Traumatic injuries to the anterior teeth of Nigerian Urban Public school children - Udoye, CI (DOAJ (DOAJ: Directory of Open Access Journals), 2006)
Aims : To investigate the prevalence and pattern of occurrence of traumatic anterior dental injuries in the 6 to 12 year olds, attending public schools in the urban city of Enugu, South – Eastern Nigeria. Subjects and Methods : A total of 2000 subjects were selected from 8 primary schools in Enugu, through a 2 stage sampling method. Examination was done out of hospital environment. Results : Traumatic injuries to the anterior teeth occurred in 11.6% (Females, 4.9%; males, 6.7%) of the studied population. The injuries were seen most frequently in the 6 years olds (25.9%). Falls (78.4%) and luxation/enamel fracture (31.9%) accounted for the majority of the injuries. Upper jaw (86.6%) and upper central incisors (75.5%) suffered traumatic anterior injuries most often. Conclusion : Within the limitations of the study, traumatic dental injuries were fairly common and it is suggested that preventive programme and early medical attention should be adopted by clinicians so that complications are prevented or reduced. Keywords : Traumatic dental injuries, prevalence, primary schools, cross sectional study. Journal of College of Medicine Vol. 11 (2) 2006: 88-91
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Factors influencing information channel preferences in accessing educational materials by high school teachers: a case study of Keiyo district Kenya - Ugangu, Wilson (2006)
openalex: W2272505855 mag: 2272505855
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Clustering as model for effective mannagement [sic] of schools in Namibia - Uirab, Michael Joseph (2006)
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Evaluating support services across a distance teacher training college in Nigeria - Ukpo, Eugenia Onwu (Progressio, 2006)
The research reported in this article was aimed at examining the forms of support services provided by the National Teachers' institute, and how they meet the needs of students enrolled on the Nigeria Certificate in Education Programme. Student support was evaluated across the Institute by interviewing course tutors, field centre coordinators and central management staff, and by distributing questionnaires to students. Documents analysis was also carried out that provided insights into policy issues guiding the provision / implementation of support services. Although the major forms of support provided were found to be relevant to students, findings highlight the need to improve the current level of students' approval by strategies that will improve the supply of course materials, enhance students networking and exploit the use of multimedia. Conclusions were reached to suggest that supporting distance learners means demonstrating commitment in terms of resources and effective tuition by putting the learner rather than the institution at the centre of learning in order to improve the quality of learning.
openalex: W2602904124 mag: 2602904124
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Prevalence of uterine synechiae among infertile females in a Nigerian teaching hospital - Umdagas, H. A.; Kawuwa, Bello M; Hajara, U. S.; Mohammed, Sabira (Journal of Obstetrics and Gynaecology, 2006)
SummaryThe purpose of this study was to assess the prevalence of uterine synechiae among infertile females in our setting. This was a retrospective review of 250 patients who underwent hysterosalpingography using 76% Urografin as part of infertility work-ups at the University of Teaching Hospital between January 1996 and December 2000. Those with uterine synechiae were closely evaluated. The incidence of uterine synechiae was 34 (13.6%). The peak incidence was in the age group 30 – 34 years. Uterine synechiae were less common at the extremes of reproductive years. The prevalence of uterine synechiae is high in our environment and will tend to increase due to promiscuity and criminal abortions by unqualified personnel.
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Tinea Capitis And Pityriasis Versicolor Infections Among School Children In The South-Eastern Nigeria: The Public Health Implications - Uneke, Chigozie Jesse; Ngwu, B A F; Egemba, Obianuju (The Internet Journal of Dermatology, 2006)
A survey of Tinea capitis (TC) and Pityriasis versicolor (PV) was conducted among school children in Abakaliki, south eastern Nigeria using standard mycological techniques. Of the 500 children studied (290 males, 210 females; aged 7-17years), 312 were clinically diagnosed but mycological examination showed dermatophytes in 259 specimens, a TC prevalence of 51.8% (95% CI., 47.4-56.2%), and Malassezia species in 23 specimens, a PV prevalence of 4.6% (95% CI., 2.8-6.4%). Boys were significantly more infected with TC than girls (61.0%, 95% CI., 55.4-66.6% vs 39.0%, 95% CI., 32.4-45.6%) (χ=23.62, df=1, P<0.05) and children 9 years old and less, were significantly more infected (60.0%, 95% CI., 50.4-69.6%) (χ=12.98, df=2, P<0.05). Girls were significantly more infected with PV (8.1%, 95% CI., 4.4-11.8%) than boys (2.1%, 95% CI., 0.4-3.8%) (χ=9.96, df=1, P<0.05) and highest prevalence was among children 14-17years old (9.3%, 95% CI., 5.0-13.4). The rates of TC and PV increased with increase in the number of occupants per bedroom.
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Drought risk and vulnerability analysis for land resources management of the Sudano - Sahelian region of Nigeria : abstract - Usman, Muhammad; Woldai, T.; Farshad, A.; Odafen, A.E.; Kunyiha, C. (2006)
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The relationship between health education and health compromising behaviour among South African adolescents attending an institution of tertiary education. - Ussher, Ingrid Linnea. (2006)
openalex: W1682777208 mag: 1682777208
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A proposed model for training English medium of instruction teachers in South Africa - Uys, Amanda Helena Christina (2006)
openalex: W1595355386 mag: 1595355386
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Influences of ENSO and STT variations on the interannual variability of rainfall amounts in southern Africa ; Climate variability and change : hydrological impacts - Valimba, Patrick; Camberlin, Pierre; Richard, Yves; Servat, Éric; Hughes, David (2006)
openalex: W2903352184 mag: 2903352184
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The Globalization and Education in South Africa - Vally, Salim; Spreen, Carol Anne (2006)
openalex: W2804366357 mag: 2804366357
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POST-PRIMARY AGRICULTURAL EDUCATION AND TRAINING IN SUB-SAHARAN AFRICA: ADAPTING SUPPLY TO CHANGING DEMAND - Vandenbosch, Tom (2006)
openalex: W2292320450 mag: 2292320450
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Tracking Segregation: Experiences of African American High School Students in Low- and High -Track Math and English Classes - Venzant, Terah Talei (2006)
openalex: W2589682887 mag: 2589682887
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The Use of Humor When Counseling African American College Students - Vereen, Linwood G.; Butler, S. Kent; Williams, Franklyn; Darg, Jules A.; Downing, Trae K. E. (Journal of Counseling & Development, 2006)
According to the literature, humor is a critical tool to enhance the counseling process because it can reduce stress, build rapport, and aid in the increase of the client's self-efficacy. In recent years, the critical nature of using humor appropriately from a cultural perspective has been explored. In this article, the authors further explore the cultural foundations, purpose, effectiveness, and implications of using humor when counseling African American college students.
openalex: W2171774892 mag: 2171774892
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A new day of judgement? Accrediting assessors in South African higher education - Volbrecht, T (2006)
openalex: W2229860110 mag: 2229860110
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Adaptation to droughts: Developing community based sand dams in Kitui, Kenya. - Vries, A C de; Aerts, J.C.J.H.; Lasage, R.; Mutiso, Sam M.; Mutiso, Gideon; Odada, EO (2006)
openalex: W2568261566 mag: 2568261566
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Storm Warning: Somalia - Wadlow, René (The Federalist Debate, 2006)
openalex: W309361227 mag: 309361227
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Democracy, Higher Education Transformation, and Citizenship in South Africa - Waghid, Yusef (2006)
openalex: W2400194872 mag: 2400194872
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An endless desert walk: Perspectives of education from the San in Botswana - Wagner, Rachelle Winkle (International Journal of Educational Development, 2006)
The San tribe in Botswana has historically been oppressed as they have struggled to maintain their culture and livelihood in the face of change. This article presents a portion of a multiple case study of access to education in Botswana, examining access to education for the San, a minority tribe with little access to formal schooling. The findings indicate that the San face barriers to educational access such as language differences, the inconvenient location of formal schools, the impact of tribal resettlement, and cultural differences. The barriers experienced by the San imply the need for educational reforms to better include this group in formal education.
openalex: W2055961104 mag: 2055961104
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An Endless Desert Walk: Perspectives of Education from the San in Botswana Log No: 04/086 - Wagner, Rachelle Winkle (2006)
The San tribe in Botswana has historically been oppressed as they have struggled to maintain their culture and livelihood in the face of change. This article presents a portion of a multiple case study of access to education in Botswana, examining access to education for the San, a minority tribe with little access to formal schooling. The findings indicate that the San face barriers to educational access such as language differences, the inconvenient location of formal schools, the impact of tribal resettlement, and cultural differences. The barriers experienced by the San imply the need for educational reform to better include this group in formal education.
openalex: W127188721 mag: 127188721
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ICT and education in Palestine : social and educational inequalities in access to ICT : a case study approach - Wahbeh, Nader (2006)
openalex: W574958494 mag: 574958494
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Oil pollution by ships in kenya: Liability and compensation - Wainaina, Grace Wairimu (2006)
openalex: W2254819270 mag: 2254819270
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South Sudan: Civil service, training and development - Wajo, Aggripa (2006)
openalex: W3180816785 mag: 3180816785
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Influence of Musical Characteristics on Style Preferences of African American Students in Urban Areas - Walker, Linda M. (Bulletin of the Council for Research in Music Education, 2006)
Changing school demographics suggest that teachers reach and teach all children. To adequately teach toward diversity requires music teaches to be knowledgeable of student needs as they plan instruction. The purpose of this study was to determine the musical styles that African American students like and their reasons for liking. Subjects were 976 African American students enrolled in urban school districts. While listening to excerpts of 14 different musical styles, students responded to which of six factors most influenced their reasons for liking the style. Multiple regression analyses revealed that rhythm was the most significant musical characteristic that influenced several styles. Other musical characteristics were more or less significant factors for liking, depending on the style.
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The challenge of implementing free primary education in Kenya and its effect on teacher effectiveness: the teacher perspective - Wamukuru, David Kuria; Kamau, Caroline; Ochola, Washington O. (2006)
openalex: W2300543168 mag: 2300543168
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An exploration of gendered violence in Kenyan schools - Wane, Njoki Nathani; Opini, Bathseba (2006)
openalex: W88443794 mag: 88443794
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Organization and practice of nursing work in the training of the peacekeeping level-2 hospital of China in Liberia - Wang, J (Modern Nursing, 2006)
According to No. 1509 decision of the United Nations, the first medical unit of peacekeeping in Liberia was assigned by China. The team members were trained closely for 4 months in all. This paper introduced the organization and practice of nursing of the training, including the choice requirement and organizational system of nurses, training of foreign language, military quality, peacekeeping knowledge, field survival skill and so on, preparation of peacekeeping material. We got some experiences and lessons as follows: English study is very important and difficult for nurses, it is the key for nurses to master all kinds of medical skills and it is the precondition to prepare the enough medical material to complete the peacekeeping tasks.
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Admission of students in Kenyan and South African public universities: a comparison - Wangenge, G.O.; Gravenir, F.Q. (2006)
openalex: W1586441737 mag: 1586441737
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Fresh Insights Number 2. Sub-Saharan African horticultural exports to the UK and climate change - Wangler, Z.L. (2006)
openalex: W208135251 mag: 208135251
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Education Reform in Uganda - 1997 to 2004. Reflections on Policy, Partnership, Strategy and Implementation - Ward, Michael; Penny, Alan; Read, Tony (2006)
openalex: W2160733059 mag: 2160733059
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Memory work: Learning from the Ugandan experience. - Ward, Nigel; Nabwire, Jackie; Magero, J; Biryetega, A (2006)
Memory work is a practical child-centred community-led approach that encourages families to communicate openly about HIV and AIDS. It focuses on improving communication between guardians and parents living with HIV and their children; disclosing HIV status and other important information; succession planning and writing important family history in a memory book. A variety of activities take place around these four main pillars including training and peer support groups for parents guardians and children. The memory book is a tool that is also used to facilitate the process. This book is a written record of family and individual history important facts memories hopes and messages. It can be written by parents or guardians with or for children; or by children themselves. NACWOLAs successful implementation of memory work is partly due to the fact that it is deeply rooted in the communities and also because the people who are implementing the project feel a sense of ownership of the programme. The trainers and follow-up team are NACWOLA members - women living with HIV - who have been memory project beneficiaries and can therefore create strong bonds with other beneficiaries. Other trainer selection criteria include a minimum education qualification experience in writing a personal memory book and a disclosed HIV status to children or foster ones. (excerpt)
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"Nothing About Us Without Us"; Empowerment, Disability and Community Development in Kenya - Warde, Kim (2006)
openalex: W3126380278 mag: 3126380278
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Teaching Techniques that Enhance Students' Performance in Mathematics in Selected Public Secondary Schools in Butere-Mumias District, Kenya - Wasiche, J. L (2006)
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Disability and social change: a South African agenda - Watermeyer, Brian; Swartz, Leslie; Lorenzo, Theresa; Schneider, Marguerite; Priestley, Mark (2006)
* Theoretical approaches to disability * Government and societal responses to disability * Disability and education * Disability, poverty, and social Security * Disability and service provision * Disability and human spaces.
openalex: W2125565590 mag: 2125565590
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The Pedagogy of African American Parents: Learning from Educational Excellence in the African American Community. - Watkins, Audrey P. (Current Issues in Education, 2006)
This qualitative study of how parents teach their children to excel academically in the African American community seeks to establish the validity of the pedagogical practices of working class African American families by investigating the educational leadership of two families on Chicago's south side. The study acknowledges the significance of non school factors (Schubert, 1986) that contribute to academic success. Parent pedagogical strategies are consistent with research findings on the sponsored independence parent involvement style reported by Clark, (1983). Findings demonstrate the significance of intergenerational educational practices, expectations, experiential motivation, parent advocacy, rituals and other factors.
openalex: W1920499031 mag: 1920499031
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Beyond Primary Education in Tanzania: Establishing an environment for the benefits of education to be realised. PBET Policy Brief No 4: February 2006 - Wedgewood, R. (2006)
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Revitalizing African music studies in higher education: conference lessons for Kenyan universities - Wekesa, Peter Wafula (Chemchemi, 2006)
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Sorghum diversity and adaptation to drought in West Africa. - Weltzien, Eva; Rattunde, H. Frederick W.; Clerget, Benoît; Siart, S.; Touré, Aboubacar; Sagnard, Fabrice; Jarvis, D.; Már, I.; Sears, L. (2006)
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Home based programs for young adults with developmental impairments - Kenya - Were, Dinah S. (2006)
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A humanistic approach to South African Accounting education - West, Andrew; Saunders, Stephen Graham (Justice Quarterly, 2006)
Humanistic psychologist Carl Rogers made a distinction between traditional approaches and humanistic `learner-centred\' approaches to education. The traditional approach holds that educators impart their knowledge to willing and able recipients; whereas the humanistic approach holds that educators act as facilitators who assist learners in their learning processes. As a learning theory, humanism refers to the belief in the innate ability of humans to learn, and the creation of an environment in which students are given `Freedom to Learn\'. South African accounting education has, by and large, followed the traditional approach rather than the humanistic approach. This article attempts to expand on the existing references to a humanistic approach through a more detailed exposition and application of the educational theory of Carl Rogers in the context of South African accounting education. The prospects of a humanistic approach in accounting education are then discussed and some practical strategies provided in relation to a specific third-year undergraduate accounting unit offered in South Africa.
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A humanistic approach to South African accounting education - West, Andrew; Saunders, Stephen Graham (QUT Business School, 2006)
Humanistic psychologist Carl Rogers made a distinction between traditional approaches and humanistic `learner-centred\' approaches to education. The traditional approach holds that educators impart their knowledge to willing and able recipients; whereas the humanistic approach holds that educators act as facilitators who assist learners in their learning processes. As a learning theory, humanism refers to the belief in the innate ability of humans to learn, and the creation of an environment in which students are given `Freedom to Learn\'. South African accounting education has, by and large, followed the traditional approach rather than the humanistic approach. This article attempts to expand on the existing references to a humanistic approach through a more detailed exposition and application of the educational theory of Carl Rogers in the context of South African accounting education. The prospects of a humanistic approach in accounting education are then discussed and some practical strategies provided in relation to a specific third-year undergraduate accounting unit offered in South Africa.
openalex: W2476854371 mag: 2476854371
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Bullying in South African schools - Wet, N.C. De (The International Journal of Learning: Annual Review, 2006)
openalex: W2804743603 mag: 2804743603
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Educators' perceptions, experiences and observations of school violence in Lesotho - Wet, N.C. De (Acta Criminologica: Southern African Journal of Criminology, 2006)
The aim of this article is to report on an investigation into a group of Lesotho secondary school educators' perceptions, experiences and observations of school violence. The research instrument was an adapted version of Joshi and Kaschak's (1998:213-215) violence and trauma questionnaire. The universum consisted of educators from secondary schools in Lesotho. A total of 285 completed the questionnaires, of which 16 were omitted because of missing data. This study found that the respondents mostly witnessed learners being threatened, and attacked or assaulted by fellow learners at their respective schools. Only 31, 23% of the respondents have never seen incidences of physical violence among learners. Although 81, 25% of the respondents indicated that they have never witnessed incidences of learners attacking or assaulting their educators, learners assaulting their educators is a reality in some secondary schools in Lesotho. It was furthermore found that educators are not only the victims of school violence; some of them are the perpetrators of violence. Descriptions of educators initiating strikes and instigating learners to physically and verbally abuse their colleagues paint a harsh picture of rotten collegial relations in some schools in Lesotho. The use of drugs seems to be prevalent among educators and learners in Lesotho. The carrying of weapons, another important risk-related behaviour, also seems to be a problem among learners, and to a lesser extent among educators. From the foregoing, it seems as if school violence is far too common. A concerted effort is therefore needed by all role players to develop and provide schools with effective programmes to address school violence. Ideally, such programmes should merge the technological with the benevolent. However, in the light of the unpredictability surrounding some acts of school violence, and taking into consideration financial constraints, it is suggested that a humane approach to violence reduction be adopted.
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African-American Students' Perceptions of Teacher Attitudes On Academic Achievement and Discipline Sanctions - Whitehead, Ursula Ouida (2006)
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Using Integrated Pest Management-Farmer Field Schools as'Developmental Relief': A Field Report from Liberia - Wiele, Van der; Cynthia, F (2006)
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Use media to teach media: Ideas for media trainers C. Thor, R. Antwi & W. Olivier (Eds.) Maputo: NSJ Southern Africa Media Training Trust, 2006 - Wiese, Tobie (Ecquid novi, 2006)
According to a Sanef study (Stewart, 2005), the number of news media in South Africa has increased dramatically since the dawn of democracy. For example, between 1995 and 2004, the number of community newspapers has increased from 241 to 330, consumer magazines from 310 to 550 and radio stations from 71 to 117. Given this, it is only logical that there will be an increased demand for journalists and consequently for media trainers. From that (South African) perspective alone, this book should be welcomed.
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Undisciplining knowledge production: development driver higher education in South Africa - Winberg, Christine (2006)
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Challenges for Sustainable Water Use in Dolomitic Mining Regions of South Africa—A Case Study of Uranium Pollution Part I: Sources and Pathways - Winde, Frank (Physical Geography, 2006)
Extensive karst aquifers developed in compartmentalized dolomitic strata constitute important groundwater reservoirs in semi-arid parts of South Africa. Located in the vicinity of densely populated and increasingly water-stressed metropolitan areas of Gauteng, these aquifers are of strategic importance for future water supply. However, many of the dolomitic groundwater compartments are severely affected by deep-level gold-mining operations. Apart from large-scale dewatering and associated modification of spatial and temporal water availability, gold mining also adversely impacts on the quality of remaining water resources. The focus of this paper is on uranium, a chemically toxic radioactive heavy metal identified by a number of previous studies as the contaminant of concern. Point- and non-point sources of U associated with mining activities in the Wonderfonteinspruit catchment, as an example of a dolomitic gold-mining area, as well as pathways of U pollution are discussed. Associated U loads emanating from major sources are estimated. The results suggest that detected levels of U pollution in the catchment are not only caused by century-old mining activities but also by current operations and that U pollution of water is likely to continue well beyond the closure of mines.
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Challenges For Sustainable Water use in Dolomitic Mining Regions of South Africa—A Case Study of Uranium Pollution Part II: Spatial Patterns, Mechanisms, and Dynamics - Winde, Frank (Physical Geography, 2006)
Surface and groundwater resources in the Wonderfonteinspruit (WFS) catchment are of increasing importance as future sources of water supply to a growing population in the region. However, deep-level gold mining over more than a century has impacted adversely both the availability and quality of ground- and surface water. This paper analyses spatial patterns, mechanisms, and dynamics associated with the fluvial transport of uranium. Previous studies found elevated levels of dissolved U along the entire watercourse and also detected significant secondary accumulations of U in fluvial sediments. The degree of sediment contamination seems to be determined less by the distance to the source of U pollution than by the sorption capacity of sediments and certain site-specific mechanisms removing U from stream water. U concentrations in stream water were found to fluctuate by up to several orders of magnitude between two weekly measurements. This highly dynamic behavior of U in stream water is caused by complex interactions of natural and anthropogenic processes differing in frequency and magnitude. Such processes include diurnal and seasonal photosynthesis cycles, rain events, and pumping regimes of mines discharging uraniferous effluents. It is recommended to adjust sampling intervals of existing monitoring systems accordingly, because current protocols systematically underestimate the true extent of stream pollution.
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Training intensity and diffusion of information from Farmer Field Schools in Senegal - Witt, Rudolf; Waibel, Hermann (2006)
Recent research on the impact of the Farmer Field School Approach (FFS) has raised some doubts on its impact and especially its knowledge diffusion effects from trained to non-trained farmers. Using the case of Senegal this paper hypothesizes that when studying knowledge diffusion effects in agriculture in Africa the question of the project placement strategy has to be addressed. Drawing on recent findings of diffusion theory the paper introduces a methodology that allows to capture the factors driving diffusion of knowledge generated by FFS in a West African country. Results show that the share of trained farmers in a community is a decisive factor for the impact of training. It is concluded that when introducing FFS a critical mass of trained farmers is needed to attain effective dissemination of information and positive stimuli for adoption and learning among non-participants. Our findings also suggest that FFS may not be an efficient strategy for a national program in agricultural extension but could be very effective in solving location-specific problems.
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Outcomes approach to learning: a good practice for Ethiopian higher education - Woldetensae, Yohannes (2006)
Autonomy and accountability are being newly implemented within the Ethiopian higher education. One crucial area of accountability is the relevance and quality of programs that guarantees the availability of appropriate and effective teaching/learning processes ensuring that the outcomes (graduates‟ achievements) meet the development needs of the country. In response to academic accountability, higher education institutions need to revise their approach to learning and be committed to the improvement of their instructional methodologies. An outcomes approach to learning is a good educational practice and effective tool for successful education as well as for quality enhancement. An outcomes approach offers a framework for specifying the learning outcomes of a program in terms of knowledge, skills and attributes expected from graduates of the program. It identifies the processes (curriculum, teaching/learning and assessment methods) that enable the outcomes to be achieved and demonstrated. Through outcomes approach, education programs are able to promote active learning opportunities for students. To assure that students graduating from degree programs will possess relevant knowledge and skills to be successful in the work place, an outcomes-based learning approach shall be used in Ethiopian higher education institutions. This paper presents the main features of outcomes approach to learning. The implications in adopting outcomes-based education to teaching, learning and assessment methods are discussed to indicate the challenges of an outcomes approach that may confront higher education institutions and the academic community. Some recommendations are proposed for promoting the outcomes approach to learning in Ethiopian higher education institutions. The paper concludes that academic institutions need to adopt an outcomes approach to learning in order to improve the overall quality of higher education provision in Ethiopia, and to meet the expectations of students, employers and other stakeholders.
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The South African academic profession and transformation of higher education - Wolhuter, Charl C. (Higher Education Review, 2006)
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South Africa : analysis of vocational education and training - Woltjer, L. (2006)
openalex: W2978530021 mag: 2978530021
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Report of the National Conference on Equity & Growth : "Towards a policy agenda for Kenya" : May 22-23, 2006, Kenya School of Monetary Studies, Nairobi, Kenya - Women, African; utvecklingssamarbete, Sweden. Styrelsen för internationellt (2006)
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Evaluation and accreditation of higher education institutions to meet social expectations: lessons to Ethiopia - Wossenu, Y (2006)
In a world transformed by major technological breakthroughs, the information revolution and the advent of the knowledge society, higher education is called upon to play an increasingly vital role. Its mandates have been diversified. Accordingly, it must simultaneously train young people for jobs demanding higher and more diverse skills, offer courses which are up to international standards, while instilling knowledge which is adapted to the local context; and it must contribute to resolving social problems like poverty, HIV/AIDS, threats to the environment, and violence. In times of uncertainty, higher education institutions are also expected to foresee future needs and know how to adjust to change. To effectively fulfill their missions, higher education institutions need to be independent, and this necessitates accountability and transparency in their management. In fact, numerous stakeholders (the government, employers, business community, parents, teachers, and students) are interested in obtaining information about how higher education institutions operate. How to evaluate and accredit higher education systems, therefore, has become a crucial concern at the present time. The task of evaluating and accrediting higher education systems and institutions, however, is not a simple matter. First of all, it should be defined in terms of needs for accountability. Who needs to know what, in order to make what decisions? The locus of decision-making also provides another perspective on the issue. Explaining how higher education systems and institutions can be evaluated and accredited implies considering them as important vehicles for implementing government policies, satisfying social expectations, and carrying through their own long-term strategy with the means at hand. In light of this view and based on the practice currently employed in some developing countries, this paper attempts to provide a clear overview of what is needed for national and institutional evaluation and accreditation capabilities and how to go about constructing and maintaining them. In particular, it tries to identify the problems observed in the practice of evaluating and accrediting Ethiopian higher education institutions (both private and public) and proposes ways of tackling these problems with a broad purpose of enabling the institutions meet social expectations.
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Trusteeship and Governance: The Impact on African Americans in Higher Education - Wright, Dianne A. (Metropolitan Universities, 2006)
The one aspect of education that impacts all levels and persons involved is that of governance. Governance is defined as the setting of policies. More specifically, it occurs when one is involved in the establishing or changing of operating policies, i.e., rules by which institutions make decisions. Internally, governance includes local boards of trustees or institutional governing boards as well as both academic and administrative governance structures. Externally, governance includes state boards, the legislature, and various types of state education policy boards. Stakeholders include not only faculty, staff, and students, but also the general citizenry. The thesis of this article is that the composition of governing bodies, both local and statewide boards of trustees in particular, greatly impacts policies affecting African Americans in academe.
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Institutional responses to HIV/AIDS from institutions of higher education in the Southern African Development Community - Wyk, Barry van; Pieterse, Jimmy (2006)
This report compares, analyses, and summarises findings on institutional responses toHIV/AIDS from public institutions of higher education in the Southern AfricanDevelopment Community (SADC). By examining current responses this report aimsto illustrate why and how higher education institutions must develop and sustaininstitutional responses to HIV/AIDS both individually and regionally, and alsopresents guidelines on how current gaps could be addressed and successes developed.In particular, the report examines institutional HIV/AIDS policies, workplace andpeer education programmes, VCT and treatment services, and curriculumdevelopment and research that together or singly could constitute a university’sinstitutional response to HIV/AIDS. This report also offers recommendations on the following lines to assist with futureconduct:• Regional integration and coordination• Dedicated human resources• Sustained monitoring & evaluation and research• Improved capacity-building• Meeting institutional responsibilities• Applying interdisciplinary approaches• Mainstreamed curriculum development• Providing technical support, and• Expanded regional consultation
openalex: W2245289691 mag: 2245289691
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Discipline in South African public schools : human rights action research - Wylie, Janis (2006)
openalex: W2284127095 mag: 2284127095
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Acrobats Training Boosts China-Africa Cultural Ties - Xic (中外文化交流：英文版, 2006)
openalex: W2270514611 mag: 2270514611
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An empirical model of access to health care, health care expenditure and impoverishment in Kenya: learning from past reforms and lessons for the future - Xu, Kun; James, Chris; Carrin, Guy; Muchiri, Stephen (2006)
openalex: W2794960288 mag: 2794960288
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The Long-Term Impacts of Orphanhood on Education Attainment and Land Inheritance among Adults in Rural Kenya - Yamano, Takashi (RePEc: Research Papers in Economics, 2006)
The long-term economic impacts of the AIDS epidemic on orphans have been major concerns in countries hit by the epidemic. Responding to these concerns, previous studies have investigated the schooling of orphans. Yet, few studies have investigated the impacts of orphan status into adulthood. Therefore, this paper examines the education attainment and land inheritance of former orphans, who have lost at least one parent before reaching 15, by using a survey of 889 households in Kenya in 2004. In the survey, we have asked the ages of household members when they lost their parents, if they have suffered such a loss, and identified former orphans. Among individuals who started schooling before the Free Education Program introduced in 1974, we find about a one year lower educational attainment among former maternal orphans compared with former non-orphans. We do not find a similar difference in education attainment among the younger cohorts, who started schooling after 1974. Even the Cost-Sharing Scheme introduced in 1988 does not seem to lower the educational attainment of former orphans. On inherited land, we find no significant difference between households headed by former orphans and non-orphans.
openalex: W3123454621 mag: 3123454621
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The Long-Term Impacts of Orphanhood on Education Attainment and Land Inheritance among Adults in Rural Kenya - Yamano, Takashi (2006 Annual Meeting, August 12-18, 2006, Queensland, Australia, 2006)
The long-term economic impacts of the AIDS epidemic on orphans have been major concerns in countries hit by the epidemic. Responding to these concerns, previous studies have investigated the schooling of orphans. Yet, few studies have investigated the impacts of orphan status into adulthood. Therefore, this paper examines the education attainment and land inheritance of former orphans, who have lost at least one parent before reaching 15, by using a survey of 889 households in Kenya in 2004. In the survey, we have asked the ages of household members when they lost their parents, if they have suffered such a loss, and identified former orphans. Among individuals who started schooling before the Free Education Program introduced in 1974, we find about a one year lower educational attainment among former maternal orphans compared with former non-orphans. We do not find a similar difference in education attainment among the younger cohorts, who started schooling after 1974. Even the Cost-Sharing Scheme introduced in 1988 does not seem to lower the educational attainment of former orphans. On inherited land, we find no significant difference between households headed by former orphans and non-orphans.
openalex: W2248741694 mag: 2248741694
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Learning from African School - Yanacopulos, Helen; Mohan, Giles (2006)
openalex: W153743542 mag: 153743542
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Drought tolerance of Acacia karroo, a native tree species to South Africa, in Beijing - Yang, Kan; Ying, Ying; Janusz; Zwolinski; Yin, Yin; Wei-lun; Wang, Hong; Hua-fang (中国林学：英文版, 2006)
openalex: W1004129507 mag: 1004129507
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The Afar volcanic province within the East African Rift System: introduction - Yirgu, Gezahegn; Ebinger, C. J.; Maguire, P. K. H. (Geological Society, London, Special Publications, 2006)
Continental rifting processes continually reshape the Earth's surface, producing sediment-filled rift basins, or rupturing the tectonic plates to form new ocean basins. Rift architecture and tectonics focus volcanic and seismic hazards, as well as geothermal energy resources, while rift systems in Africa have controlled faunal dispersal patterns and influenced human evolution in the past. The response of a plate to extension and heating provides fundamental clues into the plate rheology, and the underlying mantle convection patterns. A number of models have been proposed to explain the success and failure of continental rift zones, but there remains no consensus on how strain localizes to achieve rupture of initially 125-250 kmthick plates, or the interaction between the plates and asthenospheric processes.
openalex: W2138939492 mag: 2138939492
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Cost sharing in the Ethiopian higher education system: the need, implications and future directions - Yizengaw, Teshome (2006)
Only about 1.5% of the age cohort is currently participating in higher education in Ethiopia. This is dismal, and is the major factor for of the critical shortage of educated and skilled human resource. The five-year (2005-2010) education sector development program (MOE, 2005) indicates that the higher education system in Ethiopia should be moving away from exclusive enrolments of 1-2% of the age cohort towards increasing participation to over 5%. However, free higher education is not feasible and simply inappropriate for Ethiopia. Covering the full tuition and food and room cost for a small proportion of the age cohort from the taxpayers’ money is inappropriate and inequitable distribution of resources. A significant number of students (about 54% of total enrolment in 2003/04) are enrolled in fee-paying programs in public and private institutions. The increasing need for more public budget to expand access, the requirement to redress inequitable subsidies by taxpayers to a small proportion of the age cohort and the desire to diversify revenue necessitates the introduction of cost sharing. Ethiopia has chosen a modified model of the Australian type Graduate Tax. This model is relatively more attractive, simple and manageable than other systems such as the mortgage type loan. The graduate tax scheme, as implemented in Ethiopia, ensures equitable access to students of any background, as there is no need to stipulate income of parents to arrive at the repayment amounts. It essentially foregoes mandatory parental obligations. By strengthening the tax collection and information system, recovery from graduate tax can represent over 20% of recurrent budget in a decade or so. Some policy and implementation issues need to be given serious consideration. Immediate removal of all subsidies to food and room need to be effected. Appropriate tuition fees and costs should be calculated in each program and institution. There is a need to provide each and every citizen a tax identification number (TIN) and decentralization of tax collection. Management information systems in higher education institutions and the tax collecting authorities have to be updated, harmonized and shared. A credible and transparent mechanism by which extra revenue would be dedicated to higher education for improvements of academic quality need to be put in place. The above improvements enhance the confidence of both public and university community including students towards fulfilling their responsibility and the success of the cost sharing that is implemented to diversify revenue and to address equity and quality in the Ethiopian higher education system.
openalex: W12679734 mag: 12679734
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Reflections on the Politics of the Formation of the Government of National Unity in the Sudan Some Lessons the SPLM Leadership must Learn - Yoh, John G. Nyuot (Tinabantu, 2006)
Reflections on the Politics of the Formation of the Government of National Unity in the Sudan: Some Lessons the SPLM Leadership must Learn
openalex: W965584761 mag: 965584761
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P.1.c.001 Assessment of cognitive impairment in patients with acute ischemic stroke in Menoufiya teaching hospital in Egypt - Yousef, Wafa (European Neuropsychopharmacology, 2006)
The primary purpose of this prospective, randomized study was to determine if patient-specific instrumentation (PSI) for total knee arthroplasty (TKA) shortened surgical time. Secondarily the number of instrument trays and alignment were also compared to cases performed with traditional instrumentation (TI). Fifty-two cases (26 per group) were randomized and videotaped to measure the length of surgery, as well as each individual surgical step. Component alignment and mechanical axis was measured radiographically for each patient. Total surgical time was over 4 minutes shorter for patients in the TI group (57.4 minutes vs. 61.8 minutes; P < 0.01). More instrument trays were used in the TI group (7.3 vs. 2.5; P < 0.001). There was no significant difference in mechanical alignment between groups on postoperative long alignment radiographs (P = 0.77). In conclusion, PSI did not shorten surgical time or improve alignment compared with TI in this prospective, randomized trial, but did reduce the required number of trays.
openalex: W1979067876 mag: 1979067876
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The perception of society on the education of girls in Kenya: a case of secondary schools in Ainabkoi Division, Uasin Gishu District, Kenya - Yungungu; Wambua, Kyalo Benjamin (2006)
openalex: W2288969765 mag: 2288969765
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Psychological health problems of resident doctors in a Nigerian teaching hospital - Yussuf, AD; Ajiboye, P. O.; Buhari, O. I. N.; Kuranga, S A; Balogun, OR (2006)
Objective. To determine the level of psychological morbidity among doctors in a residency programme in order to reduce levels of distress, prevent professional dysfunction, and improve the overall quality of the programme for the benefit of both patients and the profession. Method. A cross-sectional study was undertaken of all resident doctors at the University of llorin Teaching Hospital. All the residents were given a 30-item General Health Questionnaire (GHQ-30), and a questionnaire on sociodemographic/job-related factors. Result. Of 100 respondents given questionnaires, 70 returned completed questionnaires, giving a response rate of 70%. Eighteen (25.7%( scored 4 or more on the 30-item GHQ, and were regarded as having psychological morbidity. There was significant association between psychological morbidity and reduced religious activities, negative effects on residents' family, spousal dissatisfaction with the residency programme, and call duty. Conclusion. Strategies to improve the residency programme should be instituted and should include support mechanisms. Establishment and incorporation of stress management and emotional management training into medical school and residency curricula are also advocated. It is hoped that our finding of a high level of morbidity among residents and the associated risk and mitigating factors will stimulate additional research in this area.
openalex: W2185863996 mag: 2185863996
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Problems and Prospects of Open and Distance Education in Nigeria - Yusuf, Mudasiru Olalere (2006)
Distance education as a mean of providing access to education, particularly tertiary level education, has gained great prominence in the world. Nigeria has taken giant steps of recent to introduce open and distance education programme. This paper explores the major terms inherent in open and distance education, its potentials, possible factors that may inhibit successful implementation of the programme, and the use of low and high technological tools for its implementation. The paper recommended the use of Organisation Element Model (OEM) as suggested by (Kaufman, Watkins & Guerra, 2001) for its planning and implementation, and also stressed the need for improvement in electricity and communication services.
openalex: W2170948095 mag: 2170948095
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Some Qualms about the National Teacher Education Audit in South Africa - Zecha, Gerhard; Waghid, Yusef (South African journal of higher education, 2006)
openalex: W3091133583 mag: 3091133583
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Early school leavers in (South)Africa: from social exclusion to active citizenship - Zeelen, Jacobus (2006)
openalex: W2512245403 mag: 2512245403
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Young adults at risk between education and the labour market: research experiences from South Africa - Zeelen, Jacobus (2006)
openalex: W2482571467 mag: 2482571467
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'Increasing my value proposition to the struggle': Arthur Mutambara and student politics in Zimbabwe - Zeilig, Leo (2006)
Arthur Mutambara made a dramatic return to Zimbabwean politics in 2005, to lead one of the factions of the split opposition, the Movement for Democratic Change. He was a prominent student activist in Zimbabwe in the late 1980s, and his reputation rests on this legacy. Mutambara led the Student Representative Council (SRC) as General Secretary and then as President at the University of Zimbabwe (UZ) from 1988-1990. This period has been eulogised by the students, civil society activists and trade unionists in Zimbabwe ever since. Students still refer affectionately to the period as the ‘AGO era’ – as he used to sign himself in the 1980s. Many have argued that the student movement became the seed bed for an emergent civil society. By 1990 Zimbabwe was permanently changed and ZANU-PF became the sullied party of liberation. Students helped to pierce the regime’s invulnerability, and other groups emerged to voice their own grievances. This paper uses the re-entry of Mutambara into Zimbabwean politics to examine the trajectory of the student movement, a subject that has received no attention in recent discussion of Zimbabwe’s political history.
openalex: W2237301878 mag: 2237301878
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Interpreting Their Blood: The Contradictions of Approaches to Menstruation Through Religious Education, Ritual and Culture in Rabat, Morocco - Ziv, Nitzan (2006)
Menstruation is often perceived by individuals of different cultural and religious backgrounds as dirty or impure, and therefore has become a demeaning feature of womanhood. The dialectical concepts of purity and impurity are integral parts of Islamic religion, thought and practice as they draw lines between those things sacred and those profane. Women’s religious education, in particular, is critical in establishing positive reinforcement for their perceptions of their physical selves and their role in society. However, education in this manner cannot be limited to schools and religious institutions; family and culture are integral parts of a women’s education about subjects relating to her menstruation. Through an investigation of Islamic approaches to menstruation, this paper attempts to asses the relationship between the realms of formal religion as presented through texts and educators on menstruation and societal cultural perceptions of the subject in Morocco. Rituals of purity become a critical indication, manifestation and tool of the discourse that are both followed and redefined by different women.
openalex: W2119509120 mag: 2119509120
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Critical Indigenous African Education and Knowledge - Zulu, Itibari M. (The Journal of Pan-African Studies, 2006)
The issues raised in this paper (presented in June 2001 at UCLA in partial satisfaction of a graduate course requirement) address a preliminary African centered approach to the question of indigenous African education and knowledge in contemporary society, and thus: calls for critical discourse regarding its utility; suggest that indigenous African theoretical and philosophical discussion should consider an Afrocentric focus; discuss how indigenous African education and knowledge and how it should work to resurrect itself from invisibility in the history of education; there is a need for a critical corrective theory in African education; acknowledge that education and knowledge existed in Africa before Islamic or Western schooling; the story of indigenous and modern African education and knowledge should not remain dormant in untrue assumptions; provides examples of the usefulness of indigenous knowledge via Nigeria (Opata 1998); suggest that there is a need for new lines of communication between schooling and indigenous education; examines via Semali (1999) the distinctions between indigenous African knowledge and other forms of knowledge and the obstacles to its implementation; review the question of African writing history; wherein misconception prevails that Africa was not familiar with literature and art before contact with the Western world; list the many scripts in Africa as examples of a literary tradition; acknowledge that in the arena of science and technology historically and presently, Africa is generally unrecognized or extremely discounted; there is a myth that an indigenous scientific or technological community did not exist in traditional African society which illustrates the complexity of the modern struggle for African science concerning articulation, cultural ethos and scientific principles; there is a need for a full investigation of the history of African science and science education; Africa and African education need a critical examination of its mission, goals and objectives that moves beyond the questions of select donor agencies and narrow national issues; African education needs a critical theory to extract the best of indigenous African thought and practice; and in conclusion, this work outlines some ideas for developing a critical African education theory, and a progressive Pan African agenda via the directional insight of the philosophy of the African Renaissance movement and the African Union.
openalex: W36778906 mag: 36778906
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After school, then what?: government and private sector intervention in youth job training in Zimbabwe - Zvobgo, Rungano J. (2006)
This paper discusses efforts being made by the Government of Zimbabwe and the Private Sector to prepare youth/school leavers for the world of work. The paper asks the critical question School then what? enhancement of their employability? What training programmes exist? Who manages the programmes? How effective are they and what is their impact? It also compares the initiatives with the existing employment avenues and looks at their employment capacities. Overall, the paper shows the contribution of government technical and vocational training colleges, as well as agricultural colleges, and that of registered and unregistered private vocational training institutions to the training of youths for jobs in Zimbabwe.
openalex: W2554269795 mag: 2554269795
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The impact of the use of WebCT on the development of the skills of scientific research among students of the Faculty of Education at the Islamic University of Gaza - شقير, محمد سليمان أبو; شعبان, سمر ابو (2006)
استهدف هذا البحث معرفة أثر استخدامWEBCT على تنمية مهارات البحث العلمي لدى طالبات كلية التربية في الجامعة الاسلامية بغزة في الجانب التحصيلي و الأدائي، ولتحقيق أهداف البحث تم إتباع المنهج الوصفي التحليلي حيث تم إعداد قائمة بمهارات البحث العلمي و الواجب امتلاكها لدى طلبة البكالوريوس، و للتأكد من صدقها تم توجيها لعدد من المتخصصين، ثم استخدمت هذه القائمة لاعداد بطاقة تقويم لخطط الطالبات المقدمة للمادة لقياس الجانب الأدائي لكل من أفراد المجموعة الضابطة و البالغ عد دها ( 26 ) طالبة والمجموعة التجريبية والبالغ عددها ( 26 ) طالبة، وشملت البطاقة ( 11 ) مهارة رئيسة يندرج تحتهم العديد من المهارات الفرعية، وتم إعداد اختبار تحصيلي لقياس الجانب التحصيلي لدى الطالبات في كل من المجموعةالضابطة و التجريبية. وكشفت النتائج عن: وجود فروق ذات دلالة إحصائية عند مستوى دلالة (∝ ≤ 0.05 ) في الجانب التحصيلي والجانب الادائي لمهارات البحث العلمي بين الطالبات اللواتي درسن باستخدام WEBCT واقرانهن اللواتي درسن بالطريقة التقليدية. في ضوء النتائج أوصي الباحثان بضرورة تفعيل العديد من المادة التربوية باستخدام webct لما له من أثر فعال على كل من الجانب التحصيلي و الأدائي.
openalex: W2947986984 mag: 2947986984
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THE MIDDLE SCHOOL CLIMATE IN SENEGAL : The case of the Diourbel Middle School - ンドイ, アブドゥ・カリム (2006)
openalex: W19579505 mag: 19579505
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Inclusiveness and exclusiveness of Chinese network: as seen in the life histories of the transnational migration of the ethnic Chinese in Papua New Guinea - 市川, 哲 (2006)
openalex: W2569861842 mag: 2569861842
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A Study on Factors Responsible for Teacher Turnover in Public Junior and Senior Schools in The Gambia - 艾瑪 (2006)
The purpose of the study was to investigate the factors responsible for teacher turnover in public junior and senior schools in The Gambia and to provide recommendations on how to address the problem of teacher turnover. The sample comprised of seventeen (17) people who have either worked in education or are currently working in the education sector in The Gambia. The research participants were selected based on their experience as teachers and administrators in public junior and senior schools in The Gambia. Questionnaires were formulated for school principals and former Gambian teachers in the US, while interview sheets were formulated for foreign teachers, former teachers in UK, local teachers and the Senior Management Team. Data was collected and coded. The data was analyzed and summarized and tabularized. The research findings consequently shown that there are more pressing issues in teacher turnover in The Gambia than salary and allowance issues. It was highlighted that teachers leave the teaching profession due to various reasons which include, lack of career development prospects, inadequate teaching and learning materials in schools, poor implementation of bonds for teachers on study leave, inadequate policies to safe guard teachers, unfair postings procedures, lack of a good monitoring and evaluation system and the autocratic nature of some school principals.
openalex: W2287964067 mag: 2287964067
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