, females = 53.6%). Data were collected using the students enrolled for science related majors. An existing Academic Behavioural Confidence scale (ABC) was used to measure the academic self-efficacy of the students. Academic self-efficacy varied by degree programs, with those taking the natural sciences showing higher academic behavioural confidence than those taking other science oriented programmes. The aspects in which the students differed significantly were: preparing thoroughly for lessons; following the sequence of a lesson; managing workload to meet course deadlines; making presentations to fellow students; producing good work when completing assignments; and writing in an appropriate academic style. Academic behavioural confidence influenced students perception of the demands of tertiary education.
openalex: W1566110135 mag: 1566110135
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Unintended pregnancy and barriers to contraceptive use : perspectives of university students in Lesotho. - Matsúmunyane, Keneuoe (2011)
openalex: W1488476986 mag: 1488476986
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Using Open Source Software for Improving Dialog in Computer Science Education – Case Mozambique University - Mavengere, Nicholas B.; Ruohonen, Mikko (2011)
This paper highlights the essential matters in adopting technology as an aid to delivering education in higher education institutes in Africa. The key idea of the paper is how to use open source software for teaching and hence for improving interactivity between content, teachers and students i.e. how a well-selected open source software can foster learning processes. The paper also includes a case study in a Mozambican University to reveal a practical example on how technology has been used as an aid to education delivery. Availability of computer infrastructure, computer literacy, competent information technology staff, leadership support and collaboration and sharing culture are some of the identified issues important in using learning management systems (LMS) in African higher education institutes. The paper concludes by noting the need to fit the local environment and circumstances in adopting the use of technology in Africa.
openalex: W1543806560 mag: 1543806560
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Relevance of science education in Zimbabwe from the perspective of secondary school children - the voice of the learner about science and technology in a developing country - Mavhunga, Francis (2011)
openalex: W1563185321 mag: 1563185321
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Furthering National Values Through Religion in Public School Education: Comparing the United States, South Africa, and Australia - Mawdsley, Ralph D.; Waal, Elda de; Cumming, Jacqueline Joy (Journal of juridical science, 2011)
openalex: W401928472 mag: 401928472
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BARRIERS AND CONSTRAINTS TO EPISTEMOLOGICAL ACCESS TO ONLINE LEARNING IN MOZAMBIQUE SCHOOLS - Mawere, Munyaradzi (2011)
openalex: W2790841104 mag: 2790841104
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Perceptions of Academic Staff towards Accommodating Students with Disabilities in a Civil Engineering Undergraduate Program in a University in South Africa. - Mayat, Nafisa; Amosun, Seyi Ladele (The Journal of Postsecondary Education and Disability, 2011)
openalex: W253506897 mag: 253506897
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Policy Guidelines and Challenges in Quality Assurance in Distance Learning in Kenyan Public Universities - Mayeku, Betty; Florence, Odera (2011)
The concept of Distance Learning (DL) has been embraced by schools, colleges and universities around the world. Distance Learning is causing a revolution in higher education in Kenya. The country is opting for Distance Learning models in order to help meet growing demands for higher education places and meet the country’s national development goals within diminishing resources. However, there has been a problem in that many Kenyans still remain skeptical not only about the concept of distance learning but also about the potential quality of the programmes. The purpose of this study was to examine the existing standards and mechanisms put in place to ensure quality in DL in Kenyan public universities with a focus on the practices and processes of quality assurance in the core functions of all DL programmes. The objectives of the study were: to find out the policies and guidelines governing quality assurance in Distance Learning, to evaluate the extent to which the DL programmes fulfill the set quality assurance objectives and to identify the major issues confronting the successful adoption and sustained use of these mechanisms. The study focused on the fundamental features of the institutional operations which include: Institution mission, institution organizational structure, institution resources, curriculum and instruction, academic staff qualification and faculty support, student support and student learning outcome. The main findings indicated that there were no clear written policies or guidelines on DL programmes at the national level. At the institutional level, some of the challenges faced in ensuring quality in DL included: inadequate resources, poor i nfrastructure and support for distance learning, p oor teaching/learning practices, scarcity of computing resources for technology enhanced distance education among others. The study therefore recommends that: the government formulates a policy on Open and Distance Education, the institutions to set and maintain standards for quality assurance in the various DL programmes and establish structures for management of various DL programmes showing distinctions from the different modes of provision. The study may be significant to policy makers, accreditation bodies and institutions involved in Distance learning programmes to evaluate and enhance their quality assurance mechanism so that they can improve the quality of their services to the students.
openalex: W2186861662 mag: 2186861662
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Challenges and prospects of quality primary education in Zimbabwe rural schools: a case study of Kadoma rural schools - Mazise, Amos (2011)
openalex: W2787233701 mag: 2787233701
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Attitude of teachers and students towards the use of punishment in secondary schools in Kaloleni District of Coast province, Kenya - Mbaka, John Gichimu; Gatumu, Haniel Nyaga; Tumuti, Sammy (2011)
openalex: W2797629378 mag: 2797629378
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Africa Regional Sexuality Resource Centre Training, Lagos, Nigeria, 17 to 30 July 2011 : workshop report : tips, tools, reflections and conversations - Mbatha, Khonzi (New Voices in Psychology, 2011)
The Africa Regional Sexuality Resource Centre (ARSRC) was developed in 2002 with the aim of equipping young professionals who are involved in the area of sexuality with the necessary skills and information to deal with sexuality issues in a confident and respectful manner. Over the years, the training has largely focused on the promotion of information sharing, capacity building, and knowledge generation regarding sexuality issues across Africa.
openalex: W2269647235 mag: 2269647235
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Teachers' perceptions of headteachers' supervisory practices on performance of their duty in public primary schools in Nakuru North district, Kenya - Mbatia, Jane W (2011)
The purpose of this study was to establish teachers' perceptions of head teachers' supervisory practices on performance of duty in public primary schools in Nakuru North district. The objectives of the study were; to establish how the head teachers classroom observation affect teachers' perceptions in the classroom teaching, to assess how the head teachers checking of pupils books influence teachers' preparation of lesson notes and administration of regular class assignments, to determine how endorsing of teachers' professional records by the head teachers influence their preparation of schemes of work, lesson plans and keeping of records of work and to examine how head teachers' assignment of duties to teachers affect their formation of team work. The research design employed was descriptive survey. A total of 20 head teachers were purposively sampled while 94 teachers who were randomly selected participated in the study. The instruments used were self administered questionnaires. Validity of the instrument was determined through a pilot study whereas reliability was established using test re-test technique and a value of 0.86 for headteacher and 0.81 for teachers were obtained. Data collection was carried out after permit was issued after which the researcher got clearance from the District Education Office, Nakuru North district. Data was analyzed using the SPSS programme and presented in form of frequency tables, bar graphs and pie charts. The questionnaire return rate was 60 % for head teachers and 89.4 % for teachers. The findings of the study are; head teachers make classroom observation and hold conferences to discuss problems encountered by teachers and way forward. Most of the head teachers endorsed and helped the teachers to prepare professional documents, checked pupils books regularly to ascertain the amount of work and comments made on them. Teachers too agreed that instructional supervision helps to improve teaching and learning, head teachers do carry out instructional supervision in their schools, a factor they perceived positively. All head teachers agreed that they assign duties and responsibilities to teachers according to qualifications and merit but teachers strongly felt that this was not fairly done. Teachers felt that head teachers never adhered to the TSC rules and regulations on placement and promotion, a factor that impacted negatively on them. The study recommends that head teachers be trained on how to administer best supervisory practices so as to enhance effective teaching and learning in their schools. That the school administration and teachers should openly discuss issues pertaining to the required standards on performance of duties and be updated on what is required of them. The researcher suggests further studies on perceptions of teachers on instructional supervision to be under taken in other parts of the country.
openalex: W2278840654 mag: 2278840654
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Beyond School Inputs and Resources: An Assessment of the Effects of Program Intervention on Learning Achievement in Rebep Schools in Sierra Leone - Mbayo, Aiah A. S. (2011)
openalex: W1517054630 mag: 1517054630
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Entrepreneurship Education in Nigerian Education Institution - Mbiewa, OL (Journal of Technology and Education in Nigeria, 2011)
This paper sets out to emphasize how entrepreneurship education can increase employment, productivity and create wealth through implementation of entrepreneurship education in all Education institutions of learning in Nigeria. Credence was given to Bertrand Russell’s principles of right and wrong education. This document posits that Nigeria is burdened with unemployment, cases of crimes, wrong education, wrong use of skills; wrong religious believes, unsuppressed graduate unemployment, acute tribal and selfish interest. However, Nigeria has very good philosophies, beautiful definitions of education, excellent education plans, aims and objectives of education. These philosophies, plans, aims or objectives of education are often without practical implementation, financial supports and sustainability which are contrary to what is loved and admired in Britain, America, Germany or Japan. The success of entrepreneurship education in Japan, Germany and the former Soviet Union were examined and believed that sustainable development of entrepreneurship education in Nigeria is simply difficult but not impossible in her industries and economy. It was anticipated in conclusion, that Nigeria will implement entrepreneurship education in her education institutions of learning. Hoping that, students will be helped to graduate with good handiworks for self employment and for employment of other people. Entrepreneurship Education will thereby, confront unemployment, reduce poverty, create wealth, develop self reliance and create employment. Suggestions and recommendations were made for successful implementation of entrepreneurship education in Nigeria.
openalex: W1484852616 mag: 1484852616
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Factors influencing teacher effectiveness: a case of secondary schools in Meru Central District, Meru County, Kenya - Mbijiwe, Julius M (2011)
openalex: W2318456241 mag: 2318456241
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Influence of headteachers' leadership styles on performance in Kenya Certificate of Primary Education in public primary schools, Embu West district, Kenya. - Mbogoh, Elizabeth W (2011)
openalex: W2243678142 mag: 2243678142
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Recherche sur l’apprentissage de l’espagnol au gabon : analyse phonétique contrastive de l’espagnol, du français et du punu : Research on learning Spanish in Gabon : analyzes phonetic contrastive of Spanish, french and punu - Mboumba, Laurence G. (2011)
Le present travail tente de donner une explication aux difficultes que rencontrent les apprenants gabonais dans l’apprentissage de l’espagnol, langue etrangere. Dans son developpement, cette these dresse un panorama sur la situation socio-linguistique du Gabon, sur les concepts langue maternelle, langue etrangere et sur les modeles d’analyse: Analyse Contrastive, Analyse des erreurs et Interlangue. Cette these donne aussi une vision des trois langues, l’espagnol, le francais et le punu comme des systemes autonomes, avec des caracteristiques propres qui presentent certaines similitudes. A partir des productions ecrites des eleves de troisieme et terminale, cette these propose d’analyser les interferences produites par les apprenants. Un echantillon de 100 copies des devoirs a constitue l’outil de cette etude. Au travers de ces productions, nous avons repertorie deux types d’erreurs : interlinguales et intralinguales. Les premieres proviennent du contact du francais avec l’espagnol, et les secondes de la langue espagnole. Cette etude aboutit a un travail indispensable : donner des propositions pour l’amelioration de l’enseignement/apprentissage par l’approche des tâches en centrant l’enseignement/apprentissage sur l’eleve.%%%%This present work tries to give an explanation to difficulties that meet the gabonese learners in learning spanish, foreign language. In its development, this thesis draws up a panorama on the situation socio-linguistic of Gabon, on the concepts mother tongue, foreign language and on the models of analysis: Contrastive Analysis, errors Analisis and Interlanguage. This thesis gives also a vision of the three languages, Spanish, French and punu like autonomous systems, with particular characteristics which present certain similarities. From the written productions of the pupils of third and terminal, this thesis proposes to analyze the interferences produced by learners. A sample of 100 copies of duties has constituted the tool of this study. Through these productions, we have identified two types of errors: interlingual and intralingual. The first come from the contact of french with the Spanish, and the seconds of the Spanish language. This study leads to an essential work: to give proposals for the improvement of teaching/learning by the approach of tasks in focusing teaching/learning on the pupil.
openalex: W1659918587 mag: 1659918587
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Institutional factors influencing performance contract implementation in primary teacher training colleges in Eastern and Central Kenya - Mbugua, Janet N (2011)
The success of any educational organization largely depends on sound management practices. Following demand for service delivery over the years, organizational and management styles have had to change accordingly. One of the significant management reforms instituted by the Kenya government in recent times has been the introduction of performance contracts in public institutions including Primary Teacher Training Colleges (PTTCs). This study therefore sought to- investigate the institutional factors influencing implementation of performance contracts in Primary Teacher Training Colleges in Eastern and Central Kenya. The objectives of the study were to determine the extent to which the administrator's age, education level, administrative experience and training level in performance contracting influence performance contract implementation in the colleges. The study also sought to determine the extent to which the age of the institution, revenue sources, adequacy of facilities and size of the college influence iniplementation of performance contracts as well as the extent to which the colleges are adhering to policy guidelines on performance contract implementation. The study was carried out in eight PITCs through descriptive survey design. Purposive sampling was used for the study to allow the researcher to use the cases with the required information with respect to the objectives of the study. The target population of the study was administrative personnel including eight principals, eight performance contracting coordinators, 18 deans and 80 Heads of Department (HODs). A sample of 56 respondents was targeted consisting of 16 principals, 16 deans and 24 HODs. Data was collected personally by the researcher after conducting a pilot study to validate the data collection instruments. Questionnaires and interview schedule were used for the study. Data was analyzed using descriptive statistics. It was processed using the Statistical Package for Social Sciences (SPSS). The study established educational experience and level of training of administrators in performance contracting as the main personal characteristics of administrators influencing implementation of performance contracts in PTTCs, while revenue sources and adequacy of facilities were established as the key institutional factors influencing implementation of performance contracts. However, physical facilities and learning resources were found to be inadequate. The study also established that college managements were adhering to the policy guidelines on performance contracting implementation. Although performance contracts were found to be effective tools for improving performance in the colleges, the study revealed that administrators experienced challenges in the implementation process. The study concluded that training is an important prerequisite to the effective implementation performance contracts in PTTCs, colleges needed adequate funding, facilities and learning resources, and college managements were committed to successful implementation of performance contracts. To ensure meaningful success of the performance contracting strategy, it is recommended that elaborate and continuous training programmes be provided for managers and other staff, budgetary allocation for the colleges be increased, existing facilities be expanded, and proper planning to match increase in enrollment with expansion of existing facilities be adopted. The researcher suggests further research on training needs assessment of performance contracting, replication of the study in other areas and other tertially institutions to validate findings, and factors contributing to excellent performance of the best performing colleges.
openalex: W2261331193 mag: 2261331193
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Influence of television viewing on school perfomance of children aged 8-9 years in Tetu zone, Nyeri County, Kenya - Mbugua, Martha W (2011)
openalex: W2567031034 mag: 2567031034
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Impact Of Climate Change On Animal Production In Kenya - Mbugua, P.N. (2011)
openalex: W2567552960 mag: 2567552960
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Effect of Using Scientific Calculators in Learning Mathematics by Secondary School Students in Embu District in Kenya - Mbugua, ZK; Muthomi, MW; Okere, MO (Journal of Technology and Education in Nigeria, 2011)
Mathematics plays a crucial role in technological development of any country; attainment in the subject determines the rate of adoption of appropriate technology and industrialization. In Kenya mathematics is compulsory in primary and at secondary school level. Use of scientific calculators was introduced in Kenya secondary schools in the year 2005. However its influence on students’ attitude towards mathematics has not been established. The purpose of the study was to investigate the influence of using scientific calculators in teaching and learning mathematics on students’ attitude towards mathematics in secondary schools in Embu District. The study sought to determine whether there was a difference in attitude towards mathematics when students used calculators. The study employed the descriptive survey research design. The research was carried out in nine secondary schools in Embu District in Eastern province in Kenya. The subjects were form three students and a stratified random sampling technique was used to draw the participating schools. The sample size was 370 students. The instrument used was Attitude Questionnaire for students and a teacher’s Questionnaire, the reliability of these instruments were 0.79 and 0.82 respectively. The raw data was analyzed using both descriptive and inferential statistics. The hypothesis was tested at a significance level of 0.05. The results indicate that use of calculators influence student attitude towards mathematics. The findings of this study are useful to teacher educators and curriculum developers, and the calculators should be maintained in the mathematics class.
openalex: W2708491 mag: 2708491
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Influence of school levies on students' participation in public secondary schools education in Mirangine District, Kenya - Mburu, Margaret (2011)
openalex: W2289406568 mag: 2289406568
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Capacity Building of ICT in Education for Rural Areas: : A case of Lugoba Secondary School - Tanzania - Mbwana, Margareth Samwel (2011)
Proficiency in Information and Communication Technologies (ICTs) skills is now regarded as important as basic reading and writing skills. This technology is designed to enhance the flow of information and communication; it’s a means to access information and knowledge. It opens up education more widely, and creates a valuable opportunity for all those involved in education to reconsider their practices, and in so doing to develop a more reflective approach to their educational activities. Capacity building in the use of ICT for education aims at improving literacy and teacher trainings with regard to ICT services. To make the best use of ICT tools, teachers must understand the relevance, usefulness and usability of those tools. Teachers need to be computer literate themselves and be confident in the use of ICT in order to understand what ICT can do to enhance their own development and to enrich the learning experience of their students. In this aspect, we aim at training teachers in computer skills and later incorporation of ICT into their teaching functions. This research is an effort to equip Lugoba Secondary School (LSS) teachers with the knowledge, understanding and skills of ICT and when and how to use ICT in their teaching. Teachers need to be enabled and empowered to evaluate the effects of using new technologies in their teaching, and then to begin to develop their own communities of practice to assist them more effectively in enabling their students to enhance their learning opportunities.
openalex: W587015292 mag: 587015292
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The importance of context: Vietnamese, Somali, and Iranian refugee mothers discuss their resettled lives and involvement in their children’s schools - McBrien, J. Lynn (Compare: A Journal of Comparative and International Education, 2011)
Abstract Parental involvement in schools is regarded as critical to student success in Australia, Canada, and the USA, the world’s top refugee resettlement countries. Refugees can be disadvantaged when they are unfamiliar with the practices and when their own cultural beliefs conflict with expectations in their new communities, or when they are consumed by other pressing needs. As part of an evaluation of a nonprofit US refugee agency’s liaison program, three groups of refugee mothers from different world regions spoke about their lives and connections with their children’s schools. Focus groups revealed satisfaction with many aspects of their children’s schools as well as contrasts between the groups’ needs and experiences. Differences indicate the need for the education community and other service providers to be aware of international backgrounds that bring refugees to the countries of resettlement and cultural differences that create diverse concerns of these groups. Keywords: resettled refugeesparent involvementBronfenbrenner’s ecological systems modelliaisons Acknowledgements With appreciation to Jillian Ford, Doctoral candidate at Emory University, who contributed many hours collecting data and cross‐checking data, codes and interpretations of data for inter‐rater reliability. Notes 1. See http://www.uis.unesco.org/ev_en.php?ID=7194_201&ID2=DO_TOPIC (accessed 2008). 2. See http://www.federalgrantswire.com/us-refugee-admissions-program.html (accessed 2008). 3. Head Start is a US government program that provides education, health, a feeding program, and parent involvement support to low‐income families.
openalex: W2139776760 mag: 2139776760
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Blind Man's Buff in a Sandstorm? Literary education in the late condominium Sudan - McDougall, Russell (2011)
openalex: W3213250430 mag: 3213250430
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Retrospective Review of Predisposing Factors and Surgical Outcomes in Obstetric Fistula Patients at a Single Teaching Hospital in Western Kenya - McFadden, Erin; Taleski, Sarah Jane; Bocking, Alan D.; Spitzer, Rachel F.; Mabeya, Hillary (Journal of Obstetrics and Gynaecology Canada, 2011)
We examined success rates and complications of obstetric fistula (OF) surgical repairs in association with patient and fistula characteristics, including sociocultural and socioeconomic determinants of health. A better understanding of these associations will help guide surgical management and prevent predisposing factors. We reviewed the medical records of 86 patients who underwent OF repair at Moi Teaching and Referral Hospital in Kenya between 1999 and 2007. Women with OF presented for repair with a variety of concurrent conditions. Seventy-eight percent had laboured for at least 24 hours; 29% had undergone previous unsuccessful surgery. Of the women who presented at postoperative follow-up, 54% still complained of incontinence. Persistent incontinence was associated with larger, more complicated fistulas and having had previous failed attempts at surgical repair. The association of factors such as duration of labour with OF reflects the limited availability of obstetrical care in Western Kenya. There is a significant difference in postoperative success of fistula repair between women with large fistulas or those who had previous failed surgery and other patients. This reflects the importance of primary and secondary prevention. Nous avons examiné les taux de réussite et les complications des chirurgies de réparation de fistule obstétricale (FO), en association avec les caractéristiques des patientes et des fistules en question, y compris les déterminants socioculturels et socioéconomiques de la santé. Une meilleure compréhension de ces associations contribuera à orienter la prise en charge chirurgicale et à prévenir les facteurs prédisposants. Nous avons analysé les dossiers médicaux de 86 patientes qui ont subi des réparations de FO au Moi Teaching and Referral Hospital au Kenya entre 1999 et 2007. Les femmes présentant une FO souhaitaient obtenir une réparation en raison de diverses pathologies concomitantes. Soixante-dix-huit pour cent d'entre elles avaient connu un travail d'une durée d'au moins 24 heures; 29 % avaient déjà subi une chirurgie s'étant soldée en échec. Chez les femmes qui ont participé à un suivi postopératoire, 54 % connaissaient toujours une incontinence. L'incontinence persistante a été associée à des fistules plus importantes et compliquées, ainsi qu'au fait d'avoir déjà subi des tentatives de réparation chirurgicale s'étant soldées en échecs. L'association de facteurs tels que la durée du travail avec la FO reflète la disponibilité limitée des soins obstétricaux dans l'ouest du Kenya. Il existe une différence significative en matière de réussite postopératoire de la réparation de fistule entre les femmes qui présentent de larges fistules ou qui ont déjà subi une chirurgie s'étant soldée en échec et les autres patientes. Cela souligne l'importance de la prévention primaire et secondaire.
openalex: W2165854244 mag: 2165854244
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Reflections of an American Professor and Ghanaian Social Work Students: Implementation of Collaborative Teaching/Learning Methods to Assess Indigenous Social Problems in Ghana - McGadney, Brenda F.; Domfe, George; Akosah, Kwasi Boakye (Reflections: Narratives of Professional Helping (Click on Current or Archives; Registration Optional), 2011)
This narrative chronicles the reflections of an American Professor and Ghanaian social work students at the University of Ghana with the development of a collaborative teaching/learning model of instruction on how to provide social services to the vulnerable, particularly users of Ghanaian welfare services. The purpose of the model was to teach students from their self-identification of indigenous social problems, proposed methods of assessment, and incorporation of philosophical perspectives to address ethical dilemmas in the resolution of these problems. Finally, the authors will address lessons learned and the extent to which the model achieved its goal.
openalex: W1846577697 mag: 1846577697
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Lost in translation: partnerships for authentic education in Papua New Guinea - McLaughlin, Julie (International education journal, 2011)
Pacific Island countries are the recipients of considerable education reform projects, many of which are sponsored by various global donor agencies. These agencies have become partners as part of foreign aid for international development in the region. Research cautions that such projects may have detrimental influences as their designs and delivery ignore the economic, cultural and social contexts of recipient countries. This paper explores issues impacting on the capacity of educators to lead educational change in Papua New Guinea. While initiatives in capacity building are offered, contradictions within the reform processes identify serious questions of policy development, curriculum ownership and local capacity. These contradictions relate to the sustainability of such programs, collaboration and partnerships between the National Department of Education, universities, donor agencies and scholars who advocate for authentic education for Papua New Guinea.
openalex: W3141308256 mag: 3141308256
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The Quality of Education for African Americans in Houston - McLeod, Kimberly (2011)
openalex: W902953926 mag: 902953926
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Climate and Bioinvasives drivers of change on South African Rocky shores - Mead, Angela (2011)
openalex: W764360684 mag: 764360684
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Factors Underlying the Reading Performance of Algerian Microbiology Students - Mebarki, Zahia (Procedia - Social and Behavioral Sciences, 2011)
This study aims at identifying some of the factors that have a bearing on the reading achievement of ESP students. The research questions were: (1) What are the factors which underlie the students’ reading performance? and (2) What test tasks influence their reading achievement? The findings of the first question indicate that there are three factors which underlie adequate understanding of texts: (i) lexical knowledge, (ii) coherency, and (iii) comprehension. The findings of the second question indicate that the students performed moderately on the „local‟ reading skills as well as on „global‟ reading skills and strategies.
openalex: W2031995762 mag: 2031995762
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AN EXPLORATION OF THE MAIN DIFFICULTIES, CHALLENGES AND REQUIREMENTS OF THE ESP TEACHING SITUATION IN ALGERIA: THE CASE OF ESP TEACHERS AT ABOU BEKR BELKAID UNIVERSITY, TLEMCEN - Mebitil, Nawal (2011)
openalex: W187961665 mag: 187961665
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Factors influencing post literacy learners' participation in adult and continuing education programmes, Central Province, Kenya - Meeme, Jacinta Nk (2011)
openalex: W2745228291 mag: 2745228291
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Initial teacher education for managing diversity in South African schools : a case study - Meier, Corinne; Lemmer, Eleanor (Journal of Educational Studies, 2011)
Desegregation of South African schools has presented teachers with new challenges. The inclusion of multicultural education in teacher education programmes is essential to equip teachers in this context but multicultural education tends to treated as an elective or a topic in a particular course. This article examines this problem through a case study of selected initial teacher education programmes at the largest national provider, the University in South Africa, using qualitative data gathering methods. The study is framed by theoretical approaches to diversity, in particular, Castagno's typology. Findings indicate that dedicated modules in multicultural education in initial teacher education suggest that the goals of multicultural education are achieved to some degree. However, the curriculum primarily fits the categories of cultural understanding and human relations. More effective programmes should expand to include social justice multiculturalism and should link directly to students' experiences in teaching practice.
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Assessment on the Adaptive Capacity of the Machobane Farming System to Climate Change in Lesotho - Mekbib, Sissay Bekele; Olaleye, A. O.; Mokhothu, Motlatsi N.; Johane, Masia; Tlali, Spirit B.; Godeto, Taddese W. (2011)
openalex: W2757453646 mag: 2757453646
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Methods And Techniques To Teach Reading In English To libyan Children - Melad, Ali; Mohamed, Amna (2011)
Kerana membaca dalam Bahasa Inggeris ialah kemahiran yang sangat penting, pelajarpelajar harus membaca dan mempunyai pengetahuan yang cukup berkaitan dengan pembacaan dalam bidang pembelajaran. Ianya menjadi semakin sukar dengan pelajar asing terutama sekali pelajar yang masih muda. Para ibubapa dan para guru mata pelajaran Bahasa Inggeris tentunya memiliki banyak kaedah yang efektif dalam mengajar kemahiran membaca dalam Bahasa Inggeris. Kajian ini mencari kaedah yang digunakan oleh para guru dan para ibubapa dari Libya untuk mengajar membaca dalam Bahasa Inggeris kepada anak-anak. Selain itu, pengkaji telah menyiasat pendapat responden mengenai kaedah yang digunakan. Tujuan ketiga ialah untuk mengungkap hambatan-hambatan yang telah dihadapi oleh murid-murid yang masih kanak-kanak dalam pengalaman mereka belajar membaca dalam Bahasa Inggeris. Pendapat guru dan ibu bapa juga telah dimasukikan. Murid sekolah rendah dari sekolah Libya di Kuala Lumpur, ibubapa mereka, dan guru telah menjadi responden dalam kajian ini. Ada tiga instrumen yang digunakan dalam kajian ini: senarai pemerhatian, sebuah soalselidik, dan senarai soalan wawancara. Data yang dikumpul dari para peserta dianalisis secara kualitatif. Hasil kajian dipersembahkan dalam bentuk diskripsi dan digambarkan sebagai nilai-nilai. Hasil kajian ini diharapkan akan digunakan, diadopsi dan diadaptasi untuk perbaikan lebih lanjut dalam proses pembelajaran dan pengajaran membaca dalam Bahasa Inggeris sebagai bahasa asing
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Status of Satellite Television Broadcast Programs Implementation in Mathematics and Science Subjects in Ethiopian Government High Schools from Teachers Perspective - Melesse, Kassahun; Teshome, Z; Simachew, A; Eshete, Akalewold (Ethiopian Journal of Education and Sciences, 2011)
As the ICT domination in our day to day life is increasing, the Ethiopian Government convinced to utilize its opportunity for improving quality of education by introducing plasma television learning media in high schools of the country. The objective of this study was to determine implementation status of satellite plasma television broadcast in Ethiopia from the perspectives of teachers. Specifically, it investigated the state of Mathematics and Science lessons implementation in 22 secondary schools in four regional states. The study employed descriptive survey method. A total of 444 teachers were participated in the study. The study attempted to gather information from the respondents on variables related to the different phases of implementation of plasma lessons. The majority of the teachers reported that the time assigned for introduction during pre-broadcasting was not sufficient. Some of the issues of plasma lesson planning and organization were rated superior by the majority of the respondents. For instance, the plasma lessons were judged as well-planned by 90.9% of teachers and well-organized by 88.6% of teachers. As reported by teachers, plasma lessons were generally judged positively regarding the attention given to the needs of students. On the other hand, plasma lessons’ responsiveness to students with special need was rated negatively. With respect to the scope and depth of the plasma lesson content covered, 70.4 % of teachers agreed that the depth was up to the level of the students. Relevance of the content covered was judged appropriate by 91.5% of teachers. Though class work and homework tasks of lessons were judged appropriate, feedback given to these tasks were judged differently by the respondents. In general, some of the inherent features of the technology were rated positively by significant majority of the respondents. Keywords : education, Mathematics, Science, high school, plasma television
openalex: W1586913629 mag: 1586913629
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Farmers' perception and knowledge on climate change and their coping strategies to the related hazards: case study from Adiha, central Tigray, Ethiopia - Mengistu, Deȷene K. (Agricultural sciences, 2011)
Climate change adversely affectsEthiopian economy due to heavy dependence of the agricultural sector on rainfall.A decrease of rainfall and rise in temperature has been increasing the exposure of the country to frequent drought.The study was conducted in central Tigray, Adiha tabia, to examine the perception of farmers on trends of climate changes and existing coping strategies.Farmers' knowledge of various adaptation strategies, drought early warning system and weather forecasting were assessed using focus group discussion (FGD), which consisted of 144 systematically sampled respondents.Temperature is rising while precipitation is declining from time to time.Untimely rain and frequent drought are challenging crop production in the area.Drought is perceived, both by male and female respondents, as the primary climate related hazard which is occurring frequently and affecting their livelihood.Individual's vulnerability to this hazard varies based on their hazard coping capacity.Lack of modern early warning systems, inflexible cropping calendar and narrow choice of crop varieties should aggravates the vulnerability.Hence, improveing forecasting and dissemination of climate information, developing drought resistant varieties and promoting farm-level adaptation measures like use of irrigation technologies and adjusting planting dates should be prioritized to improve community resilience to climate change.
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THE IMPACT OF COMMUNITY-BASED EDUCATION ON RURAL DEVELOPMENT IN BOTSWANA: A CASE STUDY - Mensah, Joseph (2011)
This study investigated the impact of community-based education on rural development in Botswana. The study took the form of survey through elaborate literature review, the use of questionnaire and structured interview questions. Respondents were made up of randomly sampled population from the village dwellers and community school managers in the study area. Multiplicity of research methods – participatory, action, quantitative and qualitative were blended into what is termed triangulation. Findings were many and varied, which also revealed problems in the rural development field. Some of them were not anticipated. These findings were grouped under the following main headings – leadership education, economic independence, socio-politico-cultural participation, technological, intellectual and business skills, and independent enquiry skills. The conclusion that could be drawn was that in Botswana, community-based education has contributed towards rural development immensely. The suggested recommendations as panacea to improve community-based education for further rural development in Botswana were made especially the need to emulated case studies of successful examples and adapt to local conditions and needs.
openalex: W2184122857 mag: 2184122857
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Skills training for food industry workers in Sub-Saharan Africa - Mercer, Donald G.; Lund, Daryl (Procedia food science, 2011)
The International Union of Food Science and Technology (IUFoST) has undertaken the development of training modules in ten key areas covering fundamental food science and food engineering principles. Each subject-matter module is being prepared by a recognized expert in that particular field at three distinct levels for training purposes (i.e., introductory, intermediate, and advanced). These modules are focussed on providing competency-based training for food industry workers in Sub-Saharan Africa. During the summer 2009, an introductory module on food dehydration was presented as a pilot offering to eight participants from five countries (Ethiopia, Kenya, Nigeria, South Africa, and Mauritius) utilizing seven volunteer mentors from local universities. The test was conducted to determine if the IUFoST plan for e-assisted educational opportunities could be utilized to improve the technical knowledge of persons working in the value-added food processing industry. Based on evaluations of the presentation from mentors and participants, the method worked exactly as projected. Enthusiasm among the participants was very high and feedback from the mentors was equally favourable. One issue which was identified was the ability of the IUFoST website to meet the demands imposed through e-learning activities. Future activities call for completing all remaining modules and redesigning the IUFoST website for easier dissemination of the modules to mentors and participants. An initial offering of the intermediate module on food dehydration and a second offering of the introductory module are planned as a follow-up test for the re-designed website.
openalex: W2078455866 mag: 2078455866
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“Education for Employment” in Tanzania - Mercer, Donald G.; Remillard, Patricia A.; Goodman, Patricia A. (Procedia food science, 2011)
“Education for Employment” (EFE) is a program funded by the Canadian International Development Agency (CIDA) and administered through the Association of Canadian Community Colleges (ACCC). It is directed towards providing post-secondary educational institutions with support in a variety of subject areas through partnerships with a network of Canadian Community Colleges. The University of Guelph Kemptville Campus is currently leading a project with two Canadian partners - Lakeland College (Vermilion, Alberta) and Carlton Trail Regional College (Humboldt, Saskatchewan). Together the group is working with the Kihonda Regional Vocational Training and Service Centre (RVTSC) in Morogoro, Tanzania, approximately 200 km west of Dar es Salaam. The project began in December 2009 and will run until May 2012. A CBET (competency-based education and training) curriculum is under development. As part of this activity short courses are being designed and developed to address specific topics identified by local businesses as being essential in meeting their future needs. Gender equality is a major concern. Although opportunities for women are being officially promoted, they are limited. Training designed to promote the development of small businesses and entrepreneurism will be of benefit to many - especially women. Youth issues have arisen in spite of universal education and there is a need to re-engage these disenfranchised individuals. Life skills are considered to be an important cross-cutting theme through all training. The “Education for Employment” project will enhance instructional capacity at the Kihonda RVTSC and provide students with up-to-date, demand- driven course material designed to meet the needs of the region.
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Adaptation strategies and climate vulnerability in the Sudano‐Sahelian region of West Africa - Mertz, Ole; Mbow, Cheikh; Reenberg, Anette; Genesio, L.; Lambin, Éric F.; D’haen, Sarah; Zorom, Malicki; Rasmussen, Kjeld; Diallo, Drissa; Barbier, Bruno; Moussa, Ibrahim Bouzou; Diouf, Awa; et al. (Atmospheric Science Letters, 2011)
Abstract Rural development in the Sudano‐Sahelian region during the past 20 years and future scenarios of change were studied using meta‐analysis of case studies, household interviews and scenario assessment. Households have generally increased their wealth, especially when they diversify out of agriculture. Rain‐fed crop cultivation is more sensitive to climate factors than livestock, but generally climate factors play a limited direct role for local land use and livelihood strategies. The agricultural sector needs strong support to remain important in the region and off‐farm work and migration are likely to continue to increase, which may decrease vulnerability. Copyright © 2011 Royal Meteorological Society
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Factors influencing performance of income generating activities among persons with physical disabilities in Nakuru County of Kenya - Methu, David (2011)
openalex: W1475840719 mag: 1475840719
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The Role Of Health Education In Participatory Rural Health Development; The Case Of The Rural Fulani In Kogi West, Nigeria - Metiboba, Steve (International journal of Asian social science, 2011)
This study is a social survey of 235 Fulani rural dwellers living at the outskirts of 3 communities in Kogi west senatorial district of Kogi State, Nigeria. The main objective of the study was an investigation of the role of health education principles in health programs among the study population. Through the stratified sampling technique, a structured interview schedule was administered on the respondents. Findings of the study revealed that relevant health education principles served as a potent reinforcing factor in effecting expected behaviour change (e.g. acceptance and adoption of health programs) among the nomadic rural Fulanis. It is recommended in this paper that any plan for beneficiary participation in health matters by the local populace must take into cognizance several circumstances and factors, especially the unique socio-cultural context in which health education principles or actions are being taken into consideration.
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The Effects Of Training – Based Development Intervention In Makeni, Sierra Leone - Meyer, Stephanie (2011)
openalex: W96456806 mag: 96456806
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Overcoming gender inequity in prevention of blindness and visual impairment in Africa - Mganga, Herrieth; Lewallen, Susan; Courtright, Paul (Middle East African journal of ophthalmology (Print), 2011)
Background : Globally, and in Africa, after adjusting for age, women are about 1.4 times more likely to be blind than men. While women generally live longer than men, the lack of accessibility to and use of services is likely the most important reason for excess blindness in women in Africa. Aim : We sought to review the literature on vision loss in Africa and summarize the findings related to gender equity. Materials and Methods : Information from across sub-Saharan Africa was collected on the evidence of gender inequity and reasons for this inequity. Finally, the results were used to generate suggestions on how gender equity could be improved. Results : In all published surveys (except one), cataract surgical coverage among women was lower than cataract surgical coverage among men. Although data available are limited, similar findings appeared in the use of services for other disease conditions, notably, childhood cataract and glaucoma. Evidence suggests that a variety of approaches are needed to improve the use of eye care services. Three main strategies are needed to address gender inequity in vision loss in Africa. First, it is important to address transport needs. Second, counseling of patients and family members is required. Finally, programs need to put in place pricing systems that make the services affordable the population. Conclusions : VISION 2020 can be achieved in Africa, but investment is needed in a variety of strategies that will ensure that eye care services are affordable, accessible, and acceptable to women and girls.
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Factors Contributing to Teachers' Attrition inSecondary Schools in Tanzania Mainland - Mgaya, Rose (2011)
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Status of secondary school libraries under the secondary education development plan: Case study of Dodoma municipality, Tanzania - Mgina, Stephen; Lwehabura, Mugyabudo J.F. (African Journal of Library, Archives and Information Science, 2011)
This study was undertaken in Dodoma Municipal, Tanzania in order to assess the development and status of school library services under the Secondary Education Development Plan (SEDP). The study involved 44 secondary schools, 186 teachers, 44 heads of schools, 16 school librarians, one Regional Education Officer, and one Region Librarian. Data were collected through a survey method using a questionnaire that has both closed and open-ended items, as well as through interviews and observation. The study found that only 16 (36%) out of 44 secondary schools had libraries, while during SEDP implementation period, no public school and only one private school established a library out of the 27 schools that did not have libraries at the beginning plan period. In the schools with libraries, only 11 (69%) of them had separate buildings for the library, while only seven (44%) had trained librarians. The study concluded that, despite SEDP, school library services were generally poor as most schools lacked libraries, or lacked information resources and staff. It is recommended that in order to improve the quality of school library services, the Tanzania government should enforce its regulation requiring every registered school to have a library.
openalex: W1491620026 mag: 1491620026
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Teaching Controversial Issues in Primary Schools in Botswana: Reality or Illusion? - Mhlauli, Mavis B. (2011)
This article is drawn from a larger study that was conducted among eleven social studies teachers in six primary schools in one of the major villages in the central district in Botswana. The major purpose of the study was to explore the social studies teachers’ conceptualizations, experiences and practices of educating citizens in a democracy like Botswana. I used the post colonial lens to interpret the teachers’ ideas, beliefs and practices. The study was qualitative in nature and used the naturalistic inquiry paradigm. Qualitative methods which included interviews, focus groups and participant observations were used to collect data. Data were analyzed using grounded theory and employed the constant comparative technique. One of the findings of the study revealed that teachers acknowledge the merits of teaching controversial issues but find it difficult to discuss some of the issues with their students. They attributed their reluctance to discuss certain controversial issues such as HIV/AIDS and Sexuality with students to their culture, religion and socialization. Since the discussion of controversial issues is part and parcel of democratic education, then the absence of their discussion in the social studies classrooms is a negation of the very principles that underpin citizen participation and action. Hence, the conclusion that citizenship education remains an illusion rather that a reality in the social studies classrooms in Botswana. The study recommends a thorough review of the social studies teacher education programs in order to ascertain that teachers are equipped with knowledge and skills reminiscent of the 21 st century.
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Performance and potential of Conservation Agriculture for climate change adaptation and mitigation in sub-Saharan Africa - Milder, Jeffrey C.; Majanen, Terhi; Scherr, S. J. (2011)
openalex: W2560050649 mag: 2560050649
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History Education and Identity Formation: A Case Study of Uganda - Mino, Takako (2011)
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Frogs and climate change in South Africa - Minter, Leslie R. (2011)
openalex: W152411762 mag: 152411762
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Influence of participatory management on students' academic performance in public secondary schools in Rarieda District, Kenya - Misoloh, Elijah A (2011)
openalex: W2098544984 mag: 2098544984
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African American students experiences attending a predominantly White suburban high school A comparison of the perspectives of homegrown and transfer students - Mitchell, Tina L. (2011)
openalex: W154054416 mag: 154054416
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Influence of home environment on academic performance of day secondary school students. A case of Muhoroni District-Kenya - Miya, Vincent G (2011)
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An analysis of collaborative learning as a prevalent in-structional strategy of South Africa Government eLearning practices - Mkhize, Peter L.; Huisman, Magda; Lubbe, Sam (2011)
openalex: W2590216593 mag: 2590216593
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Higher Education as an Instrument of Social Integration in Tanzania: Challenges and Prospects - Mkude, Daniel J. (Research in Comparative and International Education, 2011)
In developing countries, higher education is a powerful instrument for social mobility and economic prosperity. An in-depth study of the relationship between higher education and certain equity issues has revealed that in Ghana and Tanzania there is inadequate effort to widen higher education participation to include traditionally disadvantaged groups. The article argues that provided they have strong and visionary leadership, universities can spearhead efforts to make higher education accessible to such disadvantaged groups through the judicious use of their admissions and selection criteria, and the mounting of special make-up and support programmes.
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Politics of HIV and AIDS Education in Tanzania - Mkumbo, Kitila A. K. (2011)
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Mediators for lecturer perspectives on learning management systems at universities in the Western Cape, South Africa - Mlitwa, Nhlanhla Boyfriend Wilton; Belle, Jean-Paul Van (2011)
This paper investigated the adoption of Course and Learning Management Systems (C/LMS) by lecturers at the four residential universities of South Africa’s Western Cape province. To explain the differences in use patterns, a dedicated analysis framework, ActAD, grounded in activity theory was used. Lecturer interviews pointed to important differences in views – and consequent use patterns – of E-Learning and C/LMS. The key considerations were found to be differences in perceived usefulness, perceived ease of use, accessibility and functional expectations. This research not only shows how activity theory, and ActAD in particular, can be useful in understanding individual perspectives on and use of C/LMS, but also provides some useful comparative data to researchers in technologybased education.
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Central African Field Epidemiology and Laboratory Training Program: building and strengthening regional workforce capacity in public health. - Mmbuji, Peter; Mukanga, David; Mghamba, Janeth; Ahly, Mohamed; Mosha, Fausta; Azima, Simba; Senga, Sembuche; Moshiro, Candida; Semali, Innocent; Rolle, Italia; Wiktor, Stefan Z.; McQueen, Suzzane; et al. (PubMed, 2011)
The Central African Field Epidemiology and Laboratory Training Program (CAFELTP) is a 2-year public health leadership capacity building training program. It was established in October 2010 to enhance capacity for applied epidemiology and public health laboratory services in three countries: Cameroon, Central African Republic, and the Democratic Republic of Congo. The aim of the program is to develop a trained public health workforce to assure that acute public health events are detected, investigated, and responded to quickly and effectively. The program consists of 25% didactic and 75% practical training (field based activities). Although the program is still in its infancy, the residents have already responded to six outbreak investigations in the region, evaluated 18 public health surveillance systems and public health programs, and completed 18 management projects. Through these various activities, information is shared to understand similarities and differences in the region leading to new and innovative approaches in public health. The program provides opportunities for regional and international networking in field epidemiology and laboratory activities, and is particularly beneficial for countries that may not have the immediate resources to host an individual country program. Several of the trainees from the first cohort already hold leadership positions within the ministries of health and national laboratories, and will return to their assignments better equipped to face the public health challenges in the region. They bring with them knowledge, practical training, and experiences gained through the program to shape the future of the public health landscape in their countries.
openalex: W1807044487 mag: 1807044487
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Factors Limiting Effective Implementation Of Training Programmes In Parastatal Organizations In Tanzania: A Case Study of Tanzania Electric Supply Company Limited, Dar-Es-Salaam And Coast Zone - Mndeme, Ignatius Shengena (2011)
This study aimed at analyzing “Factors Affecting the Implementation of Training Programmes in Parastatal Organizations in Tanzania: A case study of Tanzania Electric Supply Company Limited, Dar-es-Salaam and Coastal Zone” A case study approach was selected and used due to the nature of the study. Total sample of 274 which is 25% of the population was picked from TANESCO Dar es Salaam and Coastal Zone by simple random and purposive sampling methods. Data were collected by questionnaires, interviews, and review of documents with a response of 254 staff which is 92.7% of the sample, and qualitative analysis method was used to process the data. The study revealed a number of factors that may cause in effective implementation of training programs in parastatal organization; but can mainly be grouped into two:- First, Organization factors such as, lack of training needs analysis, lack of sensitization of employees on existence of training program, shortage of training budget, and lack of training programs evaluation; Second, Sociological factors, such as; age characteristics, marital status, family responsibilities and low level of education. To enhance effective improvement of training programmes it is recommended to;- Develop a uniform TNA exercise improve the level of efficiency of training function and eventually have clarity in scope and objectives; Conduct evaluation after every training session and give feedback to trainees; increasing employee capacity by allocating adequate budget; Implement training function openly and involve every individual in determining the kind of training they need and adapt the “Blended Learning Programme Model”. Garvey (2011) and Kirkpatrick’s (1975) Evaluation Model as analyzed in the paper.
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An exploration of educators' experiences in teaching learners with learning disabilities in three primary schools in Lesotho : case study. - Mntambo, Mafakazile Bernice. (2011)
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An Examination of Curriculum Coherence between a University and School Programme: A Case in Kenya - Modiba, Maropeng; Simwa, Kefa Lidundu (The international journal of interdisciplinary social sciences, 2011)
openalex: W2804822463 mag: 2804822463
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The Second Southern African Students' Psychology Conference 2011 Sunnyside, Pretoria, South Africa, 23 to 24 June 2011 : conference report - Modongo, Lorato Palesa (New Voices in Psychology, 2011)
The Second Southern African Students' Psychology Conference was held on 23 to 24 June 2011 in Sunnyside, Pretoria. A huge success it was! With the theme inviting participants to continue the journey of Re-Imagining Psychology, about 86 creative and thought provoking presentations were delivered.
openalex: W2262023513 mag: 2262023513
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LEARNING FROM ABROAD? POLICY TRANSFER, THE EAST AFRICAN COMMUNITY, AND THE EUROPEAN UNION - Mogeni, N. Donald (2011)
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Knowledge sharing behaviour and demographic variables amongst secondary school teachers in and around Gaborone, Botswana : original research - Mogotsi, Imogen; Boon, Jan; Fletcher, Lizelle (SA Journal of Information Management, 2011)
The purpose of this study was to investigate the relationships between knowledge sharing behaviour and the demographic variables gender, age, organisational tenure and professional tenure. Following a correlational survey approach, the study sourced its data from senior secondary school teachers in and around Gaborone, Botswana. Knowledge sharing behaviour was measured using an instrument sourced from the extant literature. No statistically significant relationship was detected between knowledge sharing behaviour and gender, age, or professional tenure. Only organisational tenure weakly negatively correlated with knowledge sharing behaviour. Thus, according to these findings, demographic variables do not appear to be important determinants of knowledge sharing behaviour.
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Alcohol use by first year students at the University of Limpopo, Medunsa Campus, Gauteng, South Africa - Mogotsi, Morongwa Mirriam (2011)
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Inclusion of pupils with special education needs in Sudan : teachers perceptions of their competence and their perceived training needs - Mohamed, Baldo; Hamza, Nagi (2011)
In Sudan, the education of children with special educational needs (SEN) in mainstream schools shows slow progress. The traditional medical approach, whereby the majority of children with SEN are educated in segregated schools or receive no education at all, is still the dominant recourse for educating pupils with all types of disabilities that may require special needs education. This research is the pioneering attempt to explore Sudan's context of special education, and teachers' perceptions of their competencies and training needs within mainstream education in relation to inclusion of pupils with SEN. The research was carried out in Khartoum, the capital city of Sudan, where three visits were made throughout the study to collect the relevant literature and data. Following extensive literature review of teachers' competencies related to SEN, a questionnaire was developed by the researcher. It was tested and used to collect quantitative data for the study. A total of 301 completed questionnaires, out of 325 distributed, were collected from fifty basic schools with a response rate of 92.6%. This was complemented by qualitative data obtained from semi structured interviews with 20 qualified teachers, 10 teacher trainers from the Faculty of Education University of Khartoum, and 10 educational supervisors responsible for advising and assessing teachers' performance in the state. The completed research concluded that teachers are open to inclusion, however, they need training in SEN. This is a genuine situation that could add to knowledge in literature on teachers' perceptions to inclusion and children with SEN. It was found that only 12 teachers had received any in-service or pre-service training in special educational needs. The findings also revealed that most educational supervisors had little or no training in this area. Teachers' perceptions did not vary with their personal characteristics. They generally showed lack of confidence in their competencies in all the dimensions investigated except personal skills. Importantly, they expressed a need for training to identify pupils with SEN, besides the need for support and advice in practical aspects of inclusion. As a result of these findings, a number of recommendations are made to modify the existing in-service and pre-service teachers training to include competencies related to SEN. It also recommends provision for continuing professional development and consultancy support for teachers; which in turn will help facilitate implementation of responsible inclusion.
openalex: W752727992 mag: 752727992
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Comparative Study of Nutritional Status of Urban and Rural School Girls Children Khartoum State, Sudan. in - Mohamed, Fatima Omer Nabag (Journal of Science and Technology, 2011)
This study was conducted to determine the nutritional status of children attending urban and rural school girl's children in Khartoum state (Sudan) and compares the results with WHO-NCHS references. A total of 393 children (349 for urban schools &44 for rural schools) aged 5-15 years were studied. Anthropometric measurements (weight, height and skin fold thickness of triceps muscle (SKFT)) were recorded for each child, and converted to nutritional indices (weight for age, height for age, SKFT). The results revealed that the overall prevalent rates of underweight, stunting and thinness were 41.3, 21.4 and 2.1%, respectively. In the rural area these were 59.1, 47.7 and 9.4%, while in the urban they were 39.0, 18.1 and 1.0%, respectively. The mean nutritional indices (weight for age, height for age and SKFT) were found to be significantly lower among t he rural children than urban children (P < 0.001 in each case). The nutritional status (N.S) of rural school girl's children is significantly different (p< 0.05) of underweight, stunting and thinness from that of urban school girl's children. The study demonstrates that the median weight and heights at age 5 to 10 years of school girl's children were equal to or greater than the WHO-NCHS references, but they were far below the WHO-NCHS references at age 11-to 15 years of school girl's children. The most determinants of the children N. S were the children parents' education, father profession, living conditions, family size and physical activities. There was significant difference (p< 0.05) between rural and urban school girl's children in dietary intake of l egumes, carbohydrates, vegetables, fruit and fruit juices and beverages. Malnutrition (underweight, stunting and thinness) constituted major health problems among school children in Khartoum State, Sudan, and this is particularly so in the rural areas. The refore, prevention of malnutrition should be given a high priority in the implementation of the ongoing primary health care programmes with particular attention paid to the rural population.
openalex: W184437358 mag: 184437358
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Impacts of the Political Regime on the High Education System of Sudan - Mohamed, Issam A.W. (2011)
In totalitarian systems, especially that of dogmatic nature, education is often targeted to be devoted for the preparations of young generations and dedicating them to the regimes' structure and principles. However, such method negatively influences the educational system and renders the efficient inputs to students. The results can be manifested in deteriorations of knowledge, human capital development and the future performance per se.
openalex: W3125143616 mag: 3125143616
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Educating Foreign Born African Students in U.S. Schools - Mohamed, Jibril A. (Social Science Research Network, 2011)
The number of people, particularly students in U.S. schools, who were born in Africa increased significantly over the past decade. The 2010 U.S. Census report puts the African immigrant population in the U.S. at 2.1 million people. The largest foreign born African populations were from East Africa (Somalia, Kenya and Ethiopia) and West Africa (Nigeria and Ghana). The states with the highest concentrations of African populations were New York, Minnesota, Ohio, California and Texas.This guide offers educators who work with this population some of the most important cultural insights that educators need to understand in order to be more effective in working with African students.
openalex: W1044623619 mag: 1044623619
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Translation teaching in the public Universities of Yemen a review and an alternative syllabus - Mohammed, Abdullah Saleh Aziz (2011)
openalex: W2472876678 mag: 2472876678
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The Challenges of Teaching Financial Accounting In Nigerian Secondary Schools: A Case Study of Gombe State - Mohammed, Ishaq Ahmed (Social Science Research Network, 2011)
Financial Accounting is part of the Business Studies Curriculum in the group of Vocational Subjects. According to WAEC (2004), financial accounting is the most popular subject that students offer among the vocational elective subjects. The keeping of Accounting Books is essentially an art and the aims of those who study the subject are essentially utilitarian. This paper therefore, seeks to determine the challenges of teaching financial accounting in Nigerian secondary schools: A case study of Gombe State. The population of the study is the 29 secondary Schools that offer financial accounting. The study utilized data from secondary sources. Data were obtained from Examination and Statistics Department of the Ministry of Education and the study utilizes NECO results only. Nine (9) Secondary Schools were selected randomly for the study. The study covered the period 2003 to 2007(five years). The technique of analysis utilized for the study is descriptive in nature. The paper found that some of the challenges include; poor academic performance; the Programme has been haphazardly implemented and treated with levity and lack of adequate instructional materials and/or poor ineffective teaching method. Based on the analysis, the paper recommends that, financial accounting Programme should be restructured to incorporate emphasis on practical teaching including computer software utilization that enable teachers make best use of these technologies and improve tremendously the performance of the student offering financial accounting, concerned authority should increase the budget to allow the provision of necessary equipment for teaching, Less emphasis should be placed on paper qualification to enable students' concentrate on their studies at their pace among others.
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People's Democratic Republic of Algeria Ministry of Higher Education and Scientific Research - Mokhtar, Badji (2011)
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Outdoor learning in Lesotho: partnership engagement on appropriate pedagogy in education for sustainable development with the United Kingdom - Mokuku, Tšepo; Roberts, Ros (Caribbean journal of education, 2011)
openalex: W2610812509 mag: 2610812509
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Negative effects of stress on teachers' in Botshabelo cluster in the Mafikeng ditsrict of the North West province of South Africa - Molete, Tshadi Reginah (2011)
openalex: W1653936603 mag: 1653936603
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The ‘Knowledge-Intensive Development’ Agenda and Equitable Access to Knowledge: Higher Education in Ethiopia - Molla, Tebeje (World studies in education (Online), 2011)
In light of the normative assumption of the role of knowledge in economic productivity and in response to strong exogenous policy orientations (mainly from the World Bank), the government of Ethiopia has restructured and expanded the higher education (HE) subsystem since the late 1990s. In critically analysing selected policy documents, this article seeks to understand the seemingly unlinked agendas of strengthening the role of HE in supporting the knowledge-intensive development agenda and the representation of the problem of inequality in access to and success in HE. It has been shown that the economic value of knowledge has been echoed in the reforms of Ethiopia, and that the problem of inequality has been superficially represented just as inequality of access while serious challenges that hinder participation and success of women, non-traditional students and ethnically and regionally disadvantaged groups remain unchallenged. Hence, the analysis indicates that under a situation of unequal opportunity to knowledge, the knowledge-intensive development agenda appears to be empty policy rhetoric.
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Effects of principals' conflict management styles on performance of teachers' duties in public secondary schools in Masaba South area, Kisii County, Kenya - Momanyi, Lydiah K (2011)
The purpose of this study was to investigate the effects of principals' conflict management styles on performance of teachers' duties in public secondary schools in Masaba South area, Kisii County, Kenya. The study sought to address the following specific objectives; examine how the principal's collaborative conflict management style influences performance of teachers' duties in public secondary schools in Masaba South area; to identify the effects of principal's compromise conflict management style on teacher performance in secondary schools in Masaba South area; to establish the influence of principals avoidance conflict management style on teacher performance in secondary schools in Masaba South area; to determine how the principals accommodation conflict management style affect performance of teachers in secondary schools in Masaba South area; to identify the influence of principals competing style of managing conflicts on teacher performance in secondary schools in Masaba South area. Descriptive survey research design was used in this study. The population of this study comprised of39 principals and 252 teachers in the targeted schools. Simple random sampling method was used to select the 37 schools. From the 37 schools 5 heads of departments were used in the study making a total of 185 teachers. 37 principals were also included in the study. The total population included 185 heads of departments and 37 principals. The study used two types of instruments namely; The Thomas Kilmann Mode instrument and the structured interview. The research instruments were tested in order to assess their' reliability. To test the reliability of the instruments, test retest was used. Data analysis applied both quantitative and qualitative approaches to process, analyze and interpret the data. The study made the following conclusions: that the principals who use collaborative conflict management styles are able to resolve conflict, since there is cooperation between himself and the teachers. Hence the teachers perform their duties well. The principal who chooses to use accommodating conflict management style should realise that this style may affect teachers' performance of their duties. The principal using compromise conflict management style should be more carefulsince this can lead to the conflict re-emerging among the teachers. A principal who uses competing conflict management style should realise that there is need to incorporate other people other than himself and his own interest while paying no attention to others. In view of the findings and implication of the study, it is recommended that: there is need for the principals to examine other factors that may be affecting teachers' performance of their duties; there is need for all the conflict management styles to be incorporated when solving conflict among teachers to encourage them perform their duties effectively. During staff meetings the principals allow teachers to express their views on various areas in the institutions that cause conflict amongst them and then address them amicably.
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Factors that influence secondary school students' discipline in Borabu District, Kenya - Momanyi, Sammy B (2011)
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Parenteral nutrition service: An overview and case for it in the University of Benin teaching hospital - Momoh, M. A. (Annals of Biomedical Sciences, 2011)
Total Parenteral Nutrition has been available in developed countries for the past three decades and has proved to be very valuable as one of the most important therapeutic tools in the history of Medicine. Amongst the great advances in Medicine in the last century it is the only one that this hospital and most tertiary hospitals in Nigeria do not routinely benefit from its service to patients who need it. In this overview, the pathogenesis of malnutrition in surgical patients, body nutrients, the indications for parenteral nutrition, the nutrient solutions and composition and their administration are discussed. It is established that as the expert personnel and facilities to give total parenteral nutrition to patients are available, the service should be routinely given to patients to reduce morbidity and mortality in surgical patients with malnutrition.
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Incidence of breast cancer in HIV-infected women seen at the University of Benin teaching hospital - Momoh, MI; Olu-Eddo, AN (Annals of Biomedical Sciences, 2011)
Breast cancer and HIV/AIDS are two major issues in women’s health at the beginning of the second decade of the 21ST century. Both conditions affect predominantly premenopausal women in Nigeria and sub-Saharan Africa. Literature on breast cancer in women with HIV are still few and most of them are case reports based on experience with 1-5 cases. No clear association has been established between breast cancer and HIV/AIDS. This study focused on the incidence of breast cancer among HIV infected patients. The incidence was 1 in 136 HIV patients. This portrays a deficit of breast cancer incidence/registration among HIV patients. Epidemiological and biological basis for this deficit have been proffered while further data collection and analysis are being undertaken.
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Paradigm shift: contribution of field epidemiology training in advancing the "One Health" approach to strengthen disease surveillance and outbreak investigations in Africa. - Monday, Busuulwa; Gitta, Sheba; Wasswa, Peter; Namusisi, Olivia; Bingi, Aloysius; Musenero, Monica; Mukanga, David (PubMed, 2011)
The occurrence of major zoonotic disease outbreaks in Sub-Saharan Africa has had a significant impact on the already constrained public health systems. This has, as a result, justified the need to identify creative strategies to address threats from emerging and re-emerging infectious diseases at the human-animal-environmental interface, and implement robust multi-disease public health surveillance systems that will enhance early detection and response. Additionally, enhanced reporting and timely investigation of all suspected notifiable infectious disease threats within the health system is vital. Field epidemiology and laboratory training programs (FELTPs) have made significant contributions to public health systems for more than 10 years by producing highly skilled field epidemiologists. These epidemiologists have not only improved disease surveillance and response to outbreaks, but also improved management of health systems. Furthermore, the FETPs/FELTPs have laid an excellent foundation that brings clinicians, veterinarians, and environmental health professionals drawn from different governmental sectors, to work with a common purpose of disease control and prevention. The emergence of the One Health approach in the last decade has coincided with the present, paradigm, shift that calls for multi-sectoral and cross-sectoral collaboration towards disease surveillance, detection, reporting and timely response. The positive impact from the integration of FETP/FELTP and the One Health approach by selected programs in Africa has demonstrated the importance of multi-sectoral collaboration in addressing threats from infectious and non- infectious causes to man, animals and the environment.
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RESEARCH IN EDUCATION IN GABON: ISSUES AND OUTLOOK - Mongaryas, R.F. Quentin de (ICERI2011 Proceedings, 2011)
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DEVELOPMENT AND VALIDATION OF CLASSROOM INTERACTION INSTRUMENT FOR PRE- PRIMARY AND PRIMARY LEVEL OF EDUCATION IN NIGERIA - Monica, Negrete (European Journal of Education Studies, 2011)
Classroom Interaction behaviours at the pre-primary level of education especially in Nigeria is still a relatively new concept. Thus, there seem to be no instrument to measure the nature as well as quality of such activities between teachers and learners during instruction. These could be partly the reasons why there is dearth of information on this aspect of preschool activities in Nigeria. The foregoing therefore, underscores the need to develop and validate an instrument (PCIEI) which has the capacity to provide information on typical expected teachers -learner interaction patterns at the pre-primary level of education especially in Nigeria. The instrument was used in three states to observe 36 lessons delivered by 36 teachers in 12 preschool classrooms during instructional delivery in three subject areas (Numeracy, Introduction to letters of the alphabet and Science). 1528 preschoolers were involved in the study. Four research questions were answered using the instrument. Cronbachs Alpha and Scotts Pie were used to establish the validity and reliability estimate of the instrument (0.85 and .93 respectively). The internal consistency of the items (Cronbachs Alpha) ranged from .848 to .854 respectively. The classroom interaction behaviours identified include Teacher Prompting Learning Activity, Pupil whole-class Activity, Individual Pupil Activity, Monologue, Teacher not facilitating learning, Confusion. These characteristics were considered very important in producing valid, comparable and generalizable preschool interaction patterns in Nigerian. This is because, the items used are acceptable classroom behaviours which of teachers and learners are expected to exhibit at this level for quality teaching-learning activities to occur.
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The impact of training of extension officers on poverty alleviation agricultural projects in Lepelle-Nkumpi Local Municipality of Capricorn District Municipality in Limpopo Province, South Africa - Mononyane, Kgaogelo Rebecca (2011)
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FOSTERING E-LEARNING IN EGYPT AND ARAB WORLD - Montaser, L.; Mortada, M.; Fawzy, Samiha (EDULEARN11 Proceedings, 2011)
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Challenges affecting the implementation of the South African white paper on e-learning of 2004 - Montesh, Moses; Basdeo, M Vinesh (2011)
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Articles : Language,Education ; Culture in Language: comparing cultures through words in South Africa - Montevecchi, Michela (비교문화연구, 2011)
South Africa is a multiracial country where different cultures and languages coexist. Culture can be conveyed through language. Language conditioning is also social conditioning, and through words we make sense of our own and others` experience. In this paper I investigate the meaning of two culturally significant words: (English) peace and (African) ubuntu. Data findings will show how L2 speakers of English, when asked to define peace, promptly operate a process of transfer of the meaning from their mother-tongue Xhosa equivalent - uxolo - to its English equivalent. Ubuntu, an African word which encompasses traditional African values, has no counterpart in English. I will also argue how, in the ongoing process of globalisation, English is playing a predominant role in promoting cultural homogenization.
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The role of school psychologists in school development in South Africa: the challenge of intersectoral collaboration - Moolla, Nadeen (2011)
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Improving Vocational Rehabilitation Access and Return to Work and Career Outcomes among African American Wounded Warriors, Gulf War, and Vietnam War Era Veterans with Disabilities: A White Paper Series. - Moore, Corey L.; Washington, Andre L. (2011)
openalex: W2731559447 mag: 2731559447
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Entertainment-Education for Starting HIV/AIDS Discussions and Reducing Stigma: African American College Students' Reactions to the Film Yesterday - Moore, DaKysha (2011)
Entertainment-education is a media tool used to reduce the spread and stigma associated with HIV/AIDS. This pilot study explored how African American (AA) college students understood stigma as portrayed in the South African film Yesterday. Data were collected through a focus group where four major themes emerged. One is “we can talk, but please do not touch.” The study shows that films on HIV/AIDS that feature people of African descent can be used to generate classroom discussions and promote positive attitudes about HIV/AIDS among AA students.
openalex: W2740540387 mag: 2740540387
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Learning conceptual design using a community development project in Papua New Guinea - Moore, Graham (2011)
Humanitarian engineering comes in many forms. This paper describes a case study of how an engineering design subject was transformed by basing the assessment on a call for funding for a development aid project. This, in conjunction with the opportunity for students to participate in an extra-curricular site visit to the community of Ilahita in Papua New Guinea which was the target of the project form a learning environment where students were extremely highly motivated to engage in humanitarian engineering. The case study presented is not intended to be a report of a carefully conducted piece of educational research, but to tell a story about a series of events that led to an extremely rewarding educational and life experience for the students and academic involved. Guidance on what are considered some essential aspects of organising a humanitarian engineering project involving a student site visit is given.
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An Education Production Function for Botswanan Secondary Schools - Moore, Nathan (2011)
This study investigates the determinants of educational outcomes in the developing world by estimating an education production function for Botswanan secondary schools. Education plays an essential role in the development process, as a high-quality educational system is the only means by which a developing country expands its stock of human capital. Additionally, education contributes to the improvement of health outcomes and political institutions. Sub-Saharan Africa is perhaps the region of the world for which efficiency in education is most important, as policymakers are faced with the combination of a rapidly growing population, low levels of education, and limited resources. Without an accurate understanding of the determinants of educational outcomes, it will be difficult to enhance efficiency. Panel data from school districts are used to specify a translog production function, using scores from standardized math and science examinations as outputs, while using school inputs, student characteristics, and family background as regressors. The translog function is used in this study because it imposes few restrictions on the underlying production function. The results of this study have important policy implications for Botswana in particular and for all of Africa and the rest of the developing world in general. Introduction This study estimates an education production function for Botswanan secondary schools using data obtained from the 2007 Trends in International Mathematics and Science Study (TIMSS). This is done in order to contribute to the economic literature regarding the impact of school inputs on the educational process. Many economists have argued that education is essential for economic growth (Mankiw, Romer, and Weil, 1992; Lucas, 1988). Moreover, the economic literature suggests that education has a desirable impact on other aspects of development, such as health and population-growth (Shultz, 2002; Strauss and Thomas, 1995). In addition to these benefits, education is also considered to be a good in itself, as is indicated by its inclusion in the United Nations Development Program’s Human Development Index. Over the past 50 years, access to primary and secondary education in developing countries has improved tremendously. Botswana is no exception to this, as since gaining independence in 1966 the enrolment and completion rates for Botswanan primary and secondary schools have increased markedly (UNESCO 2002). Given the fact that many developing countries devote a large share of their limited resources to education, it is imperative that education is produced efficiently. Yet education in developing countries often suffers from a myriad of defects. Among them are high rates of teacher absenteeism, woefully limited amounts of basic supplies, and high grade repetition rates. As education finance systems in developing countries are often weak, there is reason to suspect that the consequent budget distortions result in large inefficiencies. In order to address the sources of these inefficiencies, policymakers must understand the mechanism through which educational outputs are obtained. That is, it must be understood how a bundle of various inputs such as student background characteristics, school/family inputs, etc. are mapped to an educational outcome. With an accurate understanding of this production process, policymakers could then reallocate expenditures away from inputs with relatively low marginal products in favour of those with relatively high marginal products (Glewwe and Kremer, 2006). I consider education production using Botswanan TIMSS data alone for a number of reasons. First, the amount of work that has been done on education production in Africa is quite limited, and the work that has been done suggests that education production in Africa is very inefficient (Gyimah-Brempong and Appiah, 2004). Second, using just one country helps to eliminate some problems caused by potential country heterogeneity. Third, the TIMSS dataset is very rich in that it features an abundance of panel data from two periods for each student. It provides 4 th grade TIMSS outcomes as well as 8 th grade TIMSS outcomes, which permits us to use a value-added framework for estimation. The TIMSS was initiated by the International Association for the Evaluation of Educational Achievement (IEA) for the purpose of comparing educational achievement in participating countries. The first study was conducted in 1995, and has since been administered every four years. The TIMSS studies 4 th and 8 th grade students in participating countries, and includes skill tests in Mathematics and Science, in addition to student, teacher, and school surveys. Botswana was chosen as the sample country for this study primarily because the Botswanan dataset features more data than did the datasets for other sub-Saharan African countries. Another reason is that Botswana has been a success story in development among SSA countries, so an understanding of the Botswanan experience could offer valuable insights for other countries in the region. This study will estimate a transcendental logarithmic (translog) production function. The translog production function was chosen due to its flexible form, which permits us to test for other functional forms (e.g. Cobb Douglas) with the appropriate parametric restrictions. Previous Work Overall, the results of previous studies on education production are highly ambiguous. While some studies have suggested that school inputs have a positive statistically significant effect on student cognitive achievement (Krueger, 2003; Case and Deaton, 1999; Woessman, 2005), others have suggested that no such effect exists. This has led some researchers (Hanushek, 2003) to argue that many traditional policies implemented to improve the quality of education, such as increasing the general funding of schools, have little prospect for success. The literature does, however, offer a clearer and somewhat less bleak picture when considering developing countries exclusively. A number of studies have found significantly positive effects on student cognitive achievement for school inputs, including teacher experience, teacher training, facility quality, textbook use, and instruction time (Glewwe et al, 1994; Glewwe et al, 1995; Lavy, 2010). In another study on primary education in 21 subSaharan African countries, Fehrler et al (2009) finds significantly positive effects on student cognitive achievement for a number of pedagogical resources (e.g. textbooks and wall-charts) as well as teacher quality. That additional resources are more effective in developing countries than in developed countries is consistent with economic theory, as the additions to the lower stocks of resources found in developing countries should feature a higher marginal productivity than additions to the higher stocks of resources found in developed countries. Nevertheless, a significant number of studies on this topic have produced results which bring into question the effectiveness of school inputs. Some have argued that such results may be the consequence of flaws in the econometric techniques used (Gyimah-Brempong and Appiah, 2004; Gyimah-Brempong and Gyapong, 1992; Todd and Wolpin, 2003). In particular, some of these studies could suffer from omitted variable bias and model misspecification. Such problems are often times the result of researchers using inadequate proxies for relevant inputs from both current and previous periods, especially student socioeconomic characteristics. Given the controversy surrounding these important issues, it is clear that more work needs to be done on this topic. The rest of this study is organized as follows: part 2 introduces theoretical model and translog production function, part 3 provides a description the TIMSS dataset in greater detail, and the results of the estimation are reported and discussed in part 4. In part 5 conclusions are
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“A Model of Support for African American Doctoral Student Success: Bridging Mentoring, Professional Development, and Scholarship” - Moore, Sheila D.; Exford, Tonja; Freeman, Sydney; Wells, Jennifer (2011)
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Challenges Facing Managers in Managing Conflict in Schools in the South and South Central Regions of Botswana - Morake, Nnior Machomi; Monobe, Ratau John; Dingwe, Stephonia (2011)
The purpose of this study was to examine the challenges facing managers in managing conflict in schools of South and South Central Regions of Botswana. In this study, the schedule of interview was used to collect empirical data. A random sample of 50 school managers and deputy school managers was selected for interviews. Major findings of the study revealed that school managers do not perceive conflict as an inevitable phenomenon that is real in any organization. They lack skills and strategies of handling conflict positively to produce good results. The study recommended that school managers should be trained on the importance and benefits of conflict. This training in conflict management will give them a skill that can enable them to turn conflict erupting in their schools into a positive force that can bring a positive change.
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Challenges in the delivery of adventure education : the case of Botswana junior secondary schools - Moreri, Amanda B. (South African Journal for Research in Sport Physical Education and Recreation, 2011)
This qualitative study explored the substantive issues and challenges faced by Physical Education teachers in delivering adventure education in the context of Botswana junior secondary schools. In the first stage of the study, 22 respondents completed a semi-structured questionnaire requesting information pertaining to the research objectives. The second stage entailed in-depth interviews with the 22 respondents to gain deeper insight into specific teachers’ experiences. The findings indicated issues related to provision of outdoor activities; instructional strategies; Physical Education teachers’ knowledge base; and administrative support. Respondents reported a lack of training in the area of adventure education. Their instructional strategies were limited to lecturing about concepts in adventure education without concomitant activity-based learning experiences. Non-appreciation of the module by school administrators also paralysed the teachers’ effort to implement practical outdoor activities. In view of these challenges, the study suggests ways for enhancing effective delivery of adventure education in Botswana junior secondary schools.
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Enhancing Agricultural Yields by Small-holder Farmers through Integrated Climate Change Adaptation in Sierra Leone - Morlai, Teddy Amara; Squire, Chris Bobo; Mansaray, Kelleh Gbawuru; Vandy, Gibril Momodu (2011)
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African Higher Education: Researching Absences, Equalities and Aspirations - Morley, Louise (Research in Comparative and International Education, 2011)
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Agency and Advocacy: Disabled Students in Higher Education in Ghana and Tanzania - Morley, Louise; Croft, Alison (Research in Comparative and International Education, 2011)
Between 10% and 15% of the world's population are thought to be disabled. The 2006 United Nations Convention on the Rights of Persons with Disabilities is an example of emerging global policy architecture for human rights for disabled people. Article 24 states that disabled people should receive the support required to facilitate their effective education. In research, links between higher education access, equalities and disability are being explored by scholars of the sociology of higher education. However, with the exception of some small-scale studies from Zimbabwe, South Africa, Rwanda, Namibia, Uganda and Pakistan, literature tends to come from the global North. Yet there is a toxic correlation between disability and poverty – especially in the global South. This article is based on a review of the global literature on disability in higher education and interview findings from the project ‘Widening Participation in Higher Education in Ghana and Tanzania: developing an Equity Scorecard’, funded by the Economic and Social Research Council and the Department for International Development. A central finding was that while disability was associated with constraints, misrecognition, frustration, exclusion and even danger, students' agency, advocacy and achievement in higher education offered opportunities for transforming spoiled identities.
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"It's the Perfect Baby Step": African American Students' Community College Choice and Transfer to Four-Year-Colleges and Universities. - Morrice, Pelema Imhotep (2011)
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Recruitment and orientation of students studying environmental health in African Higher education institutions - Morse, Tracy (2011)
For many students attending African Higher Education Institutions (HEIs), the course and subsequent career they follow may not be their first choice due to limited places and school/ placement results. This is also compounded with the transition from government school systems to higher education where expectations are different and self discipline and study are essential. A survey of environmental health students in seven HEIs in six African countries indicated that only 68% received orientation when starting their university careers. Two out of every five students indicated that environmental health (EH) was not their first choice of course and just over half of those reported that they did not know what environmental health was when they began the course. Induction and orientation of new students has been shown to assist academic integration and enhance student outcomes. However, many EH departments in HEIs do not currently have a standard orientation and induction process for new students, often relying on institutional systems to undertake this task which can overburden students with information and systems. Subsequently, students are unaware of academic expectations, are unfamiliar with facilities and departmental staff and cannot see where their studies are taking them in terms of a career. To overcome these obstacles the Africa Academy for Environmental Health (AAEH) has developed a guidance note for student recruitment and orientation which contains generic packages departments can adapt as necessary. These systems have been piloted and adapted as necessary. The AAEH therefore advocate the following recommendations: (1) that all EH departments in HEIs follow the guidance document to assist in the adaptation and socialisation of students into the higher education system, (2) that further research be undertaken in HEIs to identify suitable innovative and interactive methods to achieve student orientation in both school and HEI level.
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Factors influencing implementation of school feeding program in public day seccondary schools in Bobasi Constituency; Kenya - Moruye, George B (2011)
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Education and Training in Pre-Colonial and Colonial Eras in Kenya - Mosoti, Zachary (2011)
A Journal article by Dr. Zachary Mosoti, a Lecturer at the Chandaria School of Business in USIU- Africa.
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DESIGNING AND IMPLEMENTING A BLENDED LEARNING MODEL FOR MATHEMATICS TEACHERS: A SOUTH AFRICAN PERSPECTIVE - Mostert, Ingrid; Heyningen, M. van (INTED2011 Proceedings, 2011)
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An investigation of attitudes and challenges faced by teachers in the implementation of performance management system in secondary school in Botswana - Mosware, Reethabanye Bicky (2011)
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Teachers' Critical Perceptions on Improving Elementary African American Student Achievement Through Culturally Relevant Teaching in California - Moton, Monique Renee (2011)
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LEARNER DISCIPLINE AFTER CORPORAL PUNISHMENT IN THE SOUTH AFRICAN TOWNSHIP PRIMARY SCHOOLS - Motseke, Masilonyana (INTED2011 Proceedings, 2011)
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Lexical Inference as an Obstacle to Reading Comprehension at Senior Secondary Schools in Botswana - Moumakwa, Tshiamiso Violet (Lwati: a journal of contemporary research, 2011)
The study carried out an investigation aimed at establishing the extent of the discrepancy between the vocabulary knowledge of secondary school students in Botswana and the vocabulary demands of their English language school texts. It also aimed at establishing the extent to which context is useful in assisting students to guess meanings of unknown words. Two tests were administered to the students. The first utilised twenty-five Multiple Choice questions to test vocabulary out of context. Before the students attempted the second test they read three different passages of text after which they were tested on the same vocabulary items as in Test 1. They also answered twenty-five Short Answer comprehension questions based on the texts. The conclusions reached from this investigation was that that context does not always assist students to guess meanings of unknown words and that it sometimes has a detrimental effect on guessing. This study makes proposals for pedagogy aimed at improving the students’ vocabulary knowledge so that they can inference better. Keywords : Lexical inference, linguistic cues, inferencing, L1 learners, L2 learners, contextual guessing LWATI: A Journal of Contemporary Research , 8(1), 117-129, 2011
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Delayed School Entry in Uganda - Moyi, Peter (Research in Comparative and International Education, 2011)
Since 1997 Uganda has seen a large increase in school enrolment. Despite this increased enrolment, universal education has remained elusive. Many children enrol in school, but not at the recommended age, and they drop out before completing school. This article focuses on one of these problems – delayed school entry. What household factors are associated with delayed school entry? Delaying school entry is likely to hinder the achievement of universal education and the development of the cognitive competencies of Ugandan children. Using 2006 Uganda Demographic and Health Survey data, this study examines the household factors associated with school entry. The results show that the survivorship of the mother, female headship, and the head's level of education are all associated with a lower probability of delayed enrolment.
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Assessing the Delivery and Effectiveness of a New Immunisation Training Initiative at District Level in Zambia - Mpabalwani, EM; Menon, J. Anitha; Phiri, Gabriel; Malambo, Alex; Mbozi, EK; Kalesha, Penny; Ngosa, C.C.; Louw, Gerald; Seddon, Paul; Ngoma, Mps (Medical journal of Zambia, 2011)
Objectives: The objective of the study was to evaluate the effectiveness of the training initiative to identify the challenges of immunisation at the district level in Zambia. The secondary objective was to assess the immediate impact of the training on the perceived competence of trainees who attended the Mid Level Management (MLM) course on immunisation. Methods: A needs assessment of the EPI programme in Zambia was conducted. Participants were assessed on their ability, competence, knowledge and skills in areas such as understanding the Reach Every District (RED) strategy, vaccine management, cold chain management, and immunisation monitoring. Based on these assessments, 12 areas were identified as of particular relevance, and the World Health Organisation MLM course manual was adapted to reflect them. Two groups of 25 participants were assessed at two different time points with an interval of six months. Results: There was a significant increase (p<0.05) after training in the participants' perceived ability, competence, knowledge and skills in all the targeted areas except for understanding the RED strategy, capacity to supervise immunisation activities and immunisation coverage. Conclusion: The two training groups showed significant improvement after training in perceived ability, competence, knowledge and skills in most targeted areas. To sustain high immunisation coverage, there is an urgent need to improve supportive supervisory visits and to have more frequent and regular MLM immunisation training workshops.
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Factors influencing tutors' perceptions towards performance contracting in public teacher training colleges in Western and Rift Valley provinces of Kenya - Mpapale, Roselenty L (2011)
openalex: W1490063727 mag: 1490063727
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Landsat Remote Sensing Data as an Alternative Approach for Geological Mapping in Tanzania: A Case Study in the Rungwe Volcanic Province, South-Western Tanzania - Mshiu, E.N. (Tanzania Journal of Science, 2011)
Rungwe Volcanic Province (RVP) is mostly covered by extrusive rocks that overlain the Precambrian basement. The use of Landsat data in this area has revealed the need of effective use of these data in geological mapping programs in Tanzania. Landsat band ratios 5/1, 3/7, 5/7 and 5/4 as well as R: G: B composite images 7:4:1, 7:5:4, 1/3:5/7:3/5 and 4/5:6/7:4/6 played an important role in identifying different rock types in the study area. Ratio images managed clearly to distinguish between mafic and felsic rocks whereby two lithological blocks were identified, Block 1 covers a combination of intrusive and metamorphic rocks while Block 2 is dominated by extrusive rocks. Composite images went further to the discrimination of individual lithological units in which different rock types were identified, example phonolitic trachytes, basalts, tephrites and granitoids. Vegetation overlap problem was cleared up by results from classification in which the thick vegetated areas were discriminated. Hence, results from Landsat data analyses showed clear lithological correlation between Landsat images and the available geological map in the study area. Apart from these data to show that they are effective in geological mapping, the performance showed by Landsat data suggests they can substitute geophysical data which are relatively very expensive. Tanz. J. Sci . Vol. 37 2011, 26-36
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Parental demand, choice and access to early childhood education in Tanzania - Mtahabwa, Lyabwene (Early Child Development and Care, 2011)
This study examined parental demand for early childhood education (ECE) in relation to choice and access to early childhood programmes in Tanzania. Extensive analyses of both Government and privately written documents over the past decade were used to determine parental demand, choice and access to ECE. The literature revealed that although parents in Tanzania have a high demand for ECE, they have limited choices for their children’s education despite existence of the early childhood programmes. Despite problems associated with quality, access was found to be in favour of older children and those in urban areas. The article argues that unless parents have a wider range of choices informed by thorough knowledge about programme operations, the programmes attended by children will merely serve as “hostage camps”. In the light of this, the article concludes that parents in Tanzania hardly find early childhood programmes suited to their expectations. Policy implications are drawn.
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The analysis of knowledge construction in community based service-learning programmes for basic nursing education at two selected nursing schools in South Africa. - Mthembu, Sindisiwe Zamandosi. (2011)
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Perceptions and attitude towards the potential use of computer-assisted language learning (CALL) in Swaziland: A case study - Mthethwa, Mandlakayise Patrick (2011)
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Protecting the right to freedom of sexual orientation : what can Uganda learn from South Africa? - Mubangizi, John C. (Stellenbosch Law Review = Stellenbosch Regstydskrif, 2011)
This article deals, in a comparative manner, with the protection of the right to sexual orientation in South Africa and Uganda. It shows that the South African Constitution provides adequate protection of the right to freedom of sexual orientation. In Uganda, on the other hand, not only does the Ugandan Constitution expressly prohibit same sex marriages, but the Uganda Penal Code also criminalises homosexuality under the so-called offences against the order of nature. Moreover, in the recent past, the spotlight has been firmly directed on Uganda due to its proposed Anti-Homosexuality Bill which, if enacted, would not only broaden the criminalisation of homosexuality, but would also violate several fundamental human rights norms. The purpose of this paper is to highlight the disparate and contrasting approaches between Uganda and South Africa towards freedom of sexual orientation and to explore the lessons that Uganda could learn from South Africa in this regard. In so doing, the paper focuses on the constitutional and legal contexts within which the protection of the rights of LGBT people should be premised. Furthermore, the paper highlights the enormous and opprobrious social challenges and discriminatory hardships that LGBT people have to contend with both in Uganda and South Africa, and goes on to show the potential achievements of struggles through court action and the inadequacy of juridical strategies in isolation.
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Analysis of the Role of Information and Communication Technologies (ICTs) in Climate Change Awareness in Seke and Murewa Districts of Zimbabwe - Muchie, Mammo; Mudombi, Shakespear (2011)
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Headteachers’ role in the management of educational resources and pupils’ performance at Kenya certificate of Primary Education Nairobi, Kenya - Muchoki, Nancy W (2011)
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South African teachers' conceptualisations of gradient : a study of historically disadvantaged teachers in an Advanced Certificate in Education programme : original research - Mudaly, Vimolan; Moore‐Russo, Deborah (Pythagoras, 2011)
This study looked at how a group of South African secondary school mathematics teachers regarded the concept of gradient (slope). Results are reported from nine free-response items on a paper-and-pencil test administered to practising teachers who were pursuing qualifications to teach Grades 10-12 mathematics through an Advanced Certificate in Education (ACE) programme. The findings suggest that teachers' understanding of gradient varies greatly. A number of teachers in the study demonstrated very little to no understanding of this important concept, whilst others demonstrated a strong understanding of gradient and were able to conceptualise it in many different ways. Implications for teacher professional development are considered.
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Teachers’ ideas and practice in practical work after the dawn of the new curriculum in South Africa - Mudau, Awelani V.; Mundalamo, Fhatuwani J. (2011)
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Adjustment Experiences of International Students at a South African University - Mudhovozi, Pilot (Journal of Psychology in Africa, 2011)
The study explored the experiences of international students at a South African university. A purposeful sample of seven international students were the participants (males = 3, females = 4, age range = 22 to 28 years). Content analysis of the responses showed that international students experienced both academic and social challenges. The students reported using personal and environmentally focused control strategies to cope with adjustment problems.
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Using mother tongue as a medium of instruction in the teaching of mathematics in the Zimbabwean junior primary schools: Desirable or feasible? - Mufanechiya, Albert; Mufanechiya, Tafara (Journal of Asian Scientific Research, 2011)
The use of mother tongue as a medium of instruction debate has been on the cards fora long time now in Zimbabwe but has never had any genuine implementation commitment from the policy makers. The study focuses on language use and challenges teachers and pupils face in the classroom in their attempt to use mother tongue in the teaching and learning of mathematics at junior primary level. The study sample comprised 32 teachers from Masvingo urban primary schools, 32 of their lessons were observed and learners from these classes participated in the study. Observation protocol and a structured questionnaire were the data collection instruments. The research found out that the use of mother tongue in teaching mathematics may not be achieved soon. Consultations with relevant stakeholders, attitude change and resource production and mobilisation are among some of the many issues militating against the use of mother tongue as a medium of instruction in mathematics. One of the major recommendation was to have an all stakeholder conference, comprising politicians, academics , language experts, representatives from countries where mother tongue tuition has been successfully implemented in educational settings; teachers and parents to openly debate the feasibility of using mother tongue as a medium of instruction in education in general. Mathematics would obviously benefit from such a conference.
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Effects of KESI in-service training on headteachers' performance of administrative tasks in public secondary schools in Butere district, Kenya - Muganda, Everlyne N (2011)
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ICT-Driven Curriculum Reform in Higher Education: Experiences, Prospects, Trends, and Challenges in Africa - Mugimu, Christopher B.; Ssebbunga-Masembe, Connie (2011)
The growth of information and communication technologies (ICT) in recent years has transformed all aspects of life in the world. Although ICT is still in its infancy in Africa, it has the potential to contribute to the continents’ political, social, and economic development. ICT should offer new possibilities to transform education in terms of making it more accessible, equitable, and efficient. Education is a human right (UNESCO 1990), and therefore governments have the obligation to make it available to all, but many have fallen short in this responsibility, particularly in Africa. As such, Africa’s greatest challenge is to ensure that all its citizens have access to quality education and are able to participate fully. This goal is often undermined by the weak economies of most African countries; hence financing quality education in Africa remains a mirage, particularly at secondary and tertiary levels, given the ever rising institutional operation costs. This is further compounded by the declining government funding to public services, especially in health and education. Higher education is the most adversely affected, given that extremely few individuals in Africa are able to access it at their own expense.KeywordsCurriculum ReformInternational Donor AgencyHigh Education CurriculumThese keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
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Disaffected and delinquent male youth in Rwanda: understanding pathways to delinquency and the role of rehabilitation and vocational skills training - Mugisha, Roger (2011)
A poster on disaffected and delinquent male youth in Rwanda, and the role of rehabilitation and vocational skills training
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Factors influencing school drop outs among female students in public day and mixed secondary schools in Kiambu County, Central Kenya - Mugo, Marie W (2011)
openalex: W2282700862 mag: 2282700862
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Influence of school culture on perfomance of Kenya Certificate of Secondary Education Examinations in Kirinyaga East District, Kenya - Mugoh, Lilian W (2011)
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Institutional and pupils' background factors influencing transition from primary to secondary schools in Limuru District, Kenya - Mugu, Serah N (2011)
The purpose of this study was to investigate the institutional and pupils' background factors affecting transition from primary school to secondary schools in Limuru district, Kenya. The objectives of the study were to establish the effect of the availability of secondary schools on transition from primary to secondary, determining the extent to which amount of school fees charged affect access to secondary school education and investigate the effects of child labour on transition to secondary schools in Limuru District. In addition, the study determined the extent to which primary school headteachers support learners with learning difficulties, as well as to determine the extent to which supportive school leadership and teachers influence primary school pupils' access to secondary schools in Limuru District. The study used descriptive survey design and the target population comprised of the headtechers in all 39 public primary schools in Limuru District and 1280 Form One students from 18 public secondary schools. The researcher took 50% of the headteachers into account as a good representation of the population which constituted 20 respondents. Sixteen (16%) of the form one students were randomly selected giving a total of 200 students. This study used questionnaires to collect data where each set of questionnaires had two sections. The researcher then conducted a pilot study before the administration of research instrument which enabled the researcher to refine the instrument by making corrections based on the observation made, add new items, delete some items and assess the time taken by the respondent to fill the questionnaire. To establish the reliability of the instrument, the researcher used the test-retest techniques. This involved administering the test to an appropriate group. After some time, the same test was administered to the same group. An authorization to conduct the research was sought from the National council of Science and Technology as well as the consent of the District Commissioner Limuru District to conduct research in Limuru District. The study generated both qualitative and quantitative data. For the quantitative data, analysis of the data was done through descriptive statistics by use of frequencies, percentages and averages while qualitative data was organized into themes corresponding to the study objectives. From the study the researcher revealed that Limuru District does not have enough secondary learning institutions to accommodate all pupils tranSiting to secondary schools and thus reducing the chances of pupils participating in secondary education. The study also revealed that, Children with learning difficuhies are susceptible to more \earning challenges and subsequently may have less chance to access secondary education. The study conclnded that, accessibility of secondary education by pupils is largely influenced by availability of \earning institutions, amount of school fees charged, involvement in child labour and intervention by school administration to support children with learning difficuties.
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The effectiveness of mechanisms and guidelines for the implementation of the AIDS Action Programme in Zimbabwean secondary schools. - Muguwe, Emely; Gwirayi, Pesanayi (Journal of Sustainable Development in Africa, 2011)
This study investigated the effectiveness of mechanisms and guidelines which were put in place by the Ministry of Education Sports and Culture, to facilitate the implementation of the Aids Action Programme in Zimbabwe schools. The sample consisted of twelve school heads and twenty-four teachers, drawn from the twelve secondary schools in Gweru district of Zimbabwe. Questionnaires were administered to teachers while the school heads were interviewed. The study found out that the mechanisms which have been put in place for the implementation of the Aids Action Programme were effective to a limited extent. A number of constraints which rendered the mechanisms and guidelines ineffective were unraveled. All school heads and most teachers indicated that time allocated to the program was inadequate, which impacted negatively on the success of the program. On capacity building, the study found out that teachers made a lot of initiatives in improving their education in line with contemporary and challenging issues such as HIV and AIDS. However, the percentage of teachers without in-service training remains high. Heads and teachers indicated the need for more workshops and seminars at any given time as this has an impact on the implementation process. Results also revealed that parents, families and communities were minimally involved. Shortage of teaching and learning materials specifically for HIV and AIDS and unavailability of syllabi were major drawbacks, which were bound to render the mechanisms ineffective. The study recommended that time allocated to teaching of HIV and AIDS should be increased to at least two periods per week and the subject should be examinable. Furthermore, capacity building should be enhanced so that training covers all teachers concerned with provision for periodic in-service training. There is need for continuous monitoring of the program to ensure effectiveness of mechanisms. The government should allocate a percentage of the AIDS levy to the Ministry of Education, Sport, and Culture in order to sustain the availability of resources needed in the teaching of this important subject.
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A Preliminary Study of Podcasting in Developing Higher Education Institutions The Case of South Africa - Mugwanya, Raymond; Marsden, Gary; Boateng, Richard (2011)
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Un-Doing School, African American Homeschoolers: A Narrative Inquiry - Muhammad, Lameesa W. (2011)
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Reaching the Hard-to-Reach Nomads through Open and Distance Learning: A Case Study of Nomadic Education Programme in Nigeria - Muhammad, Nafisatu; Abbo, Bashir Muhammad (2011)
openalex: W2311913583 mag: 2311913583
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Prevalence and causes of blindness and visual impairment in Sokoto State, Nigeria: Baseline data for Vision 2020: The right to sight eye care programme - Muhammad, Nasiru; Mansur, Rabiu M; Dantani, Adamu Mohammed; Elhassan, Elizabeth; Isiyaku, Sunday (Middle East African Journal of Ophthalmology, 2011)
To estimate the prevalence of low vision and blindness, identify the causes, and suggest policies for an effective eye care program based on 2005 data from Sokoto State, Nigeria.A stratified two-stage cluster sampling method was used to quantify the prevalence of blindness and the causes from 4 health zones in Sokoto State. Subjects were evaluated using a magnifying loupe, direct ophthalmoscope and torchlight. Data were collected based on the World Health Organization prevention of blindness coding for an eye examination. Prevalences with 95% confidence intervals (CI) were calculated and surgical coverage for causes of blindness was also analyzed.The response rate was 91%. The prevalence of bilateral blindness was 1.9% (95% CI: 1.5-2.3%) ranging from 1.6% to 2.0% across the four health zones. The prevalence was 2.1% (95% CI: 1.6-2.6%) in males and 1.6% (95% CI: 1.1-2.1%) in females. The leading cause of bilateral blindness was cataract (51.6%), followed by uncorrected aphakia (20.9%) and glaucoma (11%). The prevalence of bilateral operable cataract was 1.9% (95% CI: 1.5-2.3%). The cataract surgical coverage (individuals with visual acuity <6/60) for the study was lower than the couching coverage (4.4% vs. 14.9%, respectively). Surgical coverage for trichiasis was 4.4%. The major barrier to cataract and glaucoma management was cost.The prevalence of blindness in Sokoto State is high yet the main causes are largely avoidable. Barriers can be reduced by appropriate health education regarding the eye care program and the provision of integrated, sustainable, affordable and equitable services.
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The Construction and Mediation of Sexuality and Gender Relations: Experiences of Girls and Boys in Secondary Schools in Uganda - Muhanguzi, Florence Kyoheirwe; Bennett, Jane; Muhanguzi, Hosea R. D. (Feminist Formations, 2011)
This article draws on qualitative data from observations, interviews, and focus-group discussions at seven secondary schools in the Wakiso district of the central region of Uganda. It shows that constructions of gender within the school environment include both overt and covert discourses on the interaction of sexual and gendered identities and behaviors that create a climate in which students are constructed simultaneously as “learners free of gendered and sexual identities” and as “girls/boys” deeply embedded within heterosexual trajectories. The study reveals a hierarchically ordered range of masculinities and femininities that constitute the students’ informal world (that is, an unregulated space for students’ natural, relaxed, casual, and informal gatherings) with activities organized around gendered notions of sexuality. Within this world, sexuality becomes a domain of control causing complex tensions and contradictions that are often reflected in the ubiquitous “sexualization” and “desexualization” of school events. Students interact through gendered sexual expectations and power imbalances, negotiating the lack of female sexual autonomy, compulsory heterosexuality, and the norms that locate girls as objects of male sexual desires. The article concludes that complex gendered sexual experiences position boys and girls differently, often causing gender inequalities reflected in girls’ limited participation in schooling.
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Transfer of learning : factors influencing the transfer of learning in training smallholder farmers by Agritex extension workers in Zimbabwe on moisture conservation innovations - Muhau, E. (2011)
openalex: W2734071360 mag: 2734071360
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Headtechars' strategies on internal efficiency in provision of education in public primary schools in Embakasi district, Kenya - Muinde, Everlyn M (2011)
openalex: W2255245212 mag: 2255245212
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Impact of Climate Change on Groundwater Dynamics in Nzega District, Tanzania: Triangulation of Indigenous Knowledge and Empirical Methods Scenarial Analytical Approach - Mujwahuzi, Mark R.; Kaijage, Heribert Robert; Majule, Amos (2011)
openalex: W2800019962 mag: 2800019962
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Planning and costing adaptation of perennial crop systems to climate change: Coffee and banana in Rwanda Case study report - Mukashema, Adrie (2011)
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Prevalence and types of cognitive impairment among patients with stroke attending a referral hospital in Uganda - Mukisa, R; Ddumba, Edward; Musisi, Seggane; Kiwuwa, SM (African Journal of Neurological Sciences, 2011)
Background Cognitive impairment is associated with short and long term adverse outcomes in stroke patients that may impair functional recovery during their rehabilitative process. Aims This study determined the prevalence, grades and demographic factors associated with cognitive impairment among patients with stroke attending Mulago National Referral Hospital in Uganda, a teaching hospital for Makerere University College of Health Sciences. Methods This was a cross-sectional descriptive study conducted from Mulago National Referral Hospital between June 2006 and March 2007. Eighty five patients with stroke confirmed by brain computed tomography scan, consenting either by themselves or by their guardians, were consecutively recruited from the Medical wards, Neurology clinic and the Physiotherapy department. A standardized questionnaire was interviewer administered, to obtain demographic and clinical data, and the Mini-Mental State Examination instrument was used to screen and grade cognitive impairment. Results Of the 85 patients evaluated, 70 (82.4%) had infarct and 15 (17.6%) hemorrhagic stroke. Fifty-four (63%, 95% confidence interval (CI): 53 - 73) had cognitive impairment; of which 23 (27%) and 14 (16%) had mild and moderate cognitive impairment respectively accounting for 43% of the cognitively impaired but with no dementia, and 17 (20%) had severe cognitive impairment (dementia). The only socio-demographic factor associated with cognitive impairment was age . 40 years (odds ratio (OR) 4, 95% CI 1.2 - 13.4, P = 0.024). Conclusions The prevalence of cognitive impairment among patients with stroke is high. Increasing age is significantly associated with cognitive impairment. There is need for neurocognitive assessment programs among stroke patients and the introduction of rehabilitation services should target to maximize their functional recovery.
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Gender Inequalities in Early Childhood Development Education Teaching Profession in Kenya - Mukuna, Truphena Eshibukule; Mutsotso, Stanley (Educational Research, 2011)
Gender imbalance in the pre-school teaching profession and feminization of the profession has been a common practice world over. In Kenya, there is an emergent trend of men training as professionals in Early Childhood Development Education but they are underrepresented. The purpose of this study was to investigate the factors influencing the gender imbalance in preschool teaching workforce using a case study. The research sample comprised of 108 pre-school in-service teachers in teacher training institutions in Narok Municipality. Stratified followed by random sampling techniques were employed. The research methodology was qualitative .Focus Group Discussions followed by Key Informant Interviews were used to generate data. This study revealed that culture is the main determinant of feminization of pre-school teaching profession. Men were getting interested in pre-school education but to perform administrative duties not necessarily to teach. Additionally, male parents reported that they were uncomfortable in involving themselves in pre-schools.
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Exploring socio-cultural variables to social justice in education : South African educators' conceptualisation of a multicultural educational setting - Mulaudzi, Peter; Runhare, Tawanda (Journal of Educational Studies, 2011)
Knowledge is an important ingredient for eradicating prejudice and implementing inclusivity in desegregated classrooms. Using the quantitative research methodology, this study evaluated 125 South African educators' understanding of concepts that inform multicultural education using a modified Multicultural Counselling Awareness, Knowledge and Skills Survey (MAKSS) questionnaire. Gathered data from the sample which was drawn from one South African province, were analysed using the Statistical Package of Social Sciences (SPSS) to calculate and infer on the educators' knowledge of multicultural education that was influenced by their racial background and educational qualifications. Results of the study indicated that there was a relationship between educational qualifications and educators' conceptualisation of multicultural education. However, there was no evidence of any significant difference between white and black educators' knowledge of multicultural education. From the results of the study, pre- and in-service training on multicultural issues is recommended for educators.
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Competence-Based Education as an innovation in East-Africa - Mulder, Martin; Eppink, H.J.; Akkermans, L. (2011)
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Workplace Learning in East Africa: A Case Study - Mulder, Martin; Gulikers, Judith (2011)
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Factors influencing student leaders' involvement in governance of public secondary schools in Mwala district, Kenya - Mule, Joyce M. (2011)
openalex: W1956689933 mag: 1956689933
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E-readiness for networked learning in East African universities - Muli, Judith M (2011)
openalex: W2271883046 mag: 2271883046
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The role of prefects in the governance of public secondary schools in Machakos Central Division, Machakos District, Kenya - Muli, Michael Wambua (2011)
Department of Educational Management, Policy and Curriculum Studies.94p.The LB 3011 .M84 2011
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Factors influencing the performance of students in KCSE mathematics in public secondary schools: a case of Sabatia District, Western Province-Kenya - Mulupi, Alice K (2011)
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Effects of learning environment on academic performance of pupils in public primary upper primary schools in Langata District, Nairobi-Kenya - Mulwa, Regina M (2011)
Academic performance in Langata Public Primary schools has not been impressive for the last five years in KCPE level majority of pupils have not been able to achieve the required cut off marks to join national and provincial secondary schools. The blame has been wholly put on teachers and administration and this has created unending misunderstanding between the parents, teachers and school administration. This study therefore explored the effects of learner environment on academic performance in public upper primary school when other factors are held constant. This study was tailored to elucidate the relationship between the learner environment and academic performance. This study adopted survey research design which facilitated use of questionnaires and interviews in a target population of 2,200 people comprising of 2,100 pupils and 100 teachers in 15 public primary schools. The study used stratified random, simple random sampling and purposive methods to select a suitable sample population comprising of 300 respondents comprising 250 pupils and 50 teachers. Data collected was analyzed and interpreted in order to provide explanations to the questions under investigation. Percentages, pie charts and frequency tables were used to interpret and present findings. The findings revealed that home environment, school environment, pupil's characteristics and teacher characteristics had significant influence performance of upper primary pupils in Langata District. However, each factor does not affect performance in isolation but complement each other. These findings seem to suggest that unfavorable home environment; school environment and teacher characteristics coupled with personal attributes of pupils collectively have been the cause of poor performance in Langata. The study findings seem to suggest that research in other areas related to the effects of environment on academic performance should be carried out. These areas include: impact of school location on academic outcomes of upper primary school pupils; relationship between pupil's family background and academic outcomes.
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Alcohol consumption patterns of student -athletes in a Kenyan Public University. - Mundia, Francis M; Mwisukha, A.; Rintaugu, Elijah G. (2011)
Alcohol use and abuse among university students is a rapidly growing concern in universities in Kenya. The purpose of this study was to evaluate alcohol consumption among university student-athletes and data was collected through self-administered questionnaire from (n=207) student athletes. Findings indicated that student athletes consume alcohol due to social and psychological reasons. There were no gender differences in alcohol consumption and student- athletes face numerous and diverse problems associated with alcohol consumption. Educational and intervention programmes need to be put in place by sport psychologists and other help providers to student-athletes who are consuming alcohol. Future studies should focus on alcohol consumption among student-athletes in specific sports, high school athletes and elite athletes.
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Students' involvement in decision making and its influence on discipline in public secondary schools Murang'a South District, Kenya - Mungai, Elizabeth W (2011)
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The Challenges of Revitalizing an Indigenous and Afrocentric Moral Theory in Postcolonial Education in Zimbabwe - Mungwini, Pascah (Educational Philosophy and Theory, 2011)
This work contributes to the philosophical debate on the normative dimension of postcolonial education in Zimbabwe. The work is a reaction to revelations made by the Commission of Inquiry into Education and Training of 1999 and its concomitant recommendations. Among its many observations, the Commission noted that there was a worrisome development concerning the normative dimension of the country's education, which needed to be addressed by the introduction and strengthening of an indigenous moral theory of unhu/ubuntu in the education system. The work examines this recommendation in the light of developments brought about by modernity and their effects on value theory in modern education. It cautions, though without being pessimistic, that while the desire for what is one's own is indeed understandable, the changes in social ontology brought about by modernity render a successful revitalization of the traditional African values difficult. This work argues that the moral problem facing Zimbabwe could have very little, if anything, to do with the purported lack of an indigenous value theory in the education system, but is simply a manifestation of the effects of the ideological weight of Western modernity on the African communalistic value system.
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Influence of participation in extracurricular activities on academic performance of primary school students in Kitui Central District, Kenya - Munuve, Dennis (2011)
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Financing of higher education in Africa: a case of Ethiopia public universities revenue diversification strategies - Munyua, W.K.; Sewale, A; Huka, Guyo S.; Dawe, Shano M. (International journal of business, 2011)
The aim of the paper is to find the relationship between socialization factors and safety behavior. Also, to identify the weakness of the safety behavior system in Sugar mill industries. Survey approach was used to collect the data. Adopted questionnaires were used. SPSS 21 was used to develop the data and bivariate correlation and regression were used to test the hypotheses. The results show that all the factors of the socialization were positively, significantly correlated with safety behavior of employees. But all the variables were weakly correlated except future prospect it was correlated moderately. This data was collected from the sugar mills of DI Khan district, so the findings can be generalizable to these mills only. Secondly small sample size was used future studies can use large amount of data.: This work is the contribution in the socialization resource theory, so this is extension of work in eastern perspective.
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Teachers and school factors related to graduate teachers' job satisfaction in public secondary schools in Mombasa District, Kenya - Murage, Susan W (2011)
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Parents’ Education, Occupation and Real Mother’s Age as Predictors of Students’ Achievement in Mathematics in Some Selected Secondary Schools in Ogun State, Nigeria. - Muraina, Kamilu Olanrewaju; Ajayi, Kassim Olusanmi; null, null; null, null (Academic leadership (Murfreesboro, Tenn.), 2011)
Educational leaders are responsible for the academic success of all students. As greater numbers ofstudents exhibit disruptive behaviors, educational leaders are challenged with the task of maintaininghigh academic standards while simultaneously managing problem behaviors that interrupt the learningenvironment. Many schools have implemented character development programs aimed to decreasestudent disruptive behavior by increasing student prosocial skills. Character can be defined as "theemotional, intellectual and moral qualities of a person or group as well as the demonstration of thesequalities in prosocial behavior" (United States Department of Education, 2008, p.1). Charactereducation is "an inclusive term encompassing all aspects of how schools, related social institutions andparents can support the positive character development of children and adults" (United StatesDepartment of Education, 2008, p.1). The central goal of character education is to promote thedevelopment of prosocial behaviors among students and effective character education has beendemonstrated to reduce student as absenteeism, disciplinary referrals, suspensions, and substanceuse (Berkowitz & Bier, 2004).
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Attitude of student-teachers toward teaching practice in Nigerian colleges of education - Muraina, MB; Saidu, Abdulrahman; Sheu, A. A.; Sheu, AA (Nigerian Journal of Guidance and Counselling, 2011)
This paper investigated the attitudes of student-teachers toward teaching practice exercise in Nigerian Colleges of Education. The study employed expofacto method. A total number of 600 students from three colleges of education drawn from Western, Eastern and Northern parts of Nigeria served as the sample for this study. An instrument titled “Attitudes Toward Teaching Practice Questionnaire (ATTPQ)” was designed to elicit information from the respondents. The three formulated research questions were answered using descriptive statistics. The results of the analysis showed that student-teachers displayed positive attitude towards teaching practice but found that there were some challenges. In view of this,it was recommended that teaching practice students should also be given financial support as it is done to students on industrial attachment at other institution of learning.
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Determinants of girls' poor performance in Kenya Certificate of Secondary Education in public secondary schools in Kirinyaga West District, Kenya - Murigu, Jean N (2011)
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Causes of students' low transition from primary to secondary schools in Kitui Central District, Kitui County, Kenya - Muriuki, Judy N (2011)
The purpose of this study was to investigate causes of low students' transition rates from primary to secondary schools in Kitui central district, Kitui County, Kenya. The following objectives guided the study: to establish how socioeconomic factors, cultural factors, FPE enrolment increments, tripartite hierarchy of form one selection criteria and pupils' performance in KCPE examination were affecting low students' transition rates from primary to secondary schools. A descriptive survey research design was used. The target population was 739 which included 714 primary school teachers and 25 secondary school head teachers. A sample of 112, which included 10 head teachers, was selected using simple random sampling. And 102 primary school class teachers were selected using purposive sampling from 40% (34) primary schools which were selected simple random sampling. A sample of 15.2% was greater than the minimum 10% recommended by (Mugenda and Mugenda, 2003) as the representative sample of the targeted population. Data were collected using a Head teacher's and primary school class teacher's questionnaire. Data were analysed using descriptive statistics, involving frequency distributions, means and percentages. The study fmdings showed that: the high cost of secondary education and poverty; FPE increased enrolments and the KCPE performance and secondary form one intake by space not by all who qualify to join secondary schools were causing low students' transition rates from primary to secondary schools. Cultural factors and tripartite secondary schools' form one selection criteria did not cause the students' low transition rates from primary to secondary schools. The conclusion was that cost of secondary education, poverty and the number of qualified primary school students compared to the available secondary school vacancies caused the low students' transition rates from primary to secondary schools in Kitui central district. Thus, the study recommended a policy framework that enhances economic empowerment and creation of more secondary school places.
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Effectiveness of psycho-education on common mental disorders in students at the Kenya Medical Training College, Kenya - Muriungi, Susan Kagwiria (2011)
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High Stakes Testing of African-American Male Student Performance on Middle School Assessments. - Murrell-Heydorf, Tanya (2011)
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Factors influencing students' participation in education in public Day secondary schools in Vihiga District, Kenya - Murunga, Beldineh E (2011)
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Module: Human learning (ECE Undergraduate ) Institute of Open and Distance e-Learning (ODeL). Kenyatta University. Kenya. - Murungi, Catherine Gakii; Mweru, Maureen; Murungi, Catherine Gakii (2011)
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Parents' Level of Education and Senior Secondary Studebts' Academic Performance in English Language in Bayelsa State, Nigeria - Muruwei, M (Journal of Research in National Development, 2011)
This paper examined the influence of parental level of education on their children in English Language at the senior secondary level of education. The research design is Descriptive Survey. The sample of the study was 250 students randomly selected from forty secondary schools in Bayelsa State. The instrument used for this study was A 20 item-questionnaire. Oral interview and practical observations were made as complementary tools. One null hypothesis was formulated and tested using independent t-test analysis. The result of the findings showed that, though parents’ level of education affects children’s academic performance, other variables such as facilities and the learning environment are also very important. Based on the finding, it was recommended that Government and all stake holders should assist in the education of children by providing necessary facilities and, employ teachers that are qualified. On the part of parents, they should provide the basic needs for their children at home and school. Keywords :Level of education, Parents, secondary school, students, children
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Anthropometric evaluations and assessment of school furniture design in Nigeria: A case study of secondary schools in rural area of Odeda, Nigeria - Musa, Adekunle Ibrahim (International Journal of Industrial Engineering Computations, 2011)
This study was carried out on 621 schoolboys with age range of 12-17 years in Junior and Senior Secondary Schools in Odeda area of Odeda local government in Ogun State, Nigeria.Different anthropometric data were collected from these boys.It was observed from the results that all anthropometric dimensions of the school children increase with their age.Moreover, there exists a little difference between mean values of different anthropometric dimensions between the boys of 12-13 years (2.9% to 8.8%), 14-15 years (1.3% to 9.9%), and 16-17 years (1.4% to 5.5%).But the said differences become much higher (16.2% to 42.4%) when the same were compared between the children of 12 years and 17 years.Therefore, it can be said that the design of furniture for the children of 12 years will not match the children of 17 years.If single furniture is designed by considering dimensions of the children from 12 years to 17years, it will also not suit the children of all age groups.Therefore, in the present investigation, all the students have been divided into three combined age groups, e.g., 12-13 years, 14-15 years, and 16-17 years, and the percentile values (5 th , 50 th and 95 th ) of anthropometric measures, which will be helpful for designing of the classroom furniture.
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Teachers' perceptions towards implementation of integrated English in public secondary schools in Mwala Division, Mwala District, Kenya - Musau, Elsie M (2011)
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Challenges facing Board of Governors in the management of public secondary schools in Kitui Central Division of Kitui District, Kenya - Musee, Evelyn K (2011)
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Non-Linear Great Deluge Algorithm for Tanzanian High Schools Timetabling - Mushi, Allen (2011)
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A Simulated Annealing Heuristic for Tanzania High Schools Timetabling Problem - Mushi, Allen; Batho, Peter (2011)
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Attitudes of Primary School Teachers towards Early Childhood Development in Zimbabwean Primary Schools - Mushoriwa, T.D.; MUZEMBE, Hannah Perpetua (EDUCARE, 2011)
ABSTRACT: This study explored the attitudes of Zimbabwean primary school teachers towards the recently introduced Early Childhood Development (ECD) A and B classes, with the ultimate goal of assessing the acceptability, or otherwise, of the ECD. The survey research design was used to source data from 200 teachers comprising 100 infant and 100 junior teachers recruited from urban and rural primary schools. Overall, the study established that the majority of teachers (60%) in the study sample had a positive attitude towards the introduction of the ECD classes. There was no significant difference between rural and urban teachers but between infant and junior teachers. All in all, in the present writers’ view, the research outcomes from this study, indeed, hold promise for the ECD and tentatively provide mandate to the Zimbabwean government to go ahead with the idea of the ECD A and B classes. Based on these findings, the study strongly recommended that the Zimbabwean government should ensure that both human and material resources for the ECD classes are put in place urgently to capture, maintain, and increase the enthusiasm generated by its introduction. KEY WORDS: The attitudes, Zimbabwean primary school teachers, Early Childhood Development, and assessing the acceptability. About the Authors: Taruvinga D. Mushoriwa is a Lecturer at the Department of Educational Foundations and Management UNISWA (University of Swaziland), Private Bag 4 Kwaluseni, Swaziland M201, Southern Africa. Hannah P. Muzembe is a Lecturer at the Department of Educational Foundations UOZ (University of Zimbabwe), Harare, Zimbabwe, Africa. One of them can be reached at: tdmushoriwa@uniswacc.uniswa.sz How to cite this article? Mushoriwa, Taruvinga D. & Hannah P. Muzembe. (2011). “Attitudes of Primary School Teachers towards Early Childhood Development in Zimbabwean Primary Schools” in EDUCARE: International Journal for Educational Studies , Vol.3(2) February, pp.117-128. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI in Bandung, West Java; and FKIP UMP in Purwokerto, Central Java, ISSN 1979-7877. Chronicle of the article: Accepted (December 17, 2010); Revised (January 17, 2011); and Published (February 17, 2011).
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Learning on the Job? The 2007-2008 Crisis and Role of the African Union in Transitional Justice in Kenya - Musila, Godfrey Mukhaya (Social Science Research Network, 2011)
Since the transformation of Organization of African Unity (OAU) into the African Union (AU) in year 2000, the continental body has shown itself more willing and perhaps better equipped than its predecessor to play a greater role in the maintenance of regional peace and security by intervening in various ways in conflict situations on the continent. However, the dynamism of conflict situations has proved challenging for the evolving regional body. The area of transitional justice is one that the AU seems untested, hesitant and perhaps less prepared to engage for a range of reasons. The conflict situation that unfolded in Kenya following the disputed presidential elections of 2007 presents one an opportunity to gauge the role of the AU in transitional justice in Africa: its preparedness, legal basis, challenges and opportunities that may exist for the continental body as it seeks to define its broader role in regional peace and security. This paper thus discusses the role of the AU and sub regional bodies in the unfolding transitional justice process in Kenya. In particular, the paper identifies specific interventions by the AU and sub regional bodies (the East African Community) commencing with the negotiated agreement that created the government of National Unity (GNU). More broadly, the role of various actors such as the broader international community (United Nations and key Western governments) as well as civil society is discussed. In the end, the paper makes recommendations for the possible continued role of AU and sub-regional bodies in specific aspects of transitional justice developments in Kenya.
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Factors influencing academic performance of pupils in Kenya Certificate of Primary Education Examination in Migwani District, Kitui County - Musili, Benrodgers M (2011)
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Analysis Of Secondary Land Rights For Adaptation In Climate Driven Agropastoral Systems Of South Eastern Kenya - Musimba, Nashon K. R.; Nyangito, MM; Farah, KO; Hjort, Anders; D.M., Nyariki (2011)
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Empowered to Empower: A civil society–government partnership to increase girls' junior secondary school outcomes in Morocco - Muskin, Joshua A.; Kamime, Abdelhak; Adlaoui, Abdellah (Research in Comparative and International Education, 2011)
The empowerment literature has tended to focus on reinforcing the capacity of local populations to act effectively in promoting change on their own behalf. Borrowing from the social capital literature, achieving greater empowerment might be linked also to the actions and aims of the already powerful. A group might endeavor to exert its ability to change a situation or relation in its favour independently, but the ease, degree and durability of any changes will be heightened if they occur with the approval of those who control the major decisive factors or, especially, if they occur in complicity with them. The ‘Quality Girls' Dormitory’ model of the USAID/ALEF Project implemented by the Academy for Educational Development in Morocco (2005–2009) demonstrates the robustness of this dynamic at a few levels. For the girls, empowerment in both their academic and personal lives emerged from their personal growth and from the contexts for success created by their respective schools and the associations operating the dormitories. The associations grew in effectiveness and influence due to both a program of institutional capacity-strengthening and the collaborative approach of the Ministry of Social Affairs, their main funding source. Subsequently, only the ministry was able to undertake the model's nationwide adoption, both generalizing and sustaining the means to empowerment for the associations and the girls.
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Burden of Childhood Respiratory Illness and Indoor Air Pollution in the Niger Delta, Southern Nigeria - Mustapha, Adetoun; Briggs, David; Hansell, Anna (Epidemiology, 2011)
O-31B6-3 Background/Aims: This study investigated respiratory symptoms and indoor and ambient air pollution in school children in the Niger-Delta, a part of Nigeria that experiences considerable air pollution from oil production. This presentation relates to symptoms and indoor air quality – the outdoor air pollution findings were presented at ISEE 2009. Methods: A total of 1397 school children aged 7–14 years, in and around Warri, Delta State, Nigeria, completed written questionnaires on respiratory symptoms (using ISAAC-based questions) and environmental exposures. Results: Doctor diagnosed asthma was rare, reported by 0.9% (95% CI: 0.4%–1.3%), while wheeze in the last 12 months was reported by 5.4% (4.3%–6.6%). Prevalences of other respiratory symptoms were high, in particular night cough 23.3% (21.1%–25.5%); nose problems 19.2% (17.1%–21.3%) and phlegm production 16.6% (14.7%–18.6%). Older children (11–14 years) had higher prevalence rates of all health outcomes, than younger (7–10 years) children, except 12-month wheezing. Most conditions showed higher female prevalences at all ages and higher prevalences in rural than urban communities. Prevalence rates found in this study were generally lower than rates found in previous studies in Ibadan/urban westernized areas of Nigeria. Housing conditions were poor with 83.8% (81.9%–85.8%) of participants living in sub-standard homes. There was also evidence suggesting significant indoor air pollution—a quarter of children (23.6%; 95% CI: 21.3%–25.8%) reported cooking by the entrance to a room, 15% used a shared kitchen, while 41.4% (38.8%–44.0%) reported cooking in a poorly ventilated area. Kerosene was the main fuel used for cooking, used by 66.1% (63.6%–68.6%) of respondents, 30.1% (27.7%–32.6%) used wood or coal, while only 3.8% (2.8%–4.8%) reported using gas. Conclusion: These results suggest that respiratory illness among school age children may be a public health problem in Warri. Also, improvements in domestic cooking facilities and use of cleaner fuel types are required to improve indoor air quality.
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Coastal Forest Buffer Zones and Shoreline Change in Zanzibar, Tanzania: Practical Measures for Climate Adaptation? - Mustelin, Johanna Orvokki; Khamis, Miza; Klein, Robert G.; Mzee, Abbas J.; Haji, Tahir A.; Asseid, B.; Sitari, Taimi (2011)
Coastal environments worldwide are going to be affected by climate change impacts in the future. These environments are densely populated especially in Africa and thus such impacts as rising sea level, increase in extreme storms and natural hazards, will have a bearing on local, regional and national levels. This research looks at environmental change, both past and current, on the east coast of Zanzibar, Tanzania in terms of the implications of sea level rise, extreme storms and the current vulnerability of coastal settlements. Current vulnerabilities in the area relate to deforestation, coastal erosion, and differential access to and ownership of natural resources. The creation and strengthening of coastal forest buffer zones is one of the suggested approaches for proactive adaptation, which aims to increase the resilience of the natural environment, while producing multiple benefits for multiple stakeholders. The study suggests that anticipatory adaptation needs to be first and foremost incorporated into the local realities in order to be effective and valued. Considering and understanding the value judgements and existing priorities among multiple stakeholders is crucial since otherwise adaptation efforts will remain conflicting and separate processes.
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Effects of teachers motivation on students performance in KCSE in public Secondary schools in Tana River District, Kenya - Musyoka, Ben K (2011)
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Effects of in-service training of mathematics teachers on students performance in Kenya Certificate of Secondary Education examination in Machakos district, Kenya - Musyoka, Janet N (2011)
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Effects of Secondary school prefects' involvement in management of students discipline in Kitui Central District, Kenya - Musyoka, Patrick D (2011)
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Staff training and organizational effectiveness of Rwanda revenue authority - Mutabazi, Ronald (2011)
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Yemeni Students' Impressions on Digital Storytelling - Mutalib, Ariffin Abdul; Shaffiei, Zatul Amilah; Wahab, Mohd Helmy Abd; Aziz, Nurulnadwan; Roseli, Nur Hazwani Mohamad (2011)
This paper presents an ongoing project that determines how much children in Yemen appreciate digital storytelling. The study is initiated in response to the importance of knowledge in the digital age. Specifically, this study is part of encouragements towards the implementation of eLearning, in which self-paced and active learning is supported. This paper starts with the issues of current state of the art of knowledge dissemination in electronic form. The activities involved are explained as part of the methodologies. Also, data have been collected through qualitative approaches. Finally some discussions follow and conclude the paper. It was found that the children appreciate the digital storytelling very much.
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An examination of university-school partnerships in South Africa - Mutemeri, Judith; Chetty, Rajendra (DOAJ (DOAJ: Directory of Open Access Journals), 2011)
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The Need for Change in Teacher Education in Yemen: The Beliefs of Prospective Language Teachers - Muthanna, Abdulghani; Karaman, A. Cendel (Procedia - Social and Behavioral Sciences, 2011)
This study focuses on exploring the beliefs of prospective teachers related to the current (2009-2010) status of the English Language Teacher Education Program (ELTEP) in Yemen. Major beliefs about teaching take shape within the context of teacher education programs (Pajares, 1992) and the investigation of Yemeni prospective teacher's beliefs provides an opportunity to understand the developmental paths of teachers in a relatively little researched setting (Al-Goufi, 2006). In this study, primary data sources were available education policy documents and semi-structured interviews with four prospective teachers before program completion. We found several themes that highlight various aspects of the ELTE program in Yemen. The findings showed that several academic and administrative problems prospective teachers reported were related to the lack of clear-cut standards and program philosophy statements. The analysis revealed that the education policy-makers paid little attention to program improvement and the application of the strategies they had planned. These results point to the need for a curriculum reform focusing on both theory and practice. While the participants expressed concerns related to various challenges, they also underscored the critical need for a strong ELTE program in Yemeni universities.
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Predictors of academic performance and motivation among Kenyan adolescents a study among standard VIII pupils of Nairobi Province - Muthee, Jessina (2011)
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Delaying early marriage among disadvantaged rural girls in Amhara, Ethiopia, through social support, education, and community awareness - Muthengi, Eunice N.; Erulkar, Annabel (2011)
Ethiopia has extremely high rates of child marriage and an HIV epidemic that disproportionately affects females. In the rural Amhara region, 50 percent of girls are married by age 15 and 80 percent are married by age 18. Researchers conducted a survey of more than 1,800 adolescents in the Amhara Region. Based on the findings, in 2004 the Amhara Regional Bureau of Youth and Sports and the Population Council created the Berhane Hewan (“Light for Eve”) project. Berhane Hewan’s goal is to establish effective mechanisms to protect girls at risk of early marriage and to support adolescent girls who are already married. Between 2004 and 2006, a quasi-experimental intervention was conducted by the Council in the rural Amhara region to compare outcomes between girls living in the program and control areas. As described in Promoting Healthy, Safe, and Productive Transitions to Adulthood Brief No. 20, an evaluation of the intervention provided evidence that early marriage can be prevented through a program that simultaneously addresses the economic and social factors that promote early marriage and increases girls’ access to schooling.
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Determinants of curriculum implementation in pre-schools in Matiliku Division, Makueni County, Kenya - Muthenya, Jedidah Katumbi (2011)
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Knowledge, Attitudes and Perceptions of HIV and AIDS by Rural South African Secondary School Learners - Muthivhi, Elelwani; Sodi, Tholene; Maunganidze, Levison; Mudhovozi, Pilot (Journal of Psychology in Africa, 2011)
We investigated the knowledge, attitudes and perceptions of secondary school learners (Grade 10 to 12) towards HIV/AIDS. Two hundred learners attending two rural village schools were participants (males =106, females =94, mean age = 16.5 years, SD = 2.4). Data were on their knowledge, attitudes and perceptions (KAPS) were collected using the adapted version of the MRC (2008) and WHO (1990) KAP Survey questionnaires on HIV and AIDS. Descriptive statistics were used to analyse the data. Results showed that participants got most information about HIV/AIDS from radio and television, with the internet, magazines, and newspapers being less popular sources of information. They also considered sharing injection needles with an HIV positive person and unprotected sex to be the two main sources of HIV transmission. Participants' attitudes towards HIV/AIDS were generally positive.
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Factors influencing the financial performance of Nyeri Teachers' Sacco Society Limited, in Nyeri County, Kenya - Muthui, Charles M (2011)
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Effects of devolved funds on enrolment of students in secondary schools: a case of secondary schools in Matungu District, Kakamega County-Kenya - Mutimba, Grace (2011)
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Learning from learning: the experiences with implementing adaptive collaborative forest management in Zimbabwe - Mutimukuru-Maravanyika, Tendayi; Almekinders, Conny (2011)
Convinced that participatory resource management is the way forward in the conservation of natural resources, despite the increasing criticism of participatory approaches, the Centre for International Forestry Research (CIFOR) initiated a multi-country adaptive collaborative management (ACM) research programme. The programme aimed to test the approach and check whether it did indeed result in improvements in both resource conditions and human well-being. Multi-disciplinary teams were set up to spearhead the implementation of the ACM approach in collaboration with local stakeholders in eleven countries (including Zimbabwe) where the research was initiated. Adaptive collaborative management is an approach that is based on action research and learning, and aims to develop people’s capacity to adapt to the ever-changing State Forest in Zimbabwe. The chapter shows that doing collaborative research with local stakeholders is easier said than done and several challenges are faced at different levels: within the multi-disciplinary research team itself and between the research team and the local stakeholders. The chapter also shows that, though it is difficult to conduct, collaborative research can indeed result in positive improvements in both the resource status and human well-being. However, these changes will not be sustained if such initiatives fail to explicitly address issues of power and politics as well as put in place clear rules for the management of resources and the means of enforcing them.
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Competing discourses in Journalism education in Zimbabwe - Mutsvairo, Bruce; Makwambeni, Blessing (2011)
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Analysis of the general climatic conditions to support drought monitoring in Somalia - Mutua, Felix; Balint, Z. (2011)
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Influence of induction of new teachers exercise on performance of their duty in public secondary schools in Nzambani District, Kenya - Mutua, Jeremiah Mua (2011)
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Factors influencing teachers take up of life assurance policy in Kenya: a case of secondary school teachers in Machakos Municipality - Mutuku, Catherine M (2011)
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Gender Equity Policies in Kenya. Factors Influencing Implementation in Kenya’s Public Primary Teacher Training Colleges - Mutula, Phylisters Daisy (2011)
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Institutional factors influencing public secondary school headtechers' effectiveness in instructional supervision in Starehe and Kamukunji districts, Kenya - Mutunga, Marietta N (2011)
The role played by head teacher' in promoting effectiveness of teaching and learning cannot be underestimated . It is therefore crucial to establish what factors influences the effectiveness of head teachers' in instructional supervision. The purpose of the study was to establish the institutional factors influencing the effectiveness of secondary school head teachers' effectiveness in instructional supervision in Starehe and Kamukunji Districts. The study sought to deterinine the extent to which school category, school size, head teachers teaching load, personal characteristics and head teachers' exposure to management training influence their effectiveness in instructional supervision. The study was based on supervision theory developed by Robinson who emphasizes on need to observe teachers in class, give them feedback, provide learning and teaching resources, motivate them and ensure they attain professional growth resulting to effective teaching and learning. Descriptive survey design was used and data was collected from head teachers and teachers to assess their attitudes and opinions regarding instructional supervision. The study targeted 18 head teachers and 600 teachers. The sample size consisted of 14 head teachers and 100 teacher respondents and the researcher used a questionnaire for both head teachers' and teachers. The questionnaire sort to answer the following research questions; the extent to which school category, size, teaching load of the head teacher, head teachers personal characteristics and managet:nent training influences their effectiveness in instructional supervision. The data was analysed using ANOVA (Analysis of variance) and presented using tables and graphs. The study established that effectiveness of the head teacher in instructional supervision is influenced by the school category, school size and teaching load. The age and administrative experience of the head teacher influences his effectiveness. On management. training, the study established that training equips head teachers with skills required in supervision. The study concluded that head teachers' need to improve in their supervision especially in classroom observation and give feedback to teachers. as this improves their confidence and improve curriculum and instruction delivery. The study made recommendation to KESI to train Head of departments and Deputy Head teachers so as assist the head teacher in instructional supervision. Ministry of education also needs to employ more teachers and also ensure head teachers carry out instructional supervision in their schools.
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