A review of two evaluations of the application of the READ primary schools program in the Eastern Cape Province of South Africa - Schollar, Eric (International Journal of Educational Research, 2001)
This chapter reviews two projects of READ Education Trust, implemented in remote rural areas of Eastern Cape Province. One took place in 35 schools in the Transkei region, the other in 37 schools in Kei Komga, the former Ciskei homeland. The educational and socio-economic conditions in these areas are amongst the worst in South Africa. In both cases the complete READ program of whole-school teacher training, book provision and regular monitoring was implemented. Both quantitative and qualitative data were used to evaluate the programs. A quasi-experimental design was used to assess impact on pupils’ reading and writing, with testing before, during and after the project. In both studies strong significant impact was found, relative to control groups. Pupils in project schools achieved about two grades higher than those in control schools. Extensive qualitative data was collected at school and classroom level, and helped identify factors which contributed to the positive findings. Similar programs are now being introduced by READ into hundreds of schools throughout the Republic.
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THE GENERATION OF BROAD EXPECTATIONS: NATIONALISM, EDUCATION, AND AUTOBIOGRAPHY IN SYRIA AND LEBANON, 1930-1958 - Schümann, Christoph (Die Welt des Islams, 2001)
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Teacher Improvement Projects in Guinea: Lessons Learned From Taking a Program to National Scale - Schwille, John; Dembélé, Martial; Diallo, Alpha Mahmoudou; Adotevi, Jean; Bah, Thierno Hamidou; Abillama, Farid (Peabody Journal of Education, 2001)
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Drought planning and livestock in southern Zimbabwe. - Scoones, I.; Mavedzenge, Blasio; Mombeshora, B.G.; Mudziwo, C.; Murimbarimba, Felix; Wolmer, William (2001)
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Discussion Paper 27. New teachers on the job: the impact of teacher education in Lesotho. - Sebatane, E. Molapi; Lefoka, J.P. (2001)
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Status of vocational and technical training in Lesotho: implication for educational policy - Sebatane, L.A.; Setoi, S.M. (2001)
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Location and Education in South African Cities under and after Apartheid - Selod, Harris; Zénou, Yves (Journal of Urban Economics, 2001)
We model a South African city during Apartheid (in which both schooling and mobility are restricted on the basis of race) and after Apartheid (in which no restrictions are imposed). We first show that the inequality between blacks and whites decreases when apartheid laws are removed. Indeed, blacks are better off because of human capital externalities due to the possibility of mixing with white students, whereas whites are worse off due to negative human capital externalities and intensified land market competition. After Apartheid, we also show that reducing the commuting costs of black children always increases the utility of black families and may even increase that of whites.
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A GCM study of climate change induced by deforestation in Africa - Semazzi, Fredrick H. M.; Song, Yi (Climate Research, 2001)
In this modeling study we investigated the potential climate change which would result from totally clearing the tropical rain forests in Africa.The primary research vehicle in our investigation was the standard version of the National Center for Atmospheric Research (NCAR) CCM3 global climate model (GCM), with a horizontal resolution of triangular spectral truncation T42 (approximately 2.8°× 2.8°).Two separate 10 yr simulations were performed; for each of these the global climatological sea surface temperature field was prescribed.The purpose of the 10 yr simulations was to provide a sufficiently large ensemble whose average minimizes model noise errors.In the control simulation normal vegetation was prescribed.The design of the anomaly experiment was similar to the control run except that the tropical rainforest regions in Africa were replaced by savanna grassland vegetation.The CCM3 GCM successfully simulated the primary features of the seasonal mean climate conditions over Africa.The model results show that replacement of tropical rain forest vegetation with savanna grassland vegetation produces the following climate changes over Africa: (1) Over the deforested region, the model results indicate a significant reduction in areaaveraged rainfall throughout the year.The decrease ranges between 2 to 3 mm d -1 during the northern hemispheric summer months, when the region experiences the driest conditions (July to September), and less than 1 mm d -1 during the wettest months (autumn and spring).(2) Over southern Africa deforestation results in substantial rainfall reduction over Mozambique and rainfall increase over Botswana, Zambia, the southern region of the Democratic Republic of the Congo, and parts of South Africa.Changes in the trapped Rossby wave train activity generated by the mid-tropospheric latent heating over the tropical forest region are responsible for the continental-scale teleconnection climate response.(3) Over Eastern and Western Africa the impact of deforestation is primarily characterized by a reduction in rainfall, however the adopted GCM T42 resolution may not have been adequate to resolve the large contrasts in terrain and vegetation types.(4) Over the rest of Africa the response is relatively weak.
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Researching Mathematics Education and Language in Multilingual South Africa. - Setati, Mamokgethi (The Mathematics Educator, 2001)
This paper explores policy, practice, and research issues that relate to the teaching and learning of mathematics in multilingual classrooms of South Africa. The paper begins with a brief history of language-in-education policy in South Africa to show how such policy is driven by political as well as educational interests. Thus the paper sets up what will be the main argument: Language-use in a multilingual educational context like South Africa is as much, if not more, a function of politics as it is of communication and thinking. The relationship between language and mathematical learning is considered from a range of perspectives, drawing from a range of literature in the field not confined to South Africa. I will focus specifically on code-switching in multilingual mathematics classrooms, as it is this practice that has been the object of recent research in South Africa. This review of theoretical and empirical work will point to the significance of language as power in mathematics education settings and thus demonstrate the need for researching the relationship between language and the teaching and learning of mathematics in South African classrooms from a political perspective.
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Forest valuation and economic policies: learning from Mount Meru Forest Reserve, Tanzania - Shechambo, F. (2001)
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Re-negotiating sex: discourses of heterosexuality among South African women students - Shefer, Tamara; Strebel, Anna (Journal of Psychology in Africa, 2001)
This paper explores central discourses emerging from women students' talk about heterosexual relationships. Given the widespread problematisation of heterosexual sexuality (heterosex) through feminist critique and the global imperative to halt the spread of HlV infection, there has been a growing focus on heterosex among young people in South Africa. An increasing number of studies highlight widespread coercive sexuality and women's, especially young womens, lack of negotiation in their sexual relations with men. The paper presents a discourse analysis of the transcripts of 14 focus groups held with women students, in single sex and mixed groups, at the University of the Western Cape, South Africa. Three central areas are outlined: male sexual drive, repression of female desire; male power discourse; and discourses of resistance and change. Similar to other local and international studies, the analysis illuminates the pervasiveness of dominant discourses of male and female sexuality which reproduce essential differences between the sexes, male-defined and centred (hetero) sex and the silencing of a positive voice on female sexuality and desires. The analysis also highlights significant contradictions within and between discourses which participants draw on and multiple sites of resistance, which within a discourse analytic framework signifies some possibilities for positive change.
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No African-American Lawyers Allowed: The Inefficient Racism of the ABA's Accreditation of Law Schools - Shepherd, George B. (Social Science Research Network, 2001)
Economic analysis demonstrates that, continuing from its intentionally racist beginnings in the 1920s, the American Bar Association's system for accrediting law schools excludes most African-Americans from the legal profession, while allowing whites to enter. The discriminatory impact of ABA accreditation takes two forms. First, the ABA accreditation standards inflict academic racism. The standards impose academic requirements that African-Americans tend to lack, eliminating most schools that would serve average African-Americans. For example, the ABA generally denies accreditation to any school for which the average LSAT score is below 143. The average LSAT score for African-Americans is 142, compared to 152 for whites. The ABA's requirements of high undergraduate grades and high bar-pass rates are similarly discriminatory. Second, ABA accreditation imposes financial racism. The accreditation requirements cause law schools' costs and tuition levels to more than double. Because African-Americans have far lower average incomes than whites, the requirements make law school affordable only for whites, not for most African-Americans. Affirmative action and the availability of student loans counteract only a small part of the accreditation system's discriminatory impacts. Elimination of both accreditation and the bar exam would integrate the profession and provide many other benefits, while producing few harms.
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DISGUST SENSITIVITY AND ATTITUDES TOWARD ORGAN DONATION AMONG AFRICAN-AMERICAN COLLEGE STUDENTS - Sherman, Nancy (Psychological Reports, 2001)
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African Novels in the Classroom - Shetler, Jan Bender; Hay, Margaret (International Journal of African Historical Studies, 2001)
Many teachers of African studies have found novels to be effective assignments in courses. In this guide, teachers describe their favourite African novels - drawn from all over the continent - and share their experiences of using them in the classroom.
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Health and Education Issues in Ethiopia - Shiferaw, Meskerem (2001)
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Financing university education libraries in Zambia - Simui, Muyoyeta H.; Kanyengo, Christine Wamunyima (2001)
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Finding a New School in Post-apartheid South Africa: Educational Space as Reinforcement for Ethnic Identity - Singh, Anand (The Oriental Anthropologist, 2001)
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Policies of ageing and issues related to disability in Kenya - Sinyo, J. (Wajibu, 2001)
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Examining School Engagement of African American Adolescents. - Şirin, Selçuk R.; Jackson, Lisa R. (2001)
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Examining school engagement of African American adolescents: Report No. UD034238 (ERIC Document Reproduction Service Accession Number: ED 423354) - Şirin, Selçuk R.; Jackson, LR (2001)
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Segregation, Desegregation, Resegregation: African American Education, A Guide to the Literature - Sitkoff, Harvard (OAH Magazine of History, 2001)
Journal Article Segregation, Desegregation, Resegregation: African American Education, A Guide to the Literature Get access Harvard Sitkoff Harvard Sitkoff Search for other works by this author on: Oxford Academic Google Scholar OAH Magazine of History, Volume 15, Issue 2, Winter 2001, Pages 6–13, https://doi.org/10.1093/maghis/15.2.6 Published: 01 January 2001
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Women and Education in Eritrea: Society and Development - Smith, Clyde F. (2001)
Many countries in the world, particularly in Africa, Asia, and Latin America, work towards developing modern industrialized economies. Much of the discussion in this area revolves around investment in natural resources and physical, human, and financial capitals. This paper examines human capital development, specifically education, in the context of post-independence Eritrea. It focuses upon female enrollment in formal educational systems and the societal roles that shape their participation.
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Of Spirit Possession and Structural Adjustment Programs: Government Downsizing, Education and Their Enchantments in Neo-Liberal Kenya - Smith, James H. (Journal of Religion in Africa, 2001)
Abstract This article analyzes a case of possession by spirit familiars (majini) among female students of a primary school in the Taita/Taveta District of Kenya. I explore the symbolic and historical significance of majini among the people of Taita (Wataita), examining in particular the homology among local conceptions of majini and local conceptions of money. I argue that the idea of majini has long reflected the discontents of the particular modernity that emerged in late colonial and post-colonial Taita society: in particular, the social fact of local reliance on the money earned in urban labor markets and acquired from cash crop production. Then, as now, social criticism about commercial exchange and the atrophy of relations and obligations of blood was framed in terms of gender conflict, just as debates about appropriate gender roles reflected local preoccupation with broader social-cultural transformations. I end by arguing that, if majini once expressed the insufficiencies and cruelties of modernity's articulations, the recent possession incidents speak to the unmaking of Taita modernity in the wake of global transformations associated with economic liberalization.
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Should Africa Try to Learn from Asia? Lessons for and from Uganda - Smith, Peter (2001)
Post-colonial sub-Saharan Africa has languished. For many countries in the region, living standards are lower in the 1990s than they had been thirty years earlier. There is no shortage of possible scapegoats: drought, famine, civil war and unrest or the legacy of colonial oppression. However, it is too facile to argue that these factors alone led to stagnation on such an enormous scale.
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A methodology for the estimation of short duration design storms in South Africa using a regional approach based on L-moments - Smithers, J.; Schulze, R. E. (Journal of Hydrology, 2001)
The network of recording raingauges in South Africa with long records is relatively sparse and only 55 out of a total of 412 raingauges currently have record lengths longer than 30 years. In addition, much of the digitised rainfall data from numerous stations are viewed as being unreliable, with important events missing and errors in the digitised data. In an attempt to overcome data limitations and to improve reliability, a regional, index storm approach based on L-moments has been applied to estimate short duration (≤24 h) design rainfalls in South Africa. The regionalisation was performed using only site characteristics (latitude, longitude, altitude, concentration of precipitation, mean annual precipitation (MAP), rainfall seasonality and distance from sea) and required a minimum of subjective relocation of stations in order to obtain relatively homogeneous clusters. The at-site data were used for independent testing of the clusters of the stations for homogeneity. Using information for 172 rainfall stations which have at least 10 years of short duration rainfall records, 15 relatively homogeneous clusters were identified in South Africa. The index storm used was the mean of the annual maximum series and a relationship was derived between the index storm and MAP. This methodology enables short duration design storms to be estimated at ungauged sites in South Africa. The accuracy of design storms estimated using this technique was assessed at a site not used in the regionalisation procedure and error bounds were computed for the quantile growth curves for each of the clusters.
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Climate change impacts: can Africa cope with the challenges? - Sokona, Youba; Denton, Fatma (Climate Policy, 2001)
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Climate change impacts: can Africa cope with the challenges? - Sokona, Youba; Denton, Fatma (Climate Policy, 2001)
Climate extreme events affect people whose livelihoods are reliant on the water resources of the Volta Basin in West Africa. Therefore, decision-makers and policymakers need reliable predictions of these extremes on several time scales to develop an Early Warning System (EWS) to combat the devastating impact of extreme climatic events. In that vein, the study evaluated the performance of 41 models from the Coupled Model Intercomparison Project Phase 6 (CMIP6) in simulating six (6) extreme precipitation events developed by the Expert Team on Climate Change Detection and Indices (ETCCDI), over the Volta Basin for the period 1985–2014. The spatial biases as well as the temporal variations of the indices were analyzed using the simple bias and the Kling-Gupta Efficiency (KGE) respectively. Subsequently, the best models (models with low biases and KGE close to 1) were used to analyze the trends. The modified Mann-Kendall test showed an increasing trend in the observed heavy and very heavy rainy days (R10 mm and R20 mm), very wet and extremely wet days (R95p and R99p) but decreasing trend in the consecutive wet and dry days (CWD and CDD). Generally, models had difficulty reproducing the temporal patterns, however, the MPI-ESM1-2-LR, reproduced well the observed CDD, R10 mm and R20 mm whereas, the IITM-ESM, TaiESM1 and the CMCC-CM2-SR5 reproduced CWDs, R95p and R99p respectively. The Ensemble mean of the models showed robust performance in reproducing the observed R95p and R99p. The future evolution of these extreme poses threats to agriculture, and flood occurrence over the basin.
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Femininity, gender equity, democracy and human rights in higher education: non-resident female students at the University of Zimbabwe - Somerai, Precious (2001)
A research paper on gender equity and human rights for non-resident female students at the University of Zimbabwe.
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Teacher responses to rationalisation: transformation and adaptation in the Western Cape, South Africa - Soudien, Crain (International Journal of Educational Development, 2001)
Abstract This paper seeks to understand the impact of the restructuring of the teaching corps in schools in the former House of Representatives educational system in the Western Cape Province of South Africa. As a system catering for children classified coloured and which was relatively more privileged than those (eleven others) which catered for children classified African, it has been targeted as a site from which to redistribute resources for redeployment elsewhere. The paper explores the dynamics of this process, particularly with respect to how schools are managing the process of retrenching teachers. It is especially interested in how schools are managing themselves during this restructuring. The paper seeks to argue, based on empirical work conducted in schools, that professional identity and the exercise of professionalism are important indicators in gauging how well schools will cope with educational reform and change. Drawing on studies conducted in ten schools the paper classifies schools into three categories of professionalism and argues that schools with high professional indexes manage stress more effectively than schools with lower levels of professionalism.
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"EBONICS" AND AFRICAN-AMERICAN ENGLISH (Pre-publication version: In The Ebonics and Language Education of African Ancestry Students, ed. by Clifford Crawford, pp. 235-247. Sankofa World Publishers, 2001) - Spears, Arthur K. (2001)
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Globalization and educational policy borrowing: Mapping outcomes-based education in South Africa - Spreen, Carol Anne (2001)
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A history of education in East Africa - Ssekamwa, J. C.; Lugumba, S. M. E. (2001)
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Racism and cultural imperialism in the training of Black clinical psychologists in South Africa: Identity, ambiguity and dilemmas of praxis. - Stevens, Garth (2001)
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Apolipoprotein E Genotype, Vascular Risk and Early Cognitive Impairment in an African Caribbean Population - Stewart, Robert; Russ, Carsten; Richards, Marcus; Brayne, Carol; Lovestone, Simon; Mann, Anthony (Dementia and Geriatric Cognitive Disorders, 2001)
A reduced risk of Alzheimer’s disease (AD) associated with the apolipoprotein E (APOE) Ε4 allele is reported in populations of African origin. In order to clarify possible reasons for this, we examined the association between APOE genotype and early cognitive impairment in a community-based African Caribbean UK population aged 55–75 years. APOE genotype was available for 202 participants, 57 (28%) of whom were classified as having relative cognitive impairment on a battery of neuropsychological tests. Cognitive impairment was negatively associated with Ε2 and positively but more weakly associated with Ε4. Effects of both alleles increased markedly after age 70. The effect of Ε4 was increased in combination with hypertension, diabetes or lower educational attainment, but these factors did not influence Ε2 effects. Cholesterol and triglyceride levels partially explained effects of Ε2, but did not account for those of Ε4. A reduced association between Ε4 and later AD in populations of African origin is unlikely to be explained by reduced cognitive effects or by differential mortality. However, it may be accounted for by vascular comorbidity. The different patterns of association between Ε2 and Ε4 alleles suggest different pathways of effect.
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Block-scheduling *policy: Its effect on African American high school students' truancy and attitudes toward school - Stirling, Nicholas Andrew (2001)
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Giving learners a chance: Learner-centredness in the reform of Namibian teaching - Storeng, Marit (2001)
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South African and global business schools : an industry revtew - Strasheim, C. (Southern African Business Review, 2001)
This paper deals with the development of the global management education industry. The South African management education industry is covered first. Research aimed at directing South African business schools to adapt to challenges facing the business environment is reviewed, as well as the forces impacting on the South African management education industry. These developments are then compared with the international situation by means of a general historical overview of business schools in the United States (US) and a brief discussion of business schools in Europe and Asia. The paper concludes with some directions for South African business schools.
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Transformation and Institutional Quality Management within a South African University: A Case Study of the University of the Orange Free State. Improving the Managerial Effectiveness of Higher Education Institutions. - Strydom, A.; Holtzhausen, S.M. (2001)
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Curricula Imperatives for Qulity UBE in Nigerian Primay Schools. - Sule, M. N.; Okam, C. C. (2001)
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The use of the school essay as an RRA technique: a case study from Bong County, Liberia - Sutton, Jennifer A; Orr, Blair (2001)
Researchers collect sociological data for rural development projects throughout the world, sometimes with inefficient or imprecise methods. Questionnaires and interviews are routinely used to ask people directly what they think and know about the conditions and events that affect them. Yet the results derived from these methods may be biased. Many have recognised the difficulties of information gathering (Olawoye, 1985; Opio-Odongo, 1985; Phillips, 1973; Gilmour, 1988; Chambers, 1980). Opio-Odongo is concerned with the “relationship between overt behaviour and questionnaires” and the “delicate nature of the interactions between sociologists as scientists and their fellow human beings as the objects of investigation”. Phillips discusses the bias due to modelling effects. He states, “Modelling can occur when the investigator consciously or unconsciously projects his own views (attitudes, opinions, or whatever) on those whom he studies”. However, he goes on to say that you cannot avoid biased data, for even “most studies of bias are themselves subject to possible biasing influences”. Another prevalent form of bias, strategic bias (Harris et al, 1989), occurs when a respondent believes he or she has something to gain from the interviewer or an agency associated with the interviewer. Bias can influence responses, leaving the researcher with the need to determine the validity of the collected data. We attempted to eliminate some of these biases by using the school essay method. • The school essay method
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Teachers attitudes towards and experiences in implementing inclusive education in South Africa. - Swart, Estelle; Engelbrecht, Petra; Eloff, Irma; Pettipher, Raine (2001)
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District-level drought contingency planning in arid districts of Kenya. - Swift, Jeremy (2001)
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Challenges for Nurses in Developing Countries: A Dialogue with Student Nurses in Ghana - Tabi, Marian (2001)
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The process of local ownership of multilingual education in Cameroon - Tadadjeu, Maurice; Chiatoh, Blasius Agha-ah (2001)
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Stuck in the behaviourist groove: the behaviourist teacher training model and school authoritarianism in Botswana - Tafa, Elmon M. (Mosenodi, 2001)
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The Quest for Equity: Maintaining African American Teachers in Special Education - Talbert-Johnson, Carolyn (Journal of Negro Education, 2001)
The diminishing number of African American teachers in the field of special education continues to be a pervasive problem in education. Minority children, especially African American children, are subject to the pernicious effects (e.g., inappropriate identification, assessment, and placement) of the misperceptions and attitudes of European American teachers who tend to be discordant with these youth. A review of the existing literature relevant to the disparity between the cultures of educators and students, the subjugation of minority students into inequitable learning environments, ineffective recruiting practices, and the inability to provide pedagogically sound practices are presented. The author proposes recommendations for overcoming obstacles mitigating the potential for African American teachers to influence special education classrooms and practices. Maintaining an adequate supply of African American teachers in special and gifted education continues to be a daunting task for the field of education. The reality is that while the ethnic diversity of the school-aged population is increasing, the P-12 teaching population is becoming more homogeneous in terms of ethnicity. Nettles and Perna (1997) report that African Americans comprise 6.8% and 9.6% of elementary and secondary special education teachers, respectively. By contrast, approximately 18.4% of special education students are African American (U.S. Department of Education, 1995). This is a problem of critical magnitude. The increasing numbers of culturally diverse students in the public schools create a corresponding need for well-prepared teachers who can communicate with students within the context of their cultures and/or native languages. The literature supports that the scarcity of African American teachers in special education limits opportunities for these individuals to know and communicate in more than one culture (Dilworth, 1990). In addition, Irvine (1989) suggests African American teachers are able to serve as cultural translators, as conduits through which culturally encapsulated monocultural minority children become multicultural. African American teachers are catalysts in the academic process for bridging the gap between home and school and for providing crosscultural exposure to all students. There are approximately 52 million school-aged students in the United States; by 2008, enrollments are predicted to reach 55 million (National Commission on Teaching & America's Future [NCTAF], 1996). Approximately 35% of our school children are from linguistic or racial minority families, and that figure is expected to increase 40% in less than a decade. At the same time, demographics within the teaching profession are moving in the opposite direction. Nearly 3 million teachers work in our P-12 schools (National Center for Education Statistics, 1998). Of that number, only about 5% are from racially diverse groups (American Association of Colleges for Teacher Education, 1990). African American teachers can be instrumental in the education of African American students as they act as role models for these children. The reality is that all children can benefit from the experience. African American teachers can influence students positively as they provide important contributions to the school, enriching both the environment and the curriculum with their diversity. In this article, the author explores the prominent issues regarding the diminishing number of African American teachers in special education. The author proposes recommendations for overcoming obstacles mitigating the potential for African American teachers to influence special education classrooms and practices. Cultural Concerns The population of educators in the United States remains primarily European American, monolingual, and female (Talbert-Johnson & Tillman, 1999), whereas the demographic profiles of students indicate they are and increasingly will be children of color and secondlanguage learners (Hodgkinson, 1985). …
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The prevalence and characteristics of physical and sensory disabilities in Northern Ethiopia - Tamrat, Girmaye; Kebede, Yigzaw; Alemu, Shitaye; Moore, Joan W. (Disability and Rehabilitation, 2001)
To identify disabilities and to determine their prevalence, age of onset and perceived cause in one urban and three rural areas in Northern Ethiopia.A community based cross-sectional study of households that were selected by systematic sampling. Trained enumerators identified individuals with physical disabilities or epilepsy who were 5 years of age or older.The overall prevalence of disability in 4214 individuals was 4.9%. The more common forms were walking difficulty (1.7%), loss of vision in one or both eyes (1.5%), hand dysfunction (0.8%) and epilepsy (0.7%). Information provided by the interviewees revealed a pattern of early onset, with injury and infection prominent as perceived causes. The importance of injury and infections was confirmed by the findings in half the people with disability, who were examined by a surgeon.Disability is a major public health problem and more facilities for rehabilitation and social support are needed. Measures that are needed to reduce the prevalence include health promotion, preventing injury, widening immunization coverage, better childhood nutrition and effective treatment for infection and injury. Further research should include younger children, cover a wider range of disability and use more sensitive means to detect hearing loss.
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Gender and Disability in Ethiopia - Teferra, Tirussew (Ethiopian journal of development research, 2001)
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Natural hazard assessment using GIS and remote sensing methods, with particular reference to the landslides in the Wondogenet Area, Ethiopia - Temesgen, Berhanu; Mohammed, M.U.; Korme, Tesfaye (Physics And Chemistry Of The Earth, Parts A/b/c, 2001)
Wondogenet is located at the Eastern margin of the Main Ethiopian Rift. The geology of the area consists of volcanic rocks (ignimbrites, basalts, tephra) and volcano - lacustrine sediments of Plio - Pleistocene age. Morpho - dynamic activities have developed rugged and dissected landscape. These have been coupled with frequent heavy precipitation and accelerating human impact to produce frequent landslide problems. In this study landslide occurrences and their relationships with various event controlling parameters have been evaluated using GIS and remote sensing techniques. Statistical relationships of these parameters with landslide occurrences were converted into risk susceptibility priority numbers. These numbers were re scaled between 0 and 1 for each layer before integrating them into a cumulative risk factor on which the landslide hazard zoning was based.
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A Community Based Assessment of School Participation and Associated Factors in Gedeo Zone, Southern Ethiopia - Tesfaye, Shiferaw; Solomon, Desta (Ethiopian journal of development research, 2001)
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Educational Experiences and Transitions of Reentry College Women: Special Considerations for African American Female Students - Thomas, Veronica G. (Journal of Negro Education, 2001)
Educational Experiences and Transitions of Reentry College Women: Special Considerations for African American Female Students* This research examines motivators, obstacles, and support systems of college women. Participants in Study 1 were 147 aged 25 and over, enrolled in undergraduate programs at a women's college. Study 2 was a qualitative investigation of the experiences of a sample of African American women participants from Study 1. Results indicated that the women were excited about college and motivated to return to school. They generally reported increased self-confidence since but identified role overload and role conflict as their major obstacles. Study 2 participants identified barriers particularly problematic for African American including financial constraints, inadequate support systems, and institutionalized racism and sexism. Recommendations for enhancing women's persistence and completion are offered. Over the last three decades, with the increasing influx of older women to school, institutions of higher education have been challenged to reexamine their goals, philosophies, and programs. In 1997, approximately 6 million or 42% of college students were over 25 years old; 40% were part-time; and 56% were female (U.S. Department of Education, 2001). The faster rate of female college enrollment in comparison to the rate for men is due in large part to the growth in enrollment of older women. The terms reentry and returning women, popularized in the 1970s, are used to describe the cohort of women who had not completed higher education at the traditional age but later returned to school while simultaneously maintaining other responsibilities such as full– time employment, family commitments, and other obligations of adult life. The blending of school and family is particularly challenging for college women. Studies indicate that women consistently express conflict between school and family, while their male counterparts rarely mention family demands as a deterrent or concern (e.g., Gilbert, Manning, & Ponder, 1980; Ryder, Bowman, & Newman, 1994). In the late 1970s and 1980s, numerous reports were published on college women in the United States (e.g., Astin, 1976; Ballmer & Cozby, 1981; DiNuzzo & Tolbert, 1981; Geisler & Thrush, 1975; Hersh, 1980). Since that time, however, massive changes have occurred in the social and political climate of this country. These changes have significantly influenced the personal, vocational, and educational aspirations of women. With these changes, more women over age 25 have sought to broaden their opportunities for professional and personal growth by to college either on a part-time or full-time basis. As older women become a more visible subgroup on college campuses, they will undoubtedly play a prominent role in how the undergraduate student is defined and how academic and support services are rendered to meet the needs of all kinds of students at various points in their lives. THE CHANGING FACE OF REENTRY COLLEGE WOMEN In 1965, the typical profile of the woman was a White, middle-class housewife in her mid- to late 30's with some college-level education. The majority of these women sought degrees in traditionally female-dominated fields. Today, the female population is much more racially diverse, particularly with growing numbers of African American women of varying socioeconomic status. Many of these women are also first-generation college students, which often brings additional challenges related to a departure from the pattern established by family and friends. Also, today's college women select a variety of college majors in both traditional and nontraditional female-dominated disciplines. Given the social and economic situation of early- to late-midlife African American women (e. …
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Urban and Rural Ozone Pollution Over Lusaka (Zambia, 15.5S, 25E) During SAFARI-2000 (September 2000) - Thompson, Anne M.; Herman, J. R.; Witte, J. C.; Phahlane, Agnes Ngwanakgari.; Coetzee, Geert J. R.; Mukula, C.; Hudson, R. D.; Frolov, A. D.; Bhartia, P. K. (AGU Fall Meeting Abstracts, 2001)
In early September, throughout south central Africa, seasonal clearing of dry vegetation and the production of charcoal for cooking leads to intense smoke haze and ozone formation. Ozone soundings made over Lusaka during a six-day period in early September 2000 recorded layers of high ozone (greater than 125 ppbv at 5 km) during two stagnant periods, interspersed by a frontal passage that reduced boundary layer ozone by 30 percent. Smoke aerosol column variations aloft and total ozone were monitored by a sun photometer. During the 6-day measurement period, surface ozone concentrations ranged from 50-95 ppbv and integrated tropospheric ozone from the soundings was 39- 54 Dobson Units (note 1.3 km elevation at the launch site). High ozone concentrations above the mixed and inversion layers were advected from rural burning regions in western Zambia where SAFARI aircraft and ground-based instruments observed intense biomass fires and elevated aerosol and trace gas amounts. TOMS tropospheric ozone and smoke aerosols products show the distribution of biomass burning and associated pollution throughout southern Africa in September 2000. Animations of satellite images and trajectories confirm pollutant recirculation over south central African fires, exit of ozone from Mozambique and Tanzania to the Indian Ocean and the characteristic buildup of tropospheric ozone over the Atlantic from western African outflow.
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Successful Experiences in Non-Formal Education and Alternative Approaches to Basic Education in Africa. - Thompson, Ekundayo J. D. (2001)
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African Americans and Education: A Study of Arna Bontemps - Thompson, Joseph Downing (2001)
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Swahili Learners' Reference Grammar. African Language Learners' Reference Grammar Series. - Thompson, Katrina Daly; Schleicher, Antonia Folarin (2001)
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The Impact of Public Education Expenditure on Human Capital, Growth, and Poverty in Tanzania and Zambia A General Equilibrium Approach - Thorbecke, Erik; Jung, Hong-Sang (Social Science Research Network, 2001)
The impact of public education expenditure on human capital, the supply of different labor skills, and its macroeconomic and distributional consequences is appraised within a multisector CGE model. The model is applied to and calibrated for two Heavily Indebted Poor Countries (HIPCs), Tanzania and Zambia. The simulation results suggest that education expenditure can raise economic growth. However, to maximize benefits from education expenditure, a sufficiently high level of physical investment is needed, as are measures that improve the match between the pattern of educational output and the structure of effective demand for labor. An important result of the simulation experiments is that a well-targeted pattern of education expenditure can be effective for poverty alleviation.
openalex: W3151177163 mag: 3151177163
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The Impact of Public Education Expenditureon Human Capital, Growth, and Poverty in Tanzania and Zambia: A General Equilibrium Approach - Thorbecke, Erik; Jung, Hong-Sang (IMF working paper, 2001)
The impact of public education expenditure on human capital, the supply of different labor skills, and its macroeconomic and distributional consequences is appraised within a multisector CGE model. The model is applied to and calibrated for two Heavily Indebted Poor Countries (HIPCs), Tanzania and Zambia. The simulation results suggest that education expenditure can raise economic growth. However, to maximize benefits from education expenditure, a sufficiently high level of physical investment is needed, as are measures that improve the match between the pattern of educational output and the structure of effective demand for labor. An important result of the simulation experiments is that a well-targeted pattern of education expenditure can be effective for poverty alleviation.
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Colonization of an island volcano, Long Island, Papua New Guinea, and an emergent island, Motmot, in its caldera lake. 1. General Introduction - Thornton, I. W. B. (2001)
Biogeographical context Long Island, in Vitiaz Strait, is 55 km north of New Guinea, 60 km from Umboi Island and 125 km from New Britain. After its explosive calderaforming eruption in about 1645, Long is being recolonized by animals and plants. Through renewed volcanic activity in the 1950s a new island emerged from Long's caldera lake, 4 km from the nearest lake shore and was recreated by eruptions in 1968. Long Island thus provides the opportunity to study a nested pair of natural colonization sequences. The geological background, eruptive history, course and results of the seventeenth century eruption, and the geographical features and climate of Long Island are summarized. Existing knowledge of Long's recolonization, confined almost entirely to surveys of its avifauna in 1933 and 1972, is reviewed. The geological history of Motmot is outlined, and published knowledge of its colonization by animals and plants from 1968 to 1988 is summarized. The 1999 expedition and aims An expedition to Long Island and Motmot in 1999 set out to investigate the hitherto little-known flora and present vertebrate fauna of Long Island and to survey the entire flora and fauna of Motmot for comparison with the results of previous surveys. The methods used in the 1999 survey are described, and the papers setting out the results briefly introduced.
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Jazz education for post-apartheid South Africa. - Thusi, Nhlanhla Brian. (2001)
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Auburn Adapts to Somali students - Tice, Lindsey (2001)
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Barriers to HIV/AIDS protective Behaviour among African adolescent males in township secondary schools in Durban, South Africa - Tlllotson, Jonathan; Maharaj, Pranitha (Society in transition, 2001)
Abstract This exploratory qualitative study investigates possible barriers to HIV preventive behaviour amongst Zulu-speaking, black adolescent males, aged 15–23, in township secondary schools in Durban, South Africa. Perceptions, attitudes, beliefs, and practices concerning HIV prevention and transmission are elicited using semi-structured focus groups and mixed open-ended and closed-ended questionnaires. Thematic analysis of the data is used to identify possible barriers to protection. Issues specifically investigated are condom use and multiple sexual partners. Belief in the ability to choose uninfected girlfriends, a distrust of and misperceptions about condoms, the importance of trust to a sexual relationship, false optimism engendered by fast-spreading myths about cures, and skewed risk perception engendered by conspiracy theory narratives and overestimatlon of the severity of the epidemic were found to be possible barriers to protection amongst males and controlling the spread of HIV. A discussion of these barriers Is presented.
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A comparative analysis of parental participation in schools with regard to the South African Schools Act of 1996 - Toit, Asa Du (2001)
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Multicultural Education in the U.S.: Lessons for South Africa - Tomaselli, Keyan G. (2001)
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Innovative way of transferring education and training facilities in Namibia. The Adult Skills Development for Self-Employment (ASDSE) Project. - Tonin, Claudio; Venditto, Bruno (Development and Comp Systems, 2001)
This paper investigates new ways to transfer entrepreneurial education to previously disadvantaged individuals. It analyses the case of the ASDSE project, implemented in the form of partnership between the Namibian Government, a Non Governmental Organisation (NGO) and a commercial bank. The main concept was to train the District Learner Officials already in the field for the National Literacy Programme in Namibia (NLPN), and at a later stage to assign them to the tasks of selecting, training and monitoring the entrepreneurs. Since the launch of this project 330 loans amounting to N$ 770,000 (US$ 150,000) were disbursed to unemployed and underemployed Namibians, 70% of which are women, the majority being heads of households. Previously, to receive the loan, each entrepreneur had to receive extensive training on basic entrepreneurial skills. It is encouraging to note that to date, thanks to the constant follow-up of the entrepreneurs, the repayment rate by entrepreneurs is 98% with only 2% defaults.
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The Discourse on Ethics, Power, and Privilege and African American Learners: Guest Editors' Post Notes - Townsend, Brenda L.; Patton, James M. (Teacher Education and Special Education, 2001)
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Participatory Learning and Action (PLA) : sharing the South African experience : a discussion of key issues - Treurnicht, S.P.; Steyn, Gert J.; Loots, Gerrit (South African Journal of Agricultural Extension, 2001)
In this article it is argued that PLA can do much to promote grass roots development in South Africa if it is adapted to local conditions. However it is not easy to promote this practice theory in South Africa at this point in time due to some of the reasons outlined below. Some principles of this practice theory are scrutinised briefly as well as some stumbling blocks that inhibits the growth of PLA and participatory development in South Africa in general. These problems are part and parcel of the local development culture and it emphasises how complex it is to promote participatory development if it is not well established in development practice.
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Qualitative study of some effects of using English as a language of instruction at Standard 2 and 5 in the Botswana education system, where learners are not primary language speakers of English - Tsietso-Moses, Biongotlo Alice (2001)
openalex: W2806172810 mag: 2806172810
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Gender training in Ghana : politics, issues & tools - Tsikata, Dzodzi (2001)
openalex: W344136208 mag: 344136208
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An examination of intra-secondary school conflicts in complex emergencies, the case of Sierra Leone - Turay, Thomas Mark (2001)
openalex: W2804707267 mag: 2804707267
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Education and Islamic Trends in Northern Nigeria: 1970-1990s - Umar, Muhammad Said (Africa Today, 2001)
Recognizably different Islamic trends in contemporary Northern Nigeria can be described in terms of traditionalism, modernism, and fundamentalism, and each trend can be correlated to a different educational background as well as a different political orientation. Within the last two decades, each of these trends has changed, with traditionalism shifting toward modernism, and modernism becoming fundamentalism, while fundamentalism faces imminent transformation in uncertain directions. Although handy for analyzing different trends, traditionalism, modernism, and fundamentalism should be recognized as discursive categories that are capable of not only revealing but also erasing subtleties, linkages and nuances of constantly changing social movements.
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Elite dialogue or redistributing resources? Analysing education policy change in South Africa - Unterhalter, Elaine (2001)
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Girls of the gate: Questions of purity and piety at the Mtshabezi girls' primary boarding school in colonial Zimbabwe, 1908-1940 - Urban‐Mead, Wendy (2001)
openalex: W1601957522 mag: 1601957522
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QUESTIONS OF PURITY AND PIETY AT THE MTSHABEZI GIRLS' PRIMARY BOARDING SCHOOL IN COLONIAL ZIMBABWE, 1908-1940 - Urban‐Mead, Wendy (Le fait missionnaire, 2001)
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Training and recruitment of special education personnel in Nigeria - Uyanwa, C. (2001)
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"What They Lose On Earth By Being Black": Du Bois and the Future of African American Education - Verharen, Charles C. (The CLR James Journal, 2001)
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A Chance to Learn: Knowledge and Finance for Education in Sub-Saharan Africa (Africa Region Human Development Series) - Verspoor, Adriaan (2001)
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Madagascar - A Developmental Approach to Community-Based School Management - Viens, Daniel (RePEc: Research Papers in Economics, 2001)
Over the past seven years, the Government of Madagascar has focused on involving communities in controlling their own primary schools. With the support of the World Bank, the Ministry of Education has developed and implemented principles, strategies, and procedures that move towards this objective. Implementation is addressed in the framework of the involvement of village communities not only in the rehabilitation, construction, and maintenance of primary schools, but also in their management and supervision. Collaboration between the Government and the Bank was based on five key guiding principles: a) the use of existing structures; b) needs are determined at the school level; c) a 'systemic' view or perspective; d) a working contract; and e) a holistic approach to problem-solving and management. The evaluation of school contracts was carried out by the ministry through the services of the district office staff. On the basis of the evaluation, at the end of each school year the ministry prepares a critical review of the strategy effectiveness as well as a program to update and improve it, in order to improve the year's program and approach.
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Sexual behaviour and contraceptive use among secondary school adolescents in Benin City, Nigeria - Vo, Otoide; Oronsaye, Frank; Fe, Okonofua (Journal of Obstetrics and Gynaecology, 2001)
This study was designed to examine sexual behaviour and contraceptive use among in-school adolescents in Benin City, Nigeria. A random sample of 431 females and 440 males aged 14-21 years from secondary schools in Benin City, Nigeria, were interviewed using a structured pretested questionnaire. The results show that 23% of the females and 40% of males had initiated sexual intercourse. Among those who had done so, the median age at first sexual debut was 16·8 years for girls and 15·4 years for boys. Only 22·2% of females and 23·9% of males used contraception at first sexual intercourse. Use of contraception among sexually active adolescents at last sexual debut declined to 18·6% for females and 22·2% for males. Forty-two per cent of sexually active adolescents engaged in high-risk sexual behaviour. In conclusion, the low prevalence of effective contraceptive use and time-related decline in usage indicate a need for greater emphasis on sex education aimed at adolescents in Nigeria.
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Parent-School Relations: Communicating More Effectively with African American Parents. - Walker-Dalhouse, Doris; Dalhouse, A. Derick (Young Children, 2001)
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The professional preparation of African American graduate students: A student perspective. - Walker, Katrina L.; Wright, Gary L.; Hanley, Jerome H. (Professional Psychology: Research and Practice, 2001)
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African American Teaching in the South: 1940–1960 - Walker, Vanessa Siddle (American Educational Research Journal, 2001)
Researchers depict African American teachers in the South during segregation alternately as either victims of oppressive circumstances or as caring role models. These disparate portraits fail to reconcile the relationship of each depiction to the other. This article addresses this omission by providing a historiography of African American teaching between 1940 and 1960, with supplementary data from Georgia. Results indicate that African American teachers in the South worked in dismal, unfair, discriminatory positions, but did not allow themselves to become victims of their environments. Rather, they viewed themselves as trained professionals who embraced a series of ideas about how to teach African American children that were consistent with their professional discussions and their understanding of the African American community.
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A study of teacher misconduct as a problem in the transition to school democracy in South Africa by Yusufu Mohamedi Walongole. - Walongole, Yusufu Mohamedi (2001)
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Twenty years of adult education in Southern Africa - Walters, Kathy Watters Shirley (International journal of lifelong education, 2001)
The paper's starting point is to consider adult education as embedded in the political, social, cultural and economic processes of society. The writers believe that it is necessary to develop an understanding of these contexts in order to understand the role of adult education in Southern Africa in the last 20 years. The paper then looks at adult education in the Southern African context in terms of three themes. These are: adult education for survival; for economic development and for political and cultural development. Finally the paper considers the shift from adult education to lifelong learning.
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Twenty years of adult education in Southern Africa - Walters, Shirley; Watters, Kathy (International Journal of Lifelong Education, 2001)
The paper's starting point is to consider adult education as embedded in the political, social, cultural and economic processes of society. The writers believe that it is necessary to develop an understanding of these contexts in order to understand the role of adult education in Southern Africa in the last 20 years. The paper then looks at adult education in the Southern African context in terms of three themes. These are: adult education for survival; for economic development and for political and cultural development. Finally the paper considers the shift from adult education to lifelong learning.
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Knowledge, attitudes, and beliefs about STD/HIV/Aids education among primary and secondary public school teachers in Nairobi and Machakos districts, Kenya - Wambua, Elizabeth W (2001)
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Real Wages and Returns to Education in Kenyan manufacturing - Wambugu, Anthony (2001)
Increase in real earnings is one way to improve employees’ welfare and private returns to education shape demand for education. Four waves of data drawn from surveys of Kenya’s manufacturing sector are used to explore changes in real earnings and to estimate returns to education. The semi-parametric quantile regression and least squares methods are used to estimate human capital earnings functions. The results suggest, that real hourly and monthly earnings increased by 5-6 per cent per year between 1993 and 2000. This occurred at the mean, median, lower quantile and upper quantile of the conditional earnings distribution. The marginal return to primary education stands at 4-5 per cent while that to secondary education is approximately 13 per cent. The return to university education is 26 per cent. However, there is variation in returns to education along the conditional earnings distribution. Although the standard finding that returns to education increase with education is replicated here, education has greater return for employees in the upper part of the distribution. Correspondence: Department of Economics, School of Economics and Commercial Law, University of Goteborg, Box 640, 405 30, Goteborg, e-mail: Anthony.Wambugu@economics.gu.se + PhD student at the Department of Economics, University of Goteborg The data used in the paper are taken from surveys of Kenyan manufacturing firms. The surveys from 1993 to 1995 were part of the Regional Program on Enterprise Development (RPED) organised by the World Bank. The United Nations Industrial Development Organization (UNIDO) funded the survey in 2000. I would like to thank Prof.Arne Bigsten and Dr. Mans Soderbom for availing the data and for comments on earlier versions of the paper. I also thank Dr. Francis Teal and Prof. Henry Ohlsson for their comments on earlier versions of the paper. Sten Dieden provided much help in using STATA and I thank him also.
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Suggestions for improving African climate change negotiations strategy - Wamukonya, Njeri; Olsen, K.R. (2001)
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A comparative analysis of the physical education curricula in secondary schools in East Africa - Wamukoya, Edwin K.; Kadoodooba, M. A. B. (2001)
A paper presented at the 1st East African regional conference on physical, education, sport, health recreation and dance hosted by Makerere University & Kyambogo University,13th - 16th December, 2001
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The Power of Knowledge: The Impact of Voter Education and Electoral Behaviour in a Kenyan Constituency - Wanyande, Peter (2001)
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The contribution of clinical pastoral education to pastoral ministry in South Africa : overview and critique of its method and dynamic, in view of adaptation and implementation in a cross cultural context. - Ward, Edwina Deborah. (2001)
openalex: W1481528732 mag: 1481528732
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Recruiting and Retaining African American Graduate Students - Warner, Anne (ADE Bulletin, 2001)
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Race and Education: The Roles of History and Society in Educating African American Students. - Watkins, William H.; Lewis, James H.; Chou, Victoria (2001)
James H. Lewis, Introduction. Search for New Answers. 1.Asa G. Hilliard, III, Identity, Hegemony, and Education: What Do We Need to Know Now? Everyday People: An Introduction. Naming Africans: Card. Addressing the Real Problem: Hegemony. History of Race and Hegemony. Current Agenda in Education. Race, Identity, and Hegemony in Education. 2.Laurence Parker, Comment: Social Destruction of to Build African American Education. Tracing the Origins of Its Connection with Modernity. A Call for a Critical Theory for Education. 3.William H. Watkins, Blacks and the Curriculum: From Accommodation to Contestation and Beyond. Early Black Education: A Sociopolitical Analysis. Blacks and the Curriculum in the Early Twentieth Century: Hampton Social Studies. Moving Forward: and Identity in the School Curriculum. American Curriculum: One Hundred Fifty Years of Black Protest. Separatism and Nationalism. Black Social Meliorism/Reconstruction in the Curriculum. Multicultural Education. Afrocentric Curriculum. Culture and School Knowledge: Recent Black Scholarship. Challenge: Toward New Models of Curriculum and Teaching. Afterthoughts. 4.Annette Henry, Comment: Researching Curriculum and Race. Introduction. A Hidden Curriculum of Research on Race? Curriculum, Gender, and Race: from My Research. 6.Gloria Ladson-Billings, Power of Pedagogy: Does Teaching Matter? Learning Styles versus Teaching Styles. Case for Culturally Relevant Teaching. What We Still Need to Know. 6.Carol D. Lee, Comment: Unpacking Culture, Teaching, and Learning: A Response to The Power of Introduction. A Focus of High Achievement. Deconstructing What We Know - Using the Lens of Culture. 7.Margaret Beale Spencer, Identity, Achievement Orientation, and Race: Lessons Learned about the Normative Development Experience of African American Males. Introduction. African American Male Adolescents. A Culturally Sensitive and Context-Integrated Theory of Life Course Human Development: A Phenomenological Variant of Ecological Systems Theory (PVEST). Gender Themes and Perspectives on Hypermasculinity: An Overview. Developmental Implications and Consequences of Gendered Stereotypes. Adolescent Hypermasculinity Longitudinal Research Findings. Conclusions. 8.Enora Brown, Comment: Human Development in the Social Structure. Introduction. Spencer's PVEST Model and African American Male Youth. Emergent Issues: Aspirations, Human Agency, and Structures of Choice. 9.Signithia Forham, Why Can't Sonya (and Kwame) Fail Math? Introduction. Background/Cultural Context. Conceptual Frame: Fictive Kinship. Passing: Acting White. Achieving Successful Failure: Female Students. Failing Academic Success: High-Achieving Males. Conclusions/Implications. 10.Vivian L. Gadsden, Comment: Cultural Discontinuity, Race, and Learning with Gendered School Experiences of Children. Gender within School and Gender Research. Related Issues of Race. Recent Discussion of Gender: Case of Two African American Boys. Gender, Culture, and the School Lives of Male and Female Learners. Closing Considerations. 11.Janice E. Hale, Culturally Appropriate Pedagogy. Closing the Achievement Gap. Conceptual Framework and Description of the Model. Instructional Component. Instructional Accountability Infrastructure Component: Strategies. Cultural Uplift Component. Recommendations for Civil Rights Groups, African American Controlled Public School Boards, and Advocacy Organizations. 12.A. Wade Boykin, Comment: Challenges of Cultural Socialization in the Schooling of African American Elementary School Children: Exposing the Hidden Curriculum. 13.Michele Foster, Education and Socialization: A Review of the Literature. Introduction. Residential Choices. Employment. Voting. Civic Development and Participation. Attribution of Social Problems and Views of Justice. Student Diversity and Student Socialization. Unanswered Questions. 14.Cynthia Hudley, Comment: Schools as Context for Socialization. Studying Schools as Socializing Contexts. Understanding Multiple Causality. School Contexts and Life Outcomes: Some Examples and Questions. Teachers, Schools, and Society. Students Together. Unanswered Questions.
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In Their Voices: A Glimpse of African-American Women Administrators in Higher Education. - Watson, Lemuel W. (2001)
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Exchange programmes in higher education: the African experience. - Waudo, Judith N. (2001)
A paper presented at the international conference on transformation of higher education management and leadership for efficacy in Africa, Nov. 12th-16th 2001
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reading, 'riting and 'rithmetic - realising the right to primary education in practice. A case study of Tanzania. - Welam, Emilie (2001)
This thesis addresses the right to education and its implementation. It briefly assesses the right to education while focussing on the right to primary education. The implementation of human rights as stated in international instruments can meet with hindrance in the form of cultural relativist arguments as well as resistance on pragmatic grounds. The case study carried out in Tanzania aims at assessing relationships between international standards, national regulations and the actual situation. Since girls are more often discriminated against than boys, a gender focus is used. Notwithstanding Tanzania's ratification of the major human rights instruments, rights fail to be turned into reality. The right to primary education is far from being implemented, despite seemingly strong official commitments and efforts. The non-realisation has been judged to be a result of several contributing causes&semic lack of financial resources, lack of strong political will, and lack of administrative skills and follow-up throughout the implementation process. Keywords: The Right to Education. Primary Education. Tanzania. Gender. Implementation of International Human Rights Instruments.
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A media discourse analysis of racism in South African schools - Wet, Corene De (2001)
The aim of this paper is to establish, by means of a discourse analysis, how and with what purpose in mind, the printed media, accused of perpetuating racism in South African society, report on racism in education, a social relationship that also seems to be constructed in ways that seem racist. In a micro-context, the following discursive themes have been identified in a study of reports on racial violence in South African schools: Black and white parents, learners and other role players deny that they are racists. The violence in South African schools must therefore be attributed to the racist, violent, inhuman, amoral and unreasonable behaviour of the ‘other’. And if the ‘self’ sometimes acts violently against somebody from a different race (the other), it is justifiable force of fact. Discursive themes on the macro-context of institutions and ideologies allude to the role of politics (apartheid and assimilation).
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White Teachers/Black Schools; Stories from Apartheid South Africa. - Wieder, Alan (Multicultural Education, 2001)
openalex: W25008582 mag: 25008582
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Teachers On-Line in Africa: The Issue of Access - Wilkinson, Annette; Wilkinson, Liezel (2001)
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“Adopt-a-School” – a Program of Hope in a South African Community - Wilkinson, Liezel; Nel, Guillaume (2001)
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"A Room of One's Own": Single Female Teachers Negotiating the Islamist Discourse in Sudan - Willemse, K. (Northeast African Studies, 2001)
“A Room of One’s Own”:Female Teachers Negotiating the Islamist Discourse in Sudan Karin Willemse In this article I will discuss how single female teachers in Darfur, West Sudan, negotiate their positions with reference to the Islamist moral discourse of the Sudanese government. This moral discourse seems to deny women the possibility of working. I base my argument mainly on anthropological research carried out in Kebkabiya, a small provincial town in northern Darfur, from 1990 to 1992 and in 1995.1 I conducted my research on market women and female teachers who were locally considered to belong to, respectively, the lowest and highest class of working women.2 Their experiences and opinions, particularly those of the single female teachers, are central to my argument here. My first stay in Kebkabiya was during a politically and socially turbulent period. A military coup in 1989 had put an end to the democratic government of the Sudan, which had come to power only in 1985. The coup leader, Lt. Omer el-Bashir, then aligned himself with the National Islamic Front (NIF) of Hassan al-Turabi.3 One of the main goals of the new government was the establishment of an Islamic state; that earned it the qualification "Islamist" or "Muslim fundamentalist."4 One way to attain the ideal of an Islamic state was to design a policy based on Islamic principles legitimated by a moral discourse that focused on the conduct of women in public life. For example, in 1991 the Khartoum State5 Public Order Act was implemented with the explicit goal of attaining segregation of women and men in public, particularly in the capital Khartoum. In Article 17 of the act, the working hours of [End Page 99] street vendors were restricted to five o'clock in the morning until five o'clock in the evening. Not coincidentally, the period between dusk and dawn is the peak time for poor women who fend for their families by selling food and drinks to passers-by. The act was enforced by the so-called kasha politics, or street cleaning campaigns.6 Professional women too were targeted. Shortly after the coup in June 1989, women in prestigious public positions were sent home for early retirement or fired. Professional women were also closely scrutinized when appearing in public. Those who were thought to wear too much makeup, perfume, or jewelry, or too tight, short, or colorful clothing were scolded, beaten up, or taken to the police station by predominantly elderly male vigilantes.7 Apart from controlling the conduct of women in public, the government also tried to interfere on the issue of marriage by launching the zawag el-kora, or "mass weddings." Large numbers of couples were married collectively at ceremonies organized and orchestrated by the government. The government also undertook the sponsoring of these weddings, in kind and money. Donations might consist of beds and furniture as part of the dowry, sums of money up to £S10,000,8 and in some cases even a plot of land to build a house on. The weddings were broadcast in order to advertise the government-subsidized marriages and to show that the government was seriously tackling social problems.9 Hale states that the mass weddings were a way to help poor people get married.10 However, the mass weddings were specifically brought to the attention of employees working in the bureaucracy or para-statal organizations. One such circular issued in September 1996 addressed 170 unmarried employees of the 204 working at the Sudan broadcasting station: Dear brothers, sisters, and colleagues, on behalf of the [Sudan TV] trade union and board of directors, I call upon all staffers to make up their minds and get married. . . . Those interested will apply within three months . . . with incentives for those who do so. They will be married en masse at a ceremony organized and financed by the institution. We would like to assure those who will join this blessed occasion, even by marrying for the second time, that they will receive considerable assistance that will help, Allah willing, in their future life. . . . Allah has blessed marriage [End Page 100] and in Islam marriage is considered the completion of the...
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Ethical Leadership in Schools Servicing African American Children and Youth - Williams, Brenda (Teacher Education and Special Education, 2001)
This article examines the role of leadership in establishing a school climate where ethical deliberation—a discussion of what is "right" and "fair"—undergirds educational decision-making. It raises a number of questions to which progressive educational leaders must respond in planning to meet the needs of all students, but especially those of African descent-those students with promise and potential whose future is jeopardized by current educational policy and practice which often ignore issues related to power and privilege. A major focus is educational leaders who have position authority to facilitate planning for more inclusive educational settings for students who are culturally and linguistically diverse (i.e., superintendents, building-level administrators, directors of special education, division-level administrators). However, shared leadership and empowerment of teachers and specialists are reviewed as an essential element for effective collaboration and achievement of educational environments where all students experience a sense of acceptance and belonging.
openalex: W2168725938 mag: 2168725938
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Vision and Reality: Changing Education and Training in South Africa - Williams, Roy E. (International journal of educational development, 2001)
openalex: W2940700342 mag: 2940700342
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Relations Among Career Self -Efficacy, Racial Identity Attitudes, and Traditionality of Career Choice of African American College Students - Williams, Velma Marie (2001)
openalex: W2592771856 mag: 2592771856
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Gender Differences in Mathematics Achievement in Primary Schools in Ghana - Wilmot, Eric Magnus (Mathematics Connection, 2001)
This paper examines the mathematics achievements of boys and girls in primary schools in Ghana using 450 pupils from five schools randomly selected from the Central Region. The pupils, selected from classes three, four, and six were tested on the areas of the mathematics syllabus they had commonly covered in their schools. The results of the study revealed a general poor performance by both sexes in each of the classes. Significant differences in achievement were observed in favour of boys in only P6. Suggestions have been made to improve the situation and for further research. (Mathematics Connection: 2001 2: 25-29)
openalex: W1984419698 mag: 1984419698
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Joint appointments in Ethiopian higher education: partnerships to overcome scarcity - Witten, M.W.; Mitiku, Henok (I.E.R. Flambeau, 2001)
openalex: W2994224447 mag: 2994224447
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Facilitating learning: An investigation of the language policy of Namibian schools - Wolfaardt, Ddolores (2001)
openalex: W3200207138 mag: 3200207138
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Freedom of expression of learners at South African public schools - Wood, Neville (South African Journal of Education, 2001)
In this article the freedom of expression rights of learners at public schools are addressed. This is a fundamental human right, which is protected in the Bill of Rights and in other legislation. On the one hand, a learner at a public school can demand that this right be given effect to and protected in the public school environment. On the other hand, the school authorities have an interest in the application of this right. They have an obligation to balance this right of the individual learner against similar or competing rights of other members of the school community. Furthermore, the interests of the broader community must also be taken into account in determining the extent of the learner's freedom of expression. The law allows the limitation of fundamental rights, provided this curtailment falls within the parameters of the limitations permitted by the Constitution. The implications in restricting learners' rights in public schools are briefly examined with reference to case studies in certain other countries, as the South African judiciary has not yet had the opportunity to make definitive pronouncements on the operation of this right in the public school system.
openalex: W1670770 mag: 1670770
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The role of language in teacher education in Tanzania - Wort, Michael A. A. (Papers in Education and Development, 2001)
openalex: W2141415106 mag: 2141415106
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Athletic commodities : the African-American male student-athlete in higher education - Wright, Paul M. (2001)
openalex: W1600624842 mag: 1600624842
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Children of first generation Ethiopian immigrant parents at home and at early childhood education settings, understanding their experiences through the perspectives of their parents and teachers - Wubie, Bizunesh (2001)
openalex: W2290470996 mag: 2290470996
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10. The role of family, community, and school in children’s acquisition and maintenance of African American English - Wyatt, Toya A. (2001)
openalex: W2496926904 mag: 2496926904
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The role and viability of Music Technology as a teaching subject in tertiary music departments in South Africa : chronicles - Wyk, Claire Van (Musicus, 2001)
It is generally accepted that technology has become an important factor in the arts. Music is no exception. The term Music Technology is widely used, but its definition is not clear and perhaps does not even exist.
openalex: W2280752972 mag: 2280752972
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Perceptions and practices of discipline in urban black schools in South Africa - Wyk, Noleen van (South African Journal of Education, 2001)
Corporal punishment and the use of other punitive measures are often regarded as synonymous with 'good discipline'. In spite of prohibitive legislation, such measures are still being used in schools in South Africa. The findings of a qualitative investigation, which explored the perceptions and practices of discipline in black urban schools, are presented. The research formed part of a national project on discipline in South African schools undertaken under the auspices of the Human Sciences Research Council. Qualitative data gathering included observation, interviews with key informants and focus group interviews with educators, learners and parents. Additional information was obtained from educators by means of open-ended questions included in a questionnaire. Findings indicated that role players differed in their perceptions of discipline; both educators and learners were guilty of misconduct; learner misconduct was mostly dealt with by punitive measures and strategies to deal with educator misconduct often failed due to the lengthy procedure stipulated by the Department of Education. The influence ofexternal factors on learner behaviour and the role of the principal and school governing body in establishing a culture of learning and teaching are also described. Finally, recent government initiatives aimed at dealing with the misconduct of both learners and educators are outlined.
openalex: W53318895 mag: 53318895
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Preparing South African educators for school-family-community partnerships - Wyk, Noleen van (Educare, 2001)
There is compelling evidence that school-family-community partnerships benefit learners, parents and schools. However, little is done to prepare educators to work with families and members of the community. In view of this, research was undertaken to determine educators' understanding and practices of family-community partnerships in South Africa. The findings indicate that educators are poorly equipped to deal with this important aspect of their work. The Harvard Graduate School of Education (USA) has developed a framework for educator preparation in family involvement which highlights content areas and promising training methods. This framework could be used to inform preservice and inservice training of educators in South Africa. However, it is necessary to adapt the framework according to the approach to family-community partnership followed by the particular institution. In this regard a functionalist, parent empowerment, cultural competence and social capital approach are briefly discussed.
openalex: W2341272622 mag: 2341272622
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User-fee/cost-sharing in education and household coping strategies in Ghana - Yankson, P.W.K. (2001)
openalex: W282064768 mag: 282064768
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[Prevalence of dental caries in school milieu in the northwest of Côte d'Ivoire]. - Yao, Kuang-Ta; N'da, N. A.; Koffi, N. M. (PubMed, 2001)
The purpose of this study was to determine the prevalence of tooth decay and its correlation with dental care habits in northwestern Ivory Coast. Study was carried out in primary schools in the city of Odienne in January 1999. The study cohort comprised 500 students of both genders ranging in age from 4 to 15 years. The prevalence of tooth decay was 77.2% and the mean CAO index was 2.43. Dental care involved use of a chewing stick in 49% and a tooth brush in 50.8%. Only 5.6% of children cleaned their teeth three-times a day on a regular basis. Statistical analysis of study data demonstrated a correlation between the frequency of tooth cleaning and incidence of tooth decay. The incidence of tooth decay was 60.7% in students that cleaned their teeth three times a day versus 78.2% in students who cleaned their teeth less regularly. An educational campaign has been undertaken to inform students of the importance of oral hygiene in maintaining healthy teeth. A dental examination program would be useful to provide routine check-ups. A group study will be needed to monitor oral hygiene in students and evaluate the impact of these measures on tooth decay.
openalex: W2416123874 mag: 2416123874
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Assessment, equity and language of learning : key issues for higher education selection in South Africa - Yeld, Nan (2001)
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From Literacy to Lifelong Learning in Tanzania - Yule, Alix (2001)
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Characteristics of hearing loss caused by local microcirculatory disorders in cochlea of guinea pigs - Zhang, Xueyuan; Wang, Jibao (Di 3 jun yi da xue xue bao = Disanjunyidaxue Xuebao = Acta Acadiemiae [i.e. Academiae] Medicinae Militaris Tertiae, 2001)
Objective To study the characteristics of hearing loss caused by local microcirculatory disorders in the cochlea of guinea pigs. Methods The local microcirculatory disorders in the cochlea basal turn near terminal or in the cupule of cochlea of guinea pigs were induced by photochemical reaction. The morphological changes in the cochlea were observed with light microscopy. The compound action potential N1 (CAPN 1) amplitude, latency, threshold shift evoked by short tone burst were recorded by Madsen 2250 system. Results When the local microcirculatory disorders took place in the cochlea basal turn near terminal, the hearing losses were more remarkable in the high-range frequencies, but with low-range ones to some extent. If the local microcirculatory disorders was induced in the cochlea cupule, the hearing losses were mainly in the low-range frequencies companying with some high-frequency ones. Conclusion Local microcirculatory disorders in the different parts of the cochlea cause different types of hearing loss in different frequency.
openalex: W2378774431 mag: 2378774431
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Prospect and scope for traditional medicine in the South African Education support services - Zubane, Sibusiso Rolland (2001)
Dissertation submitted in fulfilment for the Degree of Master of Education in the Department of Educational Psychology at the University of Zululand, 2001.
openalex: W1547037352 mag: 1547037352
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Growth of urban school children in Malawi - Zverev, Yuriy P.; Gondwe, Mangaliso J. (Annals of Human Biology, 2001)
The objective of this cross-sectional study was to assess growth pattern of urban school children in Malawi from low socio-economic strata and to compare anthropometric measurements of the children to data from the region of South-Central Africa and to international standards. A total of 493 urban school children aged 6-17 years were selected randomly from two primary schools in semi-urban Blantyre, the largest city in Malawi. Anthropometric measurements included height, weight, mid-upper arm circumference, triceps skinfold thickness, mid-upper arm muscle circumference and maximal grip strength of the stronger hand. All parameters of Malawian children of both sexes were lower than medians of WHO/NCHS reference data. Expressed as percentage of WHO/NCHS references, the relative means of height, weight, mid-upper arm circumference and mid-upper arm muscle circumference of Malawian girls were considerably higher than those of boys, and older girls had better parameters than younger ones. Older pupils of both sexes had higher triceps skinfold thickness relative to the international references than the younger children. Mean maximal grip strength values of boys and girls were not significantly different. For girls, the relative values increased with age, while for boys they decreased. It is concluded that younger primary school pupils have similar body sizes to their counterparts from the region. Adolescents, particularly girls, have more favourable anthropometric parameters which approach WHO/NCHS reference data.
openalex: W2081941296 mag: 2081941296
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Modelling the Effects of Climate Change on Agriculture in South Africa: The Case of The Western Cape - Zÿl, Johan van; Vink, Nick; Erasmus, Barend; Jaarsveld, Albert van; Kirsten, Johann F. (RePEc: Research Papers in Economics, 2001)
Two different methodologies are linked to determine the effects of climate change on the Western Cape farm sector in South Africa. First, it uses a general circulation model to model climate change. Second, a sectoral mathematical programming model is used to determine these effects on key variables of the farm economy. Results indicate that less water will be available to agriculture. This will have a negative overall impact, with both producer and consumer welfare decreasing. Total employment in the farm sector will also decrease as producers switch to extensive farming. The total decline in welfare falls disproportionately on the poor.
openalex: W1509669680 mag: 1509669680
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Modelling the Effects of Climate Change on Agriculture in South Africa: The Case of The Western Cape - Zÿl, Johan van; Vink, Nick; Erasmus, Barend; Jaarsveld, Albert van; Kirsten, Johann F. (2001 Conference (45th), January 23-25, 2001, Adelaide, Australia, 2001)
Two different methodologies are linked to determine the effects of climate change on the Western Cape farm sector in South Africa. First, it uses a general circulation model to model climate change. Second, a sectoral mathematical programming model is used to determine these effects on key variables of the farm economy. Results indicate that less water will be available to agriculture. This will have a negative overall impact, with both producer and consumer welfare decreasing. Total employment in the farm sector will also decrease as producers switch to extensive farming. The total decline in welfare falls disproportionately on the poor.
openalex: W3121324754 mag: 3121324754
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Technical and Vocational Education and Training in Ghana - 亀井, 慶二 (2001)
openalex: W576762118 mag: 576762118
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Country report for group training course in community health administration for the Republic of South Africa - 国際協力事業団 (2001)
openalex: W594886066 mag: 594886066
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EA3W7-1 The effects of the Great Rift Valley and climate changes on the distribution of malaria vectors in East Africa - 昇, 皆川; Yan, Guiyun; 幹義, 茂木 (Eisei Dobutsu, 2001)
openalex: W360602383 mag: 360602383
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