Impacts of global climate change on coastal ecosystems of kenya - Ntiba, M. J.; Gichuki, Nathan (2008)
openalex: W2225957176 mag: 2225957176
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Communicative competence in English among rural African high school learners in the Eshowe Circuit - Ntombela, Berrington (2008)
A thesis Submitted as a requirement for the degree of doctor of Philosophy (D.Phil) in the Department of English, Faculty of Arts at University of Zululand, 2008.
openalex: W1505375885 mag: 1505375885
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The role of the school management team in developing teacher leadership : the case of two public primary schools on the lower south coast of KwaZulu-Natal, South Africa. - Ntuzela, Mzayifani Aaron. (2008)
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Institutions and the Finance of General Skills Training: Evidence from Africa - Nübler, Irmgard (2008)
The International Labour Organization (ILO) considers investment in training to be the shared responsibility of both the public and the private sector.’ Enterprises should be committed to the development of skills and competences as skills enhance productivity, adoption of new technologies and competitiveness of firms and the employability of workers. These benefits provide good economic reasons and incentives to firms and workers to invest in skills and training.
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A Progress Report on a Community Based HIV/AIDS Health Education Programme in Rural Nigeria - Nwachukwu, A. E.; Egenege, J Anidu; Nwachukwu, Peter; Blinkhorn, Anthony (International Journal of Health Promotion and Education, 2008)
Abstract HIV/AIDS is a major problem in Nigeria, but most health education initiatives have been restricted to cities, because of cultural sensitivities in rural areas. This paper reports on a process evaluation of an initiative which tried to involve local communities in HIV/AIDS education. The preliminary results showed a great deal of enthusiasm by the local people to be involved in Health Education. However, the key message of using condoms was not culturally acceptable. Further research into how to help communities adjust their social norms in order to control HIV/AIDS is required. The HIV/AIDS epidemic in Africa is a serious and growing problem (Okafor, 2002). For example, in Nigeria there has been a steady increase in the number of infected people, with the infection rate doubling year by year (Okere, 2002). The rise of the disease in Nigeria stems from a number of factors, but the main one is poverty (Olumba, 2002). Poor people with HIV/AIDS cannot purchase the appropriate drugs and many young women are driven into prostitution in order to earn money in order to survive. Apart from poverty certain cultural practices aid the transmission of disease. Traditional healing is a particular health problem, as part of the process involves making cuts to the body and sucking out the ‘bad blood’. The cutting instruments are rarely sterilised (Nnabueze, 2002). The social mores of many Nigerian males also helps the spread of AIDS. Polygamy is common and the use of condoms is not supported by cultural belief systems. In many parts of the rural areas of Nigeria open discussion on sex and related health problems is not allowed. This is a major difficulty and has resulted in the majority of health education about HIV/AIDS being concentrated in cities (Okoro and Anavberokhai, 2002). A study on rural women's knowledge about HIV/AIDS in Imo State, Nigeria reported that two thirds of the women questioned knew very little about the disease (Ewuzie, 2002). This paper reports on an intervention which tried to address the lack of knowledge about HIV/AIDS in an area of rural Nigeria. The intervention was in five phases and great care was taken to involve local communities and be culturally sensitive.
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The use of open, distance and flexible learning (ODFL) initiatives to open up access to education in the context of high HIV and AIDS prevalence rates : the case of Lesotho - Nyabanyaba, Thabiso (2008)
Its purpose is to strengthen open, distance and flexible learning (ODFL) systems and structures to increase access to education for young people living in high HIV prevalence areas in Malawi and Lesotho.It seeks to achieve this through developing a new, more flexible model of education that uses ODFL to complement and enrich conventional schooling.It also seeks to encourage application of the new knowledge generated through effective communication to development agencies, governments, development professionals, non-governmental organisations
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Relevance of vocational training for persons with orthopedic disabilities at the Nairobi industrial rehabilitation centre, Kenya - Nyamoki, A. M. Rosemary (2008)
A research thesis submitted in partial Fulfilment of the requirement for the degree of master of education (Special Education) in the school of Education of Kenyatta University
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Early Scientists Were Men; So Are Today's: Perceptions of Science and Technology Among Secondary School Students in Kenya - Nyangena, Kenneth O. (2008)
Science plays a very important role in our lives and is expected to play an increasingly important role in the future of African countries. As such, it deserves to be represented in all its facets by every stakeholder in society. Since the political independence of most African countries in the 1950s and 60s, education has been considered as both a basic human right and investment in human resources for socio-economic development. With regard to gender, policy-makers have emphasised a commitment to equal access. Yet, in order for women to participate in the production of knowledge, it is important to address not only the question of equal access, but also women’s success and equal representation at different levels of the system, including higher education. The 52 percent of the Kenyan population that is female is still under-represented in scientific and technological fields, yet women’s role in family responsibilities, e.g., the provision of food, water and health care is strongly underscored by society (Changeiywo 2001). There are many theories that try to explain the continued underrepresentation of women in science and technology. The images of men as early inventors of science and technology as reflected in science textbooks, teacher’s attitudes towards girls who have an interest in science and technology and the social roles assigned to girls and boys by parents are among the factors that, in general, promote the idea that a girl’s domain is in the home and that girls have little capacity for science subjects. It is therefore necessary to systematically and empirically establish students’ (and especially girls’) perceptions of science and technology, in and outside
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The Effects of Colonialism on Special Education in Zimbabwe: Inequalities Perpetuated and Resisted - Nyarambi, Arnold; Zagumny, Lisa (2008)
openalex: W3147860715 mag: 3147860715
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Estimating effects of climate change on groundwater: case of Ssezibwa catchment in Uganda - Nyenje, Philip M.; Batelaan, Okke (2008)
openalex: W2520428758 mag: 2520428758
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Participatory democracy, pluralistic governance and peace education for leaders : lessons from the Kenyan case - Nyirabikali, Gaudence (Conflict Trends, 2008)
This article examines the issues of participatory democracy and pluralistic governance in Africa's postcolonial democracies, using Kenya as an example. Poor leadership capacity and political under-development are found to be the main hindrances to effective political performance and the ability of elected representatives to deliver on their promises. This article proposes the development of peace education programmes for leaders, as an attempt to improve the situation.
openalex: W2993830826 mag: 2993830826
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Girls and boys in the early years : gender in an African Catholic primary school in Marianhill, Durban. - Nzimakwe, Phumzile Jane. (2008)
There is evidence that primary schools are important places where gender inequalities are prevalent. The aim of this study was to explore how gender relations amongst grade two boys and girls in an African junior primary are constructed. It investigated how gender relations amongst 7/8 year old grade two boys and girls in an African Catholic junior primary school situated in Mariannhill, Durban, are constructed. It explored the process through which young township boys and girls attach meaning to gender and forge their gender identities. In this study young boys and girls were active agents in the construction of their gender identities. This study adopted a qualitative approach. Observations and unstructured interviews were used as methods of collecting data from grade two boys and girls. Purposive sampling was used in selecting seven boys and seven girls to participate in group interviews. The study focussed on micro dynamics of boys and girls pertaining to friendships, sexualities, play, violence, religion, classroom chores and school subjects in a detailed analysis. It showed that gender equalities are pervasive in the little cultural world of grade two boys and girls.
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Sharing Information Resources: a Study of School Clusters from Rural KwaZulu-Natal, South Africa - Nzimande, Sibongile; Stilwell, Christine (Libri, 2008)
The purpose of this survey-based study, undertaken at the Inkandla and Mbazwana school clusters in KwaZulu-Natal, South Africa, was to investigate the awareness of community members with regard to the concept of clustering. The term community is used in the sense of a social group of any size whose members reside in a specific locality (Webster's online dictionary 2008). They share government, and have a common cultural and historical heritage. Although the intention of the initiative was to increase access to essential information resources, the preparedness of the communities to share these resources, to tolerate the hardships of travelling long distances, to accept the challenges and responsibilities and learn from the lessons, were also part of the study. Access to amenities like laboratories and libraries are often viewed by policymakers, among others, as unnecessary luxuries especially by those who were deprived of these facilities in the course of their education, but who managed nevertheless to achieve success. A resource-based curriculum, such as South Africa's Curriculum 2005, requires an abundance of resources, but a lack of funding prevents many schools from having all the necessary resources to support the curriculum. Creative ways of providing resources and expertise have been conceived by education departments and the clustering of schools to encourage sharing is one such method used by the KwaZulu-Natal Department of Education. The evolution of this clustering project took different forms. Subsequent events showed that the form taken either allowed for further growth and development, or subjected the project to failure and decay. Issues of acceptance by the communities, particularly their awareness of the vision and their preparedness to share resources, interacted with problems of accessibility and community dynamics to determine either the success or failure of the project. Knowledge gained from the study could be important for other initiatives in similar contexts, but must be applied with caution.
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Teacher Training in an HIV and AIDS Context: Experiences from Ethiopia, Kenya, Uganda and Zambia - Nzioka, C (2008)
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"I don't care for mathematics...mathematics don't care for me...": Investigating African American students' identity and agency in a mathematics and graphing calculator environment at a low-SES school - Nzuki, Francis (2008)
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An investigation of prescribed managerial accounting and finance textbooks used by B.Com accounting students at some universities in South Africa. - O'Reilly-Bargate, Karen. (2008)
Thesis (M.Ed. (Department of Education)) - University of KwaZulu-Natal, Pietermaritzburg, 2008.
openalex: W1584855199 mag: 1584855199
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The challenges in the implementation of the 2005 procurement act in the Kenyan Ministry of Higher Education, Science and Technology - Obiero, Makori (2008)
openalex: W2564257184 mag: 2564257184
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Estimation of groundwater recharge in the context of future climate change in the White Volta River Basin, West Africa - Obuobie, Emmanuel (2008)
openalex: W3163610455 mag: 3163610455
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Responses of African Universities to HIV and Aids: Students' Perspectives from University of Cape Coast, Ghana - Ocansey, Frederick (International Journal of Educational Research, 2008)
This study sought to determine the views of students of University of Cape Coast , Ghana on what should be the response of the University to the HIV/AIDS epidemic. The respondents (352 females and 434 males) were randomly chosen through stratified sampling. Findings revealed that students wish to see HIV/AIDS issues integrated into the curriculum of the University. The respondents also endorsed the development of an HIV/AIDS policy as well as the establishment of a Voluntary Counselling and Testing (VCT) Centre for the University. Gender significantly determined how strongly students felt on what the response of the University to HIV/AIDS should be. Implications of these findings for counselling including the need for counsellors to collaborate with faculty and administration to mainstream HIV/AIDS are discussed. Keywords : HIV/AIDS; Counselling; Students' Perspectives on HIV/AIDS. International Journal of Educational Research Vol. 4 (1) 2008: pp. 59-70
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Strengthening Agricultural Education and Training in sub-Saharan Africa from an Innovation Systems Perspective: A Case Study of Mozambique - Ochieng, Cosmas Milton Obote Ochieng; Spielman, David J.; Davis, Kristin; Ekboir, Javier M. (Agricultural Systems, 2008)
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Violence in Kenyan schools: is it a question of values? - Ochieng, Idi (Wajibu, 2008)
openalex: W2258334234 mag: 2258334234
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The impact of guidance and counseling on pupil discipline in public primary schools in Langa'ta division in Nairobi province, Kenya - Odalo, Dinah N (2008)
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Barriers to Spectacle Use in Tanzanian Secondary School Students - Odedra, Nita; Wedner, Susanne H.; Shigongo, Zachayo S.; Nyalali, Kija; Gilbert, Clare (Ophthalmic Epidemiology, 2008)
Purpose: Screening school students for refractive errors is a component of many primary eye care programs. In 2004 a trial of two approaches of spectacle-delivery to Tanzanian secondary school students found that only one third of students were using their spectacles at three months. Barriers to spectacle use were investigated using questionnaires and focus group discussions. Methods: At the three months follow-up survey a questionnaire explored satisfaction with spectacles and the attitudes of trial participants (median age 15 years). Attitudes and reactions of friends, teachers and families were also explored. Students also discussed their experience with spectacle use and reasons for non-use in 8 focus groups divided by intervention, sex and spectacle use. Results: In general, students seemed happy with the appearance of their spectacles and the beneficial impact on their vision. Peer pressure and parental concerns about safety of spectacle use, cost of purchasing spectacles and difficulties in accessing good local optical services were identified as the main barriers. Students criticized prescribing practices of local opticians and favored alternative and traditional treatments for visual impairment. Conclusion: To increase the effectiveness of school vision screening in Tanzania, barriers such as peer pressure or concerns about safety need to be addressed, in addition to provision of affordable, good quality spectacles. Barriers to spectacle use in children are likely to exist in all populations, but may vary in their nature and importance and therefore should be investigated in existing and new screening programs.
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Enhancing the teaching and learning of Mathematics in the Kenyan Primary schools: A focus on fractions - Odendo, Moses Ambasa (2008)
openalex: W2888626067 mag: 2888626067
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Climate Change and Economic development in Sub-Saharan Africa; Issues, Challenges, and Opportunities for Africa in the Decades ahead - Odingo, RS (2008)
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Climate Change and Renewable Energy Issues in East Africa - Odingo, RS (2008)
openalex: W2563202160 mag: 2563202160
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Climate Change in the IGAD Sub-Region of the Horn of Africa Countries. - Odingo, RS (2008)
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Climate Risk management training. African Development Bank - Odingo, RS (2008)
openalex: W2261301782 mag: 2261301782
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Post-Kyoto Negotiations and African priorities on climate Change. - Odingo, RS (2008)
openalex: W2745097617 mag: 2745097617
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The Challenges of Climate Change on the Tourist Industry in Kenya - Odingo, RS (2008)
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Nigeria pre-school environmental characteristics: a survey study - Odinko, Monica Ngozi (2008)
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Knowledge, attitudes to HIV/AIDS and sexual behaviour of students in a tertiary institution in south-western Nigeria - Odu, OO; Asekun-Olarinmoye, E. O.; Bamidele, James Olusegun; Egbewale, Bolaji Emmanuel; Amusan, O. A.; Olowu, AO (The European Journal of Contraception & Reproductive Health Care, 2008)
Objective To determine the knowledge, attitude and sexual behaviour of students in a tertiary institution in south western Nigeria with regard to HIV/AIDS.Methods Descriptive cross-sectional survey conducted between January and March 2005. Information was collected from 368 students of a tertiary institution in Ede, Osun State, Nigeria. Participants were selected by a multi-stage sampling method and data obtained using a semi-structured pre-tested questionnaire.Results Most (89.4%) respondents were aware of the existence of HIV/AIDS, and knew the aetiology, routes of transmission, signs and symptoms, and preventive measures against the disease. While a little over half (59.8%) of the respondents revealed that they could hug people with HIV/AIDS, one out of four (27.2%) stated that these persons should be isolated from the community. Less than a quarter (22.3%) of the respondents believed that they were vulnerable to HIV/AIDS. More than half (58.2%) had ever had sex; the mean age at their first sexual exposure (for all respondents) was 16.7 ± 4.4 years. Almost half (48.2%) of the 191 currently sexually active respondents had multiple sexual partners. Of the sexually active respondents, 75.9% claimed to have ever used condoms; among these, male respondents were more likely to have ever used condoms than their female counterparts (p < 0.05).Conclusion The study revealed a gap in the knowledge of HIV/AIDS and an inappropriate sexual behaviour among respondents. Meaningful strategies, such as an innovative and culturally sensitive adolescent sexual and reproductive health programme that focuses on modification of sexual behaviour should be adopted to allow young people to prevent transmission of the HIV/AIDS virus.
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Curriculum reforms needed in the 21st century sub-Saharan Africa higher education system - Oduaran, Akpovire (Progressio, 2008)
Sub-Saharan Africa (SSA) probably entered the twenty-first century with the abiding hope that the challenges that had held the continent to ransom for such a long time would end with better and well monitored plans for national development and reassuringly better political leadership and followership. Whilst those hopes have not been abandoned, it is instructive to know that the sub-continent has yet to overcome its major challenges of poverty, unemployment, HIV and AIDS, civil wars, political instability and how best to take its rightful place in globalisation. This article emphasises the issues of HIV and AIDS and globalisation based on the argument that the time has come to address how Africa's institutions of higher learning can respond to these two major challenges whilst at the same time trying to keep an eye on the rising demands for the Africanisation of the higher education curriculum. The article argues that if Africa does not wish to remain a spectator in the present global drive for rewarding and relevant socio-economic reforms using the highly contested medium of globalisation and then the challenge of creating healthy SSA nations, its higher education curriculum should identify those issues it wishes to address in the specified contexts.
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The Effects of Massification on Higher Education in Africa - Odundo, Paul Amolo; Magoha, P.; Origa, Japheth Ododa; Nyandega, Isaiah (2008)
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Going to school in the Middle East and North Africa - Ofori-Attah, Kwabena Dei (2008)
Series Foreword Preface Acknowledgments Introduction Chapter 1 North Africa and the Middle East: The Region Defined Chapter 2 The Foundations of Modern Education in the Middle East and North Africa Chapter 3 Innovations in the Curriculum Chapter 4 The Education Systems in the Middle the Middle East and North Africa Chapter 5 Higher Education in the Middle East and North Africa Chapter 6 Innovations in the Curriculum: Special Needs Education Chapter 7 Gender and Schooling Bibliography
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Going to School in the Middle East and North Africa - Ofori-Attah, Kwabena Dei (2008)
<JATS1:p>The Middle East and North Africa are constantly in the news due to political turmoil, and it is difficult for students in those countries to attend school and live the life of a child or teenager. What is it really like? This volume traces the history of education in countries of the Middle East and North African region, identifying the types of education available for different genders and social classes, and how race, ethnicity and gender affect education for those students. Primary, Secondary, and Post-Secondary educational opportunities are examined, along with curriculum, and teaching menthods. Major reforms and philosophies are also presented.</JATS1:p> <JATS1:p>Countries included are: Algeria, Morocco, Tunisia, Egypt, Libya, Saudia Arabia, Iran, Iraq, Israel, Jordan, Syria, Lebanon.</JATS1:p>
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Leading Meetings and Building a Trust Climate: An Assessment of Secondary School Principals in Nigeria - Oghuvbu, Enamiroro Patrick (The Anthropologist, 2008)
The study examines the contribution of teachers, students and parents in the assessment of principals leading of meetings and building a trust climate. A twenty-one (21) items questionnaire was administered to 3600 respondents used in this study. Two research questions were raised and answered using percentages; two hypotheses were formulated and tested using ANOVA at 0.05 level of significant. The study revealed that principals in Nigeria are effective in leading meetings by approach task in a systematic and orderly fashion creating a prevalence of the spirit of co-operation and encouragement of participants to listen objectively to other’s ideas and comments. Principals also build trust climate through the encouragement of teachers, students and parents to express feelings, doubts, concerns and handled disagreement and criticism constructively. There is no significant difference in the mean perception scores of teachers, student and parents in the assessment of principals leading of meetings and building of a trust climate in secondary schools in Nigeria.
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Management of Post Primary Education: The Contributions of All Nigeria Conference of Principals of Secondary Schools - Oghuvbu, Enamiroro Patrick (Journal of Social Sciences, 2008)
This study identified; the contributions of all Nigeria Conference of principals of secondary schools (ANCOPSS) towards the management of Post-Primary Education, problems affecting the achievement of her objectives and possible solutions to identified problems. A thirty items questionnaire was administered to 5234 respondents used in this study. Three research questions were raised and answered using percentages. Five hypotheses were formulated and tested using chi-square, at 0.05 level of significance. The study revealed; provision of statistical information to examination bodies on how to conduct successful examination and unity among active members as contributions of ANCOPSS towards the management of Post-Primary Education. Differences in social status among members, inadequate disciplinary power over members and inadequate funding are problems affecting achievement of the objectives of the conference, as revealed in this study. The study also showed that there is no significant difference between the views of male and female Principals on the identified contributions of ANCOPSS and between principals and teachers on the identified solutions to the problems affecting the achievement of the objectives of ANCOPSS in Delta State, Nigeria.
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Analysis of Classroom Management Problems in Primary Schools in Delta State, Nigeria - Oghuvbu, Enamiroro Patrick; Atakpo, Theresa Edirin (Contemporary Issues in Early Childhood, 2008)
This article identifies classroom management problems, their causes, and possible ways to reduce these problems in primary schools located in Delta State, Nigeria. A total of 600 teachers selected from twelve local government areas participated in this study. Data were collected in a checklist containing 27 items and a two section questionnaire containing 19 items. Three research questions and three hypotheses were formulated and tested using percentage, bar and pie charts, chi-square and analysis of variance at 0.05 level of significance. The study revealed that common classroom management problems were related to students shouting, calling names, sleeping and talking/engaging in discussion during lessons. Identified causes of these problems were seen as originating in: overcrowded classrooms; parent neglect of the health conditions of children; and an unhygienic and below-standard teaching and learning environment. School location does not significantly influence teachers' views on identified causes and possible ways to reduce classroom management problems in primary schools in Delta State, Nigeria.
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Absenteeism and Lateness Among Secondary School Students in Nigeria: Profiling Causes and Solution - Oghuvbu, Enamiroro Patrick; null, null; null, null; null, null (Academic leadership (Murfreesboro, Tenn.), 2008)
Absenteeism is major and continuous administrative problem among secondary school students in developing countries. Since the problem is to 70% student home based, there is need for the student/parent to help identify and proffer solutions to this quality disturbing problems that could lead to students’ dropout from school.
openalex: W2656218513 mag: 2656218513
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The relationship between training and employee empowerment: a case study of Kenya Electricity Generating Company Ltd. (Kengen) - Oginda, Florence (2008)
openalex: W2286133713 mag: 2286133713
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The impact of counseling teachers on the administration of secondary schools in Homa-bay district, Kenya - Ogola, George O (2008)
openalex: W2281503882 mag: 2281503882
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A model for assessment of primary and secondary school student achievement in Kenya - Ogula, Paul (2008)
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School Library and Utilisation in the Ijebu North Local Government area of Ogun State, Nigeria. - Ogunbote, KO; Odunewu, AO (Nigerian School Library Journal, 2008)
The study is a survey of school libraries and usage in Ijebu North local Government Area of Ogun State. Twelve secondary schools were selected for the study) five teachers and thirty students were further selected from each school for questionnaire administration. The study concluded that the establishment of the school libraries in the area is not given the desired priority) and the provision of the library services is inadequate. The study identified some problems) which include inadequate funding and dearth of trained personnel. In conclusion) the study recommended collective approach to school library development) active involvement of the Nigerian Library Association and inclusion of School Library Management as a compulsory courEie in the teacher education curriculum in Nigeria among others.
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University Education and Wage Employment as Predictors of Women Empowerment in Nigeria - Ogunrin, Adeola Bosede; Obilade, Oluyemisi O.; Aderinto, John Adeboye (The International Journal of Learning: Annual Review, 2008)
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Editorial Environmental Education and Research in Africa - Ogunseitan, Oladele A. (African Journal of Environmental Science and Technology, 2008)
openalex: W2388887085 mag: 2388887085
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AIR POLLUTION ARISING FROM VEHICULAR EMISSIONS AND THE ASSOCIATED HUMAN HEALTH PROBLEMS IN ABEOKUTA METROPOLIS, NIGERIA - Oguntoke, Olusegun; Yussuf, Ahmed (ASSET:An International Journal of Agricultural Sciences, Science, Environment and Technology (Series A), 2008)
Vehicular traffic contributes immensely to urban air pollution in the less developed countries, Nigeria inclusive. The present study assessed the level of some selected air pollutants which are largely products of internal combustion in motor vehicle engines namely; nitrogen dioxide (NO 2 ), sulphur dioxide (SO 2 ), hydrogen sulphide (H 2 S), carbon monoxide (CO) and methane (CH 4 ) in Abeokuta city. Moreover, the health problems suffered by residents living near motorways were also investigated. Number of vehicles was counted at morning, afternoon and evening while gasman auto-sampler (ATEX4 model) was used for monitoring the concentrations of the five gases at the selected motorways in the city. Questionnaire survey was conducted to elicit information about perception of risks and health problems treated by the residents living near motorways. Traffic volume ranged between 792±297 and 2037±70; 641±228 and 2037±95; and 489±169 and 1875±101 at morning, afternoon and evening respectively for the various categories of motorways. The concentrations of CO, SO 2 , NO 2 , H 2 S and CH 4 ranged between 73.72±0.92 and 82.89±3.38; 0,046±0.005 and 0.067±0.017; 0.217±0.02 and 0.399±0.02; 0.167±0.017 and 0.265±0.011; 0.171±0.024 and 0.442±0.385 mg/m 3 respectively. There is significant variation (p> 0.05) in the volume of traffic and the concentrations of the sampled gases between the periods of the day at the selected motorways. There is also a significant (p> 0.05) correlation between traffic volume/density and CO (r= 0.806), NO 2 (r=0.716) and H 2 S (r =0.704). Hence, traffic volume accounted for 15.5, 49.5, 51.2 and 64.9 percent of CH 4 , NO 2 , SO 2 and CO concentrations in air sampled along the selected motorways. Health problems suffered and reported to health facilities include cough (56.4%) and breathing impairments (23.6%) among others. Measures that seek to minimize emission of pollutants from automobile are urgently required in cities of the developing countries.
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The impact of Information and Communication Technology (ICT) integration in education in the six (6) NEPAD E-schools in Kenya - Ogutu, Joseph O. (2008)
openalex: W1138548842 mag: 1138548842
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Awareness and Practice of Emergency Contraception Among Students of University of Port Harcourt, South-South Nigeria - Ojule, John Dimkpa; Oriji, Vadumeme Kingsley; Georgewill, Kingsley (The Nigerian Health Journal, 2008)
The awareness and utilization of contraceptives especially emergency contraceptives (EC) among youths and others in the reproductive age group is an important step in preventing unwanted pregnancies and unsafe abortions. The aim of this study was to assess the knowledge, attitude and practice of emergency contraception among undergraduate university students. Methods : A self administered questionnaire was distributed to 240 randomly selected undergraduate students of the University of Port Harcourt, Port Harcourt, South- South Nigeria, in July 2006. Information sought included their sociodemographic characteristics, awareness, perception and use of emergency contraception. Results: Two hundred and forty questionnaires were distributed, while 225 were appropriately filled and retrieved giving a response rate of 93.8% The age of the respondents ranged between 16 to 40 years, with a mean age of 23.2 years. Up to 86.3% of the respondents were sexually active. One hundred and thirty (57.7%) had knowledge of EC, while only 30 (13.3%) had ever used EC. Of the respondents who were aware of EC the most common sources of information on EC were friends in 54(41.2%) and hospital personnel/clinics in 51 (39.2%). Conclusion: The awareness and use of emergency contraception among students of University of Port Harcourt, South- South Nigeria, is unacceptably low. There is therefore an urgent need to improve the student's knowledge and use of EC through education and enlightenment of this vulnerable group in our environment. Key words: Emergency contraception, awareness and practice, university students, Nigeria.
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A critical analysis of John Dewey's philosophy of education : a Nigerian perspective - Okafor, Emmanuel Nweke (2008)
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Clinical Legal Education in Nigeria - Oke-Samuel, Olugbenga (Griffith Law Review, 2008)
This paper is an examination of the existing method of legal education in Nigeria, the emergence of clinical legal education, the curriculum, gains of clinical legal education and the challenges of its introduction in Nigeria.
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Teaching Resources Utilization and Academic Performance in Technical Colleges in Oyo State, Nigeria. - Okemakinde, Timothy; Adedeji, Segun O.; Ssempebwa, Jude (2008)
Over the last two decades, the debate on technical education has centered on such issues as access to, the quality of, funding of and benefits of technical education. Hitherto, however, questions relating to the factors accounting for the differences in the resources allocated to them; and relationship between, on one hand, the availability and utilization of resources and academic performance in technical colleges in Oyo State, Nigeria, on the other, have remained unanswered. Thus, this study was conducted to examine the variations in the resources allocated to the colleges; and the relationship between the availability and utilization of resources and academic performance in the colleges. Data were collected using documentary analysis, questionnaire and observation. Analysis of variance in the resources allocated to the colleges indicated that there were variations in the resources allocated to the colleges. However, the study indicated that, these variations notwithstanding, all the colleges studied were under-facilitated. On the other hand, Pearson Product Moment Correlation and regression analysis indicated that there is relationship between the availability and utilization of resources and academic performance in the colleges, adding that increasing the resources availed to the colleges by 100% would enhance academic performance by 28%. It was, therefore, recommended that emphasis is put on, both, the acquisition and optimal utilization of resources.
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Serum zinc levels in malnourished children of per-school age attending the Jos University Teaching Hospital, Jos, Plateau State, Nigeria - Okolo, SN; Okonji, M; Ogbonna, C; Nwosu, OK; Ocheke, O (Sahara J-journal of Social Aspects of Hiv-aids, 2008)
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Instructional leadership role of head teachers in the implementation of secondary school environmental education in Siaya district, Kenya - Okoth, Ursulla A. (2008)
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“You don’t look like one, so how are you African?” How West African immigrant girls in the U.S. learn to (re)negotiate ethnic identities in home and school contexts - Okpalaoka, Chinwe L. (2008)
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Assessment of Newspaper Advocacy for Rural Development and Environmental Education in Nigeria - Okpara, Micheal (2008)
This study investigated the extent to which the print media, and particularly the newspapers, faced the challenge of informing, educating and championing the rights of the people in rural development and environmental education in 2006. It analyzed five leading national newspapers for a period of twelve months to ascertain their level of coverage and reportage of environmental and rural development information and specialty events. Rural development news coverage was highest (31.48%) in the fourth quarter, and least in the third quarter (17.79%) of the year. Sixty nine percent of rural development information/news appeared as features, while others were presented as editorials (13.04%), advertorials (9.27%) and pictorials (8.38%). The Sun newspapers (23.65%) could easily pass as the best print medium in reporting environmental and rural development news, followed by The Punch (22.5%) and The Champion (21.3%) newspapers. The Sun newspapers also exhibited consistent leadership in promoting activities in the health and population / family planning sub-sectors, while The Champion disseminated more information on rural infrastructures and environmental matters. Viewed from the perspective of editor’s enhanced academic background, the rising educational profile of members of the public and the synergy between environment, health and rural development, newspapers need to improve on their advocacy role in order to enhance their credibility as promoters of issues of public interest.
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Challenges and prospects for quality assurance in science and technology education in African Universities - Okwakol, Mary J. N. (2008)
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A study of the administrative challenges faced by public secondary school head teachers in selected schools in Vihiga district, Kenya - Okwisa, Rael (2008)
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Effective Management of Education: A Panacea for Poverty Alleviation for Sustainable Development in Nigeria - Okwori, Adejo; Ede, SJ; Nyiam, T.A. (2008)
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Integrating vulnerability and adaptation to climate change into sustainable development policy planning and implementation in eastern and southern Africa: Kenya pilot project Desi - Olago, Daniel (2008)
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Strengthening Community-based Adaptation To Climate-sensitive Malaria In Kakamega And Kericho Districts, Western Kenya Highlands. - Olago, Daniel (2008)
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Sustainable management of water resource in the east African rift system: vulnerability of groundwater to pollution in the east African rift system in Kenya. - Olago, Daniel (2008)
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Hand pump maintenance training for rural water supply sustainability in Nigeria - Olatunji, Timothy (2008)
One of the major policy thrusts of the Federal Government of Nigeria is the drive to alleviate poverty. Poverty alleviation will not happen until there is significant improvement in access to water supply and sanitation, education, health care delivery, reliable electric power supply, affordable food for all etc, in summary a conducive environment to sustain a balanced development nationwide. This paper’s focus is on hand pump maintenance training as one of the key components to safeguard water supply to Nigeria rural communities. 430 Water Supply officers from Local Government Areas (LGA) received training on Installation and Maintenance procedures for India Mark III and Afridev deep well handpumps. The trainees are maintenance staff in their local governments and they will complement hand pump maintenance trainings in their areas under the Federal Rural Water Supply and Sanitation Programme (FRWSSP). The trainees will also help ensure that future rural water supply facilities expansion will remain serviceable. Virtually all the trainees have hands on experience during the practical sessions (about 70% of the two-day training, the rest being classroom instructions and demonstrations) Similar trainings will also be held at the community level nationwide. The National Water Resources Institute, Kaduna is implementing the series of training courses envisaged in the FRWSSP.
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Somali Opposition to Government Education: R. E. Ellison and the Berbera School Affair, 1938–1940^1 - Olden, Anthony (History of Education, 2008)
Abstract British Somaliland, a protectorate from which Christian missionaries were excluded, opened its first government‐run school in 1938. The intention of the new director of education, Randall Ellison, was to use written Somali in preference to Arabic. This drew intense criticism from local religious leaders, and had to be abandoned. Accused of being a missionary in disguise, Ellison’s work led to a riot in the town of Burao in 1939 in which three people were killed. Although the school at Berbera functioned for just two terms, the opposition it aroused forms a link in an anti‐Western chain of events that stretches from the 1899–1920 revolt of Sayyid Muhammad ‘Abdille Hassan up to the Al‐Qaeda‐linked killing of two British teachers in 2003. This paper is based on Ellison’s letters to his family and on official and other sources. 1 The author first touched on this topic in “Colonial and Post‐Colonial Somaliland: How Religion and Politics Have Impacted on Book and Educational Development.” Library History Seminar XI, University of Illinois at Urbana‐Champaign, 27–30 October 2005. He would like to thank the Africa Educational Trust for enabling him to visit Somaliland, although these visits were not research‐related; Mary Lambert for recollections of her uncle, R.E. Ellison, and of the Ellison family; Fawzia Y.H. Adam for the story of her father, Yusuf H. Adam; and Terry Barringer (African Research & Documentation), Abdisalam Issa‐Salwe (Thames Valley University), Lucy McCann (Bodleian Library of Commonwealth and African Studies at Rhodes House), Rosemary Seton (School of Oriental and African Studies) and Marion Wallace (British Library) for help and advice with sources. Notes 1 The author first touched on this topic in “Colonial and Post‐Colonial Somaliland: How Religion and Politics Have Impacted on Book and Educational Development.” Library History Seminar XI, University of Illinois at Urbana‐Champaign, 27–30 October 2005. He would like to thank the Africa Educational Trust for enabling him to visit Somaliland, although these visits were not research‐related; Mary Lambert for recollections of her uncle, R.E. Ellison, and of the Ellison family; Fawzia Y.H. Adam for the story of her father, Yusuf H. Adam; and Terry Barringer (African Research & Documentation), Abdisalam Issa‐Salwe (Thames Valley University), Lucy McCann (Bodleian Library of Commonwealth and African Studies at Rhodes House), Rosemary Seton (School of Oriental and African Studies) and Marion Wallace (British Library) for help and advice with sources. 2 Report cited by Carr, Henry, in his letter to J.D.B. Fowells, 26 August 1960. BW 127/4, National Archives, London. 3 Statistics cited in Whitehead, Clive. “The Contribution of the Christian Missions to British Colonial Education.” Paedagogica Historica supplementary series 5 (1999): 321–337. 4 Nyerere, Julius K. Tanzania Ten Years after Independence. Dar es Salaam: TANU, 1971: 29. 5 Memorandum by John Beaumont Whitehead on his Career in the Colonial Education Service: 5. MSS.Afr.s.1755, Bodleian Library of Commonwealth and African Studies at Rhodes House (hereafter Rhodes House). 6 Samatar, Said S. Oral Poetry and Somali Nationalism: The Case of Sayyid Mahammad ‘Abdille Hasan. Cambridge: Cambridge University Press, 1982. 7 Issa‐Salwe, Abdisalam M. The Collapse of the Somali State: The Impact of the Colonial Legacy. London: the author/Haan Associates, 1994; Lewis, I.M. A Modern History of the Somali: Nation and State in the Horn of Africa. 4th ed. Oxford: James Currey, 2002. 8 Lieutenant‐General Sir R. Wingate’s Special Mission to Somaliland. Appendix V: Sir R. Slatin to Sir R. Wingate, 10 June 1909: 67. Unpublished, 1909, FO 881/9507, National Archives. 9 Wingate’s Special Mission, 4. 10 Minute by Lee, F.G., 9 August 1937. CO 535/124/11, National Archives. 11 Wingate, Sir Ronald. Lord Ismay: A Biography. London: Hutchinson, 1970: 7. 12 Wingate’s Special Mission, 66. 13 Jardine, Douglas. The Mad Mullah of Somaliland. London: Herbert Jenkins, 1923: 315. 14 Archer, G.F., to Viscount Milner, 23 December 1920. CO 535/119/3. 15 Hussey, E.R.J. Report on Education in the Somaliland Protectorate. CO 535/119/3. This document is not paginated. 16 Lawrance, Sir A.S., to W.G.A. Ormsby‐Gore, 5 November 1936. CO 535/119/3. 17 Whitehead, “Christian Missions”, 325. 18 Cited in Etherington, Norman. “Education and Medicine.” In Missions and Empire, edited by Norman Etherington. Oxford: Oxford University Press, 2005: 261–84. 19 Lawrance, Sir A.S., to W.G.A. Ormsby‐Gore, 13 July 1937. CO 535/124/11. 20 Minute by Lee, F.G., 9 August 1937. CO 535/124/11. 21 Lawrance, A.S. Memorandum on the Provision of Further Education Facilities in the Somaliland Protectorate. CO 535/119/3. 22 Colonial Office. Tanganyika and Somaliland Department. Memorandum on the Administration of Somaliland, April 1939. CO 535/134/14. 23 Minute by Lee, F.G., 16 August 1937. CO 535/124/10. 24 Somaliland Education Commission, 1936. Report: 6. CO 535/119/3. 25 Scott, G.C. Education in the Somaliland Protectorate, 31 August 1936: 5. CO 535/119/3. 26 Education in Somaliland (Notes by R.K. Winter): 6. CO 535/19/3. 27 Hayward, Derek. “Ellison, Gerald Alexander (1910–1992).” In Oxford Dictionary of National Biography, vol 18. Oxford: Oxford University Press, 2004: 274–75. 28 Ellison, R.E. Journal, February 1945–: 7. MSS.Afr.s.1947, Rhodes House. 29 Ellison, R.E., to his mother, 22 October 1937. R.E. Ellison letters (uncatalogued), Rhodes House. All of Ellison’s letters are from the collection deposited by family members after his death. References are only supplied to letters from which direct quotations are taken. 30 Ellison to his father, 7 October 1938. 31 Ellison to his mother, 24/25 April 1938. 32 Zoller Booth, Margaret. “Settler, Missionary and the State: Contradictions in the Formulation of Educational Policy in Colonial Swaziland.” History of Education 32 (2003): 35–56. 33 Ellison to his mother, 26 May 1938. 34 Ellison to his mother, 12 June 1938. 35 Ellison to his mother, 7 October 1938. 36 Whitehead, Clive. “The Medium of Instruction in British Colonial Education: A Case of Cultural Imperialism or Enlightened Paternalism?” History of Education 24 (1995): 1–15. 37 Ngugi wa Thiong’o. Decolonising the Mind: The Politics of Language in African Literature. Nairobi: Heinemann Kenya, 1986: 11. 38 Desta Arefaine Bokre, and Anthony Olden. “Elementary Education in Eritrea: How Mother Tongue Language Policy Affects Pupils and Their Access to Information.” Alexandria 18 (2006): 81–95. 39 Iliffe, John. A Modern History of Tanganyika. Cambridge: Cambridge University Press, 1979: 208–09. 40 Ellison to his mother, 19 February 1939. 41 Ellison to his mother, 29 October 1938. 42 Somaliland Protectorate. Education Department. Annual Report for 1938 Submitted by R.E. Ellison, March 1939: 12. CO 535/133/5. 43 Whitehead, “Medium of Instruction”, 13. 44 Zoller Booth, “Settler, Missionary and the State”, 35. 45 Whitehead, Clive. “Education in Far Away Places: Evidence from the Periphery of Empire of the Problems of Developing Schooling in British Colonies.” Education Research and Perspectives 16 (1989): 51–69. 46 Advisory Committee on Education in the Colonies. Memorandum, 21 January 1937. CO 535/119/3; MacDonald, Malcolm, to Sir Arthur Lawrance, 26 November 1935. CO 535/119/3. 47 Ellison to his mother, 30 July 1938. 48 Somaliland Protectorate, Education Department, Annual Report for 1938. 49 Ellison to his father and mother, 4 December 1938. 50 Ellison to his mother, 2 January 1939. 51 Ellison to his mother, 5 February 1939. 52 Ellison to his mother, 29 January 1939. 53 Ellison to his mother, 29 October 1938. 54 Ellison to his mother, 16/17 April 1939. 55 Glenday, Vincent, to A.J. Dawe, 3 June 1939. CO 535/132/18. 56 Somaliland Protectorate, Education Department, Annual Report for 1938. 57 This account has been compiled from Ellison, R.E. [Official account], 20 May 1939; Smith, R., to the secretary to the government, 22 May 1939, both in CO 535/132/18; and Ellison’s letters to his mother of 21 and 26 May 1939. The quotations are from Smith. 58 Mohamed, Jama. “‘The Evils of Locust Bait:’ Popular Nationalism During the 1945 Anti‐Locust Control Rebellion in Colonial Somaliland.” Past and Present no. 174 (2002): 184–216. 59 Glenday, Vincent, to A.J. Dawe, 3 June 1939. CO 535/132/18. 60 These quotations from the report of the commission of enquiry are taken from: Somaliland Protectorate. Education Department. Annual Report for 1939 Submitted by R.E. Ellison, March 1940: 4–5. CO 830/3. The author has not been able to locate a copy of the enquiry report itself. 61 Mohamed, “Evils of Locust Bait”. 62 “Extract from a semi‐official letter from Mr. Glenday, Governor, Somaliland, to Mr. Dawe dated the 7th January, 1940.” CO 535/133/3. 63 Minute by Boyd, E.B., 4 January 1940. CO 535/132/18. 64 Minute by Cohen, A.B., 25 October 1939. CO 535/133/3. 65 Minute by Vischer, Hanns, 26 October 1939. CO 535/133/3. 66 Interview with Fawzia Y.H. Adam, Hayes, Middlesex, 19 September 2006. 67 Ellison to his mother, 28 April 1940. 68 Ellison to his father, 5 August 1940. 69 Ellison to his family, 25 August 1940. 70 Allen, Charles, ed. Tales from the Dark Continent. London: Andre Deutsch and the BBC, 1979: 33. 71 Minute by Boyd, E.B., 4 January 1940. CO 535/132/18. 72 Interview with Hassan Ahmed Ibrahim, Hargeisa, 31 August 2004. 73 Interview with Yusuf Ali Abdi, Hargeisa, 28 August 2004. 74 Childs, H., to G.S.O.1, Political Branch, E.A. Command, Nairobi. CO 535/137/9. 75 Interview with Fawzia Y.H. Adam, 19 September 2006. 76 Memorandum by Whitehead, 7, 21. MSS.Afr.s.1755, Rhodes House. 77 Ellison, Journal, 39, 44. 78 Address given by the Rt Revd & Rt Hon. G.A. Ellison at the Memorial Service for Randall Ellison in Westminster Abbey on Monday 23 July 1984. MSS.Afr.s.1947, Rhodes House. 79 Ellison, Journal, 31–32. 80 Interview of F.D. Hibbert and R.E. Ellison: 16. MSS.Afr.s.1332, Rhodes House. 81 Lewis, Ioan. “Literacy and Cultural Identity in the Horn of Africa: The Somali Case.” In The Written Word: Literacy in Transition, edited by Gerd Baumann. Oxford: Clarendon Press, 1986: 139, 142. 82 Ellison to his father, 3 September 1938. 83 SOS Children’s Villages. “Profile: Dick and Enid Eyeington.” Available from http://www.soschildrensvillages.org.uk/charity–news/eyeingtons.htm. 84 Cowan, Rosie. “From African Bush to Scotland Yard – The Murder Trail That Led to al‐Qaida.” Guardian 15 November 2005: 25.
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Multiple Arenas and Professional Identity: Locating and Defining the Professionalism and Accountabilities of the Teacher Educators in Lesotho. - Oliphant, John (2008)
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Towards an Inclusive Community: Western Nigerians Attitude towards the Inclusion of People with Disability in Community Life - Olofintoye, Thomas Tunde (2008)
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The trends in development of technical education in Oyo State, Nigeria, 1991-2006 - Ololube, Nwachukwu Prince (Perspectives in Education, 2008)
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DEVELOPMENT AND IMPLEMENTATION OF A BIOINFORMATICS ONLINEDISTANCE EDUCATION LEARNING TOOL FOR AFRICA - Oluwagbemi, Olugbenga (2008)
Bioinformatics refers to the creation and advancement of algorithms, computational and statistical techniques and theories for solving formal and practical problems arising from the management and analysis of biological data. However, some parts of the African continent have not been properly sensitized to bio-scientific and computing field. Thus, there is the need for appropriate strategies of introducing the basic components of this emerging scientific field to part of the African populace through the development of an online distance education learning tool. This study involved the design of a bioinformatics online distance educative tool an implementation of the bioinformatics online distance educative tool by a programming approach. Design and implementation were done using the Borland Delphi 7 Enterprise edition within its Integrated Development Environment. The advantage of using Delphi programming language in implementing this useful bioinformatics web tool is that Delphi programming language is an object oriented programming language that has a lot of extra facilities for the enhancement of further technical functions, which ordinary HTML cannot handle. The development and use of a bioinformatics distance education software, as a teaching tool, in some African countries holds great promise for accommodating the needs of the populace, who live in cities, small towns and remote areas.
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How online distance education technology can improve higher education in Kenya - Omao, Thomas O. (2008)
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Administrative challenges arising from peer sex education in teenagers in girls’ public boarding secondary schools in nairobi province in kenya - Omari, Alice K (2008)
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The Spirit-Filled Goes to School: Theological Education in African Pentecostalism - Omenyo, Cephas N. (2008)
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Issues in the teaching of psychology in University of Ado-Ekiti, Nigeria - Omolayo, B. O. (2008)
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An evaluation of the law relating to the management of water-related disasters with specific reference to droughts and floods in Kenya. - Omollo, Anne A (2008)
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Social Integration of African international students in Northern China - Omolola, Lawani Ajibike (2008)
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Building Construction Technicians Training: It's Relevance to the Modern Construction Industry In Kenya - Omondi, Obudho S. (2008)
Training of Building construction technicians in Kenya is targeted at offering the construction industry a competent workforce that is able to perform the various tasks bestowed upon it within the construction industry. This paper discusses the training acquired by these technicians from Technical Vocational Educational Training (TVET) Institutions vis-a-vis the requirements of the construction industry. Areas considered are the technicians’ performance at work; what they learn and what is required of them; and the teaching and learning materials used to train them. Data was collected through questionnaires, interviews and direct observation at construction sites. Respondents were construction site supervisors, technicians who had undergone the training, and lecturers in TVET institutions. The statistical tools used for data analysis were chi-square and the Analysis of Variance (ANOVA). Arguably, the findings reveal that the requirements of the construction industry is not in phase with the technicians performance at work, more is required of them than what they learn; the teaching and learning materials used need to be upgraded to simulate what is expected in the construction industry and finally proper collaboration between the construction industry and TVET institutions in the face of changing technological trends is recommended.
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A Study of Knowledge and Attitude of Adolescents in Relation to Sex Education in Secondary Schools in Nigeria: An Introductory Study - Omoteso, Bonke Adepeju (The international journal of interdisciplinary social sciences, 2008)
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The Actual Education of Women in Tunisia Society and the Key Factors of Difference in Urban and Rural Areas - Omri, Bouzid (Afurika kenkyū, 2008)
Tunisia is recognized in the Islamic and Arabic worlds as a progressive and modernizing country which is on a par with the advanced Western nations in terms of the ratio of woman in education. However, although the urban women are in a relatively favorable situation regarding educational opportunities, the rural woman remains restrained at a lower level with fewer opportunities. In this paper, the key factors of difference between urban and rural areas in receiving education is examined and clarified in terms of (1) household work, (2) economic situation, (3) distance to school, (4) mass media availability, and (5) custom.
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Prospects and challenges of educational technology in the developing world: implications for education in Kenya - Omulando, Carolyne (2008)
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Attitude to sperm donation among medical students in Enugu, South-Eastern Nigeria - Onah, HE; Agbata, T. A.; N, S (Journal of Obstetrics and Gynaecology, 2008)
This study investigated the knowledge, attitude and practices of a sample of Nigerian medical students towards sperm donation. It was a self-administered semi-structured questionnaire survey of fifth and final year medical students of the College of Medicine, University of Nigeria, Enugu campus, South-eastern Nigeria. Out of 205 eligible medical students in both classes, 180 (87.8%) responded. There were 99 male and 81 female respondents. Their ages ranged from 20 to 30 years with a mean of 24.0 ± 2.0 years. All the participants were Christians. A total of 177 (98.3%) of the respondents were aware of the practice of sperm donation for the treatment of infertility, while three students had never heard of it. A total of 15 (15.2%) of the male respondents reported their willingness to donate their sperm for infertile couples. The main motivation for wanting to donate sperm was a desire to help infertile couples. A total of 24 (30%) of the female respondents were willing to accept donor semen should the need arise. The leading factors which discouraged the male respondents from donating semen were that the practice was either against their religious belief (41.7%) or in their opinion, was morally wrong (22.6%). Some 10.7% were afraid of a possible adverse effect on future fertility, while 9.5% were afraid of being screened for sexually transmitted infections; 20 (35%) of the female respondents would not accept donor semen because of the psychological and emotional effects of having to bring up a child that is not their husband's; 13 (23%) said it was against their religious faith, while 10 (18%) believed that adopting a child was better than accepting donor semen. Eight (14%) were afraid of contracting HIV infection through donor semen, while six (11%) declined because they would not want the paternity of their child to be questioned later. With respect to the participants' views on identity disclosure, 35 (90%) of the 39 respondents willing to donate or accept sperm objected to their identities being disclosed to the recipient couples or the donor, while four (10%) did not mind. It was concluded that, despite the high level of awareness of sperm donation among medical students in Enugu, the majority of them were unfavourably disposed to it and none had ever practiced it. Public enlightenment through the mass media and correction of false notions about infertility treatment will go a long way in addressing this problem.
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Voluntary counselling and testing (VCT) uptake, nevirapine use and infant feeding options at the University of Nigeria Teaching Hospital - Onah, HE; Ibeziako, Ngozi; Nkwo, Peter O; N., S.; Nwankwo, Theophilus Ogochukwu (Journal of Obstetrics and Gynaecology, 2008)
SummaryThis study assessed voluntary counselling and testing (VCT) uptake, nevirapine use and infant feeding options among the pregnant women seen in a tertiary care centre in Enugu, South-east Nigeria, with the aim of identifying gaps (if any) in the prevention of mother-to-child transmission (PMTCT) implementation in the hospital. It was a prospective study of all antenatal clinic attendees and those who delivered at the University of Nigeria Teaching Hospital, Enugu, within a 7-month period (1 March to 30 September 2005). During the 7-month period, 635 pregnant women accessed the PMTCT services in the hospital. With respect to VCT, 25 (3.9%) of the antenatal clinic attendees had only group counselling, while 610 (96.1%) others had both group and individual pre-test counselling. A total of 87 (13.7%) of the 635 women tested were HIV positive. Some 426 (67.1%) women had post-test counselling carried out. Twenty (23.0%) of the 87 HIV-positive women had their infection diagnosed prior to the current pregnancy, while 67 (77.0%) had the disease diagnosed during the index pregnancy. Eight (9.2%) of them had previously had anti-retroviral therapy with nevirapine. Twelve (13.8%) of the women were on antiretroviral therapy in the index pregnancy – two on highly active antiretroviral therapy (HAART) and 10 on nevirapine. A total of 41 (47.1%) of the 87 HIV-positive women had delivered as at 30 September 2005. Ten of them had antiretrovirals administered to them during the antenatal period. The remaining 31 had antiretrovirals administered to them on arrival at the labour ward for delivery. Of the 41 women who delivered, 39 had intra-partum nevirapine, while the 2 women on HAART took their usual daily dosage. Regarding mode of delivery, one-third of the women had a caesarean section and two-thirds had vaginal delivery. Ten (24.4%) of the 41 women had episiotomy, while seven of the remaining 31 women who did not receive episiotomy sustained varying degrees of perineal tear. There was no maternal death. All the 41 live born babies received nevirapine syrup at birth. A total of 86 (98.9%) out of the 87 HIV-positive women had infant feeding counselling. All chose exclusive breast-milk substitutes for their babies. There was one twin delivery, giving a total of 42 babies delivered. One of the babies was a stillbirth. The rest survived the neonatal period. It was concluded that the VCT uptake at the University of Nigeria Teaching Hospital, Enugu, is high. The majority of the women and their babies received peripartum nevirapine and at delivery all the women chose to do exclusive formula-feeding. The main gaps identified by the study were that most of the women delivered vaginally and there were delays in obtaining HIV test results. It remains to be seen how these variables will affect the vertical transmission rate.
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Exploring options for integrated nutrient management in semi-arid tropics using farmer field schools: a case study in Mbeere District, eastern Kenya - Onduru, D.D.; Preez, C. C. du; Muchena, F.N.; Gachimbi, L.N.; Jager, A. de (International Journal of Agricultural Sustainability, 2008)
Abstract The farmer field school (FFS) approach was used in semi-arid eastern Kenya in the period 2002–2003 to explore technology options for addressing declining soil fertility and to institute learning processes on integrated nutrient management (INM). Participatory diagnosis of soil fertility constraints and experimental design workshops led to the formulation of the INM-FFS learning curriculum and choice of INM technologies for testing in the central learning plot. INM technologies jointly chosen for testing included farmyard manure (FYM = T1), diammonium phosphate (DAP = T2), combined application of FYM and DAP (T3); and T3 combined with Tithonia diversifolia applied as green manure (T4). Maize was used as a test crop. The treatments were replicated twice using a pair-wise design and data collected, bi-weekly, using the agroecosystem analysis (AESA) framework to aid learning and data analysis with farmers. Farmers' evaluation of the trials was conducted at the end of the study period using matrix scoring and ranking. Treatments with combined application of organic and inorganic materials had better agro-economic performance than sole application of either FYM or DAP (T4 > T3 > T2 and T1) and they had a high value cost ratio (VCR > 2). The technologies of T1 to T3 did not have a positive impact on either nitrogen or phosphorus balances. However, T4 resulted in a positive partial N balance. Farmers' evaluation corresponded well with the majority of the quantitative agro-economic analysis. The study showed that there is a potential to use FFS for INM technology development and testing by stimulating interactions, farmer learning and closer working relationships between farmers, research scientists, extension and the institutions that they represent. Keywords: farmer field schoolsintegrated nutrient managementparticipatory technology development
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Language teacher education as a means to social development in Africa: the Kenyan case - Ong‘ondo, Charles Ochieng‘ (2008)
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Selected home determinants of academic performance among primary school pupils in Kenya - Ongeti, K. (2008)
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Drug use among secondary school children in Central Delta State, Nigeria - Onohwosafe, Peter Suoke; Egenege, J Anidu; Blinkhorn, Anthony S. (International Journal of Health Promotion and Education, 2008)
Abstract This study was a descriptive survey that focused on factors influencing students' drug use among secondary school students in Delta Central Senatorial District, Delta State, Nigeria. A simple ballot system was used to select the sample from junior secondary school (JSS) classes 1 and 2, and senior secondary school (SSS) classes 1 and 2. A self-complete questionnaire was used to elicit information from 640 students about their demographic characteristics, and general information about factors that influence their drug use. The majority of students reported that they have used drugs including pain relieving drugs, alcohol and marijuana to relieve pain, to feel good, to sleep and relax, and to keep awake during exams. No differences in drug use were seen among the JSS classes and SSS classes. There was no significant difference between students with high and low academic performance in terms of their drug use. Peer groups were the main factor that influenced drug use. The students had little knowledge about the different drugs and their effects. For this particular group of students a drug education programme might well be helpful.
openalex: W1988518883 mag: 1988518883
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The challenge of subarachnoid haemorrhage in a regional teaching hospital in Nigeria - Onwuekwe, Ikenna; Nwabueze, AC; Aguwa, E. N. (DOAJ (DOAJ: Directory of Open Access Journals), 2008)
Background: Aneurysmal subarachnoid haemorrhage remains a significant cause of morbidity and mortality from stroke in Africans. In many parts of Nigeria it is largely underdiagnosed. Literature is scanty for this condition in the South East of Nigeria especially for the last two decades. Aims: To determine the case spectrum of subarachnoid haemorrhage, particularly of the aneurysmal type, in Enugu, South East Nigeria. Methods: A retrospective study was done of patients admitted into the medical wards of the University of Nigeria Teaching Hospital Enugu Nigeria with a clinical diagnosis of stroke between January 1980 and December 1999, a twenty year period. Case records of suspected and confirmed subarachnoid haemorrhage cases were identified and relevant data obtained. Results: Out of a total of 450 patients admitted with stroke, only 38 were clearly identified to have haemorrhagic stroke. Of these, 22 patients were managed as subarachnoid haemorrhage representing 58% of the haemorrhagic stroke patients and 4.9% of the total stroke patients. Most of the stroke patients, 337 in all (74.9%), were not classified as being either ischaemic or haemorrhagic in nature. There were more female than male patients with subarachnoid haemorrhage and the ages ranged from the second decade to the ninth decade of life. Only 5 of the 22 patients with subarachnoid haemorrhage had proven ruptured aneurysms as the cause. Systemic hypertension was a significant finding in 59% of the patients with subarachnoid haemorrhage. Conclusion: There is clear evidence that majority of cases of subarachnoid haemorrhage remain unrecognized in Nigeria. Non recognition may mean unnecessarily high disability and deaths from a condition which with modern neurological care maybe significantly ameliorated resulting in improved quality of life for the affected patients. Keywords : subarachnoid haemorrhage, challenge, Nigeria Journal of College of Medicine Vol. 13 (1) 2008: pp. 13-17
openalex: W2270812027 mag: 2270812027
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A co-link analysis of institutions of higher learning in Eastern and Southern Africa : preliminary findings - Onyancha, Omwoyo Bosire; Ocholla, Dennis N. (Mousaion, 2008)
This paper presents the preliminary findings of a co-link analysis of 95 (out of a total of 142) institutions of higher education in eastern and southern Africa. Data was collected using a uniform search strategy, i.e. two search queries were used to extract relevant data from the Yahoo! search engine. Data was captured and stored in Microsoft Excel spreadsheets as 2-dimensional matrices. UCINET version 6 (comprising of several analytic technologies) was primarily used to analyse the data in order to: find out the number of external inlinks for each institution; determine the most colinked institutions; map the colinkages; measure the strengths of colink ties; examine colink relationships; and establish the motivations for colinking. For the purposes of presenting the findings, 40 institutions which recorded a normalised colink count of 1.5 and more were selected. Results indicate that most South African institutions have the highest number of inlink and colink counts. Insitutions belonging to the same geographic region established closer relationships amongst themselves than institutions located in different geographic regions. The institutions which yielded fewer inlinks and higher colink counts produced stronger colink ties. Other findings, conclusions and recommendations are provided.
openalex: W2163405842 mag: 2163405842
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The Nigerian girls education project: giving the girl child a voice - Onyilo, Gloria O.; Onabolu, B.; Mohammed, F. A.; Gege, A. (2008)
The three-year Girls’ Education Project (GEP) aims to improve the quality of life of girls by seeking to increase their enrolment, retention and completion of primary school education. The project is being implemented in six states of Northern Nigeria, under a bilateral agreement between the Federal Government of Nigeria and United Nations Children’s Fund (UNICEF) with funding support from the Department for International Development (DFID). It uses an inter-sectoral approach to provide amongst other things, WASH facilities in the targeted schools. Results in three states include construction of 323 boreholes and 688 blocks of VIP latrines; establishment of WASH school clubs; enhanced partnerships between collaborating ministries, the three tiers of government, public and private sector, communities and schools. Other outcomes include increased enrolment and retention of girls as well as improved self esteem. This paper seeks to share the human impact of the GEP project in three states of Nigeria.
openalex: W2804367952 mag: 2804367952
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An Empirical Investigation into the use of English as the Medium of Instruction in Primary Schools in Ghana - Opoku, Grace; Hanson, Jane (2008)
Ghana is a multilingual society with English, a foreign language, as its official language, owing to the country's colonial heritage. Except in a few cases where children grow up in affluent homes where they are exposed to English from infancy, most Ghanaian children are exposed to English for the first time at school, after having gained some proficiency at home in the predominant language of the local community, which may be a mother tongue but not necessarily so for all children growing up in the community.
openalex: W2601875527 mag: 2601875527
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Cooperating-teacher trainees' assessment of secondary student-teachers in Uganda - Opolot-Okurut, Charles; Wafula, Wycliffe Scott (2008)
openalex: W149745834 mag: 149745834
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For Whom The Bell Tolls: Vulnerabilities In A Changing Climate,East Africa - Opondo, Maggie; Wandiga, Shem O. (2008)
openalex: W2277219076 mag: 2277219076
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The factors that affect mathematics teachers' motivation level in public secondary schools in Nyamusi Division, Nyamira District, Kenya - Orina, Julius O (2008)
openalex: W2272091732 mag: 2272091732
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Catholic Social Teaching and Peacemaking in Africa: A Tale of Two Traditions - Orobator, Agbonkhianmeghe E. (2008)
openalex: W2315589277 mag: 2315589277
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Prescribing knowledge and skills of final year medical students in Nigeria - Oshikoya, Kazeem Adeola; Bello, JA; Ayorinde, E O (Indian Journal of Pharmacology, 2008)
Objectives: To assess the knowledge of final year medical students in Nigeria, about good prescribing and the application of this knowledge to their prescribing skills. Materials and Methods: Thirty four final year medical students of the Lagos State University College of Medicine (LASUCOM), Ikeja, were interviewed with a structured questionnaire that assessed their knowledge on the principles of good prescribing. They were also requested to write a prescription, based on a paediatric clinical scenario of malaria and upper respiratory tract infection. The prescription was used to assess their prescribing skills. Results: Thirty one (91.18%) students knew that rational prescribing involved prescribing correct dosage of an appropriate medicine formulation. Factors considered important by the students to prescribe rationally were: Potential benefit : risk ratio of a medicine - 33 (97.06%); good knowledge of pharmacology - 29 (85.29%) and pathophysiology of the disease to be treated - 24 (70.59%); and safety of an alternative medicine to be used - 24 (70.59%). An average of 3.71 medicines was prescribed for a child suspected to have malaria. Antimalarials (38.24%) and paracetamol (20%) were the most frequently prescribed medicines. The name and signature of the prescriber were available in 51.61% and 58.06% prescriptions, respectively. Less than 50% prescriptions had the name, case file number, age and gender of the patient. Conclusion: The final year medical students of LASUCOM would require theoretical and practical teaching of principles of rational prescribing to improve their prescribing knowledge and skills.
openalex: W1981528188 mag: 1981528188
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The Impact of Universal Primary Education on Socio-economic Outcomes: A Nigerian Experiment - Osili, Una (2008)
Universal education is widely viewed as critical to poverty reduction and economic growth. However, more than 100 million children in developing countries do not have access to primary school education. According to recent UNICEF statistics, 7.3 million Nigerian children, of which number 67 per cent are girls, are not enrolled in school. Over the past four decades, successive Nigerian governments have set targets and policies towards achieving universal primary education. Achieving universal primary education — and gender equality in education — remains an important policy objective for Nigeria and many other developing countries.
openalex: W2417134285 mag: 2417134285
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Analysis of five-year breast biopsies carried out in the University of Benin Teaching Hospital Benin City - Osime, OC; Ohanaka, EC (Nigerian Postgraduate Medical Journal, 2008)
openalex: W4362730973
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Measuring Persuasive Communication in two nutrition education delivery methods in rural Mozambique - Osman, Nadia (2008)
Background: Nutrition education programmes are frequently implemented in developing countries with the aim of improving dietary practices. Few studies have, to date, examined the various steps in such an education process in a developing country setting. This study, uses McGuire's Communication/Persuasion model to assess the impact among poor rural women in Mozambique of two nutrition education delivery methods: group classes only versus group classes plus individual classes. Methods: Study participants were randomly selected from the total population of RCT taking place in rural Mozambique: the Towards Sustainable Nutrition Improvement project. Participants were female, had a child under 5 years of age and had been randomised to receive the nutrition education program. McGuire's output steps (exposure, attention, understanding, memorisation/recall, skills acquisition, and attitude change) were assessed for both nutrition education delivery methods using a range of tools developed by the investigator, ranging from direct observations to questionnaires. The sample size varied for each output step depending on pre-defined criteria. Results: The methods devised in the current study for the assessment of McGuire's output steps were able to detect a good degree of variability in response. Mothers receiving both the group and individual classes (intervention II) scored higher in most output steps than those receiving only the group classes (intervention I), even after adjusting for possible confounding influences. For example, those mothers in intervention II had significantly higher skills acquisition scores than those mothers in intervention I (difference of means 1.03, independent t-test, p<0.001). Within the sample of intervention II mothers, the scores from measurements taken in individual classes were significantly higher than those taken in the group classes. For example, while there was no difference in observed attention scores between intervention II and intervention I mothers when assessed at group classes, observed attention scores at individual classes were Significantly higher (for intervention II mothers) than those of intervention I mothers at group classes (Independent t-test, p=0.031). Further analysis appeared to suggest that this advantage was due to the added benefit of receiving individual classes in addition to group classes; although this cannot be confirmed in the current study given the lack of a study 'arm providing only individual classes. 2 Conclusions: This study has for the first time used McGuire's model to systematically investigate and compare the communication process in two nutrition education delivery methods in a developing country and attempted to develop tools to measure McGuire's output steps in such a setting. McGuire's model emerged as a good conceptual framework to use for this purpose as it is practical, and. allowed for the breakdown of the process into _, discrete steps that permitted comparisons to be made between two delivery methods. The analysis suggested that there was an advantage in providing individual classes in addition to group classes, although this clearly has important resource implications.
openalex: W193658336 mag: 193658336
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A framework for evaluating ICT use in teacher education A case study of the primary teacher training colleges in Kenya - Otieno, Oredo John (2008)
openalex: W2763152390 mag: 2763152390
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L'appropriation des « objets de savoir » relatifs aux titrages acide-base par les élèves et les étudiants tunisiens / Tunisian students appropriating "objects of knowledge" relating to acid-base titration - Ouertatani, Latifa; Dumon, Alain (Didaskalia, 2008)
Die Erwerbung der «Wissensobjekte» in Zusammenhang mit der Säure-Base-Titration durch tunesische Schüler und Studenten. In dieser Arbeit nehmen wir uns vor, die Wissensobjekte zu vergleichen, die tunesische Schüler der Terminale (12. Klasse) und Studenten im ersten Studienjahr erworben haben, um die Säure-Base-Titration zu beschreiben. Sind sie imstande, die verschiedenen symbolischen Figurationen (Reaktiongleichung, Verlaufkurve der pH-Messung, numerische Beziehungen) mit den Gesetzen und Theorien der chemischen Sprache zu verbinden ? Wie bewegen sie sich zwischen dem empirischen Bezugspunkt und der Welt der Theorien und Modelle ? Benutzen sie einen alternativen Gedankengang und/oder alternative Auffassungen ? Die Ergebnisse erlauben uns zu sagen, dass mehrere Studenten die Wissensobjekte in Zusammenhang mit der Säure-Base-Titration erworben haben, ohne sie jedoch wirklich wissenschaftlich erfasst zu haben. Sie stürzen sich in Errechnungen und Interpretationen, ohne über die Zusammensetzung des chemischen Systems nachzudenken. Dieses partielle Verstehen scheint, aus der Unfähigkeit zu kommen, das empirische Bezugspunkt mit der Welt der Theorien und Vorbilder zu verbinden. Einige von ihnen benutzen dann einen alternativen Gedankengang Oder alternative Auffassungen, um unsere Fragen zu beantworten.
openalex: W2138856332 mag: 2138856332
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Principals' and students' attitudes towards guidance and counseling services and maintenance of discipline in secondary schools of Nyamira district, Kenya - Ouru, John N (2008)
openalex: W1492699787 mag: 1492699787
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Using ICT to manage large information in Tanzanians higher learning institutions - Ouyang, Shan (Technological Development of Enterprise, 2008)
Computing environment in the higher learning institutions networks is unique and very complex. In developing countries like Tanzania, the challenge is more intense due to many socio-economical problems and the low level of Information and Communication Technology (ICT) use. The facility management problems associated with enrollment surge in Tanzanian higher learning institutes are defined and discussed. Chinese campus smartcard based facility management model is proposed for adoption. The paper introduces how to achieve information management of Tanzania higher learning institutions, lesson from Chinese university.
openalex: W2372241861 mag: 2372241861
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CAUGHT IN-BETWEEN : EXPLORING THE COMPLEXITIES OF SCHOOL VANDALISM : CASE STUDY RESEARCH IN KENYA - Owinyo, Nyambura (2008)
openalex: W3143799924 mag: 3143799924
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Building bridges to primary education in Mauritius? emergent literacy experiences in a foreign language context : a case study of preschool children - Owodally, Ambarin Mooznah Auleear (2008)
openalex: W1126112927 mag: 1126112927
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Teaching/Learning Materials and the Development of Students' Thinking Skills: The Case of Pre-service Teacher Training in Ghana - Owu-Ewie, Charles (2008)
The goal of any meaningful education is to develop the cognitive skills of learners (Bruner, 1960) and make them think critically. According to Dewey (1966), schools as learning institutions should seek to develop the learners’ abilities to think. This can be achieved by placing thinking at the core of the educational process (Fisher, 1998). The school curriculum and other educational materials should aim at fostering problem solving and inquiry skills in learners. However, most materials like test items, curriculum, and textbooks used in learning institutions reflect lower level thinking (Bloom, et. al., 1956, Hummel& Huitt, 1994; Black, 1980; Holden, 1992; Risner, Nicholson & Webb, 2000). This qualitative single case study used content analysis to look at the science, mathematics and social studies curriculum, textbooks and external tests used in pre-service teacher institutions in Ghana to see how they reflect the various thinking levels.
openalex: W2165676816 mag: 2165676816
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Managing urbanization in Kenya: Towards inclusive and sustainable cities? - Owuor, SO (2008)
openalex: W2743009951 mag: 2743009951
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The Philosophy of the Revolution: Thoughts on Modernizing Islamic Schools in Ghana - Owusu‐Ansah, David; Iddrisu, Abdulai (Canadian Journal of African Studies, 2008)
This article examines the historical distaste for secular education within the Muslim communities of Ghana and the growing enthusiasm of Ghana’s Ministry of Education in transforming Qur’anic schools to integrate secular subjects. The popularity of the Qur’anic schools has remained as places—either under trees, at courtyards, or at street corners—where pupils simply recited the Qur’an, relevant only because it is fundamentally religious. The article argues that the contemporary philosophical foundations of Islamic education ought to be based upon the provision of Islamic learning that ensures not only taqwa or the fear of Allah but also renders students’ faith unshakeable for the modernization efforts of incorporating technical and scientific learning at the Qur’anic schools to become acceptable. The article concludes that the recent structural and pedagogical changes taking place at the Makaranta or recitation schools go beyond philosophical reconciliations to harnessing the combined benefits of Islamic and secular education for the good of the nation.
openalex: W2154925291 mag: 2154925291
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Adolescent Students' Beliefs about Aggression and the Association between Beliefs and Reported Level of Aggression: A Study of Senior High School Students in Ghana - Owusu-Banahene, Nana Opoku; Amedahe, Francis K. (Australian Journal of Educational and developmental psychology, 2008)
This study examines the gender differences among Ghanaian adolescent students' beliefs about aggression and its association with their reported level of aggression. A total of 800 students selected from eight same-sex senior high schools participated in the study. It was hypothesized that male and female students will score high on the instrumental and expressive beliefs of aggression respectively. Instrumental belief will be positively related to reported level of aggression while expressive belief will relate negatively with reported level of aggression. The EXPAGG (Revised) Questionnaire and the Fuch's Questionnaire on levels of aggression were the instruments used. It was found that male students scored high on the instrumental belief scale and female students on the expressive belief scale. Instrumental beliefs about aggression correlated positively with reported levels of aggression while expressive beliefs about aggression correlated negatively with reported levels of aggression. The study adds to our understanding of the relationship between beliefs and levels of aggression by considering it in a non-western culture.
openalex: W2118802198 mag: 2118802198
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Role of pre-eclamptic toxaemia or eclampsia in hypertensive women attending cardiac clinic of Ahmadu Bello University teaching hospital Zaria, Nigeria - Oyati, A. I.; Danbauchi, S. S.; Isa, M S; Alhassan, Mohammed A.; Sani, Bala Garko; Anyiam, Chinasaokwu Amajuoyi; Bosan, Istifanus Bala; David, Samuel Olorunfemi (Annals of African Medicine, 2008)
Patients with pre-eclampsia and eclampsia constitute a special high risk group for future hypertension. They require a long term follow up to be able to detect and treat emerging hypertension early enough to prevent complications. Unfortunately, this is not so. This study was undertaken to find out the incidence of history of pre-eclamptic toxaemia (PET) in our female hypertensive patients attending cardiac clinic and to also determine the incidence of complications of hypertension in those with previous history of PET.Fifty consecutive female hypertensive patients seen in cardiac clinic were recruited. Detailed history including full obstetric and family history was taken. A full clinical examination was done including blood pressure and a search for complications of hypertension. Findings were then analyzed and various frequencies determined.Forty-nine patients were studied. The mean age was 47.29 +/- 11.46 years. The mean SBP, DBP and MAP were 143.18 +/- 25.05, 90.49 +/- 14.19 and 108.12 +/- 16.71 mmHg respectively. Between the last child birth and the time of established hypertension in those who had PET ranged from 3-25 years. Sixteen, (32.7%) of the 49 patients had history of PET and 7(43.75%) of these 16 patients had complications of hypertension.The incidence of history of PET in our female hypertensive patients attending cardiac clinic is significant (32.7%). Also the 43.8% incidence of complications of hypertension seen in those patients with history of PET in this study is high. PET patients, therefore, constitute a special risk group for future hypertension. Therefore collaboration between the Obstetricians and the Cardiologists is important for patients with PET and eclampsia.
openalex: W2034429328 mag: 2034429328
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Assessment of farm households’ vulnerability to climate change in the Niger Delta region of Nigeria - Oyekale, Abayomi Samuel (Tanzania Journal of Forestry and Nature Conservation, 2008)
Climate change is currently an emerging problem in Nigeria. The Niger Delta region presents some vulnerability due to activities of some oil companies. This study provides an assessment of farm households’ perception of climate change and vulnerability in the Niger Delta region of Nigeria. The data were obtained form 381 households that were randomly selected from 3 States in the Niger Delta region of Nigeria. The descriptive and Probit regression analytical methods were used. Results showed that only 20.21 percent of the farmers claimed to be adversely affected by climate change in the form of increased temperature, increased rainfall, delayed rainfall and deforestation. Farming households considered themselves vulnerable to climate change due to the nature of their primary occupation and lack of the required capital and skill for income diversification. In order to cope, majority of the respondents have resorted into weather monitoring, crop rotation and mixed farming. Also, results show that vulnerability tends to increase among those farmers that have land kept under fallowing, more livestock land, land problem, land conflict and recently sold land. It was recommended that efforts to sensitize the farmers on climate change and training on appropriate means of weather monitoring are required to reduce the negative effects of climate change, among others. Key words: Climate - change - Vulnerability, perception - Niger Delta
openalex: W1519374212 mag: 1519374212
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An overview of the status of Information and Communication Technology (ICT) in the Nigerian education system. - Oyelekan, Oloyede Solomon (2008)
openalex: W3205163116 mag: 3205163116
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Understanding Low Average Returns to Education in Africa: The Role of Heterogeneity across Education Levels and the Importance of Political and Economic Reforms - Oyelere, Ruth Uwaifo (Social Science Research Network, 2008)
Until very recently, the conventional wisdom was that the return to education was very high in Africa. However, some recent analysis point to low average returns to education in some African countries including Nigeria. Given these low returns to education, a relevant question is what causes low returns or what can cause changes in returns to education? In this paper, I examine the hypothesis that economic and political reforms can lead to increased returns to schooling using the case of Nigeria. Following the sudden death of military general Sanni Abacha, Nigeria moved to democracy in 1999, ending an over 15 years stretch of military rule. This move was followed by significant institutional and economic reforms, which provide an opportunity to examine the short term impact of reforms on returns to education. The average return to education is estimated using instrumental variables exploiting a quasi experiment in Nigeria. The results provide evidence that reforms implemented post democracy in Nigeria led to a 2.6% point increase in average returns to education. Furthermore, I find that the low average return to schooling in Nigeria reflects more the low returns at the primary and secondary levels.
openalex: W3123289029 mag: 3123289029
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Factors affecting participation of girls in secondary school in Nyatike division of Migori district,Kenya - Oyugi, Dalmas (2008)
openalex: W1559199604 mag: 1559199604
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Improving the Quality of Education in Palestine through e-Learning and ICT: The Bottom-up Approach for a Sustainable Pedagogy. - Pacetti, Elena (2008)
SPEP (Support to Palestinian Education Programme) is a project funded by the Italian Cooperation, managed by UNDP United Nations Development Programmeand involving the Palestinian Ministry of Education and Higher Education (MoEHE), 24 public schools with different grades, 4 local Universities (3 in West Bank and 1 in Gaza Strip) and relative Districts and the University of Bologna. Its aim is to support the capacity of the school for self-improvement developing a process where the school becomes able to self-evaluate itself in terms of quality of education (learning and teaching), management and leadership, environment, networking, relation with parents and community, continuing professional development of teachers and principals. Each schools develops its improvement plan with specific action plans, target and tasks, each with clearly identified success criteria in order to evaluate results. Local Universities, coordinating with the MoEHE, work each with 6 schools visiting them regularly, helping in identifying standards and targets for the quality of education and in planning the improvement, training teachers in different areas, monitoring, advising and reviewing. The main concept for the SPEP intervention is that of a comprehensive developmental process focusing the school itself and leading to school growth and improvement. The University of Bologna, Department of Education, has a technical advisory role in the ICT component supporting and working together with Palestinian Universities and schools and coordinating with UNDP and MoEHE. The University of Bologna’s role is to implement the ICT knowledge and a critical practice in the schools providing relevant pedagogical models of the use of ICT, tools (software, videogames, learning objects) and methodologies, orientation, material, best practices, and is monitoring the pedagogical experimentation of the use of ICT in the daily didactic (in classroom) with a bottom-up approach respecting schools, teachers and students within the Palestinian context, using technologies and pedagogicaldidactical models sustainable: stressing therefore the use of technologies with a low economical impact and open to a variety of cultural interpretation. The bottom up approach aims to innovate the pedagogy in the classroom, via the integration of ICT in the teacher’s practice using both our general pedagogical models and models locally experimented in a critical and original way (compared to the traditional know-how): in this approach it is important to help teachers to reflect and elaborate on their own performances and produce as a result learning material to be newly utilized in their contexts.
openalex: W254353047 mag: 254353047
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Human Activity and Climate Change in Africa - Paeth, Heiko (2008)
openalex: W176872271 mag: 176872271
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Simulating range shifts of African mammals under predicted climate change: potential conservation and economic consequences - Palmer, Graham (2008)
Simulated present-day ranges of 281 African mammal species were produced using climate-envelope models. This modeling approach was robust and was therefore used to simulate potential future ranges of 281 African mammals in response to nine future climate change scenarios (three general circulation models for 2020, 2050 and 2080). The size of species' ranges were projected to decrease only slightly (-4.41%) on average by 2080. Species' future ranges were projected to overlap current ranges by only 75.7% on average by 2080.The effectiveness of the African protected area (PA) network under projected future climate change was then assessed by intersecting simulated ranges with PA outlines at the quarter degree scale. By 2080, the mean decrease in species richness was projected to be 7.18% under a best-case scenario of range shift, which is greater that that projected for areas of Africa beyond р As (-4.41%). By 2080, mean species persistence and turnover within РAs were projected to be, on average, 79% and 26% respectively. Species turnover will be unevenly spread across the PA network; PAs in South Africa and Namibia will be affected most by climate change. Simulations indicated the loss of keystone and charismatic species from a number of PAs, including Kruger National Park (KNP). The value of two keystone species in KNP was assessed using the contingent valuation method. Significant factors influencing willingness-to-pay included respondents' age, employment status and experience of visiting the PA. Aggregated willingness-to-pay values were R87.3million (±R17.4million) per year for ensemble species conservation, R41.1 million (± R17.8million) for giraffe (Giraffa camelopardalis) and R42.4million (± R14.3million) for elephant (Loxodonta africana) conservation. Until greenhouse gas emissions are stabilised (or reduced), it is inevitable that further climate change, and therefore further alterations of species distributions will occur. Efforts such as increasing the extent and connectedness of the PA network may help to protect species threatened by projected climate change by allowing them the opportunity of tracking climate change.
openalex: W2223531926 mag: 2223531926
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Proposal by Sylvia Pankhurst for an Ethiopian Women’s College, 1959: A suggested curriculum for a college of education for young women - Pankhurst, Sylvia (Gender and Education, 2008)
openalex: W2082679855 mag: 2082679855
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Improving drought response in pastoral regions of Ethiopia - Pantuliano, Sara; Wekesa, Mike (2008)
This study provides an overview of the timing, appropriateness and efficacy of interventions in response to the drought that affected the pastoral lowlands of Ethiopia in 2005/2006. It identifies mechanisms to initiate more timely and appropriate interventions to protect and support pastoral livelihoods and explores donor interest in resourcing these changes. It is argued that the problems pastoralists face are structural ones. The authors argue that protecting, building and rebuilding the livelihood assets of pastoralists requires an integrated approach to risk management that goes beyond cash or food transfers to address the underlying factors of pastoral livelihood vulnerability. Drought needs to be seen as a normal and often predictable event, and efforts must be focused on strengthening response capacity while at the same time continuing long-term development efforts. The authors assert that there is an urgent need to promote joined up humanitarian and development interventions based on a sound understanding of local livelihoods systems. Key foci identified for action include: investment in services in pastoral areas (including education as a key to future diversification) strengthening pastoralists access to markets and livestock trade through better linkages between pastoralists and traders, road construction, improved veterinary services; lobbying to ease taxation on livestock marketing during droughts; and changing policies which make it difficult for the private sector to operate in pastoralist areas facilitating pastoralists access to land and other key resources addressing conflict in pastoral areas through facilitation of local-level dialogue ensuring that systems are in place to facilitate early livelihoods interventions in the event of drought Recommendations for action are made in relation to: strengthening policy engagement strengthening national capacity to effect appropriate and timely drought response improving practice
openalex: W2775441183 mag: 2775441183
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A comparative study of high-altitude training centres in South Africa: the practicality of a high-altitude training centre in the kingdom of Lesotho - Parr, Bridget M (2008)
openalex: W3201104548 mag: 3201104548
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Staff attitudes and services provided by community-based organizations for alcohol and other drug users in Cape Town, South Africa: Implications for training and education - Pasche, Sonja; Myers, Bronwyn; Louw, Johann (Drugs: Education, Prevention and Policy, 2008)
Aims: The aims of this study were: (i) to describe the nature of and the extent to which community-based organizations (CBOs) in Cape Town provide services to people who have alcohol and other drug (AOD) problems; (ii) to examine the relationship between CBOs’ attitudes towards individuals with AOD problems and the types of services provided; and (iii) to compare CBOs’ attitudes towards alcohol- and drug-using clients. Method: A cross-sectional survey of 51 health and social welfare CBOs in Cape Town, South Africa. Results: A high proportion of clients served at CBOs have alcohol- and drug-related problems. Findings suggest that CBOs may be more accessible to poor black South Africans and women than traditional AOD treatment centres. CBOs that hold more positive attitudes towards AOD-using clients tend to provide more AOD-related services and serve more clients with AOD-related problems. Findings also indicate that CBOs’ attitudes are more positive towards alcohol users than towards drug users. Conclusions: This study highlights the important role that CBOs play in the delivery of services for people with AOD-related problems in South Africa. It also reveals the need to increase capacity among the agencies via training and education.
openalex: W2126557953 mag: 2126557953
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Investigation into the bacterial pollution in three Western Cape Rivers, South Africa, and the application of bioremediation strategies as clean-up technology - Paulse, Arnelia Natalie (2008)
Thesis submitted in fulfilment of the requirements for the degree Doctor of Technology: Biomedical Technology in the Faculty of Health and Wellness Sciences at the Cape Peninsula University of Technology 2008
openalex: W1590788864 mag: 1590788864
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Case study: creating winners for life: a consortium between CSA (Cricket South Africa) and UNISA to promote lifelong learning - Payne, George Louis (2008)
This case study is a product of the consortium, Creating Winners for Life, which was established during 2005 between the University of South Africa (UNISA) and Cricket South Africa (CSA). It gives evidence and reports on the state of success in the facilitation of lifelong learning for CSA cricketers and employees.
openalex: W3089781907 mag: 3089781907
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Learning from the first release project of captive-bred mandrills Mandrillus sphinx in Gabon - Peignot, Patricia; Charpentier, Marie; Bout, Nicolas; Bourry, Olivier; Massima, Ulrich; Dosimont, Olivier; Terramorsi, Roxanne; Wickings, E. Jean (Oryx, 2008)
We report the results of the first release project of 36 captive-bred mandrills into the Le ´ke ´di Park, Gabon.A mortality rate of 33% was recorded in the first year post-release, with dependent infants the most affected age class, as a result of environmental stress and malnutrition.A programme of provisioning ensured that individuals remained in a good physical condition.During the second year the death rate decreased to 4%, and 6-month survival rate of infants was 100%.Over time the mandrills extended their spatial use of the park, although their exploration remained limited.Our results demonstrate that provisioning and the lack of knowledge of ecological characteristics of the new, complex seasonal habitat were the likely causes of this situation.After 2 years, reproduction and survival appear stable.While habitat preservation and in situ species protection are the best conservation options, release projects may constitute a viable short-term solution for particular species.In this context, this first release of captive-bred mandrills could play a role in the future conservation of this Vulnerable species.
openalex: W2036018825 mag: 2036018825
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SOCIAL SUPPORT AND SUICIDE RISK AMONG SECONDARY SCHOOL STUDENTS IN CAPE TOWN, SOUTH AFRICA - Peltzer, Karl (Psychological Reports, 2008)
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An organisation development intervention in a rural school in the Omusati region of Namibia - Perestrelo, Helena Ndeyatila (2008)
Organizations globally are challenged with a very volatile, fast changing environment. It is only those organizations that develop the capacity to change timeously that will survive in this millennium. (Meyer & Botha, 2000, p.23) Organizational development (OD) is a planned change approach aimed at changing behaviour and enhancing organizational effectiveness. Central to such an approach is continuous business process improvement. OD rests on the foundation of values and assumptions about people and organizations, and it is imperative that organizations adopt systematic methodologies in introducing business improvement interventions. The study introduced an OD approach to one of the rural primary schools in the Omusati region of Namibia, with the purpose of examining if it would bring change in the school. My goal was to explore participants' experience and perception of the OD process and to investigate the possible short term outcome of such an intervention. The case study involved 16 staff members made up of a principal, one head of department and 14 teachers. Data was gathered through formal interviews with the principal, head of department and three teachers, through a focus group interview with teachers, and through observation and observation note entries. The study found that OD was a new concept approach to the participants which differs completely from the way that change processes are introduced in the schools. Participants felt that introducing change in an organization using an OD approach can bring effective change, but it can also place huge demands on participants' commitment. This is particularly so if they do not adopt it as an internal process of business improvement. The OD approach is a long-term change process and not a quick fix. Finally, the outcome of the intervention indicated enthusiasm for the school to continue addressing the prevailing challenges despite various obstacles that they do not have control over.
openalex: W2789206449 mag: 2789206449
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Factors promoting academic success among African American and white male community college students - Perrakis, Athena I. (New Directions for Community Colleges, 2008)
This chapter examines factors that predict and promote academic success, defined as grade point average and course completion, among African American and white male students in a large, urban community college district.
openalex: W2015762448 mag: 2015762448
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Assessing the use of Coarse Resolution Imagery for Prioritizing Drought Prone/Severely Degraded Areas for Mitigation Policy Options in South Africa - Petja, Brilliant Mareme; Zyl, Dirk van; Sibandze, P.C.; Moeletsi, Mokhele Edmond; Mpandeli, Sylvester; Motsepe, M.; Mashego, Tebelelo (2008)
Drought is a recurrent climate process occurring with uneven temporal and spatial characteristics over a broad area and over an extended period of time. Assessing the severity of drought using satellite-derived information is becoming increasingly important in disaster risk management, monitoring degradation and climate variability. Drought does not affect only agricultural productivity and hydrological resources but also the natural vegetation. It may therefore accelerate degradation processes when associated with destructive human activities. Land degradation occurs mostly because of land management practices or human developments that are unsustainable over a period of time. All these processes become more hazardous if they continue unchecked. This study assesses the use of different satellite-derived vegetation indices for identifying drought prone and severely degraded areas in South Africa. These efforts will play a significant role in guiding policy on land recovery and mitigation opportunities. Results show the potential for using satellite imagery to prioritize areas that seek immediate mitigation. Different indices are experimented to produce the optimum output that suits the purpose of the study.
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Assessing the effects of volcanic disasters on human settlement in the Willaumez Peninsula, Papua New Guinea: a Bayesian approach - Petrie, CA; Torrence, Robin (2008)
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Keep them in school: the importance of education as a protective factor against HIV infection among young South African women - Pettifor, A. E; Levandowski, B. A; MacPhail, C.; Padian, N. S; Cohen, M. S; Rees, H. V (Carolina Digital Repository (University of North Carolina at Chapel Hill), 2008)
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Factors related to parental school involvement of African American parents of students with above average academic achievement: A qualitative case study - Petty, Raymond D. (2008)
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Community-driven projects : reflections on a success story. A case study of science education and information technology in South Africa - Phahlamohlaka, Jackie; Braun, Marylou R; Romijn, HA Henny; Roode, Dewald (2008)
openalex: W2189772238 mag: 2189772238
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Educational problems that affected the rural poor during implementation of the basic education policy in Botswana: pledges that turned out to be betrayals - Pheko, Bolelang C. (Mosenodi, 2008)
openalex: W361810284 mag: 361810284
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Secondary School Leadership Practice in Botswana - Pheko, Bolelang C. (Educational Management Administration & Leadership, 2008)
This article analyses the views of selected headteachers on the impact of the 10-year basic education policy on the leadership skills of secondary school headteachers in Botswana. Research literature on school leadership and management in Botswana is sparse. Despite this, demands for effective leadership in schools have continued as the education system changes. In 1996, the Botswana Government started to implement a 10-year basic education programme, which rapidly increased student numbers at both community junior and senior secondary schools and building projects for school expansion became the order of the day. Secondary school headteachers have to manage these changes. A central focus of this article is their perceptions of the practice used to appoint them, leadership skills required for the post, their leadership training, and how training for leadership can be improved to meet the educational changes. Using results of the interview data collected from eight selected secondary school headteachers, this article exposes the limitations of the practice and procedures that are used in appointing headteachers to school leadership position and the established procedures intended to develop a skilled leadership force in secondary education to ensure quality education. The article highlights the need for Botswana to establish a leadership training policy to guide the training of headteachers and ensure that schools become effective.
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The Role and Importance of Standardized Testing in the World of Teaching and Training Paper presented at the 15th Congress of the World Association for Educational Research Cadi Ayyad University, Marrakesh, Morocco - Phelps, Richard P. (2008)
openalex: W2417631496 mag: 2417631496
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The inclusivity of communal land tenure : a redefinition of ownership in Canada and South Africa? - Pienaar, Gerrit (Stellenbosch Law Review = Stellenbosch Regstydskrif, 2008)
The nature of land tenure rights is defined in many different ways in different jurisdictions. One of the basic differences lies in the extent of exclusivity or inclusivity of land tenure, or what is called a discourse of exclusion. Another lies in the distinction between the idea of property, premised by individualism, and the institution of property, preoccupied with compromise, relationality and the tension between individual and community. The purpose of this article is to compare the inclusivity or exclusivity of property in South Africa, where the law is predominantly civilian in nature, with Canada, a predominantly common law jurisdiction. In both jurisdictions communal land tenure has been incorporated in their property systems of predominantly civil law and common law respectively. Canada was chosen for this comparison because of the remarkable similarity that, in both jurisdictions, it required three different decisions by three different courts before the matter was finally settled, namely the Delgamuukw decisions in Canada and the Richtersveld cases in South Africa.
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Mauritian and South African Students' Views on Studying Psychology - Pillay, Anand; Bundhoo, Harshalini Y.; Ngcobo, Humphrey Siphiwe B. (Journal of Psychology in Africa, 2008)
The study sought to examine students' views regarding their study of Psychology at a South African (SA) and Mauritian university, including their views on its relevance to their social contexts. A total of 254 students (males = 48, females = 206; age range = 17–50 years) responded to a short questionnaire on their decision to study Psychology, how they learned about the profession, their views on its relevance to their social contexts, and its usefulness in their health care system. Descriptive statistics were used to analyse the data, and χ2 tests of significance were applied. A significantly higher proportion of Mauritian students planned to become Psychologists, whereas a greater proportion of the SA students elected to become social workers. Among those wanting to become Psychologists significantly more of the SA students than the Mauritian students chose clinical psychology over the other categories. Significantly more Mauritian students than SA students learned about Psychology from the media, than all other sources combined. About two-thirds of the participants considered psychology relevant to their social context, or useful in their health care systems.
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RACIAL ATTITUDES AMONG SOUTH AFRICAN UNIVERSITY STUDENTS: A FOLLOW-UP STUDY AFTER FOUR YEARS - Pillay, Neeshi Singh; Collings, Steven (Social Behavior and Personality, 2008)
In 2002, moderately high levels of modern and old-fashioned racism were documented in a representative sample of 433 students registered in undergraduate courses at a South African university (Pillay & Collings, 2004). In 2006, this survey was replicated using identical methods of data collection and a sample which was representative of university enrolments for 2006 in terms of gender and race: N = 543, gender = 50% female; race = black (40%), Indian (40%), white (17%), colored (3%). Over the four-year period, there was a significant increase in mean item-scores for old-fashioned racism [ M = 1.95 vs. 2.15; F (1,971) = 15.16, p < .01], and this finding was supported by a significant study x race interaction, F (3,971) = 6.33, p < .05. Mean item scores increased significantly over time among Indians (2.11 vs. 2.29) but not among blacks (1.74 vs. 1.76), coloreds (2.01 vs. 2.04), or whites (2.33 vs. 2.35). A significant increase in levels of modern racism over the four-year period [ M = 2.74 vs. 3.10; F (1,971) = 8.48, p < .01] was indicated by a significant study x race interaction, F (3,971) = 7.31, p < .05, with mean item scores increasing significantly over time among Indians (2.94 vs. 3.62) and whites (3.00 vs. 3.58) but not among blacks (2.04 vs. 2.06) or coloreds (2.47 vs. 2.49). Together these findings suggest that both overt and covert forms of racism persist, with levels of racism varying as a function of racial group membership.
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Cultural, Ethnic Differences and Educational Achievement of African Heritage Students: Towards Employing a Culturally Sensitive Curriculum in K-12 Classrooms: A Literature Review. - Pinder, Patrice Juliet (2008)
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E-learning in Africa: una proposta di metodo - Pischetola, Magda; Spreafico, Gerolamo (2008)
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Pharmacological models of sensorineural hearing loss in the mouse and the guinea pig: a comparative study. Is there a deaf mouse in the lab? - Poirrier, Anne‐Lise; Ackerveken, Priscilla Van den; Kim, Taesoo; Vandenbosch, Renaud; Nguyen, Laurent; Lefèbvre, Philippe; Malgrange, Brigitte (2008)
openalex: W2662437791 mag: 2662437791
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The Archaeology of Imperialism: A Contribution to African Education - Posnansky, Merrick (African Diaspora Archaeology Newsletter, 2008)
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An African Contribution towards an Emergent Philosophy of Mobile Learning - Potgieter, Ferdinand J. (2008)
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The Cambrian volcano-sedimentary formations of the westernmost High Atlas (Morocco): their place in the geodynamic evolution of the West African Palaeo-Gondwana northern margin - Pouclet, André; Ouazzani, Hassane; Fekkak, Abdelilah (Geological Society, London, Special Publications, 2008)
Abstract In the westernmost part of the High Atlas, two Palaeozoic formations, rich in mafic volcanic rocks, are distinguished. They belong to different structural blocks created during the Variscan orogeny. New U–Pb dating yields an Early Cambrian age. The basaltic lavas have the composition of continental tholeiites and the magmatic signature of an initial rifting tectonic setting. They are related to the western Moroccan Cambrian rift. Their geodynamical context could be a passive margin initiated from an active rift that aborted in the Middle Cambrian.
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How General Education and Special Education Teachers Perceive the Behaviors of African American Students in Their Classrooms Within a Suburban School Setting - Powers, Claudia (2008)
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Distance training of teachers in a rural area in Kenya - Pozzi, Chiara (eLearning Papers, 2008)
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Characterisation of sewage wastewater and assessment of downstream pollution along Huluka River of Ambo, Ethiopia - Prabu, P. C.; Teklemariam, Zerihun; Nigusse, Tadele; Rajeshkumar, Sevanan; Wondimu, Lakew; Negassa, Alemayehu; Debebe, Ephrem; Aga, Esayas; Andargie, Asfaw; Keneni, Asefa (2008)
This study was conducted to assess the downstream pollution profiles of Huluka River due to sewage water contamination, and to provide the data on the physico-chemical properties and nutrient content of Huluka River in Ethiopia. The water quality indices, viz. temperature, pH, electrical conductivity, carbon dioxide content, total dissolved solids (TDS), hardness, dissolved oxygen (DO), biological oxygen demand (BOD), chemical oxygen demand (COD), calcium, magnesium, chloride, nitrate, sulphate, and phosphate were determined. Results reveal a worsening trend in the variations of most of these parameters from upstream to downstream areas of the river, which indicates an introduction of pollution load from domestic sewage and agricultural activities. For example, TDS and DO values for some downstream water samples do not conform to the accepted standards, and these samples also have eight to ten times higher values of BOD and COD compared to those for the upstream samples. Progressing downstream, the majority of the measured ions also show an increasing trend. All of these findings indicate that the quality of the water of Huluka River is declining.
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An educational programme to facilitate critical thinking by the student nurse in Namibia - Pretorius, Louise (2008)
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A new literacies approach to academic numeracy practices in higher education in South Africa - Prince, Robert; Archer, Arlene (Literacy and Numeracy studies, 2008)
This is a copy of a work which has been published in a UTS ePRESS journal: Literacy and Numeracy studies, Volume16 available at: http://epress.lib.uts.edu.au/journals/index.php/lnj/article/view/1948.
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Fifth Grade African American Females’ Positionality as Mathematics and Science Learners - Pringle, Robert; Adams, T. A.; Milton, Katie; LaFramenta, Joanne; West-Olatunji, Cirecie; Shure, Lauren; Lewis, D. D.; Archer-Banks, Dianne; Flesner, D. (2008)
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Facing the challenges of teaching in Malawi through collaborative action research - Pryor, John B. (2008)
openalex: W105361417 mag: 105361417
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Impact of Cultural Dimensions on E-Learning under Face-to-Face Learning Mode and Distance Learning Mode in Papua New Guinea. - Pulapa, Subba Rao; Ponnusamy, Manohar; Mellam, Albert Conrad (CSREA EEE, 2008)
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Transnational Education in Mauritius: Quality Assurance Challenges for Program Exporters - Pyvis, David (2008)
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Harmonious Education: The Necessary Choice of Development of African Education at the Globalization Era - Qi, Shi (Studies In Foreign Education, 2008)
Since the 1980s,African education has been existing series of disharmony factors,which are the obstacles of the reform and development of African education.In order to deal with these problems,all countries in Africa have taken some educational measures and made great progress in education.But under the background of globalization,African education has not achieved the aim of harmonious education.In the 21st century,it is better to use the concept of harmonious education as the guidance for the reform and development of African education.
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Non-formal adult and youth education in Latin America : lessons for South Africa - Quan-Baffour, Kofi Poku (Latin American Report, 2008)
Latin America is a region in the Southern Hemisphere consisting of 21 developing countries. Like South Africa, the countries in this region suffered from colonialism, racism, discrimination, dictatorship and all forms of injustices for several hundreds of years. This historical reality has left Latin American countries with a socio-economic and political legacy which includes illiteracy, lack of skills for employment, poverty, a high crime rate, environmental neglect and destruction. The countries in Latin America use non-formal adult and youth education programmes, dubbed Popular Education, to address the socio-economic and political problems mentioned above and to enhance social cohesion. Working through the philosophy of popular education in collaboration with civic, political and religious organisations, adults and youths, especially the rural poor, made up of illiterate women, men, the unemployed and the landless indigene are taught various socio-economic skills for job creation; rights and responsibilities of living with people from diverse backgrounds in a multicultural environment. This article discusses some of the non-formal education programmes and strategies employed in the region and argues that with a similar history and legacy South Africa can learn a lot from the countries of Latin America. Through adult and youth nonformal education South Africa can teach its rural poor, especially unemployed women and youths civic responsibilities, rights, conflict resolution, tolerance and love (ubuntu), patriotism and job creation to ensure sustainable community development.
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Linking students from the University of Ghana and Kwantlen University College: challenges confronted and lessons (UN)Learned - Quist-Adade, Charles (2008)
This paper presents a preliminary overview and findings of a pilot webconferencing course on globalization involving largely students and instructors in Canada and Ghana. The overview focuses on the planning and implementation stages of the course. It highlights the challenges confronted, lessons learned and lessons unlearned throughout the more than two years planning and implementation of the project, whose principal objective was to create geographically distributed collaborative learning and teaching between students and faculty in developed and developing countries. The undergraduate and graduate course on Globalization was conceived on the basis of two ideas—“Classroom without Walls” and “Global Village.” It was designed, using a unique interactive multimedia approach to link students and faculty in two international locations—Ghana and Canada. The course aimed to break the boundaries of time, space and distance thereby facilitating the sharing of knowledge between the students at the three sites. What is more, it sought to create a “networked collaborative learning environment” for students and instructors at the University of Ghana and Kwantlen University College in British Columbia, Canada. In total, 31 undergraduate students from Kwantlen University College (KUC) and six graduate students from the University of Ghana, Legon (UGL) took the course. The preliminary study showed that while the preparatory stage was quite daunting and the project leader had some harrowing experiences in finding collaborators, accessing funding, the overall benefits of the project to both students and instructors were quite substantial, making the efforts and sacrifices worthwhile.
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Study of school-level implementation of the South African school funding norms : perspectives of principals. - Raab, Erin (2008)
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Level of ICT use and e- learning in Kenyan public universities; the case of University of Nairobi - Rajula, Rysper Eve (2008)
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Financing distance learning in Kenya - Rambo, Charles M. (2008)
Distance Learning programme enhances equitable access to higher education in Kenya. The Bachelor of Education (Arts) by distance learning was initiated at the University of Nairobi nearly two decades ago to enable teachers upgrade their skills for improved service delivery. Learners in this programme are expected to finance their education from own resources. However, the rising cost of living delays completion of the programme by up to 30%, as resources are diverted to cater for immediate family needs. Data from the School of Continuing and Distance Education (SCDE) and University of Nairobi Enterprises and Services Limited (UNES) for 2006 show that out of a total enrollment of 6,740 learners, only 4,467 (66%) were actively pursuing the course; implying that about 2,273 (33%) were inactive mainly because of financial constraints. The situation is attributed to limited financing programmes at the national level. Although HELB was established to further higher education, limited financial support from the exchequer makes it difficult to provide assistance to learners outside regular academic programmes.
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The Ethics and Politics of Researching HIV/AIDS Within the School Context in South Africa - Ramrathan, Labby (2008)
This chapter presents the author’s experience and thoughts on ethical and political issues associated with researching HIV/AIDS in South Africa. These thoughts and experiences have been derived from the author’s engagement in research activities, supervision of postgraduate students’ research work and project work. The chapter presents a contextual landscape of the issues emerging from researching HIV/AIDS within South Africa. This contextual landscape then raises issues of ethics and politics associated with the pandemic leading to a conception of data as agency as a theoretical tool to understanding the complexity and competing agendas for researching HIV/AIDS within South Africa.
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Hope of education : Somali families and social connection - Ramsden, Robyn (2008)
This thesis examines Somali parents' experience of their children's education after settling in Melbourne following the outbreak of civil war in Somalia in 1991. The research found that Somali parents instigate connections with teachers to generate social capital to enhance their children's education.
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Foreign Ownership, and Learning and Innovation in the Automotive Firms in Brazil, India and South Africa: The Role of Institutions in Technological Capability Building. - Rasiah, Rajah (2008)
This paper examines the relationship between the embedding systemic and institutional support and technological capabilities in foreign and local automotive firms in Brazil, India and South Africa. Despite firms in Brazil and South Africa enjoying stronger exposure to foreign ownership and external markets than those in India, firms in the former two countries show lower technological capabilities than those in the latter. Stronger human capital endowments and network cohesion have helped firms in India to offset a lack of integration in the value chains of foreign multinationals and external markets to drive higher technological capabilities than firms in Brazil and South Africa. The evidence also shows that human resource and RD capabilities of foreign firms increase as the strength of the four systemic pillars rises.
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Re-Evaluation of Religious and Cultural Symbols in Public Schools in South Africa: Emergence and Development of Legal Pluralism - Rautenbach, Christa (Journal of the world universities forum, 2008)
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Exposure to Traffic Related Hazards Among High School-Going Learners in South Africa - Reddy, Priscilla; Sifunda, Sibusiso; James, Shamagonam; Kambaran, Nilen S.; Omardien, Riyadh G. (African Safety Promotion, 2008)
This article reports on a study that explored the extent to which young students engage in various behaviors that expose them to traffic related road hazards in South Africa. More than half (56.4%) of child transport-related deaths in South Africa are due to pedestrian injuries. Pedestrian deaths are ranked as the top external cause of death among children aged 5-14 years. Among older people the risk of traffic-related hazards is even higher as over 70% of transport-related deaths occur among pedestrians, of whom 60% have elevated alcohol concentration levels. The authors conducted a cross-sectional study across the nine provinces of South Africa, using a two-stage stratified cluster sampling to select a total of 23 schools in each of the provinces and random selection to choose two classes per school. Self-administered questionnaires were completed by 10,699 students in 207 schools. The respondents included 54% females and 46% males with an average age of 17 years. Preliminary findings demonstrated a low usage of seatbelts (21.4%); over one-third of the students (35%) reported being in a car driven by an intoxicated driver; and 8% had driven after drinking alcohol. More males than females reported being in a car driven by an intoxicated driver (35% versus 32%) and driving a car after drinking alcohol (7.8% versus 5.5%). Over 10% of students reported walking alongside a road after drinking alcohol with the highest rate (19.6%) occurring in Western Cape. The authors conclude by calling for more collaborative multi-sectorial partnerships between research disciplines to explore road safety beyond surveillance data and the incorporation of theoretically-based behavior change interventions for all road users.
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Review of the American Society for Engineering Education (ASEE) Global Colloquium, Cape Town, South Africa - Reed, Philip A. (2008)
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From Bantu Education to Social Sciences : A Minor Field Study of History Teaching in South Africa - Rehman, Jonas (2008)
The thesis concerns History teaching in South Africa 1966-2006. Focus lies on the usage of History as a tool of power and empowerment. Primary sources for the survey are textbooks, curricula’s and ...
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E-Learning Assimilation: The Case of African Policy Makers - Reif, Leopold; Negash, Solomon (2008)
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Education in Eritrea: Developmental Challenges - Rena, Ravinder (MPRA Paper, 2008)
The ongoing national reconstruction process of Eritrea is centered on educational reformation. The government of Eritrea placed educational policy on top priority for national development which demands the emergence of new class of trained youth blended with disciplined minds and skills instead of raw graduation. It had established about eight colleges at tertiary level within a short span of time to build human resource required for the present and future. In line with this, it laid down new policies and curricula suit to the immediate national scenario. This article analyzed the strengths and weaknesses of the educational policies, planning and the infrastructure requirements to meet the intended goal. It explored and analyzed Eritrean educational development and its key challenges. It also provided some useful insights for policy development. The data for the study were mainly collected from the reports of Ministry of Education and other colleges in Eritrea. The outcome of the educational reformation is expected to have a profound effect in the development of the country.
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The perception of education stakeholders on the implementation of the teaching methods only’’ curriculum for teacher education in Tanzania: a case of Mbeya Region - Renatus, Ignasia Mligo (2008)
Available in print form, East Africana Collection ,Dr.Wilbert Chagula Library,Class mark (THS EAF LB1737.5T34R4)
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UNWANTED EARLY SEXUAL EXPERIENCES AMONG BELGIAN AND SOUTH AFRICAN UNIVERSITY WOMEN STUDENTS - REVEL, ARLYNN T. (Psychological Reports, 2008)
ammonsscientific.com is your first and best source for all of the information you’re looking for. From general topics to more of what you would expect to find here, ammonsscientific.com has it all. We hope you find what you are searching for!
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A training program in preaching for pastors of the Morogoro-Pwani District of the Tanzania Assembly of God - Reynolds, Kent (2008)
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Two teachers: male, black, queer. Negotiating identities in South Africa - Richardson, Eric M.; Archer, Brent (2008)
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Addressing Assessment in Libyan Medical Education - Richardson, J.; Gill, Deborah; Woolf, Katherine (Libyan journal of medicine, 2008)
Assessment is a powerful driver of student learning: it gives a message to learners about what they should be learning, what the learning organisation believes to be important, and how they should go about learning. Assessment tools allow measurement of student achievement and thereby give teachers insight into their students’ learning, and enable teachers to make systematic judgements about progress and achievement. It is vital then that assessment tools drive students to learn the right things as well as measure student learning appropriately. Any attempts to reform curricula and teaching methods must consider the role of assessment in the learning process.Libyan doctors and medical students have been calling for changes to teaching and assessment methods at undergraduate and postgraduate levels. A team from the Academic Centre for Medical Education at University College, London have been running workshops in conjunction with the Libyan Board of Medical Specialties since 2006 to discuss strategic aims of assessment in medical education in Libya for the 21st century and to deliver an assessment skills course to Libyan educators. This article outlines the course and the outcomes of preliminary discussions between academics from the UK, participants in the assessment courses and representatives from the Libyan Board of Medical Specialties. As a result of these discussions it was agreed by all that Libyan Medical School assessment methods need updating and, despite significant challenges, changes in assessment must be made as soon as possible. There is a real need for support in both addressing these changes and for practical training for assessors in contemporary assessment methods.
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How can African agriculture adapt to climate change: The impact of climate variability and climate change on water and food outcomes: A framework for analysis - Ringler, Claudia (Research briefs, 2008)
Over the coming decades, global change will have an impact on food and water security in significant and highly uncertain ways, and there are strong indications that developing countries will bear the brunt of the adverse consequences, particularly from climate change. This is largely because poverty levels are high, and developing-country capacity to adapt to global change is weak. Furthermore, the rural populations of developing countries—for whom agricultural production is the primary source of direct and indirect employment and income—will be most affected due agriculture’s vulnerability to global change processes. The agricultural sector is the largest consumer of water resources, and variability in water supply has a major influence on health and welfare in poor areas. With water scarcity and extreme weather events expected to increase under climate change, water security could decline significantly in rural areas. Consequently, it is important to understand the impacts of global change (in terms of climate, demography, technology, and so on) on agriculture and natural resources in developing countries and to develop adaptive capacity to respond to these impacts. Moreover, there is a need to develop informed and effective adaptation measures and investment options that can be taken now to alleviate adverse impacts of global change in the future.
openalex: W2612149049 mag: 2612149049
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Lessons Learned From Conducting Workshops with University Agricultural Faculty and Secondary School Agricultural Teachers in Egypt - Roberts, T. Grady; Thoron, Andrew C.; Barrick, R. Kirby; Samy, Mohamed (Journal of International Agricultural and Extension Education, 2008)
In July of 2007, a three–member team from the U.S. conducted a series of workshops in the Arab Republic of Egypt as part of the Capacity Building component of the AERI Linkage Project, conducted by MUCIA and the University of Illinois, and funded by USAID. The purpose of the workshops was to provide secondary agricultural teachers with the skills to implement internship experiences with their students. For the workshops, a train–the–trainer approach was taken. The purpose of this paper was to document the experiences of that team of faculty. This inquiry can provide guidance for future activities that include: (1) delivering workshops in a foreign country and/or (2) working with people from Egypt. It was concluded that the international activities conducted during this project were rewarding for all team members. We strongly encourage all faculty to consider engaging in international development activities and programs. Based on the observations and experiences, two primary recommendations are offered: (1) know the potential audience, learn the culture, and understand the local situation and (2) plan well, and be prepared to alter plans as the activity or program progresses.
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African American college students and social isolation - Robertson, Gerard; Summers, Jessica J. (2008)
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Science Education and Curriculum Reform in Papua New Guinea - Rombo (2008)
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The training of a forensic accountant in South Africa - Romburgh, Van; Daniel, J Melcher (2008)
openalex: W110396479 mag: 110396479
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On the implications of climate change for agriculture-led development strategies in Sub-Saharan Africa - Rose, Gabriel P. E. (2008)
Climate change is presenting challenges for agriculture-led development. Historically, increased agricultural productivity has been essential to poverty reduction and development, particularly for agriculture-based countries. In several countries of SubSaharan Africa, present and future climate change will negatively affect agricultural productivity. Adaptation strategies can dampen these effects, but many are prohibitively expensive without sustained economic growth or international assistance. In countries that are projected to experience positive or minimally negative effects from climate change, such as Burundi, Cameroon, Cote d'Ivoire, Ethiopia, Ghana, Kenya, Madagascar, Niger, and Uganda, agriculture-led development strategies remain advisable. Those countries that are projected to experience significantly negative consequences, such as Benin, Burkina Faso, Chad, Guinea, Malawi, Mali, Mozambique, Nigeria, Rwanda, Sudan, Togo, and Zambia, may wish to consider alternative strategies. In these cases, explicit efforts to distribute the benefits of other strategies to the poor (especially the rural poor) will be required to achieve widespread poverty reduction.
openalex: W124745057 mag: 124745057
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African American College Freshman Students' Knowledge, Attitudes, Beliefs, and Behaviors Related to HIV: A Preliminary Investigation - Rose, Marie (The Internet journal of allied health sciences and practice, 2008)
Purpose: To assess African American college freshman students’ knowledge, attitudes, beliefs, and behaviors related to HIV. Method: A descriptive exploratory design with survey methodology was used to carry out the study. The participants were a convenience sample of 222 African American college freshman students with an average age of 18 years. The Maine HIV Prevention Community Planning Group questionnaire was used to elicit information from participants. Results: The majority of respondents were knowledgeable about HIV prevention and transmission (M = 9.36 on a maximum of 10, SD = .951). Their knowledge score was positively and statistically associated with whether or not they are likely to use a condom the next time they have sex (r = .18, p = .007) at an alpha of .01. The knowledge scores did not correlate with age, HIV risk, and the number of sexual partners. The respondents’ high level of HIV knowledge and their positive attitudes towards sexual health did not prevent them from engaging in risky sexual behaviors. The respondents identified schools (48.2%) and social gatherings (34.7%) as their two main venues for meeting sexual partners. They also listed television (86.6%) and school programs (70.3%) as their two main sources of HIV information. Conclusion: The findings indicated that further examination of the design of HIV intervention programs for African American college students may be necessary in order for the interventions to be effective. Health professionals and educators should then be concerned about the students’ sexual behaviors and determine what can be done to improve their sexual health.
openalex: W1845932046 mag: 1845932046
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Eco-Schools and the Quality of Education in South Africa: Realising the potential - Rosenberg, Eureta (The Southern African Journal of Environmental Education, 2008)
Eco-Schools South Africa is increasingly being used by external partners as a framework for supporting environmental education in schools. This paper shares the findings of a recent evaluation of the programme in relation to the quality of education in South African schools. Do Eco-Schools activities help to improve the conditions of teaching and learning? Or do they take teachers and students away from their core focus? Evaluation of learner and teacher work in Eco-Schools found signs of the quality problems that currently plague the schools system, and there is evidence that the programme can add to the complexity to which many teachers struggle to respond. The evaluation also found, however, that the programme has significant potential to improve conditions for teaching and learning. The paper is an opportunity to reflect on how environmental education support for schools, in general, and Eco-Schools South Africa, in particular, can detract from and strengthen teaching and learning.
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Tell Deinit-Syria MEDA Project n. 15 (2002-2004). Restoration training programs - Rossi, Marco (2008)
openalex: W2242563246 mag: 2242563246
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E-LEARNING IN TUNISIA AND ITALY: EVALUATION AND PROSPECTIVES OF E-LEARNING EXPERIENCES OF ISET - GAFSA AND CELFI- MACERATA - Rossi, Pier Giuseppe; Daly, Frank J. (2008)
openalex: W2904336728 mag: 2904336728
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Student/learner discipline and bullying: a comparative analysis of legal risk management in schools in Australia and South Africa - Rossouw, J.P.; Stewart, Doug (Acta Academica, 2008)
This article briefly discusses some legal determinants that influence education in Australia and South Africa, respectively. It is evident that schools whose hierarchy members fail to take the necessary steps to ensure a non-threatening environment may be held liable if negligence can be proven. The focus is therefore on principles and procedures regarding the management of learner discipline, with specific reference to bullying. The article concludes with an analysis of qualitative data from a research project into learner discipline in Australia and South Africa, and a comparison of the respective risk management strategies. Leerderdissipline en afknouery : 'n vergelykende analise van risikobestuur in Australiese en Suid-Afrikaanse skole Hierdie artikel ontleed kortliks enkele regsdeterminante wat 'n invloed het op die onderwys in Australie en Suid-Afrika. Dit is duidelik dat skole wat in gebreke bly om 'n veilige omgewing te verseker, aanspreeklik gehou kan word indien nalatigheid bewys kan word. Die fokus is dus beginsels en prosedures ten opsigte van die bestuur van leerderwangedrag, met spesifieke verwysing na afknouery. Die artikel sluit af met kwalitatiewe inligting uit 'n navorsingsprojek in Australie en Suid-Afrika rakende leerderdissipline, en 'n ver-gelyking van die onderskeie risikobestuursbenaderings.
openalex: W33564162 mag: 33564162
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Empowering Fashion and Textiles in Madagascar through Distance Learning - Rosunee, Satyadev; Kistamah, Naraindra (2008)
The authors are currently involved in the setting up of a full-fledged Textiles and Fashion department at a tertiary institution in Madagascar. This development-led and industry-driven project, spanning over three years, is funded by the World Bank. In the short term, the project carries the challenge of training a critical mass of tutors and learners to sustain the training and research activities of the new Textiles and Fashion department and to support the growing textiles industry, respectively. The rationale behind providing support to this labour-intensive industry is that the textiles and apparel sector contributes greatly to the economic and social stability of Madagascar. Owing to the size of the country, the dispersion of human resources and the relatively low level of road infrastructure and transportation systems, the institution finds it very difficult to connect to a sizeable mass of learners on the sole basis of classrooms or other face-to-face teaching. Following recent personal communications, the industry would require over 200 trained technical and managerial personnel every year for the next five years. Therefore, as a possible solution to the problem, the stakeholders involved in the project have recognised the need to introduce distance-learning techniques in order to reach out more learners. It is hoped that, through costeffective knowledge creation, the learners would add substantial value to the industry and the economy at large.
openalex: W2187800507 mag: 2187800507
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Climate change Migration in Africa: Current Research for Development Policy - Rotberg, Fiona (2008)
openalex: W586300889 mag: 586300889
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The use of information and communication technology to support physiotherapy students in South Africa - Rowe, Michael (2008)
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Who Dares to Dream the American Dream? The Success of Somali Bantu Male Students at an American High School. - Roxas, Kevin (Multicultural Education, 2008)
openalex: W1618111652 mag: 1618111652
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Report of Scoping Visit to Rwanda: Nurse Education Project - Roxburgh, Michelle (2008)
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The performance of higher education students’ loan sheme in Tanzania : the stakeholders’ views - Rugambuka, Innocent Buberwa (2008)
A students’ Loan scheme is one among many alternatives for financing higher education in various countries around the world. Tanzania is one of the countries that have been practicing loan scheme system for financing higher education sub-sector. The purpose of this study is to examine the performance of the students’ loan scheme in Tanzania basing on the views of the stakeholders, mostly higher education students who are the main beneficiaries of the scheme. Some university students at the University of Dar es Salaam, the policy makers and policy implementers in the Ministry of Higher Education, Science and Technology and the Higher Education Student Loan Board respectively, were identified for the study. The study was guided by two research questions. These are: what is the performance of higher education student loan scheme in terms of the procedures for loan application and money disbursement; and does the student loan scheme contain the structures for loan recovery to the extent of being able to recover the loan? A qualitative strategy has been used in this study. Multiple methods were used for data collection, namely semi-structured interview, group discussion and documentary analysis. Twelve students of different academic years of study and student leaders at the student organization level, two policy makers and two policy implementers were interviewed. Twenty students were involved in a focused group discussion. And various documents including policy documents, guidelines and website documents were analyzed. Data collected was analyzed by induction process. The findings show that the loan scheme in Tanzania is partly not performing well in terms of application procedures, disbursement of funds to students and loan recovery. Therefore to make the loan scheme perform at the convenience of the stakeholders, it is recommended that the government should decentralize the HESLB to district level (establish the district offices). By doing so some services such as distribution and collection of loan application forms and means-testing can be done at the district offices. In addition, it is recommended that the loan application forms can also be stationed at
openalex: W2270844211 mag: 2270844211
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Towards a critical curriculum for mid-level community based rehabilitation training in South Africa. - Rule, Sarah (2008)
openalex: W1695510817 mag: 1695510817
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Hope Replenished: Education and Transformative Leadership for Dealing with the HIV/AIDS Epidemic in the Zimbabwean Schools - Rumano, Moses B. (The international journal of knowledge, culture and change management, 2008)
openalex: W2979103171 mag: 2979103171
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Sub Saharan Africa Challenge Programme in the SADC: Zimbabwe-Mozambique-Malawi Pilot Learning Site. Fourth Quarterly Technical Report for the Research Phase 1, April – 30 June 2008 - Rusike, Joseph (2008)
openalex: W744996631 mag: 744996631
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Biculturalism, cultural identity, self-esteem, and academic achievement of African-American high school students - Rust, Jonathan (2008)
openalex: W1497129078 mag: 1497129078
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Assessment of air pollution in residential areas : a case study of Kinondoni Municipality, Tanzania - Rwanga, Sophiar S; Ndambuki, J. M. (Journal for new generation sciences, 2008)
Air pollution, just like any other type of pollution, produces harmful effects to man and his environment. In spite of knowing this, many less industrialised countries of the world have no air quality monitoring strategies in place. Consequently, documented evidence of air pollution studies in such countries is scarce. This is the case in Tanzania. This scenario is made worse by lack of scientific tools which could aid in identifying air pollution-prone areas with a view to aiding town planners in locating safe sites for schools, hospitals and residential areas as well as parks. In this paper, we present results of a study carried out in the city of Dar-es-Salaam, Tanzania on air pollution in residential areas. Results show significant air pollution in the studied areas. Moreover, both adults and children are at risk due to lead pollution in the air.
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Factors Causing Students' Drop out from Education Programmes at the Open University of Tanzania: a Case of Tanga Region Centre - Rwejuna, Zacharia Reginard (2008)
The study on factors causing students' dropout from the Open University of Tanzania (OUT) focused on selected districts of Tanga Region. The selected districts are Korogwe, Handeni, Lushoto, Muheza and Tanga Urban. The main instruments for data collection were interview guides and focused group discussion (FGD). The result of the study showed that, students of the OUT in Tanga region dropped out from education programmes due to students' personal factors. Under this category, students dropped out due to failure to pay tuition fees, the need for realizing personal objectives e.g. promotion while studying at OUT, students' lack of seriousness in OUT studies, family barriers, students failing to write assignments and difficulty incomprehending some of the OUT courses such as Philosophy of Education (OED102) and Calculus 1 (OMTI0l). The second category of factors which caused OUT students' dropout in Tanga Region were those related to work environments. Under this category, students were found to dropout of the education programmes of education due to excessive teaching load at work places, collision of students' duties and OUT schedule and discouraging work places culture. The OUT administration was not found to cause students' dropout in Tanga region. This study recommends that, the Open University of Tanzania needs to increase face-to-face sessions at least once every month. Another recommendation was the government through its ministry of Education and Vocational Training (MoEVT) to offer to OUT students, the necessary study requirements such as money for buying books. Lastly, the organization managers must take into consideration the Government Circular no.1 of 2003, which directs them to give OUT students enough time for study
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Private Returns to Education in Ghana: Implications for Investments in Schooling and Migration - Sackey, Harry A. (RePEc: Research Papers in Economics, 2008)
This study examines the determinants of school attendance and attainment in Ghana with a view to deriving implications for policy direction. Using micro-level data from the Ghana living standards surveys, our gender disaggregated probit models on current schoolattendance and attainment show that parental education and household resources are significant determinants of schooling. The effect of household resources on current schoolattendance is higher for daughters than it is for sons. It appears that for male and female children the impact of household resources on school attendance has reduced, statistically speaking. Father’s schooling effects on the education of female children decreased between 1992 and 1999. Mother’s schooling effects on school attendance of daughtersin 1992 were not significantly different from those realized in 1999. However, the effects of mother’s schooling levels on school attendance of male children appear to have reduced. Other significant determinants of children’s schooling are the age of children, school infrastructure, religion and urban residency. The paper concludes that education matters and has an intergenerational impact. Arguably, sustainable poverty reduction approaches cannot ignore the role of education and implications for employment, earnings and social development. Hence, gender sensitive policies to ensure educational equity are vital.
openalex: W1964771944 mag: 1964771944
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Assessment of heavy metals pollution in water and sediments and their effect on Oreochromis niloticus in the northern Delta Lakes, Egypt. - Saeed, Samir M.; Shaker, Ibrahim (2008)
The concentrations of heavy metals including Iron, Zinc, Copper, Manganese, Cadmium and Lead (Fe, Zn, Cu, Mn, Cd and Pb) in water and sediments in northern Delta Lakes (Edku, Borollus and Manzala) and their accumulation in Nile tilapia (Oreochromis niloticus) organs (muscle, gills and liver) were investigated. Water, sediments and fish organs from Lake Manzala showed greater concentrations of most of the studied metals than those from Lake Edku and Lake Borollus. Fe, Mn, Cd and Pb (in Lake Manzala) and Mn and Pb in Lake Borollus recorded levels above the international permissible limits in water. In sediment samples Mn (in Lake Edku) and Cd (in Lake Manzala) recorded higher values than the sediment quality guidelines. Gills and Liver of O. niloticus contained the highest concentration of most the detected heavy metals, while muscles appeared to be the last preferred site for the bioaccumulation of metals. The edible part of O. niloticus showed higher levels of Cd (in Lake Edku and Manzala) and Pb (in Lake Manzala). Nile tilapia caught from these two Lakes may pose health hazards for consumers.
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Barriers to school attendance among children with disabilities in Rwanda - Sagahutu, Jean Baptiste (2008)
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International Student Circulation in Egypt - Said, Mohsen Elmadhy (2008)
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