Towards a coordinated national civic education strategy in Tanzania - Komba, Willy L. M.; Ndumbaro, L. (Papers in Education and Development, 2003)
openalex: W96368507 mag: 96368507
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THE JANUARY 2002 FLANK ERUPTION OF NYIRAGONGO VOLCANO (DEMOCRATIC REPUBLIC OF CONGO): CHRONOLOGY, EVIDENCE FOR A TECTONIC RIFT TRIGGER, AND IMPACT OF LAVA FLOWS ON THE CITY OF GOMA - Komorowski, Jean‐Christophe; Tedesco, Dario; Kasereka, Marcellin M.; Allard, P.; Papale, Paolo; Vaselli, Orlando; Durieux, Jacques; Baxter, P. J.; Halbwachs, Michel; Akumbe, M; Baluku, B; Briole, Pierre; et al. (HAL (Le Centre pour la Communication Scientifique Directe), 2003)
On January 17 2002 a series of fractures opened on Nyiragongo’s (3470 m) upper southern flanks triggering drainage of magma stored in the crater lava lake, conduit and edifice and the emission of turbulent flows of highly fluid pahoehoe lava. A remarkable network of fractures propagated rapidly downslope up to 16 km from the crater triggering more pahoehoe but hiefly aa lava emissions from numerous dike-fed vents that reached the outskirts of the city of Goma (population 400 000), the airport and stopped within 4 km of Lake Kivu. A small volume of lava entered lake Kivu but had no significant consequences on the physico-chemistry of it’s deep gas-charged waters. The eruption of 25 × 106 m3 of magma formed a complex lava flow field which ultimately fed two main flows that destroyed about 15% of the large town of Goma. The 1669 ad eruption of Etna is the only other historical eruption that produced lava flows that destroyed a large city. Most of Goma’s 400 000 inhabitants escaped the advancing lava flows crossing the border into neignboring Rwanda. The eruption that destroyed the homes of 120,000 people and caused between 70 and 100 victims was accompanied by unprecedented levels of felt high frequency seismicity of volcanic and tectonic origin. This eruption reactivated and formed new n-s oriented fractures, parallel to pre-existing structures of the main rift related tectonic faults. Tectonic rift-related seismicity with epicenters trending ne-sw between Nyiragongo and Idjwi island has remained at very elevated levels since 2002, as evidenced by the largest earthquake in 20 years which occurred October 24 6.2 Mb earthquake localized on a normal rift fault 40 km sw of Goma. As detected by suden major rise in the lake level, this eruption was also remarquably associated with perhaps up to 0,6-1 m of ground subsidence in the Goma area along the axis of the rift and thus aligned with the newly formed fractures. Hazard assessment and adequate risk mitigation must consider: (1) whether the extensive tectonic-controlled fracture system of Nyiragongo’s southern flanks will promote more frequent flank-eruptions near populated centers without the prerequisite of a long-lasting lava lake; (2) whether future rift-related migration of magma from the Nyiragongo conduit might proceeding faster and further towards the zone of water-saturated ground within 2 km of lake Kivu favorable to phreatomagmatic explosive eruptions, or ultimately below and into the deep gas-charged basin of lake Kivu to trigger subaqueaous volcanic eruptions and potential catastrophic degassing and lake-overturn. Geological evidence that volcanic centers have occurred on the sw and s volcanic rift zones at or below the level of the lake render such considerations fundamental as the volcano and rift integrated multidisciplinary monitoring system is further developed.
openalex: W2181608039 mag: 2181608039
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Background and professional qualifications of secondary school physics teachers in Zambia - Kostyuk, Vasly.S (2003)
openalex: W305395750 mag: 305395750
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Designing for competence in Mozambique : towards a competence-based curriculum for the Faculty of Education of the Eduardo Mondlane University - Kouwenhoven, Gerrit Willem (2003)
De voorliggende studie richt zich op het ontwerp en de ontwikkeling van drie postgraduate programma's (Volwassenenonderwijs, Curriculum- en Instructieontwikkeling, en Onderwijs in de Wiskunde en Natuurwetenschappen) en op de implementatie van het eerste gedeelte van de programma's, een gemeenschappelijk 'basisprogramma', en beslaat de periode van november 1999 tot mei 2002.
openalex: W2116783049 mag: 2116783049
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Prevalence of Dating Violence among Students in Technical Institutions in Nyanza Province, Kenya - Koyugi, JO; Agak, JO; Kabuka, E (2003)
openalex: W2605362813 mag: 2605362813
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Education and Human Security in Sierra Leone: Discourses of Failure and Reconstruction - Krech, Robert; Maclure, Richard (2003)
Sierra Leone’s recent decade-long civil war was remarkable not only for the horrific and often seemingly random violence perpetrated on civilian populations, but as well for the large-scale involvement of children and youth as armed participants in the conflict. In considering the underlying and proximate factors that led to the complete collapse of human security and the engagement of children as combatants and victims in this conflict, it is clear that the role of education was both significant and complex. Indeed, as a system inextricably linked to a failed state, public education is widely regarded as having contributed to the deterioration of human security in Sierra Leone and to the extraordinary participation of children in conflict. Yet after 11 years of conflict, and with the country struggling to come to terms with its nationwide civic trauma and with the enormous challenge of social and institutional reconstruction, education is now ironically regarded as playing an important role in fostering peace building and national reconciliation. Hopes for education today in many respects mirror similar aspirations and expectations that underscored educational expansion during the years following Sierra Leone’s independence.
openalex: W2335970147 mag: 2335970147
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Networks, social learning, and technology adoption: The case of deworming drugs in kenya - Kremer, Michael; Miguel, Edward (Natural Field Experiments, 2003)
We examine social learning using data from a program that promoted use of deworming medicine in Kenyan schools. These drugs kill worms in the body; although people are soon reinfected, treatment interferes with the cycle of transmission, generating positive externalities. Individuals randomly exposed to more information about deworming drugs through their social network were significantly less likely to take the drugs and more likely to believe the drugs are not effective. This finding is consistent with the hypothesis that those exposed to the program had overly optimistic prior beliefs about net private drug benefits. The combination of strong social effects and extensive social networks among teenagers implies that a child-to-child public health approach focused on teenagers will speed social learning. There are large differences between social effect estimates relying on experimental variation (negative estimates) and nonexperimental methods (positive estimates).
openalex: W3125562526 mag: 3125562526
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Networks, social learning, and technology adoption: The case of deworming drugs in kenya - Kremer, Michael; Miguel, Edward (RePEc: Research Papers in Economics, 2003)
We examine social learning using data from a program that promoted use of deworming medicine in Kenyan schools. These drugs kill worms in the body; although people are soon reinfected, treatment interferes with the cycle of transmission, generating positive externalities. Individuals randomly exposed to more information about deworming drugs through their social network were significantly less likely to take the drugs and more likely to believe the drugs are not effective. This finding is consistent with the hypothesis that those exposed to the program had overly optimistic prior beliefs about net private drug benefits. The combination of strong social effects and extensive social networks among teenagers implies that a child-to-child public health approach focused on teenagers will speed social learning. There are large differences between social effect estimates relying on experimental variation (negative estimates) and nonexperimental methods (positive estimates).
openalex: W236763488 mag: 236763488
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Cognitive and linguistic predictors of literacy in Namibian Herero-English bilingual school children. - Krh, Veii (2003)
openalex: W3145181264 mag: 3145181264
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The needs and opportunities for post-graduate education and training programmes for the optometry profession in post-apartheid South Africa - Kriel, Stefanus Johannes (2003)
openalex: W2791401401 mag: 2791401401
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Clinical training of undergraduate communication pathology students in neonatal assessment and neonate-caregiver interaction on South Africa - Kritzinger, B.; Louw, Anet (2003)
openalex: W3147464596 mag: 3147464596
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Participation and Social Learning: Supporting Farmer Innovation in Central Ghana - Kroma, Margaret M. (Journal of International Agricultural and Extension Education, 2003)
This paper presents a learning process approach to farmer innovation through a case study of a collaborative, participatory research and extension project in natural resources management in central Ghana. It describes the learning process, and the institutional partnerships between research, extension and development supporting farmer innovation. The study builds on concepts in social learning theory to examine, within a particular natural resource management context, the outcomes, potentials and transaction costs in facilitating learning in the management of innovations. The discussion illuminates the potentials inherent in an extension approach that requires institutional actors not only embracing farmer centered processes of learning, but also undergoing shifts in values and normative positions relating to the roles of farmers in the innovation process.
openalex: W2144484004 mag: 2144484004
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Experiential learning within the tourism and hospitalty sector in South Africa with reference to industry requirements for non-technical skills - Kruger, Philippus Stephanes (2003)
openalex: W2762862849 mag: 2762862849
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A contested good? : understanding private higher education in South Africa - Kruss, Glenda; Kraak, André (2003)
openalex: W593580147 mag: 593580147
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Editorial: a contested good?: understanding private higher education in South Africa - Kruss, Glenda; Kraak, André (2003)
openalex: W3202609371 mag: 3202609371
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Identifying the Structural Correlates of African American Killings: What Can We Learn from Data Disaggregation - Kubrin, Charis E.; Wadsworth, Tim (2003)
The present study extends the understanding of the structural determinants of African American killings by analyzing the impact of key socioeconomic and demographic factors on disaggregated Black homicide rates in St. Louis neighborhoods. The findings reveal that (a) there is significant variation within Black homicides in terms of motive, victim and offender characteristics, victim-offender relationship, and type of death; (b) concentrated disadvantage is significantly associated with some but not all types of Black killings; and (c) residential instability is not significantly related to most Black killings but has a small negative effect on gang homicide. The findings reinforce the necessity of disaggregating homicide rates to understand the race-violence relationship. The theoretical, methodological, and policy implications of the findings are discussed.
openalex: W1992927139 mag: 1992927139
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Education, civil society, and democracy : the role of nonformal education in promoting civic orientations in Senegal - Kuenzi, Michelle (2003)
openalex: W613221055 mag: 613221055
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From protest to challenge: Leadership and higher education change in South Africa - Kulati, Tembile (Tertiary Education and Management, 2003)
openalex: W4230012432
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Primary teacher education in Malawi: insights into practice and policy. Multi-Site Teacher Education Research Project (MUSTER). Country Report Three - Kunje, Demis; Lewin, Keith; Stuart, Janet S. (RePEc: Research Papers in Economics, 2003)
openalex: W1502116044 mag: 1502116044
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Primary Teacher Education in Malawi: Insights Into Practice and Policy: Multi-Site Teacher Education Research Project (MUSTER), Country Report Three - Kunje, Demis; Lewin, Keith; Stuart, Janet S. (2003)
openalex: W3122028050 mag: 3122028050
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Strategies for Promoting Virtual Higher Education: General Considerations on Africa and Asia - Kuroda, Kazuyuki; Shanawez, Hossain Md. (African and Asian Studies, 2003)
Abstract Education in general, and specifically higher education, plays an important role in the development process of all nations. Institutions of higher education have an important responsibility to support knowledge-driven economic growth strategies. This paper investigates the strategies of how by applying technologies on a large scale—with close attention to quality—virtual education can help higher education to find a way through the crisis of access, prohibitive cost, and lack of flexibility that we find all over the developing world. By addressing various issues related to planning, implementation, and quality with proper strategies, virtual education can provide immense opportunity to reduce the North-South knowledge gap and also to promote the development of the developing world. This paper reviews various issues related to promotion and quality control in virtual higher education and addresses possible strategies with general considerations of Africa and Asia.
openalex: W2072358014 mag: 2072358014
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Analysis of perinatal mortality in a Nigerian teaching hospital - Kuti, Oluwafemi; Eo, Orji; Io, Ogunlola (Journal of Obstetrics and Gynaecology, 2003)
A 5-year retrospective analysis of perinatal mortality was carried out at Wesley Guild Hospital, Ilesa Nigeria between January 1996 and December 2000. The perinatal mortality rate during the study period was 77.03 per 1000 total births. There was a steady increase in rate over the study period. The most common cause of perinatal death was asphyxia (55.2%), immaturity (23.1%), and macerated stillbirth (18.3%). The high incidence of unbooked patients, multiple pregnancies and low birth weight babies are the main reasons for the high perinatal mortality rates in our environment. Education of the public on danger signs of prolonged labour and regular retraining of health personnel on intrapartum care in addition to upgrading neonatal facilities are important measures necessary to reduce the currently high perinatal mortality rate in Nigeria.
openalex: W1976743599 mag: 1976743599
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The Impact of Colonial Physical Training Syllabi on the Development of Physical Education and Sport in Nigeria with Particular Reference to 1933 Syllabus. - Ladani, B. A.; Mwisukha, A. (2003)
openalex: W2579630181 mag: 2579630181
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Social identities of black South African first-year female students - Lange, Jeffrey; Geldenhuys, Naydene (Journal of Psychology in Africa, 2003)
Social identity refers to that part of the individual's self-concept which derives from the individual's knowledge that she belongs to certain social groups, together with the emotional and value significance attached to each membership. Changes in post-apartheid South Africa bring to question the influence thereof on the social identities of Black South African first-year female students. The impact of the changing social context on the process of identity construction is therefore considered. The aim of this qualitative research is to explore and descriptionbe the emerging social identities of Black South African first-year female students. Information rich participants were purposively selected. The question, How do you see yourself in your social relationships? was posed during focus group interviews. The audio-taped interviews were transcribed and analysed using Tesch's descriptionptive analysis technique. Centering on group memberships, which constitute the social identities of these participants, the following themes emerged from the data analysis: membership of a family, membership of a peer group, membership of first year female university students, membership of a particular cultural group and membership of society at large. The recommendations in line with these themes could facilitate identity construction and interaction within a multi-cultural society.
openalex: W2275808364 mag: 2275808364
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The promise of e-learning in Africa: the potential for public-private partnerships - LaRocque, Norman; Latham, Michael (2003)
The report is based on the premise that e-learning is now a viable tool for addressing the significant education challenge in Africa. The report argues that adopting e-learning in Africa will increase education access and quality, as well as lower education cost. There are now an increasing number of success stories with e-Learning throughout the African continent. This report describes models and approaches of public-private education partnerships that are now in place. While e- learning is not a cure for all the problems related to education in Africa, it is clearly a tool that now must be taken into serious consideration by policy makers and donors. Introducing e-learning technologies in primary, secondary, and higher education in Africa will clearly present many challenges. Thus, partnerships with the private sector will be an essential part of any strategy to bring e-Learning into Africa in a systematic and costeffective way. There is now considerable potential for expanding public-private partnership activities in e-Learning, including the delivery of services, private finance initiatives, demand-side initiatives, and strategic partnerships.
openalex: W2168523855 mag: 2168523855
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Attitudes of African American premedical students toward genetic testing and screening - Laskey, Sara; Williams, Julianne; Pierre-Louis, Jacqui; O’Riordan, MaryAnn; Matthews, Anne L.; Robin, Nathaniel H. (Genetics in Medicine, 2003)
Genetic research is progressing at a rapid rate. While most view genetic advances favorably, concerns regarding eugenics and discrimination based on genetic test results have been raised. These concerns have been found among all groups studied; however, they have particular relevance for members of the African American community. Studies have shown that because of a long history of negative experiences, African Americans have a general mistrust of the medical establishment. It is unclear whether these negative attitudes encompass genetic advances. Because there is little empiric data in the literature, it is not known whether African Americans have a positive view of genetic advances or whether they have the same level of mistrust as is seen in their attitudes toward other forms of biomedical research.This study was conducted as an initial effort to examine the attitudes of African Americans toward recent genetic advances and, specifically, genetic testing. A cohort of 97 college-age minority students, including 78 African Americans, participating in the Health Career Enhancement for Minorities Program (HCEM) at Case Western Reserve University were surveyed. Surveys were made available before and after the summer long course, which included five lectures on basic genetic principles and medical genetics.Both African American students and other minority students initially (questionnaire prior to HCEM course) had an overall positive view of genetic testing. The vast majority supported genetic testing for preventive care (95%) and presymptomatic detection of disease (88%) and agreed that it should be easily available (83%). However, several concerns were expressed as well, including fears about discrimination (68%), privacy (68%), that abortions will become more common (51%), and eugenics (37%). It is interesting that in the postcourse questionnaire, the percentages of positive views remained similar to those of the precourse survey, but the number of respondents expressing concerns increased.These results suggest that the minority students surveyed view many aspects of genetic testing and other advances favorably. However, these students expressed concerns about discrimination, privacy, and eugenics. These concerns were increased, not lessened, by exposure to genetics education. One possible explanation for this observation is that the students had a greater understanding of the issues regarding genetic testing after the HCEM lectures and discussion. Of note, there was a greater negative response toward genetic screening programs among the African American students compared with the non-African American minority students. This suggests that the negative attitudes of African Americans toward biomedical research do extend to some aspects of genetics and that educational programs must be designed and implemented if this community is going to receive the maximum benefits of this advancing technology.
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Risk and vulnerability in Ethiopia: learning from the past, responding to the present, preparing for the future - Lautze, Sue; Aklilu, Y.; Raven-Roberts, Angela; Young, Helen; Kebede, Getachew; Leaning, J. (2003)
openalex: W2791113255 mag: 2791113255
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Teacher Education and Professional Growth of the 21st Century Nigeria Teacher - Lawa, Hauwa S. (African Symposium: An On-Line African Educational Research Journal, 2003)
openalex: W2254383181 mag: 2254383181
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An Investigative Study of the Abuse of Girls in African Schools - Leach, Fiona; Fiscian, Vivian; Kadzamira, Esme; Lemani, Eve; Machakanja, Pamela (2003)
openalex: W1496581709 mag: 1496581709
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An Investigative Study of the Abuse of Girls in African Schools - Leach, Fiona; Fiscian, Vivian; Kadzamira, Esme; Lemani, Eve; Machakanja, Pamela (RePEc: Research Papers in Economics, 2003)
openalex: W3215286421 mag: 3215286421
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Cooper, David & Subotzky, George. – The Skewed Revolution. Trends in South African Higher Education : 1988-1998 - Lebeau, Yann (Cahiers d'études africaines, 2003)
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Cooper, David & Subotzky, George. – The Skewed Revolution. Trends in South African Higher Education : 1988-1998. Bellville, Education Policy Unit, University of the Western Cape ; Johannesburg, Thorold’s Africana Books (distributor), 2001, 284 p. - Lebeau, Yann (Cahiers d'Études africaines, 2003)
La contribution attendue de l’enseignement superieur a la transformation de l’Afrique du Sud post-apartheid a fait l’objet d’un nombre considerable de publications. De meme, la restructuration du systeme d’enseignement superieur dans la foulee du changement politique se trouve au centre d’un large debat et de multiples reformes. Les enjeux de celles-ci depassent largement les frontieres de l’Afrique du Sud, qui constitue a bien des egards un laboratoire d’analyse de dynamiques egalement a l’o...
openalex: W1580207733 mag: 1580207733
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Distance visual acuity impairment and survival in African Americans and non-Hispanic Whites. - Lee, David J; Gómez-Marı́n, Orlando; Ma, Fangchao; Lam, Byron L. (PubMed, 2003)
Regional studies conducted in the United States have shown associations between visual impairment and shorter survival in non-Hispanic Whites.To examine associations between visual impairment and mortality in a nationally representative sample of African Americans and non-Hispanic Whites residing in the United States.Mortality linkage with participants from the 1974-1975 National Health and Nutrition Examination Augmentation Survey was performed by the National Center for Health Statistics in 1992.Complete data were available on 245 African Americans and 2571 non-Hispanic Whites.Uncorrected binocular distance visual acuity was assessed using Sloan letter charts. Usual-corrected visual acuity was then obtained with participants wearing glasses or contact lenses, if any. Analytical methods included Cox regression models with adjustment for sample weights and design effects as well as age, gender, smoking status, and self-rated health.Multivariate survival analyses found a significant interaction between race and visual impairment status; consequently, race-specific analyses were performed. There were no significant associations between uncorrected binocular visual acuity impairment (20/50 or worse) and all-cause mortality or cancer mortality. There was no significant association between impaired uncorrected acuity and cardiovascular disease mortality in African Americans (Hazard Ratio=0.67, 95% CI: 0.35-1.26), but this association was significant in non-Hispanic Whites (Hazard Ratio=1.21, 95% CI: 1.01-1.45). In multivariate models, within race groups, impaired usual-corrected visual acuity was not associated with an increased risk of all-cause mortality or mortality due to cancer or cardiovascular disease.Uncorrected and usual-corrected binocular distance visual impairment is not associated with all-cause mortality or cancer mortality. Cardiovascular disease mortality risk may be slightly higher in non-Hispanic Whites with uncorrected visual acuity impairment.
openalex: W103765378 mag: 103765378
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Cultural mistrust, university alienation, academic self-efficacy and academic help seeking in African American college students - Lee, Eric Eugene (2003)
openalex: W189454080 mag: 189454080
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Initial Primary Teacher Education in Lesotho: Multi-Site Teacher Education Research Project (MUSTER), Country Report Two - Lefoka, J. Palane; Sebatane, E. Molapi (RePEc: Research Papers in Economics, 2003)
openalex: W1583406885 mag: 1583406885
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Initial Primary Teacher Education in Lesotho: Multi-Site Teacher Education Research Project (MUSTER), Country Report Two - Lefoka, J. Palane; Sebatane, E. Molapi (2003)
openalex: W3124663090 mag: 3124663090
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South African Students' Views of the Universe. - Lemmer, Miriam; Lemmer, T. N.; Smit, Jan (International Journal of Science Education, 2003)
In an empirical study the perceptions of the universe of 232 first-year Physics students from two South African universities were determined and interpreted in terms of their worldviews. The results were compared to Aristotelian and Newtonian views as well as with those of children as revealed in a literature survey. The worldviews of three non-scientific groups, namely the ancient Greeks, small children and traditional Africans are organistic in nature. The results of the empirical study showed that a statistically significant larger number of African than European students have organistic models of the universe. Since an organistic worldview differs completely from the formalized mechanistic worldview on which the classical mechanics taught at school is based, consequences for Physics education and African students are evident. This study hopes to contribute to the knowledge about the origin and features of pre-scientific conceptions and views so that they can be addressed more effectively in the science classroom.
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The development of a financial performance measurement framework for South African education institutions - Leo, Terrance (2003)
Limited research has been conducted on financial performance indicators in South Africa. In European countries, Australia and the United States of America, literature has shown that there has been extensive research and implementation of performance indicators, to measure the achievements of objectives. A literature study was conducted for this research on the usage of PI’s, with a view to pinpointing the financial indicators. The literature study was used to develop a questionnaire. The questionnaire was distributed to universities and Technikons in South Africa, to obtain a measure of relevance and agreement on the performance indicators. The findings of the questionnaire culminated in a model that only consists of those indicators with a high level of concurrence among respondents. Performance indicators can serve as a management tool to measure performance and as a means to enhance transparency and accountability.
openalex: W2786282333 mag: 2786282333
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Characterization of tannery wastewater and assessment of downstream pollution profiles along Modjo River in Ethiopia - Leta, Seyoum; Assefa, Fassil; Dalhammar, Gunnel (Ethiopian Journal of Biological Sciences, 2003)
In Ethiopia industrial effluents containing high contents of organic matter, nitrogen and heavy metals are discharged into inland surface waters with little or no pre-treatment. Significant pollution concerns related to these effluents include dissolved oxygen depletion, toxicity and eutrophication of the receiving waters. This has not only forced the government to formulate regulations and standards for discharge limits but also resulted in an increasing interest and development of methods and systems by which wastewater can be recycled and used sustainably. The need for technologies for environmentally friendly treatment of industrial wastes such as tannery wastewaters is therefore obvious. Biological processes are not only cost effective but also environmentally sound alternatives to the chemical treatment of tannery wastewaters. The aim of the research presented in this thesis was to develop and optimize processes for biological nitrogen removal from tannery wastewaters and to identify the most efficient denitrifying organisms in tannery wastewaters laden with toxic substances. A pilot plant consisting of a predenitrification anoxic system, aerated nitrification compartment and a sedimentation tank (clarifier) all arranged in series was developed and installed on the premises of Addis Ababa University, Ethiopia. In spite of high influent chromium and sulphide perturbations over the successive feeding phases, the performance of the pilot plant was encouraging. The overall removal efficiency of the pilot plant over the experimental feeding phases varied between 82-98% for total nitrogen, 95-98% for COD, 96-98% for BOD5, 46-95% for ammonia nitrogen, 95-99% for sulphide and 93-99% for trivalent Chromium. Six isolates from over 1000 pure cultures were identified as the most efficient denitrifying bacteria. From both cellular fatty acid profiles and 16S rRNA gene sequencing, the six selected strains were phylogenetically identified as Brachymonas denitrificans in the β-subdivision of the Proteobacteria. All the six strains contain cd1-type nitrite reductase. The efficient isolates characterized in this study are of great value because of their excellent denitrifying properties and high tolerance to the concentrations of toxic compounds prevailing in tannery wastewaters. Bio-augmentation of the pilot plant with this bacterium showed a clear correlation between in situ denitrifying activities measured by nitrate uptake rate, population dynamics of the introduced B.denitrificans monitored by fluorescent in situ hybridization and the pilot plant performance, suggesting that the strategy of introducing this species for enhancing process performance has potential applications. Moreover, the nitrate-reducing, sulphur-oxidizing bacteria (NR-SOB) were also found in the pilot plant in abundance with steady sulphide removal efficiency during the study period. This could provide opportunities for the application of biologically mediated simultaneous removal of sulphide and nitrogen from tannery effluents. In addition to enriching high consortia of denitrifiers in the anoxic system to attain high denitrification efficiency and also improving the overall nitrification efficiency of the system, the predenitrification-nitrification pilot process plant stimulated the activity of indigenous NR-SOB to simultaneously remove sulphide from the system. Thus, the pilot plant was found to be operationally efficient for the removal of nitrogen, organic matter and other pollutants from tannery wastewaters. Keywords: Biological nitrogen and sulphide removal, denitrifying bacteria, nitrate-reducing, sulphur-oxidizing bacteria, nitrate uptake rate, fluorescent in situ hybridization, pollution, tannery effluents.
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Freshwater ecology and biodiversity in the tropics: what did we learn from 30 years of onchocerciasis control and the associated biomonitoring of West African rivers? - Lévêque, Christian; Hougard, Jean-Marc; Resh, Vincent H.; Statzner, Bernhard; Yaméogo, L. (2003)
openalex: W2028943375 mag: 2028943375
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Options for Post Primary Education and Training in Uganda: Increasing Access, Equity and Efficiency - Lewin, Keith (2003)
openalex: W98087853 mag: 98087853
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Some Teacher Training Issues in Tanzania Projecting Supply and Demand - Lewin, Keith (2003)
openalex: W389960092 mag: 389960092
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The Uganda Financial Projection Model for Secondary Education Development; Mapping the Issues. - Lewin, Keith (2003)
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Turbulence or orderly change? Teacher supply and demand in South Africa: current status, future needs and the impact of HIV/AIDS - Lewin, Keith; Crouch, Luis (2003)
openalex: W925608548 mag: 925608548
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Changing patterns of teacher education in South Africa: policy, practice and prospects - Lewin, Keith; Sarmuel, Michael; Sayed, Yusuf (2003)
openalex: W55731837 mag: 55731837
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A critique of mission education in South Africa according to Bosche's mission. - Lewis, Andrea D.; Jc, Steyn (2003)
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A critique of mission education in South Africa according to Bosch\'s mission paradigm theory - Lewis, Andrew J.; Steyn, Johann C. (South African Journal of Education, 2003)
The aim in this article was to locate mission education in South Africa within the mission paradigm theory as propagated by the missiologist, David J. Bosch. This model, as proposed in the monograph Transforming Mission : Paradigm Shifts in Theology of Mission, adopts a contextual stance in the examination of the mission process throughout history and is also considered appropriate for a critique of mission education in South Africa.
openalex: W1600494327 mag: 1600494327
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Researching our Experience. A collection of writings by teachers from: Chitulika School, Kabale Basic School, Mpika Basic School, Musakanya Basic School, Nyanji Middle Basic School, Mpika, Zambia - Lewis, Ian (2003)
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The Protective Roles of Chloropazine and Nimodipine on Noise-Induced Hearing Loss in the Guinea Pig - Li-lian, WU (Journal of Xianning College, 2003)
Objective To study The protective roles of chloropazine (CPZ) and nimodipine (NIMO) on noise-induced hearing loss in the guinea pig.Methods Forty-eight healthy guinea pig were divided into four groups(A:noise;B:noise+NIMO;C:noise+CPZ;D:noise+NIMO+CPZ)and were exposed to a 4kHz octave band noise at 105dBSPL for 2 hours for 10 consecutive days.The threshold amplitude and latencies of the changes in CAP recorded form the cochlear round window.Results ①The threshold of CAP in all four groups were remarkablely higher since the sixth day after the animals were exposed to the noise,the threshold of CAP in group B and D were decreased markedly.②The amplitude of CAP in group B,C and D were remarkablely lower than that before the noise was given.The amplitude of CAP in group B and D were remarkablely higher than that of the group A at the tenth days.③The latencies of CAP N1 in group A demonstrated the extensible tendency when the noise was given.The latencies of CAP N1 in group B,C and D were remarkablely shorter than group A at the eighth、tenth day while the drugs were given.Conclusion ①The administration of CPZ and NIMO facilitates the recovery of cochlear hearing and reduces damage to hair cells after noise exposure.②The protective roles of CPZ was batter than those of NIMO on noise induced hearing loss in the guinea pig.
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The Black Professor's Burden: Teaching African-American Literature and Culture in a White Classroom - Liggins, Saunda (2003)
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Motivation and Academic Achievement of Middle School Youth of African Descent - Lightbourn, Yvette (2003)
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Malignant tumours of the nasopharynx at Jos University Teaching Hospital, Nigeria - Lilly-Tariah, O B da; Somefun, Abayomi O. (Nigerian Postgraduate Medical Journal, 2003)
A retrospective epidemiological study of 55 patients who had been histologically diagnosed as having nasopharyngeal malignancy was undertaken at the Jos University Teaching Hospital in the period from December 1988 to November 1998. Jos is at the heart of the middle belt of Nigeria and is made up of peoples of various tribes and religions. The aim of this study was to evaluate the epidemiological factors, clinical presentation, histological pattern and treatment outcome in the patients during the study period. Fewer females were affected than males with a ratio of 1:1.6. Age range was 35-82 years with an average age of 42.19 years. Most of the well documented predisposing factors were absent in this series and the role of smoking and alcohol is unclear. Squamous cell carcinoma (72.7%) was the commonest epithelial malignancy with the incidence of the well differentiated type (WHO type 1) being as high as 34.5%. Rhabdomyosarcoma (14.8%) was the commonest sarcoma. Neck swelling 70.9%, Nasal stuffiness 41.8%, epistaxis 34.5% and pharyngeal mass 25.5% were the commonest symptoms. Treatment and follow-up were unsatisfactory as patients could not afford the cost of radiotherapy and anti-cancer drugs.
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The selectivity of students at higher education in development countries : a study of students' social and geographical backgrounds at the University of Dar es Salaam, Tanzania - Lindsten, Karin (2003)
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The application of the inductive method in the teaching of " Africa - Ling, Lan (Journal of Chuxiong Teacher's College, 2003)
The present paper discusses the African geographical environment, the harmonious development of the relationship between the people and the geographical environment, the development of African nations, economy and society, in the hope of demonstrating the application of the inductive method to the teaching of Africa and thus, arousing students' interest in learning geography.
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South African science teachers' perceptions of the nature of science - Linneman, S. R.; Lynch, Paddy; Kurup, Rajan; Webb, Paul; Bantwini, Bongani D. (African Journal of Research in Mathematics Science and Technology Education, 2003)
AbstractThe paper describes data on South African science teachers' perceptions of the nature of science (NOS) based on responses to a questionnaire and subsequent focus group interviews. One hundred thirty five veteran intermediate and senior phase (grades 4–9) teachers completed the NOS questionnaire in English. The sample is from rural and semi-urban areas of the Transkei in the Eastern Cape province. Focus group interviews clarified the teachers' questionnaire responses to the NOS prompts. The interviews also examined teachers' perception of the relationship of science to society and their beliefs on how scientific knowledge becomes reliable. The interviews concluded with a series of questions about the HIV-AIDS connection as a particular scientific and curricular topic that may promote discussions of the NOS. Despite the fact that the questionnaire was successful in prompting rich discussions of the NOS, few generally valid interpretations could be drawn from the survey data alone.
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A STUDY OF IMPAIRING MORPHOLOGY AND MECHANISM ON CISPLATIN TO COCHLEAR HAIR CELL IN GUINEA PIGS - Liu, Yan (Journal of Hebei Medical University, 2003)
ObjectiveTo observe impairment of cochle ar hair cell in guinea pig after using Cisplatin and study the mechanism of nitric oxide(NO) effect on Cisplatin oto toxicity.MethodsTwenty guinea pigs were divided randomly into two groups: control group and experimental group. 0.5 ml Cisplatin were injected to abdominal cavity in experimental guinea pigs, 0.5 ml physiological saline(N.S) were injected to abdominal cavity in control animals.Five days later,all guinea pigs were killed. The cochlea of guinea pig were removed and cochlear hair cell were observed by means of light microscope and scanning electron microscope (SEM). ResultsThe hearing threshold of ABR examination were increase in experimental group.Light microscope showed that there were denatured cochlear hair cell and inducible nitric oxide synthase positive stain.Scanning eletron microscope showed that the cilia of the majority cochlear hair cell were disordered,fallen,even disappeared.ConclusionCochlear hair cell are impaired definitely after using Cisplatin and NO play an important role in Cisplatin oto toxicity mechanism.
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The Impact of Educational Quality on School Exit in Egypt - Lloyd, Jonathan R.; Tawila, El; Clark, Matt; Mensch (Comparative Education Review, 2003)
Previous articleNext article No AccessThe Impact of Educational Quality on School Exit in EgyptCynthia B. Lloyd, Sahar El Tawila, Wesley H. Clark, and Barbara S. MenschCynthia B. Lloyd Search for more articles by this author , Sahar El Tawila Search for more articles by this author , Wesley H. Clark Search for more articles by this author , and Barbara S. Mensch Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 47, Number 4November 2003 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/378247 Views: 113Total views on this site Citations: 33Citations are reported from Crossref © 2003 by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports the following articles citing this article:Carla Pezzulo, Victor A. Alegana, Andrew Christensen, Omar Bakari, Andrew J. Tatem, José Antonio Ortega Understanding factors associated with attending secondary school in Tanzania using household survey data, PLOS ONE 17, no.22 (Feb 2022): e0263734.https://doi.org/10.1371/journal.pone.0263734Kristine E. Larson, Amanda J. Nguyen, Mercedes Gabriela Orozco Solis, Alexandra Humphreys, Catherine P. Bradshaw, Sarah Lindstrom Johnson A systematic literature review of school climate in low and middle income countries, International Journal of Educational Research 102 (Jan 2020): 101606.https://doi.org/10.1016/j.ijer.2020.101606Maia Sieverding, Caroline Krafft, and Asmaa Elbadawy An Exploration of the Drivers of Private Tutoring in Egypt, Comparative Education Review 63, no.44 (Oct 2019): 562–590.https://doi.org/10.1086/705383Ray Langsten, Tahra Hassan Primary education completion in Egypt: Trends and determinants, International Journal of Educational Development 59 (Mar 2018): 136–145.https://doi.org/10.1016/j.ijedudev.2017.10.013, S. Taimur Challenging Gender Discrimination and Bias: Analyzing the Role of Early School Educational Intervention as a Sustainable Solution, International Journal of Learning and Teaching (Jan 2018): 47–52.https://doi.org/10.18178/ijlt.4.1.47-52Ahouakan Ehouman W. V., M'Baye Diene Does School Quality Matter? Primary Schools' Characteristics and Child Labor Intensity in Senegal, Journal of African Development 19, no.11 (Apr 2017): 113–131.https://doi.org/10.5325/jafrideve.19.1.0113Lire Ersado, Jérémie Gignoux Egypt: inequality of opportunity in education, Middle East Development Journal 9, no.11 (Mar 2017): 22–54.https://doi.org/10.1080/17938120.2017.1294826Fatma Romeh M. Ali, Shiferaw Gurmu The impact of female education on fertility: a natural experiment from Egypt, Review of Economics of the Household 11 (Dec 2016).https://doi.org/10.1007/s11150-016-9357-6Rania Tfaily Gender, Sibship Composition, and Education in Egypt, Comparative Education Review 60, no.33 (Jun 2016): 480–500.https://doi.org/10.1086/687204Erin Murphy-Graham, Cynthia Lloyd Empowering adolescent girls in developing countries: The potential role of education, Policy Futures in Education 14, no.55 (Jun 2016): 556–577.https://doi.org/10.1177/1478210315610257Gudrun Østby, Henrik Urdal, Ida Rudolfsen What Is Driving Gender Equality in Secondary Education? Evidence from 57 Developing Countries, 1970–2010, Education Research International 2016 (Jan 2016): 1–18.https://doi.org/10.1155/2016/4587194Ragui Assaad, Caroline Krafft Is free basic education in Egypt a reality or a myth?, International Journal of Educational Development 45 (Nov 2015): 16–30.https://doi.org/10.1016/j.ijedudev.2015.09.001Caitlin S. Haugen, Steven J. Klees, Nelly P. Stromquist, Jing Lin, Truphena Choti, Carol Corneilse Increasing the number of female primary school teachers in African countries: Effects, barriers and policies, International Review of Education 60, no.66 (Nov 2014): 753–776.https://doi.org/10.1007/s11159-014-9450-0Atta Gebril, Gavin T. L. Brown The effect of high-stakes examination systems on teacher beliefs: Egyptian teachers’ conceptions of assessment, Assessment in Education: Principles, Policy & Practice 21, no.11 (Sep 2013): 16–33.https://doi.org/10.1080/0969594X.2013.831030Sarah R. Brauner-Otto Schools, Their Spatial Distribution and Characteristics, and Fertility Limitation*, Rural Sociology 77, no.33 (Jul 2012): 321–354.https://doi.org/10.1111/j.1549-0831.2012.00085.xSedat Gumus Investigating the Relationship between the Quality of Education and Level of Educational Attainment in Turkish Provinces, International Journal of Educational Reform 21, no.11 (Jan 2019): 62–72.https://doi.org/10.1177/105678791202100105Helen Abadzi, Stavri Llambiri Selective teacher attention in lower-income countries: A phenomenon linked to dropout and illiteracy?, PROSPECTS 41, no.44 (Nov 2011): 491–506.https://doi.org/10.1007/s11125-011-9215-5Jeffery H. Marshall School quality signals and attendance in rural Guatemala, Economics of Education Review 30, no.66 (Dec 2011): 1445–1455.https://doi.org/10.1016/j.econedurev.2011.07.011Ragui Assaad, Deborah Levison, Nadia Zibani The Effect of Domestic Work on Girls' Schooling: Evidence from Egypt, Feminist Economics 16, no.11 (Jan 2010): 79–128.https://doi.org/10.1080/13545700903382729Reed W. Larson, Suzanne Wilson, Aimee Rickman Globalization, Societal Change, and Adolescence Across the World, (Oct 2009).https://doi.org/10.1002/9780470479193.adlpsy002018H. Abadzi Instructional Time Loss in Developing Countries: Concepts, Measurement, and Implications, The World Bank Research Observer 24, no.22 (Jul 2009): 267–290.https://doi.org/10.1093/wbro/lkp008Andrew Halpern-Manners, John Robert Warren, Jennie E. Brand Dynamic measures of primary and secondary school characteristics: Implications for school effects research, Social Science Research 38, no.22 (Jun 2009): 397–411.https://doi.org/10.1016/j.ssresearch.2008.11.002Matthew Jukes, Stephanie Simmons, Donald Bundy Education and vulnerability: the role of schools in protecting young women and girls from HIV in southern Africa, AIDS 22, no.Suppl 4Suppl 4 (Dec 2008): S41–S56.https://doi.org/10.1097/01.aids.0000341776.71253.04Peter Glick What Policies will Reduce Gender Schooling Gaps in Developing Countries: Evidence and Interpretation, World Development 36, no.99 (Sep 2008): 1623–1646.https://doi.org/10.1016/j.worlddev.2007.09.014Anu Rammohan, Diane Dancer Gender differences in intrahousehold schooling outcomes: the role of sibling characteristics and birth‐order effects, Education Economics 16, no.22 (Jun 2008): 111–126.https://doi.org/10.1080/09645290701273574 Jeffery H. Marshall , Marco Tulio Mejía R. , and Claudia R. Aguilar Quality and Efficiency in a Complementary Middle School Program: The Educatodos Experience in Honduras Marshall, Mejía R., and Aguilar, Comparative Education Review 52, no.22 (Jul 2015): 147–173.https://doi.org/10.1086/528760Barend Vlaardingerbroek, Kamel Dallal, George Rizkallah, Jihan Rabah A tracer study of Lebanese upper secondary school students, International Journal of Educational Development 27, no.55 (Sep 2007): 564–571.https://doi.org/10.1016/j.ijedudev.2006.09.002Deon Filmer If you build it, will they come? School availability and school enrolment in 21 poor countries, The Journal of Development Studies 43, no.55 (Jun 2007): 901–928.https://doi.org/10.1080/00220380701384588Diane Dancer, Anu Rammohan Determinants of Schooling in Egypt: The Role of Gender and Rural/Urban Residence, Oxford Development Studies 35, no.22 (Jun 2007): 171–195.https://doi.org/10.1080/13600810701322041Eric V. Edmonds Chapter 57 Child Labor, (Jan 2007): 3607–3709.https://doi.org/10.1016/S1573-4471(07)04057-0 Back Matter, (Oct 2017): 227–318.https://doi.org/10.1596/978-0-8213-6541-0_bmSajeda Amin, Nagah H. Al-Bassusi Education, wage work, and marriage: Perspectives of Egyptian working women, Journal of Marriage and Family 66, no.55 (Dec 2004): 1287–1299.https://doi.org/10.1111/j.0022-2445.2004.00093.xDiane Brook Napier Implementing Educational Transformation Policies: Investigating Issues of Ideal Versus Real in Developing Countries, (): 59–98.https://doi.org/10.1016/S1479-3679(04)06003-7
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Living Conditions among People with Disabilities in Namibia. A National, Representative Study - Loeb, Mitchell; Rooy, Gert Van; Eide, Arne Henning (123, 2003)
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An investigation into the physical accessibility to wheelchair bound students of an Institution of Higher Education in South Africa - Losinsky, L.-O.; Levi, Thursica Kovinthan; Saffey, K.; Jelsma, Jennifer (Disability and Rehabilitation, 2003)
A descriptive cross-sectional study was undertaken to establish the ease of accessibility to wheelchair bound students of the campus of a large institution of higher education in South Africa. Accessibility was defined not simply in terms of access to buildings, but also of the added time and distance traveled by wheelchair bound students on the campus.Five different faculties were randomly selected and typical routes travelled by a first year student in each faculty established. The shortest possible distances were mapped out for each faculty and measured using a metre wheel. For those in wheelchairs, this distance included the distance to ramps and to lifts. Mean speeds were used to determine the time taken to travel the measured distances. A checklist was used to measure the physical accessibility of the 18 buildings concerned.The total mean distance traveled between lecture theatre changeover by wheelchair-bound students was 402 metres (range 278-689 m for the different faculties), which was a mean difference of 66 m (range 11-145 m) longer than for ambulant students. The mean time taken was 17 minutes (range 11-28 minutes), which was 11 minutes (range 8-19 minutes) longer than for ambulant students. The Faculty of Mechanical Engineering fared the worst, at 689 metres and 28 minutes between changeover. Two of the 18 buildings measured were fully accessible, while three were completely inaccessible. Inaccessible toilets were the most common problem.Wheelchair-bound students consistently had to travel further and for longer times between lecture theatres in all the faculties measured. The students would therefore be unable to reach their lectures within the 10 minute time allocated by the university. The inaccessibility of the buildings limits the full integration of wheelchair-bound students into campus life. Certain administrative changes might assist in improving the ease of accessibility. Architectural adaptations, although more costly, might also prove to be effective.
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The Transformation of Higher Education in South Africa: How Much Have We Achieved? Perceptions of Policy Developments 1997-2003 and Outlook for the Next Five Years - Luescher, Thierry M.; Symes, Ashley (2003)
This report has been prepared on the basis of research conducted to inform discussion at the Fifth Consultative Conference of the Council on Higher Education (CHE). The CHE Consultative Conference 2003 marks the first five years of the CHE’s work. It takes place at a juncture of accelerated, if contested, policy implementation, which in itself marks a new stage in the policy-making process for higher education. The conference thus serves as an opportunity for the CHE and higher education stakeholders to reflect upon and to debate: 􀂙Higher education policy and its achievements at a systemic and institutional level in the period 1997-2003; 􀂙The role of different actors and circumstances, as well as active and passive choices that have shaped the current state of the higher education system; 􀂙The extent of what has been achieved in relation to what was intended; 􀂙The achievability and value of policy goals; 􀂙The roles of individual organisations into the future, with a focus on their vision, their concerns, and how they envisage their interaction and engagement in the emerging higher education scenario.
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Higher education reforms in Africa : the University of Dar es Salaam experience - Luhanga, Matthew L. (2003)
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An indirect assessment of the effects of oil pollution on the diversity and functioning of turtle communities in the Niger Delta, Nigeria - Luiselli, Luca; Akani, Godfrey C. (Animal Biodiversity and Conservation, 2003)
An indirect assessment of the effects of oil pollution on the diversity and functioning of turtle communities in the Niger Delta, Nigeria.— There are many documented cases of oil spillage in the Niger Delta region, southern Nigeria (West Africa). Due to both habitat characteristics and omnivorous habits, the freshwater turtles are important vertebrates species in the trophic chain. They are therefore considered to play a significant role as ecological indicators for areas subjected to oil spillage events. The aim of this study was to evaluate the effects of oil spillage and consequent pollution on the abundance, complexity and functioning of freshwater turtle communities of the Niger Delta, by comparing the turtle fauna found in two areas with similar environmental characteristics, one unpolluted and the other polluted by a case of oil spillage in 1988. A total of 510 turtle specimens belonging to four different species (Trionyx triunguis, Pelusios castaneus, Pelusios niger, and Pelomedusa subrufa) were captured in the unpolluted area, whereas 88 specimens, from two different species (P. castaneus and P. niger) were captured in the polluted area. The dominant species was P. castaneus followed by P. niger in the unpolluted area, and P. niger in the polluted area. A marked shift in habitat use was observed in one species (P. niger) after the oil spillage event. This study revealed both direct and indirect effects of oil pollution on the complexity and habitat use of Nigerian freshwater communities of turtles. The main direct effect was a considerable reduction in the specific diversity of the turtles; 50% of species were lost after oil spillage and there was a very strong decline in the numbers of turtle specimens also for those species which were able to survive the catastrophic pollution event. The shift in habitat use after oil spillage by P. niger may have a significant effect on the long–term persistence of this species, independently of the pollution effects of the oil spillage event, because it considerably reduced habitat niche separation between this species and the closely related P. castaneus, a potential competitor. It is therefore stressed that eco–ethological modifications in populations of animals subjected to catastrophic events such as oil pollution should be taken into account when evaluating the long–term effects of these devastating phenomena.
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African learners' perception of vernacular language in disegregated schools - Luthuli, Thandazile Monica (2003)
DISSERTATION SUBMITTED TO THE FACULTY OF EDUCATION IN FULLFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF EDUCATION IN THE DEPARTMENT OF FOUNDATIONS OF EDUCATION, 2003.
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Chronic poverty and disability in Uganda. - Lwanga-Ntale, Charles (2003)
The study of poverty - situation, dynamics, and impact - has received much impetus in the last 10 years in Uganda. Evidence from the country’s Household Surveys and the recently concluded Participatory Poverty Assessment (PPA) has yielded much needed policy-relevant information. Emerging evidence from the studies confirms an intrinsic and mutually reinforcing link between poverty and disability. Chronic poverty studies, however, are much more recent. Spurred by a growing need to understand which categories of the population live in perpetual poverty and the reasons behind their “missing out” on the benefits of current development interventions the studies have recently focused attention on specific themes and/or categories of the poor. This study focuses on the relationship between chronic poverty and disability in the country, and it argues that disabled people are not only among the poorest of the poor in the country, but that they remain poor for very long periods of time, and from generation to generation. The study highlights some of the methodological challenges that still exist with respect to isolating chronically poor from episodically poor people, one of these being the lack of longitudinal studies that devote attention to “tracking” poor people’s situations, behaviour and characteristics over time. Yet in the case of disabled people anecdotal information is overwhelming in recognising that the two - long duration poverty and disability are in the majority of cases interchangeable. The purpose of this study, therefore, is to gain a deeper understanding of the relationship between long-duration poverty and disability. The Study is based on a review of existing literature and actual fieldwork carried out in four districts of Uganda. It seeks to: (a) summarise the current state of knowledge about disability and chronic poverty in Uganda; (b) discuss the factors that disabled people in “perpetual poverty”; (c) describe the efforts that are presently being made to address longduration poverty among disabled persons in the country; and (d) propose policy interventions aimed at greater inclusion of disabled people in the country’s development processes. The study adopts Hulme and Shepherd’s definition, taking chronic poverty to be that poverty where individuals or households are trapped in severe and multi-dimensional poverty for an extended period of time, and where poverty is linked with the intergenerational transmission, so people who are born in poverty, live in poverty and pass that poverty onto their children (Hulme and Shepherd, 2001). Evidence from the study confirms that disabled people, as individuals, or the households in which they live, face a kind of poverty condition that carries on for a long period of time - beyond five (5) years, during which period, and regardless of different macro and micro interventions, affected households or individuals are unable to sustain themselves or to improve on their livelihoods.
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Real or imagined worlds : an analysis of beginner level reading books for adult literacy learners in South Africa. - Lyster, Elda (2003)
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Crossing Boundaries: African American Teachers in Suburban Schools - Mabokela; Madsen, Kristoffer Hougaard (Comparative Education Review, 2003)
Previous articleNext article No AccessCrossing Boundaries: African American Teachers in Suburban SchoolsReitumetse Obakeng Mabokela and Jean A. MadsenReitumetse Obakeng Mabokela Search for more articles by this author and Jean A. Madsen Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 47, Number 1February 2003Special Issue on Black Populations GloballyGuest Editor: Kassie Freeman Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/345838 Views: 171Total views on this site Citations: 34Citations are reported from Crossref © 2003 by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports the following articles citing this article:Christopher K. Flores, Denise M. Cumberland, Deborah Powers Black Men Wanted: Exploring the Situational Factors Related to the Retention of African American Male High School Teachers, Journal of Education Human Resources 80 (Jul 2022).https://doi.org/10.3138/jehr-2021-0046Justin Sulsky Barriers to Teacher Diversity in a Predominantly White District, Journal of Education Human Resources 32 (May 2022).https://doi.org/10.3138/jehr-2021-0035Larissa M. Gaias, Diana E. Gal-Szabo, Eva M. Shivers, Sharon Kiche From Laissez-Faire to Anti-Discrimination : How Are Race/Ethnicity, Culture, and Bias Integrated into Multiple Domains of Practice in Early Childhood Education?, Journal of Research in Childhood Education 36, no.22 (Jul 2021): 272–295.https://doi.org/10.1080/02568543.2021.1951403Darrius Alexander Stanley Blood, sweat, and tears : black women teacher’s organizational experiences in schools, International Journal of Qualitative Studies in Education 35, no.22 (Oct 2020): 194–209.https://doi.org/10.1080/09518398.2020.1828647Steven Drake, Joshua Cowen Deurbanization and the Struggle to Sustain a Black Teaching Corps: Evidence From Michigan, Educational Researcher 51, no.11 (Oct 2021): 27–39.https://doi.org/10.3102/0013189X211051312Patricia Hilliard, Tawannah G. Allen Mitigating the Impact of Brown with New Pathways for Black Teachers and Principals, (Sep 2022): 1925–1940.https://doi.org/10.1007/978-3-030-99097-8_127Patricia Hilliard, Tawannah G. Allen Mitigating the Impact of Brown with New Pathways for Black Teachers and Principals, (Nov 2021): 1–16.https://doi.org/10.1007/978-3-030-39666-4_127-1H. Richard Milner Black teacher: White school, Theory Into Practice 59, no.44 (Nov 2020): 400–408.https://doi.org/10.1080/00405841.2020.1773180Yonghee Suh, Brian J. Daugherity, Jihea Maddamsetti, and Angela Branyon Experiences of African American Teachers in Desegregated PK–12 Schools: A Systematic Literature Review, Schools 17, no.22 (Nov 2020): 271–293.https://doi.org/10.1086/710947Jane Bolgatz Black Parents’ Perspectives on Instruction: Racial Realism at a Predominantly White, Independent, Urban Elementary School, Urban Education 58 (Apr 2020): 004208592091437.https://doi.org/10.1177/0042085920914378Bradley W. Bergey, John Ranellucci, Avi Kaplan The conceptualization of costs and barriers of a teaching career among Latino preservice teachers, Contemporary Educational Psychology 59 (Oct 2019): 101794.https://doi.org/10.1016/j.cedpsych.2019.101794Travis J. Bristol, Matthew Shirrell Who Is Here to Help Me? The Work-Related Social Networks of Staff of Color in Two Mid-Sized Districts, American Educational Research Journal 56, no.33 (Oct 2018): 868–898.https://doi.org/10.3102/0002831218804806Erikca Brown African American Teachers’ Experiences with Racial Micro-Aggressions, Educational Studies 55, no.22 (Sep 2018): 180–196.https://doi.org/10.1080/00131946.2018.1500914Darrius A. Stanley, Terah T. Venzant Chambers The Case of Teacher Tracking at Leon Middle School, Journal of Cases in Educational Leadership 21, no.33 (Dec 2017): 75–87.https://doi.org/10.1177/1555458917744841Daman L. Harris, Julius L. Davis The experiences of three black African male mathematics teachers in a same race and gender peer mentoring program, Journal for Multicultural Education 12, no.22 (Jun 2018): 172–182.https://doi.org/10.1108/JME-04-2017-0027Neena Banerjee Effects of Teacher-Student Ethnoracial Matching and Overall Teacher Diversity in Elementary Schools on Educational Outcomes, Journal of Research in Childhood Education 32, no.11 (Dec 2017): 94–118.https://doi.org/10.1080/02568543.2017.1393032Sara Makris Introduction: “Outsider Teachers” and the Case for Intersectionality, (Oct 2017): 1–12.https://doi.org/10.1007/978-3-319-67447-6_1Sara Makris Teacher Narrative: Jamie, (Oct 2017): 23–32.https://doi.org/10.1007/978-3-319-67447-6_3Julius L. Davis , Journal for Multicultural Education 12, no.22 ( 2018): 161.https://doi.org/10.1108/JME-04-2017-0023Andrea D. Lewis But, That’s Where I Feel Comfortable, (Nov 2016): 33–69.https://doi.org/10.1057/978-1-349-95127-7_4Andrea D. Lewis Perceptions vs Reality, (Nov 2016): 71–81.https://doi.org/10.1057/978-1-349-95127-7_5April Warren-Grice Advocacy for Equity: Extending Culturally Relevant Pedagogy in Predominantly White Suburban Schools, Teachers College Record: The Voice of Scholarship in Education 119, no.11 (Jan 2017): 1–26.https://doi.org/10.1177/016146811711900102Jean Madsen, Reitumetse Mabokela Leadership Challenges in Addressing Changing Demographics in Schools, NASSP Bulletin 98, no.11 (Dec 2013): 75–96.https://doi.org/10.1177/0192636513514110Tambra O. Jackson, Gloria S. Boutte, Brandy S. Wilson Double-Talking: The Complexities Surrounding Black Male Teachers as Both Problems and Solutions, (Apr 2013): 117–131.https://doi.org/10.1108/S2051-2317(2013)0000001013Kerryn McCluskey The absolute necessity for a working model to support pre-service teachers of a non-English speaking background, Journal of Education for Teaching 38, no.55 (Nov 2012): 571–584.https://doi.org/10.1080/02607476.2013.739793Kerryn McCluskey, Cheryl Sim, Greer Johnson Imagining a profession: a beginning teacher's story of isolation, Teaching Education 22, no.11 (Mar 2011): 79–90.https://doi.org/10.1080/10476210.2010.542807Allan Walker, Geoff Riordan Leading collective capacity in culturally diverse schools, School Leadership & Management 30, no.11 (Feb 2010): 51–63.https://doi.org/10.1080/13632430903509766Paul Begley, Allan Walker, Qian Haiyan, Chen Shuangye Leadership and moral literacy in intercultural schools, Journal of Educational Administration 45, no.44 (Jul 2007): 379–397.https://doi.org/10.1108/09578230710762418HILTON KELLY Racial Tokenism in the School Workplace: An Exploratory Study of Black Teachers in Overwhelmingly White Schools, Educational Studies 41, no.33 (May 2007): 230–254.https://doi.org/10.1080/00131940701325712Allan Walker, Chen Shuangye Leader Authenticity in Intercultural School Contexts, Educational Management Administration & Leadership 35, no.22 (Jun 2016): 185–204.https://doi.org/10.1177/1741143207075388Marvin Lynn Education for the Community: Exploring the Culturally Relevant Practices of Black Male Teachers, Teachers College Record: The Voice of Scholarship in Education 108, no.1212 (Feb 2022): 2497–2522.https://doi.org/10.1177/016146810610801203Marvin Lynn Education for the Community: Exploring the Culturally Relevant Practices of Black Male Teachers, Teachers College Record: The Voice of Scholarship in Education 108, no.1212 (Apr 2022): 2497–2522.https://doi.org/10.1111/j.1467-9620.2006.00792.xJeannine Dingus Community Reciprocity in the Work of African‐American Teachers, Teaching Education 17, no.33 (Sep 2006): 195–206.https://doi.org/10.1080/10476210600849623Allan Walker, Clive Dimmock Leading the Multiethnic School: Research Evidence on Successful Practice, The Educational Forum 69, no.33 (Sep 2005): 291–304.https://doi.org/10.1080/00131720508984697
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Africanization of education in a democratic South Africa - Macgare, P. M. (2003)
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African-American Honor Students' Perceptions of Teacher Education as a Career Choice. - Mack, Faite R-P.; Smith, Vernon G.; VonMany, Norasing (2003)
This study investigated whether there was a pool of qualified, interested African-American high school students available for recruitment into teacher education programs, noting barriers to pursuing a teaching career. In the 2002-03 school year, 127 African-American honor students from six Indiana high schools completed surveys about their interest in teaching as a career. Results indicated that of the career options presented, only 7 percent of respondents identified teaching as their first choice. However, 32 percent of the students indicated they would consider a career teaching in regular education classrooms, and 22 percent of the students reported they would consider a career teaching special education. Lack of career awareness, lack of positive information regarding teaching, and lack of encouragement were obstacles to pursuing teaching as a career. Although limited, some qualified African-American students (particularly females) were interested in teaching as a career and were available to be recruited into teacher education programs. Students identified five changes in the schools that would make teaching an attractive career choice: discipline and respect for teachers, better benefits and salaries, improved facilities and resources, students who come to school wanting to learn, and greater challenge in the curriculum. (Contains 71 references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document.
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Malawi DHS EdData survey, 2002 : education data for decision-making - Macro, Orc (2003)
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E-learning and emerging patterns of use in the South African Higher Education Sector - Madiba, Matete (2003)
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Attribution of blame in incest cases among a sample of students and parents in the Limpopo province (South Africa) - Madu, P.M.; Marivate, S.N. (Journal of Psychology in Africa, 2003)
This study is an investigation into how people attribute blame in incest cases. 200 students from the University of the North, 100 learners from a high school in Dalmada near Pietersburg in the Limpopo Province and 100 of their parents participated in the study. The Jackson Incest Blame Scale was used. Results showed that students blamed situational factors for the occurrence of incest more than parents did. The students tended also to blame victim factors more than parents did. Parents generally blamed offenders more than non-offender factors. Males attribute more blame to victim factors than to nonvictim factors. There was a significant positive' correlation between age and attribution of blame to situational factors. Non-Christians were found to attribute blame to societal factors more than Christians do. Students attribute more blame to victim factors than parents did. The findings in this study indicated a pattern of offender blame avoidance. This could lead to further victimisation of the victims, absolving of the perpetrators of any wrongdoing, and both victims and perpetrators losing the opportunity to get relevant therapy in order to restore normal functioning.
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Attribution of Blame in Incest Cases Among a Sample of Students and Parents in the Limpopo Province (South Africa) - Madu, Sylvester Ntomchukwu; Marivate, Patricia (Journal of Psychology in Africa, 2003)
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FACTOR STRUCTURE OF CONDOM ATTITUDES AMONG BLACK SOUTH AFRICAN UNIVERSITY STUDENTS - Madu, Sylvester Ntomchukwu; Peltzer, Karl (Social Behavior and Personality, 2003)
The factor structure of condom attitudes among black South African university students was investigated amongst 1203 undergraduate students – ranging in age from 16 to 45 years – at the University of the North, South Africa, using a 25-item anonymous self-rating questionnaire constructed by the authors to tap students' opinions and complaints about using con- doms as a preventive measure against HIV/AIDS. Factor analysis reduced the items to five factors with five items each. Each of the factors correlated highly with the total scale and moderately or poorly with each other. Results indicate that the study is useful as a baseline and for providing information for further investigation into related topics amongst black South African university students.
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Conflict Resolution and Management: The Role of African Higher Education Institutions - Magagula, Cisco M. (African Symposium: An On-Line African Educational Research Journal, 2003)
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Distance Education: Is it a Solution for Higher Education in Subsaharan Africa? - Magagula, Cisco M. (African Symposium: An On-Line African Educational Research Journal, 2003)
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An exploration of the self-efficacy beliefs of Botswana primary school students - Magogwe, Joel M. (Mosenodi, 2003)
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Investigating the Influence of the School-Level Environment on the Implementation of the Outcomes-Based Education in the Limpopo Province of South Africa - Mailula, Esrom M.; Laugksch, Rüdiger C.; Aldridge, Jill M.; Fraser, Barry J. (2003)
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Integrating Cultural Values into the Curriculum for Kenyan Schools. - Maina, Faith (2003)
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Looking beyond educational indicators: an analysis of differences in learner results of a standardised English language comprehension test administered in Katima Mulilo and Rundu educational regions of Namibia - Makuwa, Demus Kaumba (2003)
This thesis attempted to develop insight into why, contrary to expectation and predictions, learners in Rundu obtained better scores in a standardised English comprehension test than learners in Katima Mulilo, given that the conditions of teaching and learning were judged to be least favourable in Rundu.
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Non-Governmental Organisations, Participation and Partnership Building in Basic Education in Malawi - Makuwira, Jonathan; Ninnes, Peter; Chantrill, Paul; Spence, Rebecca; Gamage, Sirisena (2003)
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Restore, reform but do not transform: The gender politics of higher education in Africa - Mama, Amina (Journal of Higher Education in Africa, 2003)
This paper uses gender analysis to reflect on the emergence and development of higher education in Africa. The available statistical picture indicates that despite the absence of formal exclusions, women’s entry into higher educational institutions—as students and as employees—has remained slow and uneven, suggesting the need to look beyond the numbers. The overall pattern of exclusion and marginalization is true for both administrative and academic tracks but is at its most extreme for senior academic and research positions. The persistence of extreme gender inequality is most easily and often attributed to external social and familial factors. Here, however, it is argued that there is sufficient evidence to suggest that, despite institutional and managerial claims of administrative neutrality, the institutional and intellectual cultures of African institutions are, in fact, permeated with sexual and gender dynamics.
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Participants' perceptions of a nonformal adult education program in Ghana: The case of the New Year School - Manns, DaBeth S (2003)
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Mathematics teacher learning in the context of South African outcomes-based education reforms - Maoto, Rose Satsope (2003)
The new South African national curriculum for the twenty first century adopted an outcomes-based education approach. The new curriculum represents a crucial shift in emphasis from learners concentrating on formal and procedural mathematics (with an absence of meaning) to learners making meaning of mathematics and becoming flexible mathematical thinkers, with problem solving and mathematics investigations as central focus. This study reports on an action research collaboration between two teachers and myself, a university mathematics educator. It was conducted over a period of three years. The main purpose of our collaboration, and this thesis, was to explore mathematics teacher learning in the context of the OBE-based reforms. The data were gathered through questioning, journal keeping by the two teachers and my participant observations. Using the two teachers’ reflective writings and field notes I analysed the data in two stages - narrative analysis and analysis of narratives. What emerged from the study were several issues clustered around three characteristics of teacher learning - teacher learning as situated, teacher learning as social and teacher learning as distributed. These three overlapping characteristics of teacher learning were used as heuristic devices or convenient organisers for the description, analysis and discussion of the issues that emerged. This study revealed several overarching propositions that may have applicability beyond its boundaries. The first proposition is that teachers reflect on and revise their personal practical knowledge if exposed to learning experiences that encourage them to attach meaning to and make sense of the underlying concepts of new curriculum reforms. The second proposition is that interactions with literature improve the quality of teacher learning.%%%%The third proposition is that teachers are motivated to experiment with new ideas if they observe these ideas being modelled in practice. The fourth proposition is that teachers develop positive perceptions about learning if the expectations of multiple stakeholders (both in their classrooms and beyond the classrooms) are not contradictory. The fifth proposition is that teachers’ listening to learners’ thinking opens opportunities for explorations. The sixth proposition is that I teachers respond to learners’ learning by being more curious about classroom discussions. The seventh proposition is that teachers who play an active role in collaborative working relationships are more likely to revise their pedagogy. The eighth proposition is that true collaborative relationships take time. The last proposition is teachers who are supported are more likely to distribute their knowledge and learning. Some implications of this study are also highlighted in the last chapter.
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A descriptive study of racial identity amongst University of Natal, Durban students in a post-apartheid South Africa. - Maqutu, Siphiwe Maneano. (2003)
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Explaining success in O-level physical science in Lesotho: A survey of physical science teachers - Maqutu, Tholang Z. (African Journal of Research in Mathematics Science and Technology Education, 2003)
The Cambridge Overseas Schools Certificate (COSC) examination is an important assessment in the Lesotho education system. It determines students' futures in education and employment, and evaluates their teachers. Indirectly, it monitors the standards of other levels of education in Lesotho, especially the Primary School Leaving Examinations and the Lesotho Junior Certificate.The purpose of this study is to understand two issues in relation to COSC success, namely the availability of school-level resources in science education and the factors that teachers identify as keys to explaining performance at COSC level. This report outlines the human and physical resources available in Lesotho secondary schools and describes teachers' understandings of the causes of success (or lack of success) in physical science in COSC examinations.The research methodology comprises a survey of 32 high schools offering O-Level physical science. The survey questionnaire elicits information on teacher biographies, the national status of school-level resources for science education and teacher-identified factors explaining low performance in O-level science.The survey reveals that most physical science teachers at this level are male, young and inexperienced but qualified. These teachers soon find themselves having to provide academic leadership and guidance because more experienced teachers tend not to stay in teaching. In addition, the survey revealed that although the value of INSET was recognised, many teachers did not attend such training. Many teachers also said that science inspectors had not observed them teaching in their respective schools. The teachers in the survey believe that the prime reasons for lack of success in COSC examinations are language difficulties, poor teaching strategies, shortage of texts and lack of laboratory resources.
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Back to the old school? Revival of traditional management systems in Zimbabwe - Maradze, Juliet (2003)
Formal heritage systems came as part of a colonial package throughout the African continent, with the aim of preserving monuments and sites that bore witness to human civilisation and development. Before colonialism, different systems were in place to ensure respect and survival of cultural sites. These included taboos, myths and restrictions. The impressive structures we see today have survived for hundreds of years, meaning they owe their existence to some form of management, which is certainly traditional practices. However, the new system of heritage management sought to protect only tangible heritage, and considered modern, scientific techniques important in conservation. This scenario prevailed throughout the colonial period, and was even inherited by heritage institutions after independence. In Zimbabwe, National Museums inherited the colonial system, and did not incorporate traditional ways of heritage protection, despite the fact that in some areas local leadership was willing to participate and revive old ways of managing heritage. In communal areas, several factors led to the erosion of traditional management systems. Legislative pieces pertaining to land ownership saw people moving to reserves, creating way for commercial farms. Proclamation of sites as a way of ensuring their protection meant they automatically became state land. Thus, people became divorced from their heritage, as accessing it would have meant trespassing into private or state land. This meant that traditional leaders, also the guardians of heritage, could not enforce traditional systems of heritage protection. Missionaries also widened the gap between local people and traditional management systems as they condemned respect for ancestors, who were considered the owners of heritage. Many people became Christianised and questioned traditional ceremonies and belief systems. Recently, the government embarked on land redistribution, which had been spontaneous and uncontrolled, and it is not clear whether the new settlers will be able to respect the heritage they find in different areas. In light of these factors this paper seeks to assess how possible and practical it is to call for, and try to revive, traditional systems in managing Zimbabwean cultural heritage.
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Technological learning and capability-building: How do African telecommunication firms learn? - Marcelle, Gillian M. (South African Journal of Information and Communication, 2003)
This paper presents the results of a larger study that focusses on technological learning in developing country firms, using empirical data from 26 telecommunication firms in Uganda, Ghana, Tanzania and South Africa. The paper adds to knowledge by providing a cross-disciplinary study of how African firms undertake technological learning and capability-building. The conceptual framework used in the paper, the TCB system approach, suggests that the underdevelopment of the strategic and systematic management of technological learning capability development is a major constraint for developing country firms and cannot be explained by country-level factors only. It therefore suggests that a simultaneous focus on internal factors that contribute to effectiveness, and on boundary conditions, is necessary. This paper focuses on the internal, intrafirm dimension and provides insights on how features such as ability to manage cultural change, leadership and organisational integration influence and explain variation in the ability of telecom firms to build capabilities. These insights have implications for firm strategy and policy and offer avenues for future research.
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ASSESSMENT OF THINKING STYLE PREFERENCES AND LANGUAGE PROFICIENCY FOR SOUTH AFRICAN STUDENTS WHOSE NATIVE LANGUAGES DIFFER - Maree, Jacobus G. (Psychological Reports, 2003)
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Impaired response to 5mU/day interferon treatment in African-Americans with chronic hepatitis C - Maria, Nicola De; Colantoni, Alessandra; Idılman, Ramazan; Friedlander, Lois; Harig, James M.; Thiel, David H. Van (2003)
Alpha Interferon (IFN-α) is an effective treatment for hepatitis C virus (HCV) infection. A reduced response rate to IFN therapy in African-Americans with chronic hepatitis C is demonstrated in this chapter. At the end of IFN treatment, only 10% African-American people had a biochemical and virological response to the therapy as compared to 53% people in the Caucasian group. Antioxidant compounds—such as vitamins— have been reported to have a protective effect on the course of chronic viral hepatitis, and they may enhance the response to IFN. The factor that may be considered as potentially responsible for the higher mortality and morbidity rates among African-American males is greater serum levels of testosterone as compared to Caucasians. The effect of sex hormones on the course of viral hepatitis is not known, although regardless of race, females do better than males when exposed to viral hepatitis. Studies are needed to identify and establish the role of environmental or genetic factors that might determine this difference in response as compared to Caucasians.
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Reinstating philosophy of education in teacher education in Mauritius - Mariaye, Hyleen (2003)
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AFRICAN AMERICAN COLLEGE STUDENTS AND THEIR ATTITUDES TOWARD MARRIAGE - Martin, Marika Lelang (2003)
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A livelihoods-grounded audit of the Training for Environmental and Agricultural Management (TEAM) project in Lesotho. - Marumo, J.; Tamasane, T.; Goldman, Ian (2003)
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Institutionalization, perspectives, challenges, and pedagogical dimmensions of the English language in the education systems of former British Colonies in Africa: the case of Uganda, Kenya, and Zimbabwe. - Masembe, Connie Ssebunga (2003)
The emergence of English as a language of instruction in education systems of former British colonies characterized by a mixture of ethnic groups is discussed with examples from Uganda, Kenya and Zimbabwe. The article analyzes the traditional teacher-centered teaching methods that denied the pupils a chance to be creative as they largely depended on teachers’ notes and basically studied the language for purposes of passing exams rather than learning. The new learner-centered approach that determines individual strength and weaknesses thereby discovering individual learning needs is preferred. This method is also believed to promote student autonomy and define teachers’ roles as stage setters, facilitators, and guides. With the understanding that English would continue to be the language of instruction in the above named three countries, suggestions to improve the teaching and learning of the language are made. They include the integrated approach that takes cognizance of the contribution of literature to the enrichment of the study of language; the communicative approach that emphasize forms and functions of appropriate and fluent language use; and the functional/notional approach that puts emphasis on duality of language grammatical and functional aspects.
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The study of factors influencing teacher mobility in post-primary schools of Leribe, Lesotho. - Masoebe, Liteboho E. (2003)
One of the practices in post-primary schools of Leribe is teacher movement between schools (Teacher Mobility). This study was intended to determine factors influencing teacher mobility in Leribe post-primary schools in Lesotho. Random sampling of heads of department, teachers (transferred and not transferred), and parent representatives was carried out from the target population of all heads of departments, all teachers in different categories, head teachers, deputy head teachers, education officers and parents representatives in the Leribe district. Samples were made up 18 head teachers and 18 deputy head teachers, 36 heads of department, 144 teachers (72 transferred and 72 not transferred), 36 parent representatives and 8 education officers. Two leaders of teachers unions were part of the sample. The study used both quantitative and qualitative research techniques in collecting data. Questionnaires were used to collect data from head teachers, deputy head teachers, and heads of department, teachers and parent representatives. Education officers and leaders of teachers unions were personally interviewed because they were fewer in number. Statistical Package for Social Sciences (SPSS) was used to analyze the data and the following results were revealed by the study: The lack of facilities in schools and poor management of schools contributed to teacher mobility in the Leribe district. Teachers' preference of teaching near home and teaching in schools situated in urban areas. Unsatisfied teachers' needs and interests, lack of grants in schools and teachers' preference of teaching in better performing schools in examinations. Lack of co-operation among teachers themselves and between teachers and administration. The remaining teachers were negatively affected because of high teaching overloads.
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American travelers and the South Africa looking glass : learning to belong in America - Mathers, Catherine Frances (2003)
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Crime and School Violence in Botswana Secondary Education: The Case of Moeding Senior Secondary School - Matsoga, Joseph Thoko (2003)
MATSOGA, JOSEPH T. Ph.D. August, 2003. Curriculum and Instruction Crime and School Violence in Botswana Secondary Education: The Case of Moeding Senior Secondary School (251pp.) Director of Dissertation: Stephen W. Howard In traditional villages in Botswana, education was carefully supervised by the elders for the maintenance of law and order among children in the home and in society. However, this village education has now been replaced by modern stratified structures such as the Ministry of Education (MOE), Ministry of Labor and Home Affairs (which addresses the well being of youth), all of which are plagued by rampant problems. The purpose of this research has been to address the problem of violence in secondary schools as exemplified by one school–Moeding Senior Secondary School in the village of Otse. The research was carried out over an eight week period among a school population of approximately 1570 students, 95% of whom lived in the hostels. Through individual and group interviews, documentation analysis and observations, a self perpetuating scenario of violence, and unhealthy habits, which students may or may not have brought with them to school evolved. This seems to have been intensified by the system of correction in the school, the lack of collegiality and the isolation of the academic setting from the MOE. The failure of the curriculum to address teachers’ needs to prepare students for end of year examinations appeared to intensify use of discipline. Results of this study suggest the need for review of the education system in Botswana as well as further study on other areas that impact the socialization and education of Botswana youth. Specific areas are the need for the MOE to develop an environment to reduce or eliminate violence, as well as to develop a nationwide implementation policy for providing better counseling skills for teachers, administrators and the parents. Further, regular on-going interactions between all parties are needed. This suggests the need for the MOE to develop effective in-service courses for teachers and the school administrators in lieu of punishment as well as to assure effective counselor preparation for all schools. Finally, intensified infusion of civic education into the curricula is warranted. Approved: Stephen W. Howard Assoc. Professor of Educational Studies Dedication I whole heartedly dedicate this dissertation to the entire Matsoga family. I am very thankful for my parents’ love, encouragement, support and all the blessings. Once more, I thank you all. Acknowledgements I am very grateful for all my dissertation committee members first, Dr S. Howard who served as both my committee chair as well as a method expect in this piece of writing. My sincere thanks also go to Dr R. Romano for all her support since when I was taking my course, through the comprehensive examination to date when she served as the Dean’s Representative in my committee. Through her expertise in counselor education Dr Dana Levitt played a significant role in shaping up the whole cognate area of my doctoral program. Lastly, I thank Dr N. Muhammad for the suggestions he made in making this dissertation better. I also thank Mrs M. Jordan of the Ohio University Program of Intensive English for her insightful reading and editing of this manuscript. I am also thankful for both my parents, I particularly owe my mother a big thank you for all the support that she gave me since I started my graduate school education way back in England where I received my masters degree to date when I am now done with my PhD. I wish to state that though neither of my parents received as much education as I have, throughout this journey they have always been a source of inspiration for me. When reading for my PhD whenever I visited my country each time I thought about coming back to the US to resume my studies was always a painful thing for me. But mother always gave me that warm motherly encouragement. Repeatedly, she assured me that someday I would get done with my studies. I also thank my siblings Eddie, Moses, Cecilia and Thuso for their support in various ways. My sincere thanks also go to my employers and sponsors–the University of Botswana Staff Development and Training Office. Through this office I secured the prestigious William Fulbright Scholarship which allowed me to commence my studies in the United States of America. Still at my work place had it not been for my former lecturer during my PGDE days and later my Head of Department Dr F. Moorad preparing to start and go through PhD program would have been a difficult process. I thank him for that. Lastly, I wish to thank my brothers, friends and supporters: Lebonye, Marothodi, Lerothodi Moshoeshoe, Ofhentse, Onkemetse and Michael Chabota. I thank you all. 9 Table of
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The pollution status of Lake Nakuru, Kenya: heavy metals and pesticide residues, 1999/2000 - Mavura, W. J.; Wangila, Phanice (African Journal of Aquatic Science, 2003)
This study was carried out from April 1999 to May 2000 to investigate the extent of pollution of Lake Nakuru. Water, sediment, fish and algae collected from the lake and its feeder rivers during the dry and rainy seasons were analysed for heavy metals and organochlorine pesticide residues to identify possible sources of contaminants. Atomic absorption spectrophotometry and gas chromatography showed that more contaminants were added to the lake during the rainy season than the dry season. Heavy metals and pesticide residues were found in higher concentrations in the sediments than in the water. Contamination by most of the pollutants has increased over the past 25 years. DDD is more prevalent in the sediments and particulates in the water, but DDE is predominant in fish, suggesting two different mechanisms of DDT degradation in the biotic and abiotic environments. Whereas heavy metals tend to be distributed almost uniformly within the lake, pesticide residues are found predominantly in its northern and southern river inlets. Some contaminants occur in slightly higher concentration upstream, perhaps due to contamination from point sources, followed by dilution.
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Forced to swallow uncooked kaukau: School Reforms in Papua New Guinea - Responses around Goroka - Maxwell, Thomas W; Yoko, J K (2003)
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The Effects of a Cognitive Acceleration Intervention Programme on the Performance of Secondary School Pupils in Malawi - Mbano, Nellie (International Journal of Science Education, 2003)
The use of the 'Cognitive Acceleration through Science Education' (CASE) intervention programme was explored in Malawi to see if the critical period for cognitive transition from concrete operations to formal operations at 12-14 years of age actually exists. The older pupils (16-17 years of age) in secondary school classes in Malawi made similar cognitive gains to younger English pupils after being taught CASE for 2 years. This was taken to suggest that the critical period does not exist. However, in Malawi, girls, who are on average a year younger than boys in the same class, and older boys, had lower academic achievement than younger boys. Explanations for this age and gender interaction are explored.
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Language practices and pupil performance in rural and urban Grade 1 primary classrooms in Swaziland - Mbatha, Thabile (2003)
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Projection of enrolment in b.ed programme to meet the demand of teachers for integrated English in public secondary schools in Kenya - Mbeche, Ferdinand George (2003)
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School Enrollment, Performance and Access to Education in Tanzania - Mbelle, Amon V. Y.; Katabaro, Joviter (2003)
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Parent-teacher association (PTA) financing of secondary education in Cameroon - Mbua, Fritz Ndiva; Agbor, MaryAnn Njong (2003)
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Judgment and Justification: Globalization and Cultural Knowledge Among American and Moroccan Students - McComsey, Melanie (2003)
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Discipline and savagery : the spectacle of the post-apartheid South African school - McDougall, Kathleen Lorne (2003)
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Educating constructively critical citizens : exploring student responses to the apartheid past in a South African undergraduate English studies course - McKinney, Carolyn (2003)
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Violence Prevention: An Evaluation of Program Effects with Urban African American Students - McMahon, Susan D.; Washburn, Jason J. (The Journal of primary prevention, 2003)
While many violence prevention programs have been developed to combat the problems of violence and aggression among youth, few programs have been evaluated. This study examines the impact of a violence prevention program among African American students in two inner-city schools in Chicago. Students in 5th through 8th grade participated in Second Step: A Violence Prevention Program, and completed surveys at pretest and posttest. Aggressive behavior and prosocial behavior were assessed through self-report, peer-report, and teacher-report. In addition, knowledge and skills related to violence, empathy, impulsivity, and sense of school membership were assessed. The findings revealed significant increases in self-reported knowledge and skills, self-reported empathy, and teacher-reported prosocial behavior. Increases in empathy significantly predicted less aggressive behavior. School setting influenced several outcomes, including sense of school membership. Implications for primary prevention and evaluation are discussed with a focus on the importance of context.
openalex: W1935262526 mag: 1935262526
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Is No Child Left Behind 'Wise Schooling' for African American Male Students? - McMillian, M. Monique (The High School Journal, 2003)
To improve achievement among African American students, education professions must pay special attention to African American male achievement and reframe the academic achievement gap as a treatment gap. Engagement studies suggest that African American students, and African American boys in particular, are susceptible to academic disengagement. Specifically, research (Steele and Aronson 1995; Osborne 1995) suggests that education professionals' "stereotypes about ability" are partly responsible for the disengagement and lagging achievement of African American male students. This author recommends that education professionals use 'wise schooling' to minimize the effects of these stereotypes on achievement.
openalex: W1983413679 mag: 1983413679
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294. Prevalence of Noise Induced Hearing Loss (NIHL) in Ex-Mineworkers of the Transkei, South Africa - Meel, B. (AIHce 2003, 2003)
openalex: W2322166877 mag: 2322166877
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Towards a five-year Problem Based Learning curriculum in the University of Transkei, South Africa - Meel, BL (Anil Aggrawal's Internet Journal of Forensic Medicine and Toxicology, 2003)
The aim of this article is to create awareness about the five-year Problem Based Learning (PBL) curriculum at the University of Transkei (UNITRA). PBL has many advantages over the traditional system of teaching. One of them is that it allows students to gain and retain information better. The “hypothetico-deductive” strategy traditionally used in PBL should be replaced by scheme-driven search strategies so that students develop a more organized and logical approach to problem solving. Knowledge is stored in long-term memory, and therefore PBL is a time saving method of learning (Mandin et al, 1997). This justifies the implementation of the 5-year teaching curriculum.
openalex: W2268284706 mag: 2268284706
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A report on the implementation of the process of self-evaluation into schools in Swaziland: Lessons learned - Meeting, Adea Biennial (2003)
openalex: W2340117338 mag: 2340117338
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Stratified students, stratified teachers : ideologically informed perceptions of educational reform in Egypt - Megahed, Nagwa; Ginsburg, Mark (2003)
openalex: W2625371956 mag: 2625371956
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A Study for the Necessity of Risk Assessment for Heavy metal Pollution in the Barada Basin, Syria - Melhem, Rimah; Higano, Yoshiro (ERSA conference papers, 2003)
Manufacturing industries are blooming rapidly in Barada Basin carrying high risk to environment and human health due to generating huge amounts of heavy metals to environmental media, particularly rivers. Few studies show that concentrations of chromium, cadmium, and lead exceed the standards in down streams of rivers. Risk assessment on human health urges for immediate measures to control the emission of these metals. In this paper, we discuss the implementation of comprehensive risk management policy as an element to introduce an optimal policy to reduce water pollution and improve water quality in the Barada Basin.
openalex: W3146357466 mag: 3146357466
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Dynamic Modeling Approach to Risk Assessment for the Measuring Impact of Heavy Metal Pollution on Population in the Barada Basin, Syria - Melhem, Rimah; Higano, Yoshiro (Studies in Regional Science, 2003)
In this paper, we state briefly the research characterization of the heavy metals, their sources, risks, and pathway to transmit to human body through environmental media. Then, we review various methods of risk assessment for these metals on human health, ending with discussion about the research methodology and estimation results using dynamic modeling approach. Finally we developed a dynamic mathematical model. In this model, we incorporate indicators regarding residents who are potentially affected by in-taking doses of Cr, Cd, and Pb. We also describe the interrelation with the sources of pollutaons related to production activities and the transmission pathway of pollutants through the source to water-soil, and agricultural output.
openalex: W2011293359 mag: 2011293359
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Learning from the cost-effectiveness of heavy axle loads in South Africa - Meulen, Dave van der (2003)
The paper reviews South African experience in heavy haul railways, with a view to understanding the context in which heavy haul may be successful. It examines the existence of a unique heavy haul identity, as well as some decreasing- and increasing cost drivers that apply in a heavy haul environment. It relates these to the fundamental drivers of railway competitiveness, heavy axle load and high speed, to reveal critical insights into heavy haul systemic architecture and transferring it into other environments. It concludes that such transfer is context-sensitive, and that a bold attitude is part of making heavy haul work.
openalex: W2336015090 mag: 2336015090
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Language Use in Ethiopia from a Network Perspective: Results of a sociolinguistic survey conducted among high school students - Meyer, Ronny; Richter, R (2003)
This publication describes the usage of languages in the multilingual society of Ethiopia. It is based on empirical studies conducted in nine states of the Federal Democratic Republic of Ethiopia in 1997 and 1998. A research team of German and Ethiopian scholars surveyed about 3,500 high school students from 35 Ethiopian towns regarding their language behaviour. The data on the distribution of mother tongues and second languages are published here for the first time and are representative for a typical Ethiopian town. These data outline the development of multilingualism over three generations (students/parents/grandparents) and elucidate factors which promote the spread of multilingualism. The frame for the representation and explanation of the data is an adapted model of the social network theory.
openalex: W585004026 mag: 585004026
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Determinants of primary education quality: what can we learn from PASEC for francophone Sub-Saharan Africa? - Michaelowa, Katharina (2003)
Since the early 1990s, the “Programme of Analysis of Education Systems” (PASEC) has regularly collected data of student achievement in French and math for primary school students in francophone sub-Saharan Africa. This paper synthesises some of the most important results from studies based on the PASEC data set. With respect to teachers’ competencies, the available evidence reveals that it is not sufficient - and may even be counterproductive - to simply enhance the required duration of teacher training. Well-designed non-civil-servant contract-teacher programmes may be successfully introduced without compromising on education quality, even though they show some negative impact on teacher job satisfaction. PASEC data also indicate that despite the high average class size in francophone African countries, the negative impact of student numbers is not as strong and not as consistent as one might expect. Among instructional materials and physical infrastructure, textbooks in the basic language of instruction appear to have the most important positive influence on education quality. Finally, PASEC provides strong and unambiguous evidence against the efficiency of grade repetition. Depuis 1990, le Programme d'analyse des systemes educatifs (PASEC) collecte regulierement des donnees sur les performances, en francais et en mathematiques, des eleves d'ecoles primaires de pays d'Afrique subsaharienne francophone. Ce document resume certains des resultats les plus importants tires des etudes realisees a partir des donnees du PASEC. Concernant les competences des enseignants, les elements disponibles indiquent qu'il n’est pas suffisant de renforcer la duree de la formation pedagogique - cette mesure peut meme etre contre-productive - et qu’il est possible de recourir a des formules contractuelles bien concues, qui ne sont pas des contrats de fonctionnaires, sans pour autant compromettre la qualite de l'education. Ce systeme a cependant un impact negatif sur la gratification professionnelle des enseignants. En Afrique francophone, le nombre d'eleves par classe est souvent tres eleve. Les donnees PASEC montrent cependant que l'impact negatif de ce facteur est moins important qu'il n'y paraisse. S'agissant du materiel educatif et des infrastructures physiques, la disponibilite de livres de classe, rediges dans la langue pratiquee couramment par l'eleve, semble etre le facteur qui exerce une influence positive la plus grande sur la qualite de l'education. Enfin, les donnees PASEC montrent, sans ambiguite, que les redoublements ne sont pas efficaces.
openalex: W3013965384 mag: 3013965384
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The inclusion of deaf learners: observations from EENET's action research study in Zambia - Miles, S.; Woodford, Darragh J. (2003)
openalex: W2273637789 mag: 2273637789
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Reducing Overrepresentation of African American Males in Special Education: The Role of School Social Workers. - Mills, Cheryl (2003)
openalex: W132494981 mag: 132494981
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PSYCHOMETRIC CHARACTERISTICS OF THE SCIENCE TEACHING EFFICACY BELIEF INVENTORY IN SOUTH AFRICA - Mji, Andile (Psychological Reports, 2003)
The psychometric properties of the Science Teaching Efficacy Belief Inventory are reported, based on responses of 200 (88 men and 112 women) elementary science teachers in the Eastern Cape, South Africa. Previous factor analytic studies of this inventory have identified a two-factor solution but this has not been investigated in a South African context. The reliability estimated as internal consistency (Cronbach alpha) was .87. Principal components analysis with varimax rotation indicated a two-factor solution accounting for 38.1% of variance, with Cronbach alphas of .92 and .73 for the Personal Science Teaching Efficacy Belief subscale (Factor 1) and the Science Teaching Outcome Expectancy subscale (Factor 2), respectively. Principal components analysis of the Science Teaching Efficacy Belief Inventory yielded two conceptually meaningful components, similar to those reported in literature. Although one item did not meet the conditions for acceptance, this inventory may be useful in understanding science teachers' efficacy beliefs in South Africa. These particular findings are preliminary but hopeful Studies using confirmatory analysis to address the cross-national invariance of this inventory are needed.
openalex: W4232584169
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Climate change, water and wetlands in southern Africa : a discussion paper for a regional dialogue - Mkanda, Francis X. (2003)
openalex: W2754031585 mag: 2754031585
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Higher education in Tanzania - Mkude, Daniel J. (2003)
openalex: W2998981335 mag: 2998981335
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Environmental Policy, Practice and Education in Swaziland Industries: Challenges and Prospects - Mlipha, M.; Mondlane, Anderson (The Southern African Journal of Environmental Education, 2003)
Industry is an essential production sector, though environmental degradation of various forms is attributed to it. Irrespective of existing environmental legislation, some industries persistently pose risks to the environment due to failure to comply with existing environmental legislation. However, industry is increasingly being challenged to adhere to environmental legislation and the challenges are both internal and external. Internal challenges include the quest to maximise production and respond to workers’ demands for better wages.The internal operations of industry are also expected to guarantee the health and safety of workers. External challenges include mainly global environmental conventions and protocols. Locally, the challenge is mainly to comply with existing environmental policies and regulations. Environmental responsibility is doubtful in some of the local industries in Swaziland, especially the small and locally owned. This study suggests that non-compliance with environmental legislation is attributed to lack of environmental expertise and knowledge, suggesting a need for an environmental education programme for industry. The government of Swaziland, through the undertaking of an environmental education training needs survey (reported here), has noted the importance of environmental education for industries.The survey provided a ‘consultation forum’ to establish environmental training needs in industry. Common training needs established include the need to educate industry on national environmental policies and guidelines for compliance as well as build capacity of industry personnel to respond to environmental issues and risks. The results of the survey have been crucial in the national initiative to develop an environmental education course for industry, which is now being undertaken with the support of the Southern African Development Community Regional Environmental Education Programme (SADC REEP) Course Development Network.
openalex: W1753197645 mag: 1753197645
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Inclusive education in Tanzania and the global discourse - Mmbaga, Dinah Richard (Papers in Education and Development, 2003)
openalex: W2279400436 mag: 2279400436
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Food crop loss and storage management. Same District, Tanzania, December 2002. [Training workshop for 14 SAPRO farmers and 4 SAPRO field officers] [Swahili] - Mngara, K. (2003)
openalex: W757613634 mag: 757613634
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Post-harvest loss management training course for World Vision for 26 villages in 6 wards in Arumeru District, Tanzania, 4-12 December 2002. [Training courses for 147 participants] [Swahili] - Mngara, K. (2003)
openalex: W2277373771 mag: 2277373771
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Post-harvest training. Mbulu District, Tanzania, August 2002. [Training workshop for 15 Village Agricultural Extension Officers] [Swahili] - Mngara, K. (2003)
openalex: W801413913 mag: 801413913
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Predictors of dating violence among Batswana [i.e. Botswana] college students : a multivariate cross-cultural analysis - Moagi-Gulubane, Sophie M. (2003)
openalex: W53781891 mag: 53781891
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Long-term injury related disability in Ghana - Mock, Charles; Boland, E. S.; Acheampong, Frederick; Adjei, Samuel (Disability and Rehabilitation, 2003)
(2003). Long-term injury related disability in Ghana. Disability and Rehabilitation: Vol. 25, No. 13, pp. 732-741.
openalex: W2016685385 mag: 2016685385
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Investigating teachers' needs for INSET in secondary schools in South Africa - Mofokeng, Mokoqo Paulus (2003)
In this study, the researcher started by viewing INSET (the in-service training for teachers) as a basic need for all teachers, especially for those who are un- or under-qualified. The aim of INSET is to help teachers already in the profession to keep in touch with developments in education and update their teaching strategies, skills, techniques, approaches, and methods. The researcher argues further that opportunities to attend INSET abound in South Africa. However, INSET can be seen as problematic because many INSET courses are initiated, organized, designed and conducted by facilitators who have either lost touch with schools or have never been at schools. Often INSET courses are conducted without any input from the teachers. This research surveyed a group of teachers to find out their experiences with and opinions about such INSET programs and to gather their input about what kind and how INSET should be organized to be more successful. The results showed that the INSET in which teachers want to participate is one in which they are participants and not passengers only. They would like to be heard so that they may make a difference and own the courses too. They further indicated that their attendance in future INSETS will depend on whether planning, organization and management of the courses meet certain criteria
openalex: W138098751 mag: 138098751
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Students' perceptions of motivation in English language learning in Libya - Moghani, Al; Mohamed, Hassan (2003)
openalex: W2151083291 mag: 2151083291
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Back to Qu'ranic Schools (Dugsi) in Somalia - Mohamed-Abdi, Mohamed (Cahiers d'Études africaines, 2003)
The education dispensed in Somalia during the 20th century has varied from the precolonial to the colonial period in the context of civilian and military governments, and the civil war. The operation of Koranic schools is described along with their importance in the traditional system of education. Despite the development of secular schools, the dugsi still exist since the civil war and have changed toward becoming seminaries providing religious and nonreligious instruction.
openalex: W2693014311 mag: 2693014311
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Pedagogical Issues and Gender in Cyberspace Education: Distance Education in South Africa - Moja, Teboho; Sehoole, Chika (African and Asian Studies, 2003)
Abstract The purpose of this paper is to analyse the pedagogical and gender issues embedded in distance and cyberspace education. Pedagogical issues to be addressed relate to access, teaching and learning, quality, and research within distance and cyberspace education. The paper will further analyse the gender dimension in cyberspace education in South Africa. Our paper limits itself to cyberspace teaching and learning as a process that takes place using the Internet or the World Wide Web, or uses some digital information and communications technology (ICT). We understand ICT to be a broad concept that includes all forms of electronic communications in both digital and analogue forms. Pedagogical issues in this paper are covered in a broader context, but our analyses of gender issues is limited to cyberspace education. Some literature refers to latter modes of learning as "e-learning" (Bates 2001). Different people have defined the concept, and the more common definition is that cyberspace is the total interconnectedness of human beings through computers and telecommunications without regard to physical geography. William Gibson is credited with inventing or popularising the concept in his novel.
openalex: W1972266115 mag: 1972266115
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Knowledge of personal anthropometrics among South African high school learners - Mokwena, Kebogile (The South African journal of clinical nutrition, 2003)
Between June and September 2000 I was a principal investigator for a youth risk behaviour survey in a school district in the North West Province. Although the sample included Grade 10 and 12 learners, the data collected revealed lack of knowledge of personal anthropometrics. The two questions relating to height and weight were mostly left unreported or given responses that were obviously wrong.
openalex: W1486357482 mag: 1486357482
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Technological change in learning environments: the case of the university of Botswana - Molelu, G.B.; Uys, Philip (2003)
This paper seeks to establish the extent to which educational technologies have impacted on Teaching and learning at the University of Botswana. The paper describes and analyses technological developments at the University of Botswana since 2000. The University of Botswana recognises the importance of the effective use of educational technologies for enhancing teaching and learning. This recognition is directly linked to the vision of the institution being: “developing a student centred, intellectually stimulating and technologically advanced teaching, learning and research environment.” Various obstacles that are typical of higher education in developing environments however have militated against the rapid implementation of this vision. The process of technological change has been accelerated since 2001 and the emerging strategies for effective infusion are discussed. What strategic steps have been taken to guide the infusion of educational technologies in teaching and learning? What developments both in terms of human resources and infrastructure have been undertaken to help achieve the objective of establishing a technologically advanced teaching and learning environment?The process of technological change is complex and systemic in nature and leadership is therefore key to this process. The LASO Model was found to be helpful and can act as a guiding heuristic for technological change in learning environments. The University of Botswana is experiencing positive progress in realising its vision for establishing a technologically advanced teaching and learning environment, despite various obstacles that are systematically being addressed.
openalex: W2595044261 mag: 2595044261
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Breaking barriers to parental involvement in rural schools in Cameroon - Molindo, E.A. (2003)
openalex: W198059362 mag: 198059362
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Gender and constraints to appointment to leadership positions in secondary schools: a case of Nakuru District, Kenya - Momanyi, Grace W (2003)
openalex: W2627612999 mag: 2627612999
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Empowering girls and women through education: the Kenyan experience - Mondoh, Helen Omondi; Changeiywo, M. (Egerton Journal of Humanities, Social Sciences and Education, 2003)
openalex: W305414269 mag: 305414269
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The Ins and Outs of Succeeding in Mathematics: African American Students' Notions and Perceptions - Moody, Vivian R. (Multicultural Perspectives, 2003)
This article presents the results of a research study that investigated the mathematical experiences of two African American female college students. The study examined the students' perceptions of and responses to their mathematical experiences. The study sought to determine how these students viewed their experiences in mathematics classrooms, particularly their interactions with mathematics teachers and sought to identify factors that contributed to their succeeding in mathematics. The students' stories suggest a need to raise questions about traditional teaching practices that may be oppressive for African American mathematics students. Their stories also engender hope due to the support of caring educators whom they called "good teachers" and who contributed to their success with school mathematics.
openalex: W2045141697 mag: 2045141697
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Theater and Teaching in Africa and America: An Interview with Ola Rotimi - Moore, David (2003)
openalex: W1518993690 mag: 1518993690
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Multiple perspectives on the teaching and learning of mathematics in rural South African schools in the context of national curriculum reform - Morar, Tulsidas (2003)
openalex: W2524710028 mag: 2524710028
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Gender Equality in African Higher Education - Morley, Louise (2003)
openalex: W1989948276 mag: 1989948276
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Impact of HIV/AIDS in Botswana and on the Education Workforce. - Motshegwa, Baakile (2003)
openalex: W2181876262 mag: 2181876262
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African Literature Today:: The stakes in its Teaching and Research - Mouralis, Bernard; Bojsen, Heidi (2003)
openalex: W2947761010 mag: 2947761010
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HIV/AIDS related knowledge, attitudes and practices among Basarwa adolescents attending school in Ghantsi district, Botswana - Moyo, Alla Tshetsanyana Kgakole (2003)
openalex: W2399627424 mag: 2399627424
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Distance Learning and Virtual Education for Higher Education in Africa: Evaluation of Options and Strategies - Moyo, Stanley (African and Asian Studies, 2003)
Abstract This paper briefly reviews the status of distance education and virtual education in the higher-education sector in Africa. The key issues affecting distance education in Sub-Saharan Africa (SSA) are identified and discussed. An analysis of the major issues facing distance education in SSA is made. It is noted that the full range of opportunities offered by information and communication technology (ICT) for higher education in Africa is largely underexploited. Factors responsible for this situation are identified and a range of strategies is recommended for resolving this situation. Finally, a model of distance education that can potentially enhance the use of ICT in higher education in SSA is proposed.
openalex: W2048924757 mag: 2048924757
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The church and environmental education : a model for the Evangelical Lutheran church in Malawi. - Msuku, Alick Stephen. (2003)
openalex: W1605192567 mag: 1605192567
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A Grounded Theory Analysis of the Meaning of Community-Based Education in Basic Nursing Education in South Africa - Mtshali, Ntombifikile Gloria (2003)
The Africa Honour Society of Nursing was chartered in Gaborone, Botswana on 4 August 2004 and became the Tau Lambda-at-Large Chapter of the Honor Society of Nursing, Sigma Theta Tau International.
openalex: W201065423 mag: 201065423
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An empirical study of Catholic secondary schools in Malawi : strengths, weaknesses and challenges - Mtumbuka, Martin (2003)
openalex: W631646823 mag: 631646823
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Solid Waste Pollution Loads in Beach Hotels on the Kenyan South Coast - Muendo, Muthini; Tole, Mwakio; Otieno, Dorcas N. (2003)
openalex: W2287132844 mag: 2287132844
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Information resources, information skills and education : an exploratory study of information literacy education in community junior secondary schools in the North-East district of Botswana and the role of teacher-librarians and school libraries - Mugabe, Mover M (2003)
openalex: W2944975691 mag: 2944975691
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Knowledge and the limits to institutional restructuring: the case of South African higher education - Muller, Johan (2003)
This paper is about the social institutions of higher education in South Africa, and their complex relation to the problematic of ‘restructuring’. Even with so bald a statement, possibilities of confusion and misrepresentation arise. Global policy terms travel through various iterations of policy borrowing and become translated, recontextualised and transformed. As Latour (1999, p.298) has said: ‘...transfers of information never occur except through subtle and multiple transformations’ (see also Callon, 1995). ‘Restructuring’ is just such a term. In South African higher education policy discourse, ‘restructuring’ refers specifically to the policy of institutional mergers, gazetted on 24 June 2002 (see The South African Universities Vice-Chancellors’ Association or SAUVCA, 2002), which aims in the interests of quality and efficiency to reduce the number of higher education institutions in the country from 35 to 21. In contemporary South African policy-speak, ‘restructuring’ and ‘mergers’ are synonymous.
openalex: W2620373860 mag: 2620373860
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Effects of climate change on agricultural households’ welfare in Kenya - Mulwa, Richard; Pc, Rao Karuturi; Sridhar, G.; Mary, Kilavi (2003)
openalex: W2260967559 mag: 2260967559
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Knowledge, practices and self-assessment on periodontal health and tobacco smoking among secondary students in Tanzania - Mumghamba, E G; Mahimbi, P. (2003)
openalex: W2285337370 mag: 2285337370
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The learning benefits of fieldwork to A-level geography students in Zimbabwe - Munowenyu, Ernest M. (2003)
openalex: W165735036 mag: 165735036
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Students' Perception of the Kenya Christian Industrial Training Institute Academic Programs - Muraguri, Luka M. (2003)
A Research Project Report by Muraguri Luka M., Submitted to the Chandaria School of Business in Partial Fulfillment of the Requirement for the Degree of Master in Business Administration.
openalex: W2343924837 mag: 2343924837
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Kayla, Carmela, Valencia, Franklin, and Trey: Case Studies in African-American School Success and Parenting Behaviors. Rural, Urban and Minority Education. - Murphy, Jean C. (The Journal of Early Education and Family Review, 2003)
openalex: W250168949 mag: 250168949
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Effectiveness of farmer field school approach on technology adoption and empowerment of farmers: A case of farmer groups in Kisii District, Kenya. - Mwagi, G.O.; Onyango, Calvince; Mureithi, J.G.; Mungai, Peter C. (2003)
openalex: W2775216485 mag: 2775216485
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Report on 2nd SP IPPM FFS Training of trainers course. NAARI, Kampala from 28 April to 2 May 2003. [12 farmer facilitators and 5 master trainers from Uganda and Kenya] 59 pp. - Mwanga, R.; Namanda, S. (2003)
openalex: W2277758216 mag: 2277758216
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Liberalisation of primary education in Tanzania: Problems of policy implementation - Mwangamila, Johannes Gervas (2003)
Available in print form, East Africana Collection, Dr.Wilbert Chagula Library, (THS EAF LB1513.T34M92)
openalex: W3202278164 mag: 3202278164
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Contribution of UNU/GTP training to geothermal development in Africa - Mwangi, Martin N. (2003)
Seventy-five geothermal professionals from ten African countries have been trained in the UNU/GTP in Iceland since the programme started in 1979. Five of these UNU/GTP Fellows hold MSc degrees. This is about 25% of all the beneficiaries of this training world-wide. Kenya has benefited the most with 33 people, followed by Ethiopia with 20. About 32% of the trainees from Africa have left the industry. Kenya has retained the highest number of its professionals and has equally achieved the most in geothermal power generation. Over the 25-year period, Africa has benefited tremendously from the training. What is critically required now is to accelerate geothermal development in the continent by removing financial and political barriers so that the trained professionals can fully be utilised to achieve the intended growth. The Iceland training will still be required for some years to come, particularly in providing some assistance in formulation of a mechanism for involving the already trained professionals in training more Africans.
openalex: W2129033950 mag: 2129033950
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English second language (L2) literacy instruction and acquisition in Kenyan rural primary schools : a thesis submitted in partial fulfilment of the requirements for the degree of M. Ed. (Special Education) - Mwathe, Grace Njoki (2003)
openalex: W2578745680 mag: 2578745680
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Experimental Design, Data Collection and Analysis training for farmer facilitators and master trainers of sweet-potato integrated pest and production management farmer field schools in East Africa. May 2003, Makerere University, Uganda, 12 pp. - Nabasirye, M. (2003)
openalex: W1157516425 mag: 1157516425
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Mentored academic writing for higher education in South Africa : the practice of higher education - Naidoo, Nirendran; Tshivhase, A.C. (South African journal of higher education, 2003)
Writing has been described as the generation of consensual symbolsl/Ig containing agreed-upon conventions. In Higher Education (HE), these conventions are affected by personal symbolsl/Ig such as cultural and institutional factors that may impact negatively on postgraduate learners. Although the primary function of a postgraduate promoter is to support candidates' content knowledge, seldom is attention given to discourse knowledge and to novice researchers' writing ability. A programme of mentored academic writing, where junior promoters are trained to support novice researchers, could provide the scaffolding needed to support novice researchers' social and cultural contexts of writing. Such a training programme could coax writers' prior knowledge thereby encouraging intra-personal dialogue resulting in powerful and measurable capacity building. Continuous reflection could lead to novice learners becoming mentors themselves. This article examines possibilities of such mentorship against the backdrop of HE learners who are non-native speakers of English, often in a non-supportive learning environment.
openalex: W2259440819 mag: 2259440819
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A study to investigate the use of objectively structured practical examination in the assessment of undergraduate physiotherapy students' practical skills at one tertiary institution in South Africa. - Naidoo, Nirmala. (2003)
openalex: W1502454478 mag: 1502454478
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An evaluation of housing consumer education in post apartheid South Africa : a case study of KwaZulu-Natal. - Nair, R. Aswathy (2003)
openalex: W2308068922 mag: 2308068922
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Closing the gap : continuous assessment in primary education in Uganda - Nakabugo, Mary Goretti (2003)
openalex: W2810471207 mag: 2810471207
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Competitions in school festivals: A process of reinventing baakisimba music and dance of the Baganda (Uganda) - Nannyonga‐Tamusuza, Sylvia (World of Music, 2003)
The A. discusses how competition is instrumental in the redefinition of baakisimba, a music and dance genre performed in schools, as well as music and dance festivals. School competitions promote innovative approaches to music and dance performances, and form a site for the formation of new baakisimba music and dance styles. Since performance exists within a particular social, political, and cultural structure, competition in performance has implications for social relations. Competitions also offer a stage for recreating new meanings of gender through baakisimba performance.
openalex: W2520259607 mag: 2520259607
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Education in Zimbabwe: A Matter of Success? - Närman, Anders (2003)
At the time of independence most African countries, including Zimbabwe, came out of a period plagued by serious colonial neglect in the provision of social service facilities. So, for example, in the case of formal schooling, factors such as racial segregation, low enrolment rates and quality problems were common. Consequently, in drawing up the guidelines for an educational policy, the quantitative expansion of education for integration of the majority of the population, was a main priority for Zimbabwe, just as it was for most other new African governments. Popular demand for increased access to education for all was followed by a strong community commitment to the building of schools, teacher accommodation, and so on. Donors were generally in favour of contributing towards the educational sector. Education was a key instrument for achieving development and thereby building the newly independent African nations.
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An application of universal design as a practical approach to disability policy in South Africa : towards planning that meets the needs of all residents : case of Umlazi-Durban. - Ndaba, Sihle Godfrey kaLoyiloyi. (2003)
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Use of Environmental Days to Foster Environmental Conservation by Primary Schools in Kenya - Ndaruga, Ayub Macharia (Applied Environmental Education & Communication, 2003)
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The African Universities' Response to the Undergraduate Students' Need for Independent Learning and Critical Thinking Skills - Ndethiu, Sophia M. (2003)
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Improvisation as a strategy for providing science teaching resources: an experience from Kenya - Ndirangu, Mwangi; Kathuri, Nephat J.; Mungai, Chegge (International Journal of Educational Development, 2003)
Abstract In Kenya, performance in science subjects has often been dismal. This poor performance is partly blamed on the increasing school enrolment, without a corresponding increase in teaching resources. The introduction of cost sharing in secondary schools has limited the government’s role to paying teachers’ salaries only. Capital development and purchase of teaching materials has been left to parents. Parents have been unable to carry out this role effectively because of increasing poverty levels in the country. The focus of this study was on how improvised science teaching aids provided through the teaching practice have influenced science teaching in schools. Evidence in this study has shown that schools, which hitherto have been unable to afford expensive gadgetry like ripple tanks, have done so through the teaching practice (TP) projects.
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Training needs assessment practices among the large Commercial banks in Kenya - Ndivo, Teresia K. (2003)
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Teaching the Old Testament from an African perspective - Ndoga, Sampson S. (Journal of African Christian Thought, 2003)
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Education in India: Opportunities for African Students - Ndoleiire, Oswald (Africa quarterly, 2003)
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Kenyan Sign Language for Schools, (2nd Edition). Nairobi: - Ndurumo, MM (2003)
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Impact of education on agricultural productivity: the case of teff production in two rural communities in Ethiopia - Negus, N; Workneh, N (Ethiopian journal of development research, 2003)
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Schooling masculinities and femininities in the face of the homosexual other: experiences of gay and lesbian learners within selected schools in Gauteng, South Africa - Nel, David Norton Francis (2003)
A dissertation submitted to the School of Education. Faculty of Humanities. University of the Witwatersrand. Johannesburg, in fulfillment of the requirements for the degree Masters in Education” Johannesburg. 2()03.
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Students' perceptions on the prevalence and determinants of copying during examinations at University of Botswana - Nenty, H. Johnson; Tsheko, G.N. (Mosenodi, 2003)
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Closed identities in an inclusive mutuality: a moral view on the problems of the Great Lakes Region of Africa - Ngabirano, Maximiano (2003)
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AN EVALUATION OF CBR TRAINING PROGRAMMES IN UGANDA - Nganwa, Alice; Kisanji, Joseph (2003)
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Technical and vocational education and training in Kenya - Ngerechi, J. B. (2003)
Kenya attained independence thirty nine years ago. Over this time, the Kenya Government through various commissions and sessional papers has reviewed its policies on education and training with a view of addressing the needs of its people and the national manpower development. The 1964 Kenya Education Commission, in response to the challenges facing vocational education in Kenya recommended the conversion of the then Government Trade Schools to Technical Secondary Schools to prepare graduates to enter Technical and Vocational Education and Training (TVET) after graduating from secondary schools. By 1970, TVET in Kenya had expanded tremendously with many institutions countrywide providing post-secondary school technical training through community managed Harambee Institutes (Institutes of Technology). The word ‘Harambee’ is a kiswahili word meaning ‘let us pull together’. The Institutes of Technology provided vocational education and training for individual self-reliance. The 1970–1971 commission of inquiry highlighted the need for training to be managed under one umbrella body. This recommendation as records indicate was not implemented and therefore Vocational Education and Training in Kenya continues to be scattered under various Government Ministries and Parastatals. The 1981 Presidential Working Party on the Second University made three crucial recommendations in favour of Technical and Vocational Education and Training. The first recommendation was that the Second University should be a Technological University. The other recommendation was the need to expand vocational education in order to increase the training opportunities for the increasing school leavers and lastly the need to enrich the school curriculum with technical subjects. This led to the inclusion of vocational subjects at Primary and Secondary school curriculum and provision of advancement for the vocationally talented few. This has formed the basis of the current technical, vocational education and training in Kenya.
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Secondary mathematics teachers' classroom practices: a case study of three township schools in Gauteng Province, South Africa - Ngoepe, Mapula Gertrude (2003)
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The Ruin of the Education System in the Central African Republic - Ngoupande, Jean-Paul (African Geopolitics, 2003)
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Improvement of drought tolerance through molecular markers in a tropical maize population bred for semi-arid areas of Kenya. African Journal of Crop Science - Ngugi, Eliud K. (2003)
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Liberia: The Eye of the Storm: A Review of the Literature on Internally Displaced, Refugees, and Returnees - Nilsson, Desirée (International Journal of African Historical Studies, 2003)
One of the most prominent, and from a humanitarian and human rights perspective most troubling aspects of internal conflicts during recent years is the plight of the internally displaced persons, a ...
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Yale project for health action: AIDS education in South Africa. - Nissen, Alexander; McKee, Heather (PubMed, 2003)
In the fall of 1999, a group of firstyear Yale School of Medicine students approached their dean, Dr. David Kessler, about the possibility of initiating a studentrun project in South Africa with the goal of assisting in the struggle against the HIV epidemic. Dr. Kessler responded by providing the necessary funds for the group, named the Yale Project for Health Action (YPHA), to travel to South Africa and explore possible directions for the project. Having spent the summer of 2000 (June to August) examining and discussing different alternatives, the students decided that the main focus of the group would be to set up peer education programs about HIV and AIDS in the Limpopo Province. For the next three years, a new group of YPHA first-year medical students traveled to the Bushbuckridge area to continue these efforts. In the first year, 2001, the students taught a group from Lilydale High School. The following year, the students chose to teach at Eric Nxumalo High School in Thulamahashe, where they had developed a professional contact with a teacher at the school, Irene Mpangana. Continued communication between Ms. Mpangana and YPHA over the next year deepened the group's connection to Eric Nxumalo High School. After learning of the 2002 HIV/AIDS peer education program, three other schools in the Thulamahashe area approached Ms. Mpangana with an interest in participating in similar programs in the future. The project was therefore expanded in the summer of 2003 to include all four schools in the region.
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Teacher perceptions of the impact of public examinations on curriculum practices : a survey in two districts of Kigali-City, Rwanda. - Nizeyimana, Gabriel. (2003)
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Education Financing in Kenya - Njeru, Enos H N; Orodho, John Aluko (2003)
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Improving mathematics education in Cameroon secondary schools: the case of the Anglophone education system - Njingum, John Babila (Journal of the Cameroon academy of sciences, 2003)
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The Impact of cost sharing policy in education on the dropout rates of public secondary schools students in Nyandarua district central Kenya - Njoroge, BN (2003)
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Rethinking the Curriculum in African Higher Education: An Imperative for the Twenty-first Century - Njumbwa, Simon (Education and Society, 2003)
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Regulation of technical and vocational education in Zambia - Nkanza, P. K. (2003)
The primary purpose of any technical education and vocational training system is to develop sufficient people with the right skills to meet labour market demands. All technical education and vocational systems face the challenge of matching the skills, knowledge and attitudes of the students in the system to the needs of the labour market. The skill base of the workforce in Zambia is critical in setting the foundations for micro and macro economic resurgence and consequently in making sure the nation competes internationally. As with industry, quality is seen as critical and quality assurance is being demanded in skilling the workforce. This paper describes the reforms of Technical Education, Vocational and Entrepreneurship Training (TEVET) in Zambia and how quality can be assured in every aspect of the training process. In addition it emphasises the need for a continuous management commitment for the successful implementation of quality assurance in TEVET to ensure that labour market needs are met. The pursuit of quality training aims at developing the full potential of students/trainees in all aspects so as to prepare them for the challenges in life. Through quality training, students are better equipped with the knowledge and skills for making contribution to and participation in the complex and rapidly changing society. The attainment of this goal calls for the joint efforts of training providers, industry and regulatory authority. To achieve this, necessary regulatory instruments are required. The quality assurance framework for training aims to achieve the due balance between providing support to training institutions through institutional improvement and exerting pressure through accountability.
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The Impacts of Informal Training on Earnings: Evidence from French, Moroccan and Tunisian Employer-Employee Matched Data - Nordman, Christophe Jalil; Destré, Guillaume (Social Science Research Network, 2003)
We used a model of on-the-job learning which considers two principal forms of training within firms: learning by experience and learning by watching. Using linked employer-employee surveys (in French, Moroccan and Tunisian firms), we found contrasting effects of informal training on earnings. The results show higher returns to tenure in the Maghreb whereas learning by experience is the only apprenticeship effect that has a significant impact on earnings of Moroccan employees. The richness of the model presented here consists in the estimation, not only of the wage effects of learning by experience and learning by watching, but also in the speed of the diffusion of knowledge in firms and the relative knowledge of the firm (relative to that of a new worker).
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10 - The Challenges of Education and Development in Post-Colonial Kenya - Ntarangwi, Mwenda (Africa Development, 2003)
Explorations of socio-cultural realities of many African countries in the post colonial era reveal a very complex yet saddening reality. Poor infrastructure, large numbers of the local populations living below poverty lines, and contin ued civil and ethnic strife are some of the most prevalent identifiable markers of post-colonial Africa. This paper addresses the legacy of colonialism as mani fested in the educational system of Kenya in the post-colonial era. 1 argue that although Kenya is an independent country, it is overly dependent on the West for its cultural and intellectual nourishment. I critically analyse the role of edu cation in shaping a national sense of identity and as an agent for development. I show that the education system offered in Kenya needs a total overhaul in order to tap the best of its brains by recreating a new cultural orientation. Therefore, this paper examines, with examples from Kenya, the condition of post-coloniality as it relates to education and development, two concepts that are closely related in both national and individual discourses. I argue that through colonialism and post-colonialism, Kenyans have absorbed imperialist values that consequently condition them to think of'development' as the process of shedding any traces of their unique traditions and cultural practices. This has led to a situation where majority of Kenyans have become schizophrenic members of a nation-state that tries to nurture citizens who strive to be Western and yet remain Kenyan. I also argue that even after three decades of political independence, Kenya's educa tion system has not been able to tailor its content and pedagogy to the socio economic and cultural realities of its people. Instead it continues to uphold an education system that is centered around schooling rather than learning and which consequently produces a people who are incapable of fitting into their own social environments. 1 often revert to the first person to articulate my own embeddedness in that which I am critiquing.
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Education Financing in Kenya: Secondary School Bursary Scheme Implementation and Challenges. Enos H.N. Njeru & John Orodho. 59p. ISBN 9966-948-98-8. - Nthia, Njeru E. H. (2003)
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Training and development in South African local government :the case of the Helderberg municipality. - Ntlebi, Nontsikelelo (2003)
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