Language education evaluation in africa: reliablity and consequence: findings from a UNESCO-ADEA-GTZ stocktaking report on mother tongue and bilingual education in Africa - Heugh, Kathleen (2005)
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HIV/Aids discourse: challenges for teachers, students and pilicy makers in Papua New Guinea - Hickling‐Hudson, Anne; McLaughlin, Julie (2005)
The HIV / AIDS pandemic, the most serious crisis in health and social welfare in the contemporary world, is particularly devastating in developing countries. The prevalent rates of HIV / AIDS in the developing world present unprecedented challenges for governments, educators, health professionals and local communities. This paper reports on a pilot study into HIV/AIDS education programs in Papua New Guinea. It explores the perceptions of policy makers, teachers and students from senior secondary schools concerning their knowledge of problems and issues central to the epidemic. It comments on how the themes emerging from this data illustrate the complexities surrounding education about the sensitive issue of HIV/AIDS, and discusses examples of effective education programs from other countries which educators might like to consider.
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HIV / AIDS discourse: Challenges for teachers, students and policy makers in Papua New Guinea - Hickling‐Hudson, Anne; McLaughlin, Julie (2005)
The HIV / AIDS pandemic, the most serious crisis in health and social welfare in the contemporary world, is particularly devastating in developing countries. The prevalent rates of HIV / AIDS in the developing world present unprecedented challenges for governments, educators, health professionals and local communities. This paper reports on a pilot study into HIV/AIDS education programs in Papua New Guinea. It explores the perceptions of policy makers, teachers and students from senior secondary schools concerning their knowledge of problems and issues central to the epidemic. It comments on how the themes emerging from this data illustrate the complexities surrounding education about the sensitive issue of HIV/AIDS, and discusses examples of effective education programs from other countries which educators might like to consider.
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Social class, pedagogy and the specialization of voice in four South African primary schools - Hoadley, Ursula (2005)
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From policy to practice: A study of the implementation of the Language-in-Education Policy (LiEP) in three South African Primary Schools - Holmarsdottir, Halla B. (2005)
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The applicability of the school effectiveness and school improvement approaches to school reform in Africa - Homadzi, Joseph Atsu (2005)
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Re-thinking vernacular education in Papua New Guinea - Honan, Eileen (2005)
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Redress and reconciliation in South African education: the case for a rights-based approach - Horsthemke, Kai (Journal of Education, 2005)
The Bantu Education Act has been descriptionbed by Archbishop Desmond Tutu as i?½the most evil of all pieces of apartheid legislationi?½. Following a recent call for a Truth and Reconciliation Commission (TRC) for education in South Africa, numerous questions arise not only about the possibility but also about the plausibility, content and aims of such a commissioned investigation. This paper examines the epistemological, ethical and political ramifications of this approach. It argues that, given a certain ambiguity in the meaning of the term and given certain problems in the TRC process, the possibility and plausibility of such redress depend to some extent on a suitable i?½running partneri?½ for the idea and the process of reconciliation. After discussing and dismissing several such i?½partneri?½ ideas and principles, like ubuntu or botho, communalism and the common good, this paper examines and defends a rights-based approach that establishes rights as the backbone of redress and reconciliation as its heart.
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Is there a distinctly and uniquely African philosophy of education - Horsthemke, Kai; Enslin, Penny (2005)
Is there a distinctly and uniquely African philosophy of education? The question could be understood in two different albeit related ways: Is there a style or mode of philosophizing about education that is distinctly and uniquely African? Is there a philosophical foundation for thinking about education that is distinctly and uniquely African?
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An Assessment of Women's Contribution to an Air Pollution Control Policy in Benin - Houeninvo, Toussaint; Boko, Sylvain H. (2005)
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The Effects Of A Responsibility-based Character Education Program On Middle School Academic Achievement And School Climate At An International School In East Africa - Howard, Terry Allen (2005)
The purpose of this research was to determine the effectiveness of a character education program on middle school student academic performance, effort and attitude about their school located in an international setting. Middle school students at the participating international school were assigned to either an experimental or control group. Those students in the experimental group classes received a series of 12 lessons focusing on the character trait of responsibility. Those students in the control group classes did not receive these lessons. Twelve responsibility-based lessons were presented to students in the experimental group. Student academic grades in six different academic subjects, effort scores in six different academic courses, and student attitude concerning school climate constituted the dependent variable. The literature review and the general results of this study indicate that there are many factors that may influence student academic performance, effort or attitude. Various character education programs which have been designed to be integrated into school curricula as part of pre-existing courses or as stand alone programs have had varying levels of success. There is limited quantitative data available to support the claims that many existing programs make related to their effectiveness. The data collected from this study were also inconclusive making it difficult to generalize the findings beyond the scope of this study. While certain middle school grade levels showed statistically significant improvement in some academic disciplines or effort improvement in some subjects it would not be appropriate to generalize the findings based on this investigation. Implications of this study and suggestions for future investigations are discussed.
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Information and communication technologies in South African secondary schools - Howie, Sarah J.; Muller, Al; Paterson, Alistair (2005)
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Crafting a Co-Operative: Lessons on Women’s Education, Artisans’ Livelihoods, and Rural Development in Morocco - Humphrey, Jenifer (2005)
This project started out as part of a larger plan; the plan was for three students to do the background research necessary to start a women’s weaving co-operative in the rural village of Loutichina, located northeast of the city of Boujad in Morocco. The initial goal of my portion of the research was to understand the mobilization process that takes place when a co-operative is created; ethical considerations included understanding whether or not a co-operative is an organization that the community in Loutichina truly desires and ensuring that we did not create false hopes that a cooperative would form and then not follow through on plans that were made. My research brought me to the conclusion that there is no set mobilization process that occurs when a co-operative forms. Rather, I came to the understanding that each co-operative follows a different path – a path dependent upon local actors and circumstances. Furthermore, I also discovered that co-operatives are not the only way that women weavers organize themselves and sell their products. Therefore, this paper is not purely a study of cooperatives in Morocco; rather – in an attempt to understand what options are open to the women of Loutichina – it is an exploration of the economic options available to women weavers and an analysis of the benefits and challenges of each means of organization.
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Learned Ignorance about Africa among college students [abstract] - Hunt, Andy (2005)
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Tuberculosis Education for East African Youth in Seattle - Hurd, Suzanne S. (Journal of Investigative Medicine, 2005)
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25 TUBERCULOSIS EDUCATION FOR EAST AFRICAN YOUTH IN SEATTLE - Hurd, Sylvia L. (Journal of Investigative Medicine, 2005)
Each year approximately 100 people in Seattle get infected with Tuberculosis. African immigrants account for up to 16% of these infections. The incidence of TB infection has been increasing rapidly among East African youth in particular. In July 2004, the Seattle & King County Department of Public Health released an article in EPI-LOG detailing a Tuberculosis outbreak among East African young men between the ages of 17-25. Purpose 1) To assess how much knowledge teenagers in the East African community have regarding TB. 2) To develop an effective health education intervention to increase awareness about the disease. Methods Data from previous focus groups on Tuberculosis in East African communities was collected. Information from each of the cases in the outbreak was reviewed in order to determine possible contacts. A survey of teens was conducted at the Children and Teens Clinic at Harborview Medical Center, the most utilized health care facility for East Africans in Seattle. An age-specific, culturally relevant flyer was designed for teens of Ethiopian, Eritrean, and Somalian descent. The flyer was piloted with teens at the clinic then distributed within the East African community and throughout the Harborview Medical Center. Results Discussions with patients at the clinic revealed that most youth had heard of TB but would be unable to identify symptoms, methods of transmission, or risk factors for infection. Conclusions The goal of the intervention was to increase overall TB awareness among youth in the East African community and provide them with information on where to get tested for infection. Discussions of the outbreak were avoided in order to prevent panic throughout the community, however such precautions made it difficult to convey to teens the importance of learning about TB. Overall, the flyers were well received and knowledge among teens regarding TB infection has increased.
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Prevalence and risk factors of Asthma among Wad Medani basic school children, Gezira State, Sudan - Hussein, S.M.; Ahmed, M.F.M. (Journal of Family and Community Medicine, 2005)
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The pattern of commoner health problems among basic school children, Gezira state, Sudan - Hussein, Salma Abou (Journal of Family and Community Medicine, 2005)
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The pattern of commoner health problems among basic school children, gezira state, Sudan. - Hussein, Salwa E (PubMed, 2005)
The lack of baseline information on the magnitude of health problems among school children is considered one of the factors of the unsatisfactory status of school health in Sudan. Availability of such data from schools will help in the health promotion of school children.To determine the proportions of the commoner diseases or health problems among Wad Medani basic school children (males and females) at the end of the school year 2000-2001.This is a cross-sectional study conducted on 3862 basic school children (males and females).They were selected by multi-stage stratified proportional random sampling according to their sex and localities. A pre-designed pre-tested questionnaire was used to collect data which were then tabulated and statistically analyzed.The study revealed that 77.9% of the study group had malaria, 33% of them had sore throat, 26.4% suffered from psychosocial problems that affected their school performance. Dental carries 24.5%, diarrhea attacks 17.5%, oxyuris worm 16.8%, pneumonia 11.5, measles infection 12.4%, asthma 9.2% and visual defects 8.9%. Some of these problems were related to the poor quality of school environment including sanitation and poor nutritional services. These findings should be considered in planning school health programmes. Appropriate interventions to reduce these problems through improving school environment and raising the awareness of the school community towards such problems is recommended.
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Secondary School Students and Crime in Botswana - Hwedie, Kwaku O.; Ramakolo, Bonolo (Journal of Social Development in Africa, 2005)
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Use of PT software to study drought recurrence and planting dates in Tanzania. - Hyera, T.M. (2005)
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Virginia Woolf's treatise on education : three guineas - Hyes, Robin D. (2005)
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Altitude training of Kenyan top-class marathon runners - Iaia, M.; Torre, Antonio La (2005)
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Congenital heart diseases at the University of Benin Teaching Hospital - Ibadin, MO; Sadoh, WE; Osarogiabon, W (Nigerian journal of paediatrics, 2005)
No Abstract. Keywords : Congenital heart disease; Children; Benin-City The Nigerian Journal of Paediatrics Vol. 32 (2) 2005: pp. 29-32
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Comparison of three diagnostic methods for the determination of prevalence of urinary schistosomiasis among residents and pupils of Badagry Area of Lagos State, Nigeria - Ibidapo, C. A.; Mafe, M A; Awobimpe, OL (African Journal of Biotechnology, 2005)
Studies on the prevalence of urinary schistosomiasis was carried out in Badagry area of Lagos State, South West Nigeria with a population of about 30,000. The study was conducted in the rainy season between May – September 2004. The detection of some schistosome snail vectors coupled with regular habit of swimming by children, and household washings by adults in local ponds and streams necessitated the investigation for schistosomiasis. Two hundred urine samples were obtained from out-patients who came to the General Hospital, Badagry, for medical check. The urine samples were examined by the visual method for haematuria, diagnostic chemical reagent strip and filtration technique. Structured questionnaires based on knowledge, attitude and practises (KAP), was used to elicit information from 200 pupils in two selected primary schools in the area. Macrohaematuria was observed in 25 (12.5%) of the urine samples, while diagnostic chemical reagent strip detected 13 (6.5%) positive cases. Filtration did not reveal the presence of eggs in any of the urine samples observed. Response obtained from the administration of questions revealed that only 8 (4.0%) knew about schistosomiasis while 192 (96.0%) did not have any idea about the disease. 96 (48.0%) did swim in rivers, 128 (64.0%) fetched water from rivers, 40 (20.0%) had itching sensation after swimming and 25 (12.5%) experienced blood in urine. Males with haematuria recorded a higher prevalence of infection (14.1%) than females (11.3%) but the difference was not statistically significant (P<0.05).
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Growing maize commercially in Nigeria: a training manual - Ibikunle, O.; Adekunle, Adewale; Fatunbi, A.O. (2005)
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3 - The Growth of Islamic Learning in Northern Ghana and Its Interaction with Western Secular Education - Iddrisu, Abdulai (Africa Development, 2005)
This paper examines the growth of Islamic learning in northern Ghana and its in teraction with western secular education. It argues that colonial policies and prac tice had far-reaching implications for Islamic learning, stifling attempts at growth, and suggests that the contemporary situation with regard to Islamic learning in Ghana cannot be properly understood without an appreciation of the historical forces that have helped fashion this system of learning. It concludes that there is need for a meaningful and sustainable interaction between Islamic and Western secular edu cation, especially in the era of decentralisation and increased demand for new com petence at local levels
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Music scholarship at universities and the relevance of the industrial training scheme in Nigeria - Idolor, Emurobome (Journal of Higher Education in Africa, 2005)
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Education Technology in Kenya Today and Tomorrow - Ihenya, HN; Mbugua, PN (2005)
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Management training for public sector personnel in Nigerian agriculture: the role of the Agricultural and Rural Management Training Institute (ARMTI), Ilorin - Ihimodu, Ifeyori I. (2005)
This paper presents, using ARMTI as a case, the need for management training in agriculture, governments' efforts at providing such training, the factors militating against such efforts and the attempts to solve the problems. Management training [is] required in agriculture in modern farm practices, extension services management, application of modern inputs and management of agricultural credit. ARMTI is aimed at achieving management training for public officers in the agricultural sector, conducting management research consultancy and advisory services, and dissemination of management information. At inception, ARMTI was financed through the World Bank (WB) loans and the Federal Government of Nigeria, and it focused mainly on Agricultural Development Projects (ADPs) and other projects in agriculture. Since the ADPs training participation was totally paid for by the Bank, they constituted 53% of ARMTI training participants but this declined to 17% after WB facilities ceased. The private sector's share increased to 48% from 17% during the period. The factors determining training participation include financial capability of client organizations, adequate financing of training institutions and client organizations' attitude towards staff development. Government should adequately fund public institutions; financially empower public client organizations while training institutes should generate internal funds.
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Violence in secondary schools in Anambra State, Nigeria: School teacher's perceptions - Ilika, A (Nigerian medical journal : journal of the Nigeria Medical Association, 2005)
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The rhythm of an expedition: An African celebration : an exploration of African culture and expeditionary learning through music - Inabnit, Saxon Elise (2005)
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Excelling in English Book 4 (Students Book). With Phyllis Mwangi,Charles Gecaga and Muchiri Mukunga. Nairobi: Kenya Literature Bureau - Indangasi, Henry; Mwangi, Phyllis W.; Gecaga, Charles; Mukunga, Muchiri (2005)
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Art in the Service of Colonialism: French Art Education in Morocco 1912-1956 - Irbouh, Hamid (2005)
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Benefits of Sexuality Education For Young Persons in Nigeria - Isiugo-Abanihe, Ifeoma (2005)
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Climate change: What are the implications for Africa and South Africa? - J, Du Toit (2005)
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School Transformation 'through Community Values: imperial school, mitchell's plain, south africa - Jackson, David (Forum for promoting 3-19 comprehensive education, 2005)
Commercial ConsiderationsAlong with the price of the trowel a GCSE course in Archaeology will cost you around £200 on the internet, or £100 at night-school excluding the £33 examination-fee.In its report on the latest syllabus, first examined in 2003, AQA noted the appearance of 'a new kind of student' for the exam, surmising that 'less able' students were entered in Year 11; and noting that these students did achieve a grade.When news broke that the exam would no longer be offered, Don Henson, Education Officer for the Council for British Archaeology, argues strongly in defence of the continued availability of the subject at GCSE level.'A general reason for disquiet about the decision taken by AQA is that purely commercial considerations are being applied to the nature of the curriculum at 14-19.This cannot be right for education.A more specific cause for concern is the way the decision was taken -in total secrecy with no consultation or involvement from the relevant AQA Subject Committee or the subject community.'(Council for British Archaeology website: www.britarch.ac.uk)ULEAC (now merged into Edexcel) offered the subject along with the NEAB (subsequently AQA) until l992/3.Numbers taking it peaked at about 600 in l998 and l999, falling to 350 in 2003.The Young Archaeologists Club has around 3000 eight-to-sixteen year old members, testifying to the growing popularity of the subject, fuelled in part by TV shows like Time Team .Numbers taking the GCSE would rise, it is argued, were there more qualified staff available to teach the subject.
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Initial farming system modelling results for coffee farms in Cameroon. Learnings and prospects - Jagoret, Patrick; Bouambi, Emmanuel; Couve, Caroline; Snoeck, Didier (ASIC 2004. 20th International Conference on Coffee Science, Bangalore, India, 11-15 October 2004., 2005)
L'Est du Cameroun est le second bassin de production de cafe Robusta du pays et les producteurs y privilegient un systeme de production extensif. L'etude conduite par l'IRAD et le CIRAD met en evidence que les choix techniques des planteurs sont autant guides par leurs strategies personnelles que par la baisse des cours mondiaux. Dans ce contexte, l'utilisation d'un logiciel d'aide a la decision pour modeliser le fonctionnement des exploitations agricoles a permis de mesurer l'impact de plusieurs innovations testees depuis 2000 en milieu paysan. Il apparait qu'elles doivent etre adaptees pour mieux repondre aux attentes et aux contraintes des exploitants. Face a la crise que subissent les producteurs de cafe, cette nouvelle approche de la cafeiculture, basee principalement sur la modelisation de la conduite des exploitations, offre de nouvelles perspectives susceptibles d'ameliorer le transfert des acquis de la recherche en milieu reel. (Resume d'auteur)
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Developing learners and learning in teacher education in the Seychelles: A critical investigation - Jean-Louis, Odile (2005)
The development of education,_ and specifically,_ 'lifclong-.lcamcrs', 'prorcssioil~I_- learning communities' and a 'lcamiri'g society' is pne of the priorities or, the. Seychelles Government. -This' _study -focus~-d –on'· al1c'-issuc_ rundamcntal\tQ~ s-u~h ,> development: the type of teacher ediic'ation -~cqui~~-~lt6Ac\;~ldp rutU~-c dtiic;lS0(lil~ Seychelles into lifelong Ica~crs;;rid-_Io –lead t11?CO~'11t~(iiltO~~-I-eamingsoCicty;:,–ln'-; ___ '0'_ –' ,' -, Seychelles a new l'JDtional-'Currlcujuril w-as'.-_cstah_i'ishcd,j-ni'i997,-:J,ut ,-to-,–(i;iq-_:I'fttlc _,'' ____ r-; _, '_ ,_ ,_,'_, _____ • ___ , __ -_'-'~', ________ , , ___ . , __ ,_,_ .'c·_·,, __ , __ research has uride~~ken -'11;tc'a~~1;1~t.-~d~'12~ti~~;::-a~d '~~i~tillg-~I;~og~u_hln;t~-'h~;~;ci __ /:-,, _____ ___ , ___ __ • __ .,,_,., __ ___ 'c __ ,', __ _ , • .-_. ______ c..___ , remained intact.,_;; ','–, —>~~:':~ ~:~, :::j: –\;.-... : ',oc:\;-;-'_ >':,;~o-,,_:<-;:{}~:-' __ ' _~-_ / ____ ',,-';, The study focusedorl'.-the-,:first oftile _fO~I~-issues (ha~:-Y 6UI~'g'-~(:;99.8) -crintci~ds,'lic~at tfle._ –' – ,,',,-,', ., -' '-,,,,, -,,',', ,–knowledge in the teachcr education curriculum; '_(iii).' i~c' i~ie of sch~ols and higher education in tcacher education and (iv) ac~ounta~ility 'and standards. The study sought to investigate the alignment of the Cllrrent teacJlcr -edu~ation programmc with -the visions for learning arJ learners that arc inherent in-Nntional Curriculum and wider education policy devclopments in the S~ychcllcs. Documentary research and interviews Wit,ll ~ey figures in policy and'currieuIUlll-dcc\opment settings werc used to explore the approach tolearning in the currcnt sccondary teacher education programme of the Republic of Scychelles, in nalion~1 curriculum and ill{}j'ider educatiOil policy. !/ \-Th~'.key 'ril~dJngs indi~ale that the present scc?ndary leachcr-cducatioi~ programllle docs ~ol-pro'vide a strong busis, for thedcve\opmeni' of iielong )camillg 'and fifclong learn:cr~:' ;although emphasis is pl~c~d ~n 'that in thc education polic);. ·–'The' national curriculum is'seen to be a -mhturc-:of c~ntent-drivcn and objectives-driven (Ross, 200()) with strong classiEcation andstrong framc, the characteristics of thc collection type according to Bernstein __ (1990). -The cidence also shows a weak alignment between learning in tcu:cher _,~dl;cariOl! a!1d learning as prescribed in the national curriculum and in the educatioripoJicy. Recommendations have been made Jor prospective reform in'icacher education and ,for further research fo'cusing on the teacher education-~teaching interface.
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Teachers' opinions on the incorporation of environmental education in the Nigerian primary school curriculum - Jekayinfa, Alice Arinlade; Yusuf, A. (2005)
This paper presents the report of a research carried out in Kwara Sate of Nigeria to seek the opinions of teachers on the incorporation of Environmental Education (EE) in the Nigerian Primary School Curriculum. The descriptive survey method was employed for the study. 200 teachers were selected through stratified random sampling technique to cater for variables of gender, type of school, qualification and experience. The sampled teachers responded to a 36 items researcher ‐ made questionnaire. Two research questions were raised and four hypotheses were formulated for the study. Frequency counts and percentages of responses were used to answer the research questions while the SPSS computer software X 2 statistic was used to test the hypotheses. The result of the findings indicated that: teachers were aware of the incorporation of EE in the Nigerian Primary School Curriculum and they have been teaching it; variables of gender and type of school did not affect the opinions of teachers but experience and qualification did affect the opinions of teachers significantly on the incorporation of EE in the Nigerian Primary School Curriculum. Based on the findings, it was recommended that teachers, who are the implementers of any curriculum should be given the opportunities to undergo refresher courses, seminars and workshops that will expose them to new innovations in the curriculum. EE should be explicitly introduced into the Nigerian Curriculum at the tertiary levels; EE should also be taught through the mass media throughout the country.
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Democratization as development aid in Mozambique : which role does education for citizenship play? - Jenset, Inga Staal (2005)
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Junior Secondary School Students' Recognition of Kagisano/Social Harmony, the National Philosophy of Botswana - Jeremiah, Koketso (2005)
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Zooplankton community changes in Nhlabane estuary, South Africa, induced by man-made structures and drought - Jerling, H.L. (African Journal of Aquatic Science, 2005)
The Nhlabane estuary and coastal lake system has suffered a number of man-made impacts since 1977, when the lake and estuary were separated by the construction of a barrage. More recent man-made events included the construction of temporary sand walls, mid-way along the estuary, to allow crossing of a mining dredger during 1993. These walls remained in place until 1996, coinciding with a local drought period between 1991 and late 1995, during which time the estuary mouth remained closed. The present study investigates changes in the zooplankton community of Nhlabane estuary between February 1992 and October 1996. Due to continuous freshwater inputs from groundwater seepage, the then closed estuary soon became fresh. This led to significant changes in the zooplankton community, including the appearance of freshwater taxa such as rotifers, cyclopoids (Mesocyclops sp. and Thermocyclops sp.), freshwater cladocerans and insect larvae, reflecting the freshwater conditions. Most estuarine species became less abundant or were absent two years after mouth closure. The estuarine copepod Pseudodiaptomus hessei was least affected and remained dominant. The copepod Acartia natalensis was absent after the first two sampling sessions and only reappeared after the mouth was breached in August 1995. Other taxa that were adversely affected included the mysid Mesopodopsis africana, and larval stages of polychaetes, decapods and fish. Some meroplankton taxa recovered after the mouth reopened.
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Processing and Packaging of Cassava. Inhambane, Vilankulo, Mozambique, 20-23 August 2004. [Four-Day Training Workshop for 145 farmers] Xitswa. - Jesus, Herbert M. De; Naene, A. (2005)
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Teachers as a Political Elite in French West Africa (1930-1945) - Jézéquel, Jean-Hervé (2005)
Were teachers a valid political category in French West Africa during the colonial period? To what extent did primary school teachers from the William Ponty Teachers' Training College form a homogeneous political interest group on the eve of the struggle for independence? Far from forming a homogeneous, united group, they were divided by logics of dispersal and dilution. As of the 1930s however, they (re)mobilized in an emerging public arena. In 1945, as doors were opening in western African politics, this (re)mobilization was still incomplete; and the teachers were a dispersed group lacking unity. The results of this study contribute to the analysis of independence movements. Political categories should be denaturalized by inquiring into their historicity (which is seldom done). Political campaigns during the 1950s cannot be reduced to a series of oppositions between rival elite groups whose existence is assumed. These oppositions took shape through the definition and mobilization of these groups.
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Swimming training facilitate the improvement of microcirculations in cochlea after chronic hypoxia with ligustrazine in guinea pigs - Jing-bo, Wei (Chinese Journal of Rehabilitation Theory and Practice, 2005)
ObjectiveTo explore the effect of the swimming training on the microcirculations in cochlea in guinea pigs after chronic hypoxia.Methods28 guinea pigs were divided into normal control group (group A) which were outside of cabin and chronic hypoxia model group (group B) randomly. 4 weeks after, the model group were divided into the model control group (group B1), medical treatment group (group B2) and swimming training with medical treatment group (group B3). The blood flow of the cochlea (CBF) were measured using laser Doppler flow. The spiral ligament spreaded-slice optical lens was used to observe the vascular veins, capillary appearance and red blood cells (RBC) counts.Resultsthe CBF of group A was(98.075±5.08)% ,while that of group B1 was(86.80±2.12)%(P0.01 vs group A), that of group B2 was (89.14±4.12)%(P0.05 vs group B1), that of group B3 was (91.18±5.02)%(P0.05 vs group B2, but P0.01 vs group B1).ConclusionSwimming training can facilitate the improvement of the swelling on the thin blood vessel and the microcirculation in cochlea under chronic hypoxia environment with ligustrazine in guinea pigs.
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Successes and Challenges in East African Conservation Education - Johnson-Pynn, Julie S.; Johnson, Laura R. (The Journal of Environmental Education, 2005)
Environmental education (EE) programs that include service-learning components have great potential to positively impact East African youth, their communities, and their ecology. This exploratory study describes 2 programs in East Africa, The Jane Goodall Institute's Roots & Shoots (R&S) and Wildlife Clubs of Uganda (WCU). The authors studied school-based programs in 10 communities adjacent to national parks or wildlife sanctuaries by interviewing and surveying student members, teachers, and program coordinators. Results indicate that despite the harsh context and unique challenges facing programs in the developing countries of Tanzania and Uganda, groups showed remarkable strides in increasing conservation knowledge, fostering members' personal and social development, and raising community awareness. The successes and challenges of these East African programs highlight the importance of considering contextual factors when designing best practices in conservation education.
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Beyond Higher Education: The Need for African Americans to Be "Knowledge Producers" - Johnson, Alex M. (The Modern American, 2005)
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Conflict, Development and Community Participation in Education: Pakistan and Yemen. - Jones, Adele M. E. (Internationales Asienforum, 2005)
In development policy, community participation has increasingly come to be seen as a way to encourage community interest, involvement, ownership and ultimately, sustainability of projects. Education has also been affected by this discourse. The following paper examines two countries affected by conflict (Pakistan and Yemen), asking what type of community participation is possible in areas with complex conflict situations, since 'community participation' demands some form of 'democracy'. The conflict scenario and the locus of control and power in these countries is analysed in two rural areas, the North West Frontier Province of Pakistan and Marib Govemate of Yemen. Finally, the paper questions what type and degree of community participation is possible in education and whether it can become a catalyst for peace, or an indirect mechanism for power elites to control decision-making.
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Working Paper 15. Education Choices in Ethiopia: What determines whether poor households send their children to school? - Jones, Nicola; Seager, Jennifer; Woldehanna, Tassew; Tefera, Bekele; Alemu, Tekie; Asgedom, Getachew; Mekonnen, Alemu (2005)
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How crop production will be affected by climate change in Africa and its repercussions on the continent. - Jones, P.; Thornton, Philip K.; Robledo, Carmenza; Kanninen, Markku; Pedroni, Lucio (2005)
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IWRM: What should we teach? A report on curriculum development at the University of the Western Cape, South Africa - Jonker, Lewis (Physics and Chemistry of the Earth, Parts A/B/C, 2005)
In South Africa, the national government has taken deliberate steps to ensure that tertiary education programmes help to meet societal and economic needs. This article reports on the process of developing a programme in Integrated Water Resources Management at the University of the Western Cape (UWC) that speaks directly to current government policy. It describes two different approaches to curriculum development an eclectic approach that takes as its starting point courses already on offer, and a framework development approach that takes as its starting point identification of particular needs and deliberately builds a curriculum around these needs. The article illustrates how seemingly unrelated policy processes in education and water management could impact on curriculum development. The article suggests that, while curriculum development is a first key step, challenges remain in fine-tuning the IWRM M.Sc. programme so that graduates are equipped with skills that may contribute to equitable and sustainable development in the evolving context of 21st century South Africa.
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Academic Self-Efficacy among African American Youths: Implications for School Social Work Practice - Jonson‐Reid, Melissa; Davis, Larry E.; Saunders, John; Williams, Trina; Williams, James H. (Children & Schools, 2005)
School performance among African American youths continues to be a major concern. The promotion of self-esteem remains a major focus of school-based intervention programs designed to improve children's academic performance and behavior. Empirical data suggest that academic self-efficacy rather than self-esteem is the critical factor for school success, but few studies have examined self-efficacy and self-esteem with an African American population. Furthermore, although school social workers tend to focus on nonacademic factors that inhibit student performance, little is known about how these factors may be associated with academic self-efficacy.This article explored cross-sectional relationships of various factors to academic self-efficacy. Findings suggest that strategies that build a student's belief in the importance of education may do more to increase academic self-efficacy among African American youths than would a focus on self-esteem. Implications for school social work practice are discussed. KEY : academic self-efftcacy;African American youths; school completion; school social work
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Work engagement of academic staff in higher education institutions in South Africa - Jordaan, Gertruida Magrietha Elizabeth (2005)
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Musical Arts Education in Africa: Differentiation, Integration and Disassociation - Joseph, Dawn; Klopper, Christopher (2005)
By discussing the future challenges to musical arts education in Africa in which local cultural practices are valued, the differences of those historically marginalised by virtue of gender, race, ethnicity, and class, are celebrated. In Africa, musical arts education and culture are regarded as an integral part of our life, which not only embraces the spiritual, material and intellectual aspects of our society, but also contributes greatly toward our emotional development. This affirms the integrity and importance of various forms of 'Art' including literature, technology, design, dance, drama, music, visual art, media and communication. This paper will discuss the future of African musical arts education programmes through the dynamic cycle of differentiation, integration and disassociation. The authors will consider the concept of 'differentiation', 'integration' and 'disassociation' within musical arts practice. An analysis of selected international arts education programmes provides a globally differentiated perspective through a discipline-based approach. In the African context, arts education programmes are located within an integrated approach. The structure of a Music Action Research Team (MAT cell) in Southern African Developing Community (SADC) countries will be highlighted as a means to address disassociation through the active engagement of professional development programmes offered by the Centre for Indigenous African Instrumental Music and Dance (CIIMDA).
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Empowering Australian students in African music: experiential education in primary teacher training - Joseph, Dawn; Southcott, Jane (2005)
Luckman (1996) defines experiential education as a process through which a learner constructs knowledge, skill and value from direct experience (p. 7). The core of such learning is practical engagement, contextualised by concepts and skills in guided experiences. This process, to be most effective, should be supported by reflection. This paper considers an experiential program in African music that is part of pre-service primary teacher education for generalist teacher trainees. As part of the Bachelor of Primary Education degree, offered by Deakin University (Australia) students can select an elective subject on African music in the final year of their four-year course. In this subject students learn African music experientially, by playing, singing and moving. These students completed a questionnaire and were interviewed at the conclusion of the unit in 2003. Data collected showed the effectiveness of using an unknown music to explore musical concepts and understandings in an Australian educational setting.
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Factors Contributing to the Success or Failure of NonFormal Education Initiatives in Kenya - Juma, Magdallen N. (2005)
The dynamics of the non-formal education (out-of-school) situation in Kenya cannot be fully understood without an in-depth understanding of the formal basic education subsector which has had to grapple with a number of challenges that have impacted negatively on the provision of social services, including education. These challenges are a consequence of low economic growth and the Structural Adjustment Programme which has necessitated reduction of expenditure on education and other social services. As a result, parents and households have had to assume more responsibility for the education of their children.
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Learning to do business in a responsible way a decade of change in the South African wine industry - Jw, Ewert (2005)
When the South African wine industry emerged from a long period of regulation and political isolation in the early 1990s, it was faced with enormous challenges: transforming vineyards and cellars without state support, learning the ABC of marketing, how to compete internationally and last, but not least, how to treat its labour force in a socially responsible manner. What made these obstacles extra difficult, was the dissolution of social capital and the disappearance of coordinating structures in the wake of deregulation. The paper discusses how growers and cellars have responded to these challenges in a number of different ways. It shows how the more successful ones have managed to juggle both commercial gain and social responsibility and why. However, it also shows why some cellars, at the other end of the spectrum, have managed to do neither and stand a good chance of going out of business. Given the diversity of responses, the paper asks which factors are behind success and failure. Is it the cooperative structure or lack of technical expertise? Is it organizational culture and social networks or is it a question of far-sighted individuals? The paper tries to answer these questions by drawing on a handful of case studies. It also shows how ‘strategy’ is often not the result of grand design, but of trial and error and incremental learning. Judging by export figures alone, the South African wine industry has undoubtedly notched up considerable success over the last ten years. However, it is by no means out of the woods. The paper concludes by looking at some of the key challenges the industry needs to meet if it wants to sustain and expand its share of international markets.
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Final Technical Report. Appendix 12. Management of Aflatoxins in Cereals, Legumes and Tubers. Training Manual for AT Uganda Training of Trainers. - Kaaya, Archileo N. (2005)
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"Overrepresentation of Kenyan Students in Colleges and Universities in the United States: An Un-scientific Examination," - Kaba, Amadu Jacky (2005)
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Experiences of student nurses in Malawi in caring for HIV/AIDS patients - Kabuluzi, Ezereth (2005)
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The impact of information technology in efficient school administration: A study of public secondary school in Nairobi, Kenya - Kaburia, E M (2005)
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Preparing Teachers as HIV/AIDS Prevention Leaders in Malawi: Evidence from Focus Groups. - Kachingwe, Sitingawawo I.; Norr, Kathleen F.; Kaponda, Chrissie P. N.; Norr, James L.; Mbweza, Ellen; Magai, Dorothy (The international electronic journal of health education, 2005)
Although many countries offer school-based HIV/AIDS prevention programs little is known about how teachers feel about being part of these programs. This paper presents the views of primary school teachers in Malawi regarding their potential role in HIV/AIDS prevention. Data come from two focus groups with 12 male and 12 female primary school teachers attending a teacher training college for certification. Teachers were deeply concerned about the impact of the epidemic on themselves their families and the nation. Teachers expressed willingness to be HIV/AIDS prevention leaders for young people and for their communities. However they identified many personal and system barriers including: risky personal behaviors which made some teachers poor role models; negative societal attitudes of stigmatization denial and reluctance to discuss sex with young people; and inadequate teacher training and ongoing support. Recommendations include: providing behavioral change intervention to reduce personal HIV/AIDS risks of teachers enhancing the importance of school-based HIV/AIDS prevention through strategies such as making HIV/AIDS prevention part of the examined curriculum expanding training and ongoing support for teachers regarding participatory teaching strategies as well as content and involving both teachers and communities in the development and implementation of HIV/AIDS programs in schools and with students. (authors)
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Cognitive behavioural therapy in South Africa: Counsellors' experiences following a training programme - Kagee, Ashraf; E.-J., Suh; Naidoo, Anthony V. (2005)
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Specific strategies that can be applied to teach reading in English as a second language to children from different home language backgrounds in Uganda - Kaggwa, Deborah N. (2005)
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Quality assurance in private higher education institutions in Namibia - Kaimu, Himeesora I. (2005)
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Adaptation of physical education and sport for learners with physical disabilities and chronic health impairments in Kenya : a case sudy of a special primary school for learners with physical disabilities and chronic health impairments - Kakui, Wellington Mutua (2005)
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Nigerian Teachers' Attitude Toward Environmental Sustainability Issues in the Curriculum - Kalu, Iroha; Uwatt, L. E.; Asim, Alice E. (Journal of Environmental Systems, 2005)
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Developing a training manual for Aaidro's communities : micro credit scheme in South Meru, Arusha, Northern Tanzania - Kamalo, Esther John (2005)
Kamalo, E. J. (2005). Developing a training manual for Aaidro's communities : micro credit scheme in South Meru, Arusha, Northern Tanzania. Retrieved from http://academicarchive.snhu.edu
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French Colonial Education and the Making of the Francophone African Bourgeoisie - Kamara, Mohamed; Getrey, Jean (Dalhousie French Studies, 2005)
fl f colonial conquest, with its thundering canon balls of fire and cacophonous / proclamations, was the town crier announcing the imminent birth of the bourgeoisie in Africa, the colonial school was no doubt the biological birth mother. It was through the school that the colonizer intended to perpetuate his stranglehold on the colonized. The French colonial school was used as the fabrication point of new human types among whom could be identified what many African writers and critics alike have generally characterized as a band of inept and unscrupulous individuals in the political, administrative, and commercial sectors of African colonial and post-colonial societies. These are the occupiers of the middle stratum, the members of the so-called African bourgeoisie. Some critics have insisted that this class, in spite of its role–or perhaps because of it–in the acquisition of African political independence, continues to serve as an intermediary between the former masters and independent countries in a relationship that has invariably been referred to as neo-colonialist and neo-imperialist. It is my contention that the so-called sub-Saharan African bourgeoisie was a calculated creation of colonialism. It was born, rather artificially, in the colonial school system established on the morrow of colonial conquest. As with any by-product of the colonialist project, it comes across as a 'modern' African Frankenstein with no identifiable pre-modernity. And like an afterthought of colonialism's capitalist brain, its participation in its own creation was at best minimal. It is also my position that to have a better understanding of the new class that emerged out of the new system of social stratification, to understand its nature and status, past and present, one must examine the French colonial educational system and the policies relating to its structure, content, and methodology. To achieve this, I will rely heavily on statements made and policies initiated by Georges Hardy.1 My discussion of Hardy will be strengthened and illustrated by examples taken mainly from Pierre Sammy's L 'Odyssee de Mongou, but also from other novels including Amadou Hampate Bâ's L'etrange destin de Wangrin and Bernard Dadie's Climbie? In his Litterature et developpement, Bernard Mouralis identifies four stages in the evolution of the formal educational system in Africa following the onset of European colonization: the first period stretched from the origins to 1903; the second, from 1903 to
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The effect of structural adjustment programmes on the university education sector in Kenya - Kamau, Gachunga J (2005)
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Factors influencing KCSE performance in public secondary schools in Tana River District; Kenya - Kamau, Henry (2005)
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Virtual Organizations in Post-Graduate Education in Egypt - Kamel, Sherif (2005)
New online learning techniques lead to improved ways to investing in larger numbers of people and optimizing the use of resources. Respectively, virtual organizations are gaining grounds in the education sector with its vehicle capable of closing the digital divide and spreading knowledge that can help improve the literacy rate. This article covers the case of the Regional IT Institute (RITI), an institute located in Cairo, Egypt, that specializes in providing quality education in the fields of information and communication technology and management. The institute’s goal is to educate more students while overcoming the challenge of scarce resources, trying to meet the needs of 30% of the population (70 million) enrolled in education programs (Economic News Bulletin).
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Use of natural pozzolana in stabilizing lightweight volcanic aggregates for roadbase construction in Tanzania - Kamuhabwa, Mushubila Ladislaus (2005)
Available in print form, EAF Collection, Dr. Wilbert Chagula Library, (THS EAF TE210.5L5.T34K35)
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Library support services for distance learners : a case study of the university of Nairobi, Kenya - Kanini, Mbwesa J (2005)
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The Role Of Open And Distance Learning In Expanding The Provision And Access Of Higher Education In Kenya : Strategies And Constraints - Kanini, Mbwesa J (2005)
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Mentorship at post-secondary teacher training level in Ghana : a case study analysis of the perceptions and experiences of mentors, link tutors and trainees - Kankam, George (2005)
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Students’ perspectives on health and safety in schools. Using photography to address issues of health and safety in Indonesian, UK and Zambian schools - Kaplan, İzzet and Lewis, Irving J. (2005)
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Factors influencing students' performance in kenya certificate of secondary education examination in Kajiado district. - Karanja, Joyce N (2005)
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HIV/AIDS in Kenya: the need for prevention through cultural education - Karega-Munene (Wajibu, 2005)
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The Role of Everyday Contexts in Learner‐centred Teaching: The practice in Namibian secondary schools - Kasanda, Choshi D.; Lubben, Fred; Gaoseb, Noah; Kandjeo-Marenga, Utji; Kapenda, Hileni M.; Campbell, Bob (International journal of science education, 2005)
This paper reports on the use of out‐of‐school everyday contexts in Namibian science classrooms. This use is portrayed against the backdrop of an explicit educational philosophy of learner‐centred teaching. Data were collected through audio‐taped teacher–learner interactions and non‐participant field notes in 29 junior and senior science classes taught by 12 teachers in six schools. An existing typology was applied to classify episodes of use of everyday contexts and identify teachers’ pedagogic strategies for their use. The results show that more everyday contexts are used in junior secondary than in senior secondary classes, that only a limited range of types of everyday contexts are used at both levels, and that their use often follows theoretical exposition or teacher questioning. These findings are related to three interpretations of learner‐centred teaching. Recommendations for a fuller implementation of learner‐centred teaching are made.
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ORIGINAL ARTICLES Attention deficit and hyperactivity disorder among school children in Kinshasa, Democratic Republic of Congo - Kashala, Espérance; Tylleskär, Thorkild; Elgen, Irene Bircow; Kt, Kayembe; Sommerfelt, Kristian (2005)
Objectives: To estimate the prevalence and determinants of attention deficit and hyperactivity disorder (ADHD) symptoms among school children in Kinshasa, an African urban setting. Methods: The 18-items of the Disruptive Behaviour Disorder rating scale (DBD), which is based on the Diagnostic and Statistical Manual for mental disorders 4 th edition (DSM-IV), were used to investigate the presence of ADHD symptoms. Parents interviews, using a questionnaire specially designed for the study, were performed to identify socio-demographic characteristics. All children were subject to a clinical examination. Results: The estimated prevalence of DSM-IV ADHD symptoms was 6 %. Those with family health problems, younger age at start of primary school, good nutritional status and poor school performance more often had DSM-IV ADHD symptoms. Conclusions: ADHD symptoms are as common among school children in Kinshasa as elsewhere. The socio-demographic factors described as risk factors for ADHD in high-income countries were not identified in this study.
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The need for physiotherapy support for teachers in inclusive education for the inclusion of learners with physical disabilities in selected schools in Zambia - Kashimba, Sally Salome (2005)
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Coping With Drought among Pastoral and Agro-Pastoral Communities in Eastern Ethiopia - Kassa, Belay; Beyene, Fekadu; Manig, Winfried (Journal of Rural and Development, 2005)
This paper examines coping strategies of pastoral and agro- pastoral communities in six districts of Eastern Ethiopia. Data collected from a random sample of 360 households were used in the study. The results of the study indicate that the study area has been stricken by recurrent droughts since the early 1980s and that drought has increasingly devastating effects on the lives of pastoral and agro-pastoral communities. In response to the degrading production environment, the pastoral and agro- pastoral communities become more provident and employ a variety of techniques to cushion themselves against contingencies. Moreover, the results of the study show that most of the coping strategies are aimed at counteracting the detrimental effects of droughts after their occurrence rather than identifying the root causes of droughts. Finally, we suggest the need for political actors to move from crisis management through emergency intervention to improving the capability to cope in changing environmental conditions.
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Sexual Experiences and their Correlates among Jimma University Students, Jimma Ethiopia - Kassaye, Zerai (Ethiopian journal of health sciences, 2005)
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Indigenous peoples' experiences with the formal education system : The case of the Kenyan pastoralists - Kaunga, Johns Ole (Indigenous affairs, 2005)
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The role of communication in the management and leadership of a secondary school in Namibia - Kaura, Unjee M (2005)
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Collaboration between teachers and parents of children with mental retardation : a study in four primary schools in Zambia - Kausa, Efresher (2005)
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'Training for real' project in Uganda: progress and way forward - Kayaga, Sam; Epitu, Joseph (2005)
This presentation provides a short introduction to the ‘Training For Real’ Project, a capacity building project for stakeholders in the water and sanitation sector in Uganda, and highlights the progress and the way forward.
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KNOWLEDGE, ATTITUDE AND PRACTICE OF BREAST SELF EXAMINATION AMONG FEMALE SECONDARY SCHOOL TEACHERS IN ILORIN, NIGERIA - Kayode, F. O.; Akande, T.M.; Osagbemi, GK (2005)
Background/Objectives: Screening for early detection and diagnosis of diseases and health conditions is an important public health principle. Breast Self Examination (BSE) is a process whereby women examine their breasts regularly to detect any abnormal swelling or lumps in order to seek prompt medical attention. The main aim of the study was to determine the level of knowledge and practice of BSE among female secondary school teachers in the study area. Method: This descriptive cross sectional study to examine the knowledge, attitude and practice of BSE among secondary school female teachers in Ilorin was carried out between June and September 2004 using a structured questionnaire designed by the researchers. Results: It was found out that most (95.6%) respondents were aware of BSE. The electronic media were the major sources of information while the health workers were the least. The attitude of teachers to health information on BSE was positive, with a fairly high degree of acceptability of the idea. Despite the positive attitude to BSE, its practice was low (54.8%). Conclusion: Awareness of BSE was high but the practice was low. It is recommended that public awareness on the importance of BSE be intensified using the mass media and that health workers should promote BSE during their contacts with female patients / clients.
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Recognition of prior learning policy and practice for skills learned at work : Australia, Canada, New Zealand, South Africa, United States - Keating, Chloe Dyson and Jack (RePEc: Research Papers in Economics, 2005)
Describes ways and issues of recognizing skills learned in the workplace or through non-formal activities, as opposed to learning at formal educational and training institutions. Examines policies and practices carried out in five English-speaking countries.
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Protest and Disability: A New Look at African American Soldiers During the First World War - Keene, Jennifer D. (2005)
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The Contemporary African Novel as a Tool for Cultural Education - Kehinde, Ayo (African Symposium: An On-Line African Educational Research Journal, 2005)
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Stereotype Threat in African-American High School Students: An Initial Investigation. - Kellow, J. Thomas; Jones, Brett D. (Current Issues in Education, 2005)
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The SAMAAV Project: InSAR Analysis and Monitoring of Active African Volcanoes using ERS and ENVISAT data - Kervyn, F.; d’Oreye, Nicolas; Fernández, José Manuel Garcı́a; Ayonghe, Samuel N.; Bajope, B; Cayol; Durieux, Jacques; Ernst, Gérald; Faria, Bruno; Fonseca, J. F.; Mbede, Evelyne; Mruma, Abas; et al. (2005)
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Academic Performance and Interest in Physical Sciences of Female Learners in the Mafikeng, South Africa, Municipal Area - Kgabi, Nnenesi A. (AIP Conference Proceedings, 2005)
There are notably fewer women than men, worldwide, in the physical sciences and engineering. Numbers also decrease markedly with each step up the career ladder, in both the academic and research (industrial and government laboratories) environments. In this study, academic performance of secondary‐school and university females in the mathematical and physical sciences was analyzed. The choice of careers for a group of secondary‐school females was also studied. A positive correlation between the choice of career and academic performance among the secondary‐school females was observed. The correlation was, however, not obvious for the female university students. This study presents possible reasons for poor performance and lack of interest in physics, and suggests ways of attracting and keeping females in the field of physics and its related sciences.
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Access to higher education : leadership challenges in Florida and South Africa : a qualitative inquiry - Khan, Marty Z. (2005)
Part 1 List of Tables Part 2 Preface Part 3 An Acknowledgement of Thanks Chapter 4 1: A Look at the Issue Chapter 5 2: Review of the Literature Chapter 6 3: Qualitative Inquiry-The Process Chapter 7 4: Presentation of the Data Chapter 8 5: Findings and Conclusions Part 9 Appendices
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Planning of Education in kenya: Which Way - Khatete, Ibrahim (2005)
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Changes in science teachers' practice of learner-centred education as a result of action research in Lesotho. - Khoboli, Benedict (2005)
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Teaching students with Disabilities in Kenya: Changing Trends - Kiarie, MW (2005)
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Influence of headteachers administrative task on student discipline in secondary schools in Kikuyu division Kiambu district, Kenya - Kibaka, Jane N (2005)
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Characteristics of PI in-service student teachers in Kenya - Kimani, Gachuhi (2005)
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Determinants of girls' performance in kenya certificate of secondary education examination (KCSE) In Kikuyu Division, Kiambu District, Kenya - Kimani, Lucy Wanjiku (2005)
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M. Kimani and K. Kirangu 2005 AIDS and Teachers in Kenya: Results of a Baseline Survey. - Kimani, Murungaru (2005)
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An Analysis of Information Management at the School Level in Malawi: A Case of Lilongwe Primary Schools - Kimura, Hatsue (2005)
Information can provide a guide and direction for action. Educational Management Information Systems (EMIS) in Malawi was established in 1986 to generate quality information for planning, policy formation, and decision-making. Despite many efforts to improve the EMIS, Malawi still struggles to have good information. One of the challenges rests on making schools play their roles effectively, as the major source of data for EMIS, in these efforts. The purpose of this study was to describe the information management in primary schools in Malawi, using survey research. The study analyzed information management at the school level by focusing on data collection, record-keeping, data communication, and information use. The approach to this study involved survey research at the school level and qualitative research at district level. The study revealed that the documents which teachers regularly updated were those that are required. As for record-keeping practice at school level, the factor of rural and urban location influenced the updating of class registers. There was no difference on the updating of class register based on other demographic factors of teachers, such as sex, qualifications, and teaching experience. The study also found that data collection of complementary and relevant data is not very effective. No practice influenced the updating of the data at school level.
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Chronic maternal feed restriction impairs growth but increases adiposity of the fetal guinea pig - Kind, Karen L.; Roberts, Claire T.; Sohlström, Annica; Katsman, Arkadi; Clifton, Peter M.; Robinson, Jeffrey S.; Owens, Julie A. (American Journal of Physiology-regulatory Integrative and Comparative Physiology, 2005)
Small size at birth has been associated with an increased risk of central obesity and reduced lean body mass in adult life. This study investigated the time of onset of prenatally induced obesity, which occurs after maternal feed restriction, in the guinea pig, a species that, like the human, develops substantial adipose tissue stores before birth. We examined the effect of maternal feed restriction [70% ad libitum intake from 4 wk before to midpregnancy, then 90% until day 60 gestation (term approximately 69 days)] on fetal growth and body composition in the guinea pig. Maternal feed restriction reduced fetal (-39%) and placental (-30%) weight at 60 days gestation and reduced liver, biceps muscle, spleen, and thymus weights, relative to fetal weight, while relative weights of brain, lungs, and interscapular and retroperitoneal fat pads were increased. In the interscapular depot, maternal feed restriction decreased the volume density of multilocular fat and increased that of unilocular fat, resulting in an increased relative weight of interscapular unilocular fat. Maternal feed restriction did not alter the relative weight of perirenal fat or the volume density of adipocyte populations within the depot but increased unilocular lipid locule size. Maternal feed restriction in the guinea pig is associated with decreased weight of major organs, including liver and skeletal muscle, but increased adiposity of the fetus, with relative sparing of unilocular adipose tissue. If this early-onset obesity persists, it may contribute to the metabolic and cardiovascular dysfunction that these offspring of feed-restricted mothers develop as adults.
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Preparing African Higher Education Faculty in Technology - Kinuthia, Wanjira (2005)
One of the most difficult challenges facing African higher education institutions (HEIs) is the successful resolution of the inherent tension that underlines efficient and effective utilization of existing resources on one hand and intensified demand for more and better education on the other (Okuni, 2001; Sawyerr, 2004). Although the potential of information and communication technologies (ICTs) to enhance participation in African HEIs has been widely recognized, its transformational capacity has barely been reached because of limited infrastructure, technological capacity, funding and sustainability of resources, and human resources and expertise. Poor infrastructure and weak regulatory policies and frameworks have resulted in inadequate access to affordable telephones, broadcasting, computers, and the Internet (Johnson, 2002).
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Exploring the link between literacy practices, the rural-urban dimension and academic performance of primary school learners in Uganda district, Uganda - Kirunda, Rebecca Florence (2005)
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International Research Design: Considerations for Automotive Training Programs Development Research in Kenya and Victoria - Kitainge, Kisilu (2005)
Research design is a conceptual structure within which research is conducted (Polit, Beck, & Hungler, 2001; Roberts & Taylor, 2002; Schneider et al., 2003). It informs the arrangement of the conditions for the collection and analysis of the data in a manner that aims to combine relevance to the research purpose (Kothari, 2003). Research design represents a logical set of statements that inform us of the dependability, conformability, credibility and trustworthiness of research findings (Yin, 2003; Lincoln & Guba, 1985; James & Mulcahy, 1999). This paper outlines the decision-making process that guided the choice of a research design for a postgraduate study. It is a follow-up of another paper presented in this conference last year (Kitainge, 2004) which dwelt on the choice of research methodology. It deals with the international case study research design based on a study of the automotive training programs development for Kenya and State of Victoria, Australia.
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Investigation of the factors influencing performancein the Kenya certificate of Primary Education In Kathonzweni Division, Makueni District. - Kitavi, Musau J (2005)
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Project on assessment of pollution status and vulnerability of water supply aquifers in African cities vulnerability and pollution of groundwater in the Kisauni area, Mombasa, Kenya - Kitheka, Johnson U.; Munga, Daniel; Mwaguni, S. M.; Barongo, Justus; Massa, H.S.; Mwangi, Stephen; anda, H. Ong'; Mdoe, F.; Opello, G. (2005)
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Training Module for ALS Moderators: Report on conceptual and methodological aspects of the first workshop in Pemba Metuge, Cabo Delgado, Mozambique, April 2005 - Kläy, Andreas (2005)
Report on conceptual and methodological aspects of the first workshop for training moderators and trainers in ALS and sustainable management of natural resources, in Pemba Metuge, Cabo Delgado, Mozambique, April 2005.
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Improving our practice through social learning: perspectives and lessons from conservation planning in South Africa. - Knight, Andrew T.; Driver, Amanda; Cowling, Richard M.; Maze, Kristal; Desmet, Philip; Lombard, Amanda T.; Rouget, Mathieu; Botha, M.; Boshoff, André F.; Castley, J. Guy; Goodman, Perry; Mackinnon, Katie; et al. (2005)
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"Isolated Learning Is Doubtful Learning": The Case of Howalton Day School, an African-American Private School in Chicago, 1947–1986 - Knupfer, Anne Meis (Education and Culture, 2005)
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Trace element partitioning between Rhonite and silicate melt in Cape Verde volcanics - Kogarko, L. N.; Hellebrand, E.; Ryabchikov, I. D. (2005)
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Universal Basic Education Programme in Nigeria: Implication for the Teaching Role of the School Library - Kolade, HK (Nigerian School Library Journal, 2005)
The focus of this paper is on the role the school library could play in making the Universal Basic Education (UBE) programme successful in Nigeria. It discusses' the skills of teaching library usl and study skills to students and teachersfor effective implementation of the UEE programme. Although the development ofschool librariesJs not encouraging in Nigeria. the introduction of UEE programme calls for organised school libraries where students could develop independent atmosphere of enquiry to promote life long learning. The implications which the introduction of libraries would have on the UBE were also highlighted
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Hurdles and requirements of an African experience of e-learning - Kolyang (2005)
Today, in a tense context of globalisation of economics and finance, education and training must obey global requirements. Computer science and new learning environments have become crucial in developing countries. Information and Communication technologies (ICT) are present in telecommunications, the banking sector, health and education itself. This article underlines the role of e- and distance learning in education, research and societies. Frontiers are shown and ways for best practices are presented. Furthermore, it underlines the challenge of teaching computer science in a poor industrial environment. Technological background is discussed as well as financial and pedagogical aspects. (DIPF/Orig.)
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Anglophone university students and Anglophone nationalist struggles in Cameroon - Konings, Piet (2005)
The importance of student politics in Africa during economic and political liberalization cannot be underestimated. However, this study of anglophone students in Cameroon cautions against treating students as a homogeneous group. It shows that although anglophone students today feel even more marginalized than their francophone counterparts, they have actually displayed a rather ambivalent attitude towards the francophone-dominated State. The author first describes the development of anglophone nationalism and discusses the role of anglophone students in their struggle against francophone dominance. He argues that anglophone students have played a vanguard role in anglophone protest actions in the wake of Paul Biya's accession to power in 1982. He then describes two new anglophone youth organizations which emerged during political liberalization and which differ in their attitude towards the francophone-dominated State: the Southern Cameroons Youth League (SCYL), which supports the main aim of the anglophone struggle - the creation of an independent anglophone State, and President Biya's Youths (PRESBY), which is opposed to the anglophone struggle and has expressed its loyalty to President Biya in exchange for a share in the diminishing pool of State resources. Bibliogr., notes, ref., sum. [ASC Leiden abstract]
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Induction of pupils into secondary school science in Botswana - Koosimile, Anthony Tsatsing (African Journal of Research in Mathematics Science and Technology Education, 2005)
AbstractThis paper explores, through an exploratory case study, the induction of pupils from primary schools to science offered in lower secondary schools in Botswana. Observations of 26 science classrooms, analyses of documents and interviews with teachers suggest that in the induction year teachers and the science curriculum generally do not have clear priorities, vision and direction for a foundation year. Science teachers in the study did not regard induction as a teaching objective, and classroom programmes seldom provided pupils with appropriate cognitive challenges, opportunities for development of science process skills and some self- confidence in learning science. The implications for the research are discussed.
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Consolidating and strengthening : a decentralised pre service training and continuing education system for the health sector in Tanzania; revised proposal - final version - Koot, Jaap; Kortmann, Geertruid; Caffrey, Margeret; O'Connel, Andy; Mwango, Hamisi; Kwiligwa, E.M.; Mussi, Maria (2005)
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Promoting French-English Individual Bilingualism Through Education in Cameroon - Kouega, Jean‐Paul (The Journal of Third World Studies, 2005)
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Effectiveness of science and technology policy in South Africa: technological learning in the ICT sector and institutional capabilities - Kraemer-Mbula, Erika (2005)
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Fluvial response to climate and sea-level change: implications from the Skeleton Coast, Namibia. - Krapf, Carmen; Stollhofen, Harald; Werner, Mario (2005)
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What can theological educators in Africa learn from the contemporary upsurge of interest in Christian Ethics and Spirituality - Kretzschmar, Louise (2005)
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Contribution of Ordinary School Text Books to Accommodate Diversities in South African Classrooms - Krüger, Deirdré (The International journal of diversity in organisations, communities and nations, 2005)
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Introduction to special issue: higher education - industry research partnerships and innovation in South Africa - Kruss, Glenda; Moeketsi, Letseka (2005)
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African Widom and Democratic Classrooms: Kenya and South Africa - Kubow, Patricia K. (Education and Society, 2005)
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Doing Christian education at the edges in South Africa : a review of the work of Bongani Mazibuko as a Christian educator and missiologist - Kumalo, Simangaliso (2005)
Bongani Alison Mazibuko (1932-1997) left an infamous though very significant legacy to Christian education in South Africa. 1 He was the first black person to be awarded a PhD in missiology and one of the earliest black theologians to be appointed at the University of South Africa (Unisa) as a lecturer in the Department of Missiology (Saayman 1997: 253). Mazibuko was also the founder of the Umlazi Theological Training Project (UTTP), through which he taught Christian education and missiology to township church leaders (both clergy and lay). He argued that Christian education must adapt to the African context. He also argued that the pastor’s role is to enable or facilitate ministry in the local church by empowering the laity through education. He made a significant contribution to the relationship between mission education and liberation. Although he appreciated the positive contribution of missionary education to African people, he was highly critical of its tendency to disregard African culture and experience. Although a call to do theology from an African perspective had been sounded by a number of theologians, no one had specifically tried to contextualise Christian education in the African context. He also warned against a Christian
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Globalization and psychology training: Mauritius as a case study - Kune, Foo; Natacha, M R (2005)
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Impact of regional climate change on water availability in the Volta basin of West Africa. - Kunstmann, Harald; Jung, Gerlinde (IAHS-AISH publication, 2005)
The impact of climate change on the temporal and spatial distribu- tion of precipitation, temperature, evapotranspiration and surface runoff in the Volta Basin (400 000 km 2 ) of West Africa is investigated. Trend analysis shows clear positive trends with high levels of significance for temperature time series. Precipitation time series show both positive and negative trends, although most significant trends are negative. In the case of river discharge, a small number of (mostly positive) significant trends for the wet season are observed. High resolution regional climate simulation using explicit dynamic downscaling of the IS92a ECHAM4 global climate scenario indicates a slight increase in total annual precipitation of 5%, but also a significant decrease (up to 70%) of precipitation in April, which marks the transition from the dry season to the rainy season. The total duration of the rainy season is shortened. The simulated dry season temperature increase is around 1°C, while in the rainy season an increase of up to 2°C is projected. Expected temperature increase is smallest in the coastal areas and increases towards the north of the basin. An increase in mean annual surface runoff by 18% is anticipated. Predicted changes in precipitation, temperature, evapotranspiration and surface runoff show strong regional differences. BACKGROUND Sufficient water resources are the life-blood of the economies of West African countries. Over 70% of the inhabitants of West Africa depend primarily on rainfed agriculture for their livelihood. Hydropower is the main source of electric power generation, crucial for socio-economic development, and is strongly dependent on availability of rainfall. Changes in the amount and distribution of rainfall have significant impacts on water availability and thereby directly influence socio-economic activities in the region. Against this background, the interdisciplinary GLOWA-Volta project (http://www.glowa-volta.de), the framework within which this study is performed, focuses on the Volta Basin in West Africa. This international basin is characterized by distinctive interannual and inter-decadal variability in precipitation. The availability of water in the Volta Basin is of major importance for agriculture, as well as for industrial use (e.g. aluminium industry) and power generation at Lake Volta, impounded by one of the world's largest dams. Due to increasing population pressure and corresponding intensification of agriculture, the competition for water resources between these
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Factors influencing parents choice of Catholic schools in the Western Cape, South Africa - Kusi-Mensah, John Y (2005)
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Gendered School Experiences: The Impact on Retention and Achievement in Botswana and Ghana - Kutor, Nick; Dunne, Michael; Leach, Fiona; Chilisa, Bagele; Maundeni, Tapologo; Tabulawa, Richard; Forde, Linda Dzama; Asamoah, Alex (RePEc: Research Papers in Economics, 2005)
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Competency based education and training (CBET): a case study in Uganda - Kyobe, Ethel; Rugumayo, Albert (2005)
This paper describes how the Ministry of Education and Sports embarked on reforming business technical and vocational education and training in Uganda by introducing Competency Based Education and Training. It explains how skeleton Uganda Vocational Qualification Framework UVQF, secretariat was created .UVQF which developed with stakeholders occupational profiles and standards, assessment instruments, modularized curricula and test items. It explains benefits to the water and sanitation sector together with the challenges and recommends a way forward.
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Christian higher education in Africa: past, present and future - Laba, J.B. (Africa Journal of Evangelical Theology, 2005)
Introduction Education plays a paramount role in the development of any country of the world. Through it, knowledge and skills are passed from generation to generation. History of education shows a division into three different stages: primary. secondary, and tertiary. The tertiary education has been commonly referred to as higher education. This level of education has been presented in different fonns: classical and academic: technical and vocational. The practice of Christian higher education in Africa has respected these different forms. Three types of Christian higher education exist on the African continent: church-controlled higher learning of theological institutions: churchfunded colleges and universities of higher learning: and finally Christian-perspective liberal Arts colleges. This third category is a challenge to Christian educators. The history of Christian higher education in Africa shows a predominance of the first category. Baptist missionaries contributed in each of these categories.
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Preparing for Multicultural Schools: Teacher Candidates Dialogue Online with Teachers from Egypt, Japan, Ghana, and the U.S. - Lacina, Jan; Sowa, Patience (Teacher Education Quarterly, 2005)
The divergence between a predominately White teacher education population and a diverse public school system poses this question: how do universities best prepare teacher candidates to teach children of racially and linguistically different backgrounds than their own? Teacher education programs have been struggling with this issue for several years. In her article Preparing teachers for culturally diverse schools: Research and the overwhelming presence of whiteness, Christine Sleeter (2001) raises this issue, pointing out the growing cultural gap between public school children and their teachers. Teacher education programs have addressed this issue in a variety of ways, such as requiring multicultural coursework and/or requiring placements in urban schools (Melnick & Zeichner, 1998; Seidl & Friend, 2002; Sleeter, 2001). States, too, vary with respect to their requirements for diversity. In many states, students are tested on their development of a multicultural perspective on a standardized test. A test, immersion placements, stand-alone multicultural education courses may all be one forms of teacher preparation and accountability in many states, but what are the ways to develop a critical understanding of diversity in order for students to not only pass a standardized teacher's test, but more importantly, to integrate culturally responsive teaching strategies into their public school classroom? The purpose of this article is to describe how online discussions between diverse ethnically and linguistic groups of teachers, over a one-year period, allowed teacher candidates and teachers to openly discuss issues of race, culture, and language. As students in the United States become more racially and linguistically diverse, the pool of prospective teachers remains primarily White, female, and middle class (Banks, 1995; Ladson-Billings, 1999; Zeichner, 1996). Even though we live in a very multicultural world, most of us, especially Whites, tend to live an essentially monocultural life (Seidl & Friend, 2002). Many people of all backgrounds tend to associate with others who have the same racial, linguistic, or socioeconomic back-ground. In many teacher education programs, White middle-class professors teach White teacher candidates about how to best teach children of color (Ducharme & Agne, 1989; Villegas, 1993; Sleeter, 2001). Even though many of these professors may do an exceptional job discussing the profound multicultural literature, voices of difference may not be heard. Or voices may be stifled. Furthermore, discussing issues of diversity are often fraught with conflict as students move out of their comfort zones and encounter conflicting beliefs and values. To address the issue of how to best prepare White teacher candidates for multicultural schools, many universities develop multicultural classes and field-work placement in urban schools (Melnick & Zeichner, 1998). At times, this does help White middle-class teacher candidates realize how very different their lives are than the children they observe in the urban classrooms, and in some cases, the teacher candidates decide not to teach based on being immersed in an environment that is so very different than their own educational experiences. Most multicultural college classes focus on curriculum and teaching methods (Whitaker et al., 2002). Many multicultural college classes include small-group and whole-group discussions, critical readings, and paper and journal assignments (Sheets & Chew, 2002), but few programs offer on-going dialogue between teacher candidates and students or teachers from diverse backgrounds. Sleeter (2001) suggests that preservice education needs to be linked with community-based learning and with ongoing professional development and school reform(p.10). This research project does exactly that. It moves beyond theat margins and into ways that teacher candidates actually integrate what they learn from a college class into their classroom. …
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Recensie: Gymnastics of the mind: Greek education in Hellenistic and Roman Egypt / Cribiore, Raffaela (Princeton, 2001) - Laes, Christian (Paedagogica Historica, 2005)
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Colonial Education Systems and the Spread of Local Religious Movements: The Cases of British Egypt and Punjab - Langohr, Vickie (Comparative studies in society and history (Print), 2005)
Most education in the pre-colonial Middle East and South Asia was inextricably permeated by religion, in that it relied heavily on study or memorization of religious scriptures and rituals for the purpose of training believers, or on the use of religious texts or stories to teach ostensibly secular subjects such as geography or history. Colonial penetration of these areas introduced a new model of Western education, in which the curriculum was dominated by material whose truth claims were not based on religious faith, and which were not taught through the medium of religious texts. Religion, if allowed at all, was confined to discrete classes on the topic. This marginalization or exclusion of religious material did not necessarily mean that the resulting education was inexorably secular: Gauri Viswanathan has demonstrated that British educators in India circumvented policies forbidding the teaching of Christianity in government schools by creating English literature courses designed “to convey the message of the Bible.” In contrast to its predecessors, however, Western-style education was based on the conceptualization of religion as a discrete subject separate from and incapable of shedding reliable light upon worldly matters, and on the premise that it was mastery of these worldly matters, rather than knowledge of sacred scriptures and rituals, that would bring students success. In this model, religion would be understood “as a new historical object: anchored in personal experience, expressible as belief-statements, dependent on private institutions and practiced in one's spare time.”
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African American Literacies Unleashed Vernacular English and the Composition Classroom, 1st Edition - Lardner, Ted; Ball, Arnetha F. (2005)
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Education and training in Ethiopia: an evaluation of approaching EFA goals - Lasonen, Johanna; Kemppainen, Raija Pini; Raheem, Kolawole (2005)
This report aims to answer the following questions: To what extent do Ethiopian children have access to educational and training services? To what extent do women progress to primary, secondary and technical education? To what extent is the quality of education improving? These research questions were closely related to the [Education for All] EFA goals but expanded the scope of access and equality issues to cover secondary education and technical and vocational education. Education and training have particular significance for the reduction of poverty and for strategies of gender equity because they stress the dimensions of opportunities, skills, human resources development and empowerment. However, in Ethiopia an emphasis on developing [technical and vocational education and training] TVET and skills was introduced only at the turn of the 21st century.
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Harnessing and Channeling African American Children’s Energy in the Mathematics Classroom - Lattimore, Randy (Journal of Black Studies, 2005)
This study investigated African American students to determine effective ways to channel their energy in the mathematics classroom. Two African American male students participated in this qualitative inquiry that allowed them to speak for themselves about the characteristics of teachers and instructional practices that can contribute, in general, to students’ and, in particular, to African American students’success in the mathematics classroom. The voices of these two African American mathematics students will also offer some suggestions to teachers for channeling the energy of students in general and African American males in particular
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Analysis of South African graduate degrees in science education: 1930-2000 - Laugksch, Rüdiger C. (Science Education, 2005)
This analysis of research conducted by graduate students at South African universities over the last 70 years is an attempt to identify the foci of South African science education research. Appropriate graduate degrees were systematically identified by interrogating electronic databases and verifying details. Title and abstract were then used to assign keywords. Overall 23% and 77% of the 469 graduate degrees identified are doctoral and master's degrees, respectively. The activity of graduate work suggests that science education as a discipline was comparatively well established in South Africa by the 1980s, although 59% of all degrees were conferred between 1991 and 2000. Following the methodology of White [2001, in V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 457–471)]. Washington, DC: American Educational Research Association), trends in the relative frequency of keywords indicate that South African science education is broadly in line with worldwide trends in the discipline but that some differences exist. However, South African science education research appears to focus relatively more on attitudes, classrooms, curriculum issues, STS-related issues, and laboratories, and relatively less on assessment, reflection, teachers' or students' conceptions, and informal learning. Research on identified national priorities is being conducted, albeit with variable prevalence. Future opportunities in science education research lie in following a research agenda more closely matched to local contexts, and in the diversification of research focused largely on the secondary–tertiary interface. © 2005 Wiley Periodicals, Inc. Sci Ed, 89:418–432, 2005
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An empirical analysis of the impact of education on economic development in Nigeria - Lawanson, O.I (Journal of Resources, Energy, and Development, 2005)
Nigeria has been experiencing low levels of economic development over the years. It has been observed that education plays a vital role in the economic development of any nation. It is the aim of this study to empirically establish whether the low level of education in Nigeria has influenced its low level of economic development.
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Between the ‘Global’ and ‘Local’ Families: The Missing Links in the School History in Post-colonial Tanzania - Lawi, Yusufu Q. (2005)
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Cross-cultural concepts of archaeology: Kastom, community, education and cultural heritage management in Papua New Guinea - Leavesley, Matthew; Minol, Bernard; Kop, Hugo; Kewibu, Vincent (Public Archaeology, 2005)
This paper considers Papua New Guinean indigenous perspectives of the past and the role of archaeology therein. Melanesians commonly see the oral tradition as their primary means of learning about the past and archaeology as a pursuit undertaken primarily by academics, most of whom are foreign. In order to encourage community interest in archaeology and the preservation of cultural heritage it is proposed that the indigenous perspective must be considered in all aspects of archaeological research. It is suggested that indigenous perspectives of information exchange are encompassed in future research programmes. Much of the supporting information was drawn from the South-West Pacific Cultural Heritage Training Program workshop held in Papua New Guinea between 2001 and 2003. The workshop provided a forum for indigenous Papua New Guinea Government Heritage Officers and other interested parties to discuss contemporary heritage management issues specifically focused on archaeology but also broadly including issues in contemporary anthropology.
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Cross-cultural concepts of archaeology: Kastom, community, education and cultural heritage management in Papua New Guinea - Leavesley, Matthew; Minol, Bernard; Kop, Hugo; Kewibu, Vincent (Public Archaeology, 2005)
This paper considers Papua New Guinean indigenous perspectives of the past and the role of archaeology therein. Melanesians commonly see the oral tradition as their primary means of learning about the past and archaeology as a pursuit undertaken primarily by academics, most of whom are foreign. In order to encourage community interest in archaeology and the preservation of cultural heritage it is proposed that the indigenous perspective must be considered in all aspects of archaeological research. It is suggested that indigenous perspectives of information exchange are encompassed in future research programmes. Much of the supporting information was drawn from the South-West Pacific Cultural Heritage Training Program workshop held in Papua New Guinea between 2001 and 2003. The workshop provided a forum for indigenous Papua New Guinea Government Heritage Officers and other interested parties to discuss contemporary heritage management issues specifically focused on archaeology but also broadly including issues in contemporary anthropology.
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The causes and extent of school dropout in Botswana public senior secondary schools - Lecha, Moiteelasilo Dickson Ngamula (2005)
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Namibia AIDS partnership with 2005 Namibian and Canadian students at University of Namibia. - Lee, Richard (2005)
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Namibian student receiving certificate for completion of 2005 AIDS internship, Dr. Lischen Haoeses presenting. - 2 - Lee, Richard (2005)
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School effectiveness in 14 sub-Saharan African countries: Links with 6th Graders' reading achievement - Lee, Valerie E.; Zuze, Tia Linda; Ross, Kenneth N. (Studies in Educational Evaluation, 2005)
In this article school characteristics linked with educational effectiveness in 14 sub-Saharan African countries are identified. Effectiveness has been defined in terms of students' literacy achievement at the end of Grade 6, after taking their social and academic backgrounds into account. The data used are from the second major educational policy research study conducted by the 14 countries that constitute the Southern African Consortium for Monitoring Educational Quality study (SACMEQ). This study, known as the SACMEQ II Project, collected questionnaire and test survey data from around 42,000 students in 2,300 schools in the 14 countries. Information about schools was obtained from questionnaires administered to teachers and principals. The multilevel methods (HLM) we used are appropriate for such analyses and the SACMEQ II nested data design. Schools are differentiated in terms of their social compositions, contexts, and resources (physical and human). Though student achievement is strongly associated with students' social and academic background in all SACMEQ countries, school effects vary across countries. Evident is a pattern of higher achievement in urban schools, with more resources and higher-quality teachers; achievement is typically lower in large schools and those that offer education in “shifts.” Policy implications are emphasized.
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6. Learning to improve policy for pastoralists in Kenya - Leggett, Ian (2005)
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Learning to improve education policy for pastoralists in Kenya. - Leggett, Ian; Aikman, Sheila; Unterhalter, E. (2005)
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Census 2001 : prevalence of disability in South Africa - Lehohla, Pali (2005)
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Shifting geographies of social inclusion and exclusion: Secondary education in Pietermaritzburg, South Africa - Lemon, Anthony (African Affairs, 2005)
The urgency of South Africa's political transformation provides social scientists with an opportunity to monitor an encounter between idealism and reality in post-apartheid policy-making. Education policy appears to derive from political symbolism divorced from the material realities of macroeconomic policy. The extent and nature of desegregation and redistribution on the ground are investigated in 18 secondary schools in Pietermaritzburg, supplemented by interviews in the Provincial Education Department and the Pietermaritzburg Regional Office. Considerable desegregation has occurred, especially in the state sector, but only at the upper end of the traditional racial hierarchy. Provincial resources allow minimal capital spending and limited non-salary expenditure, whilst differential fees in state schools preserve apartheid inequalities of provision. Parents of all races keenly seek the best education they can afford for their children. Radical change requires changes in macroeconomic policy towards a more developmental state, but measures are proposed to encourage limited progress towards greater equity within current macroeconomic constraints.
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Maldistribution of the medical workforce in Tanzania: predictors of willingness for rural medical practice among Tanzanian final year medical students - Leon, David A. (2005)
Available in print form, East Wilbert Africana Collection, Dr. Wilbert Chagula Library, Class mark ( THS EAF R729.5.R87T34L4)
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Chinese Tigers Learn Hunting in Africa华南虎留学非洲 - LeonMarshall; 贾庆文 (大学英语, 2005)
On a grassy plain in South Africa,thousands of miles from home, four zoo-bred South China tiger cubs1 are learning to hunt in the wild.
openalex: W2267058053 mag: 2267058053
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An investigation into the early literacy skills of Grade R Second-language (L2) learners in South Africa - Lessing, Ansie; Witt, M.W. De (Africa Education Review, 2005)
Abstract Reading proficiency is currently a great concern for South African educators. According to the literature on reading proficiency, reading difficulties stem from early literacy development and any improvement in these early literacy skills may help improve reading proficiency. It has, however also been found that South African learners who participated in this study do not meet the standards for their age group in terms of early literacy development. Educators need to know what learners should have accomplished in terms of early literacy to support learners before they can commence with instruction in initial reading. Skills crucial for the development of literacy are underlying cognitive skills (i.e., the ability to learn deliberately), the development of symbolic representation, oral language, knowledge of literacy concepts, and behaviours and attitudes. This article looks at the skills required for early literacy development. An empirical investigation was undertaken to determine to what extent these skills were mastered by Grade R second-language (L2) learners. The empirical investigation related these skills to the sub-skills of the School Readiness Evaluation by Trained Testers (SETT) to determine the extent to which a group of Grade R learners have mastered the different skills of early literacy development. The findings paint a bleak picture, since most of the participants lack adequate proficiency regarding the skills of early literacy development.
openalex: W2044813262 mag: 2044813262
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Proceedings of The Eigth IFIP World Conference on Computers in Education (WCCE2005), 4 - 7 July 2005, University of Stellenbosch, Cape Town South Africa. 2005. - Levinsen, Karin; Ørngreen, Rikke (2005)
openalex: W2528092988 mag: 2528092988
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DRC Research Report - Experiences of disabled students and their families: Phase 1 - Lewis, Ann; Robertson, Christopher; Parsons, Sarah (2005)
openalex: W2139821126 mag: 2139821126
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Inclusive Classrooms. The use of images in active learning and action research, 10-14 May 2005, Mpika, Zambia - Lewis, Ian; Kaplan, Ian (2005)
openalex: W826379807 mag: 826379807
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Building Capacity for Decentralized Local Development in Chad: Civil Society Groups and the Role of Nonformal Adult Education - Liebert, Gary P. (2005)
openalex: W1568472225 mag: 1568472225
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Vernacular education in Papua New Guinea - Litteral, Robert (2005)
openalex: W2183255231 mag: 2183255231
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Establishing and managing school libraries: a manual for teacher librarians in Kenya - Liyai, HA; Weche, Peter S (2005)
openalex: W2226633317 mag: 2226633317
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African philosophy of education: An emerging discourse in South Africa - Lll, Le Grange (2005)
openalex: W2121181141 mag: 2121181141
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Coverage Of Students Unrest In Kenya, The The Dily Nation, The East African Standard Before And After The Fire Tragedy At Dyanguli High School In Machakos District On March 26,2001 - Lmpaa, VS; Wahome, IT; Gachango, JM (2005)
openalex: W2563100433 mag: 2563100433
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E-Mail as a Teaching Supplement in Tunisia - Louadi, Mohamed El (2005)
Learning and knowledge dissemination using Information and Communication Technologies (ICT) is becoming increasingly prevalent in schools and universities around the world. Most institutions of higher learning now invest heavily in technologies such as the web and e-mail for students, staff, and faculty. ICT use is set to rise in emerging countries eager to move towards an “information society” where learning and knowledge are accessible to all.
openalex: W2485758600 mag: 2485758600
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Quality and Structuring of the Tunisian Training System - Loukil, Faten (Savoirs, 2005)
With the MANFORME (Mise a Niveau de la Formation et de l’Emploi) program operational since 1996, the Tunisian training system has been experiencing a new phase of structuring and reflection on its global coherence. The paper studies the quantitative and qualitative changes to evolution of the Tunisian training system. It presents the difficulties of coordination in the private and public networks of training and determines how the collective construction of quality benchmarks improves the transparency of the training supply. Then, partnership relations between all actors of training guarantees the respect of diversity and specificity of training needs.
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Disabling Infant Hearing Loss in a South African Community: The Risks - Louw, Brenda; Hugo, R. von; Swanepoel, De Wet (2005)
openalex: W2956062926 mag: 2956062926
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In search of the point-of-contact: contextualized technology refreshes ICT teaching in Tanzania - Lund, Henrik Hautop; Nielsen, Jacob; Sutinen, Erkki; Vesisenaho, Mikko (2005)
Meaningful learning of information and communication technology (ICT) requires students to understand ICT concepts in their own cultural or societal context. In this study, we hypothesized that grounding ICT education in the local context and using concretizing tools, like programming visualization and intelligent building blocks (I-BLOCKs), would benefit students. We investigated this hypothesis by first developing an introductory ICT course in programming, which applied these strategies, and then by analyzing the results of the course. The course was held at Tumaini University, Iringa University College, Tanzania, in the fall of 2004. Altogether 27 teacher-trainees participated in the course. The outcomes of the course showed that the students understood the main concepts that were taught. They were also able to apply the methods of creative problem solving that were taught in the course. It was also found that students' algorithmically-oriented understanding was not at the desired level and that the course, as well as the future curriculum, needs further development in this particular area.
openalex: W2136109315 mag: 2136109315
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The informal and traditional: education for brain drain in Malawi - Lwanda, John Lloyd (2005)
openalex: W3172584130 mag: 3172584130
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PRACTICES IN HIGHER EDUCATION POLICY: GENDER-RELATED ACCESS AS A POLICY ISSUE IN KENYA - Maassen, Peter (2005)
openalex: W2557177809 mag: 2557177809
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Namibia: repositioning vocational education and training - Mabizela, Mahlubi (2005)
openalex: W2788171287 mag: 2788171287
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The Business of Higher Education: A Study of Public–Private Partnerships in the Provision of Higher Education in South Africa - Mabizela, Mahlubi (2005)
openalex: W2940593574 mag: 2940593574
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Whither Private Higher Education in Africa? - Mabizela, Mahlubi (2005)
openalex: W4236007675
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Developing groundwater for rural water supply in Nigeria : a report of the May 2005 training course and summary of groundwater issues in the eight focus states - MacDonald, Alan; Cobbing, Jude; Davies, J. (2005)
The British Geological Survey was commissioned to strengthen the capacity of the rural water supply and sanitation agencies in eight states in Nigeria to undertake groundwater resource evaluation and development. These states (Jigawa, Benue, Enugu, Eketi, Zamfara, Kwara, Borno and Ebonyi)are the focus of a current FGN/UNICEF WES Project, supported by DFID. The opportunity was also taken to assess the hydrogeological issues facing the eight states and to suggest ways to help meet this need.
openalex: W579600570 mag: 579600570
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Adult Education Facilitators Manual, (2005) Peace and Anti-Racism Education Adult Education Policy and Practice in Kenya Adult Students as Distance Education Learners:) - Macharia, David (2005)
openalex: W2227750504 mag: 2227750504
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Somalia Developed (with others) 10 books for the refugee literacy programme at various stages and levels (1986-9) and 7 Teachers - Macharia, David (2005)
openalex: W2565714072 mag: 2565714072
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Processing and Packaging of Cassava and Sweetpotato. Inhambane, Mabote, Mozambique, 29 June 2004. [One-Day Training Workshop for 65 farmers] Xitswa. - Macitela, J.; Vilankulo, O. (2005)
openalex: W247362686 mag: 247362686
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Can you Lead from Behind?: Critical Reflections on the Rhetoric of E-Learning, Open Distance Learning, and ICTs for Development in Sub-Saharan Africa (SSA) - Mackintosh, Wayne (2005)
openalex: W2500596241 mag: 2500596241
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Book Review The Health of our Educators: Focus on HIV/AIDS in South African Public Schools By O Shisana, K Peltzer, N Zungu-Dirwayi & JS Louw (Editors) (2005) - MacLachlan, Malcolm (2005)
Cape Town: HSRC SAHARA J (Journal of Social Aspects of HIV/AIDS Research Alliance) Vol. 2(3) 2005: 355-356
openalex: W1578779114 mag: 1578779114
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Language learning strategies of Botswana students : An exploratory study - Magogwe, Joel M. (2005)
The purpose of this research is to explore the learning strategies used by Botswana students acquiring English as a second language. It also examines whether the choice of strategies is affected by the factors of different age/level of education, proficiency and gender. The research also explores whether the students’ self-efficacy beliefs correlated with their use of language learning strategies. Specifically this research examined the types of strategies used by primary, secondary and tertiary students. It also examined the types of strategies used by the students deemed by their teachers to have good, fair or poor levels of English proficiency. The research also compared the strategies used by females and males. Next, this study explored the relationship between self-efficacy beliefs, the factors of age/level of education, proficiency and gender, and use of language learning strategies.
openalex: W61686942 mag: 61686942
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Techniques and strategies in teaching vocabulary to Yemeni EFL learners - Magwar, Sanad M. (2005)
openalex: W111365724 mag: 111365724
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The development and implementation of school governance policy in South African Schools Act (SASA) and the Western Cape Provincial School Education Act (WCPSA) - Maharaj, Ameerchund (2005)
openalex: W745630464 mag: 745630464
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Factors affecting free primary education in Kenya: A case study of Kasarani Division in Nairobi District - Maina, Emily W (2005)
openalex: W2272961756 mag: 2272961756
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ATTITUDES AND BELIEFS ABOUT DEATH AND DYING HELD BY BLACK SOUTH AFRICAN UNIVERSITY STUDENTS - Makgati, Charles K.; Simbayi, Leickness C. (Social Behavior and Personality, 2005)
Using the Lester Attitude Towards Death Scale (LATDS), a study was conducted on a convenience sample of 179 Black South African university students to investigate their attitudes towards, and beliefs about, death and dying. It was found that overall the students held positive attitudes towards, death and dying. However, this was not influenced by any of the demographic variables tested. The implications of these findings on several topical death-related issues in South Africa are discussed.
openalex: W2093778550 mag: 2093778550
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Training and natural endowments in Sukuma dance culture in Tanzania - Makoye, Herbert F. (Utafiti, 2005)
openalex: W1503736388 mag: 1503736388
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Nigerian Vocational Education and Training system: The reform Agenda - Mamman, Aliyu (2005)
openalex: W287539165 mag: 287539165
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Trials, tribulations and triumphs of transnational teachers : teacher migration between South Africa and United Kingdom. - Manik, Sadhana (2005)
openalex: W2286318149 mag: 2286318149
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KNOWLEDGE, ATTITUDES AND PRACTICE OF CONTRACEPTION AMONGST SECONDARY SCHOOL STUDENTS IN YAOUNDE, CAMEROON: A study of perception differences between males and females. - Mankaa, WE; Kollo, Basile; Doh, AS (clinics in Mother and Child Health, 2005)
Six hundred and thirteen (613) students from 11 selected secondary schools in Yaounde meeting our inclusion criteria were enrolled in this study aimed at assessing and comparing knowledge, attitudes, and practice of contraception among students of both sexes. A structured standardized questionnaire was used to collect information from 340 females (55.5%) and 273 males (45.5%). We found that knowledge about sexuality, reproduction and contraception was low especially among males, younger students and those who were not sexually active. Sexually inactive students risk getting into sexual activity without using contraception. Risky attitudes and practices included multiplicity of partners, lack of contraceptive use and preference of natural methods to modern methods. In addition parents don't encourage their kids to use contraception. We recommend that the subgroups cited above be given special attention and proposed an educational program for secondary school adolescents taking this into consideration. Clinics in Mother and Child Health Vol. 2(2) 2005: 365-368
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UNH Students Raising Money To Unite Second African Family - Mantz, Erika (2005)
openalex: W2771373488 mag: 2771373488
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Self-Taught: African American Education in Slavery and Freedom - Margo, Robert A. (The Journal of Economic History, 2005)
openalex: W1577393292 mag: 1577393292
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Cybertutoring 1ST Grade Struggling Readers: An African American Preservice Teacher Investigation - Maring, Gerald H.; Keys, Pagia Marjel (2005)
Keys, Pagia Marjel and Gerald Maring. Cybertutoring 1ST Grade Struggling Readers: An African American Preservice Teacher Investigation. WSU McNair Journal. (3) Fall 2005, p 51-56.
openalex: W2236679159 mag: 2236679159
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Passion for Teaching/learning Mathematics: A Story of Two Fourth Grade African American Students - Martin, Belvia K.; Pourdavood, Roland G.; Carignan, Nicole (Focus on learning problems in mathematics, 2005)
Abstract The intent of this study was to investigate the experiences and reflections of two African American children, their teachers, and their parents about mathematics learning and what these experiences imply for educators as they attempt to reform mathematics education to help all students gain a deeper mathematical disposition. A qualitative design employing in-depth interviews, participant observations, and the examination of relevant documents was used to explore the mathematical environments of two African American children. As the stories of these two children emerge, it is hoped that a better understanding about mathematics teaching and learning, grounded in the experiences of people of color, can be added to scholarship, thereby strengthening the chorus of voices increasingly present in this study. ********** Current research studies indicate that our elementary grade students are performing better in mathematics and science proficiency tests of basic skills (Mullis, Dossey, Campbell, Gentile, O'Sullivan, & Latham, 1994; National Science Foundation [NSF], 1996). Also the results of the Third International Mathematics and Science Study (TIMSS) illustrate that the U.S. fourth grade students performed significantly higher in mathematics and science when they were compared to their counterparts from other industrial countries. However, research results show that our students do not possess deep conceptual understanding of these mathematical skills (National Council of Teachers of Mathematics [NCTM], 2000a; 2001a). The results are even more disturbing when they focus on minority students' achievements and their mathematical self-perceptions. The NCTM (2001b) states that Mathematical power must be considered the right of, and the expectation for, every child (p. 1). In spite of the recent improvements regarding minority students' mathematical dispositions and narrowing the achievement gap between white and other minorities (I.e., African American, Hispanic, Native American, etc.), considerable disparity still exists. This incompatibility between white and minority students' attitudes and performances in mathematics carry economic and social justice implications (Bigelow, Harvey, Karp, & Miller, 2001; Campbell, 1996; Frankenstein, 1995; Ladson-Billings, 2001; Moses & Cobb, 2001; NCTM, 2000a, 2000b, 2000c; NCTM, 2001a, 2001b, 2001c; Ogbu, 1987; Secada, 1992). One might conjecture multiple reasons for these differences such as inadequacy of resources, unqualified teachers, disconnected and repetitive curriculum, as well as lack of a relationship between minority students' cultural backgrounds and their classrooms social norms and sociomathematical norms. Problems of diversity have existed since the inception of this country, in fact they are an integral part of the history and creation of the nation as it stands. Often certain individuals have been perceived and treated differently than others in American society. Some of the questions regarding teaching and learning mathematics include: can the old patterns of race, class, and gender discrimination continue to exist in the face of changing population patterns? Can we (meaning mostly those who make policy decisions–legislators, superintendents, principals, teachers, and even parents) continue to support these old patterns; or can we transform how we (and others) feel and what we all believe for the sake of educating our children and sustaining the nation? If the mathematics is deemed worthwhile to learn, then students in poor should have the same access to that mathematics as those in affluent communities (NCTM, 2001b, p. 10). We ought to examine the patterns of teaching and learning that exist for various groups in our schools. These patterns may not be the same for all groups, or the resulting performance levels and students' attitudes and beliefs toward mathematics would not be so different. …
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Mosquito net for crops may reduce the insecticide pollution in peri-urban areas of Africa - Martin, Thibaud; Assogba-Komlan, Françoise; Houndete, Th.; Hougard, Jean-Marc; Chandre, Fabrice (2005)
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The state of skills training in very small and microenterprises in the South African environment - Martins, Johan (South African Journal of Labour Relations, 2005)
In South Africa's on-going attempts to build for productive citizenship for all, meeting the skills needs of microenterprises and very small enterprises is likely to prove one of the greatest challenges. This article reports on this challenge through an analysis of the findings of a survey administered to formal and non-formal enterprises with between one and ten employees to establish their owners' knowledge base, their attitude towards training and perceptions of skills needs as well as how the government's initiatives for training are utilised. Background information on the skills development initiatives of the South African government as well as the entrepreneurial status of South African enterprises is provided to facilitate the interpretation of the survey results. The key findings are presented, analysed and, where appropriate, compared with previous national and international surveys. Key policy implications are then highlighted.
openalex: W2259157682 mag: 2259157682
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Geophysical evidences of fluid seepages and mud volcanoes on the Egyptian continental margin (eastern Mediterranean). - Mascle, J.; Loncke, Lies; Caméra, L. (HAL (Le Centre pour la Communication Scientifique Directe), 2005)
The Egyptian continental margin is almost entirely covered by the sediments of the Nile deep turbiditic system which displays, on the seabed, many fluid releasing features: mud cones, «mudpies», and pockmarks. The cones are restricted to the western province. Mud pies are delineating a belt along the upper continental slope. Pockmarks are chiefly associated with destabilized middle slope sedimentary masses. Five main parameters seem to interact on fluid releases locations: (1) the presence, at depth, of localized source rocks and reservoirs; (2) the distribution of Messinian evaporites; (3) the distribution of sedimentary overloading; (4) the presence of syn-sedimentary faults and finally, (5) chiefly for pockmarks and mounds, the occurrence of large-scale sedimentary instabilities.
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The role of secondary school educators in academic performance of form E students at Hlotse, in Leribe district, in Lesotho - Maseko, Molipa (2005)
openalex: W2720948827 mag: 2720948827
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Effects of Fees Guidelines on the Management of Public Secondary Schools in Nairobi Province, Kenya - Masese, Robert N M (2005)
openalex: W13110096 mag: 13110096
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Optics education and research in Egypt - Masters, Barry R. (Optics & Photonics News, 2005)
openalex: W940112416 mag: 940112416
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The importance of STI treatment in HIV prevention: knowledge and behaviours of secondary school students in Tsumeb, Namibia - Matengu, Barbara (2005)
openalex: W2276699133 mag: 2276699133
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The role of Representative Councils for Learners in South African schools: Maximal or minimal participation? - Mathebula, Thokozani (Africa Education Review, 2005)
Abstract In 1999 the South African Department of Education issued guides for the Representative Councils for Learners established in terms of the South African Schools Act, 1996 (Act 84 of 1996). This article examines the usefulness of these guides in promoting democracy and education for citizenship in South African schools. The guides are located in the context of theories of participatory democracy, representation, and education for citizenship, and of the democratic strengths of the People's Education Movement of the 1980s. In this context, it is argued that the main tendency of the guides is to undermine democratic participation, and that their favoured conception of education for citizenship is minimalist. The article emphasises the need for a more maximalist approach to citizenship education, and for more scope for participatory democracy in schools.
openalex: W2006771329 mag: 2006771329
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