Bacteriological Assessment of Stethoscopes Used by Medical Students in Nigeria: Implications for Nosocomial Infection Control - Uneke, Chigozie Jesse; Ogbonna, A.; Oyibo, PG; Ekuma, Uchechukwu Onyeukwu (Healthcare quarterly, 2009)
Our study assessed bacteria on swabs taken from the surface of the diaphragm of stethoscopes used by medical students in Nigeria. We found bacterial contamination on 80.1% of the stethoscopes. Staphylococcus aureus and Pseudomonas aeruginosa were major isolates. Bacterial colonization was highest among stethoscopes cleaned with only water and those never cleaned with any agent or never cleaned at all. The difference was statistically significant (chi2 = 31.9, p < .05). Stethoscopes from students who cleaned them after use on each patient and from those who practised handwashing after contact with each patient had significantly lower bacterial contamination (chi2 = 26.9; p < .05 and chi2=31.9, p < 0.05, respectively). Isolates of Staphylococcus aureus showed the highest susceptibility to antibiotics, while the most effective antibiotics were Ciproflox and Erythromycin. Integration of stethoscope care in the training curriculum of medical schools will enhance the control nosocomial infections.
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Migraine Among University Students in Cotonou (Benin) - Adoukonou, Thierry; Houinato, Dismand Stéphan; Kankouan, Judith; Makoutodé, Michel; Paraïso, Moussiliou Noël; Tehindrazanarivelo, Alain Djacoba; Viader, Fausto; Preux, Pierre‐Marie (Headache: The Journal of Head and Face Pain, 2009)
Background.— Few data are available on migraine among students in Africa. The aim of this study was to estimate the prevalence of migraine and describe its clinical features and associated conditions among students of the Faculty of Health Sciences of Abomey‐Calavi University, in Cotonou, Benin. Methods.— A cross‐sectional study was prospectively conducted during the academic year 2002‐2003 and included 336 students selected using systematic random sampling. Migraine was defined according International Headache Society criteria 1988. Results.— The lifetime prevalence of migraine was 11.3% (95% CI: 8.2‐15.3%). The prevalence was significantly higher in females (18.3%) than males (6.8%), in married‐widowed (30.4%) than single (9.9%). The mean age at onset of the disease was 15.0 years ± 2.5. Migraine without aura was the more frequent form (57.9%). The mean attack frequency per month was 3.8 (±3.4) and the peak attack duration was between 4 and 6 hours. Psychological tiredness was the most frequent triggering factors (92.1%). The factors associated with migraine in multivariate analysis were female sex (OR = 2.6 [95% CI: 1.2‐5.3]), single marital status (OR = 3.7 [95% CI: 1.2‐11.9]) and presence of a family history of headache (OR = 2.9 [95% CI: 1.0‐8.1]) Conclusion.— Migraine was frequent in students in Cotonou (Benin) compared with other studies in Africa.
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Factors associated with exclusive breastfeeding among mothers seen at the University of Nigeria Teaching Hospital - Uchendu, U. O.; Ikefuna, AN; Emodi, IJ (South African Journal of Child Health, 2009)
Background . Exclusive breastfeeding (EBF) of babies for 6 months, as recommended by the Baby Friendly Hospital Initiative (BFHI), remains a well-recognised childhood survival strategy of great benefit in reducing infant and under-5 mortality rates. Objectives . To evaluate the correlation of certain socio-demographic and cultural factors with the ability of mothers to practise EBF for 6 months. Subjects and methods . Two hundred mothers were interviewed about their knowledge of EBF and their behaviour regarding breastfeeding. The factors associated with constraints on, and motivations for, EBF were tabulated using the chi-square and Studentfs t-tests. Results . Of 184 respondents, more than 90% had adequate knowledge of EBF. Thirty-nine (21.2%) practised EBF for all their children, while 95 (51.6%) mothers had never practised EBF with any child. Among those who provided EBF, a high maternal educational level, small family size (.4 children) and absence of opposing family beliefs were important factors. Most subjects were from the upper and middle socio-economic classes (43.6% and 53.8% respectively). Among the 95 women who never attempted EBF, a large family size, personal decision-making and family opposition, especially from grandmothers (41.1%), played significant roles. Conclusion . The EBF rate in our environment was very low despite a high level of knowledge among mothers. Efforts must be intensified to reiterate the benefits of EBF and address the identified hindrances, via health education of the broader community to enlist family support for breastfeeding mothers. There is also a need for fewer progeny. 14 SAJCH
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Abortion and Contraception: Attitudes of South African University Students - Patel, Cynthia J.; Kooverjee, Trisha (Health Care for Women International, 2009)
Despite the availability of contraception, the rates of abortion among young women in South Africa continue to increase. We designed a study to examine young people's attitudes about abortion and contraception. One hundred and eighty-eight South African university students (97 females and 91 males) completed the survey. While we found moral objections to abortion for the sample as a whole, females showed stronger support for availability of abortion and women's autonomy compared with males. The respondents acknowledged the importance of contraception at a personal and general level, but more than 40% of them believed that women who use contraception are promiscuous. Females expressed difficulty with usage more frequently than males and indicated that they would not consider sexual intercourse if contraception were not available. For health care workers involved in counseling young people about their sexual and reproductive choices, the challenge lies in promoting a culture of equal rights and respect for women's reproductive freedom.
openalex: W2084263357 mag: 2084263357
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Site Effect Induced in the El-Asnam (Algeria) Earthquake of 10 October 10 1980 - Tounsi, K.; Hammoutène, M. (Civil-comp proceedings, 2009)
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Senior Lecturer, School of Law, University of the Witwatersrand, South Africa. - Snyman, Rika; Deacon, Jaco (Potchefstroom Electronic Law Journal, 2009)
This article emphasises the uncertainty in the relationship between a student undergoing practical training and his/her lecturer or university, if the student should be injured and wants to claim compensation.One must first establish whether the student can be described as an employee of the lecturer or university, or as a vocational worker or independent contractor. Once the status of the student has been established, the relevant legislation can be determined, whether it is the Labour Relations Act or the Basic Conditions of Employment.It is, however, not that simple and a person in the capacity of a student does not accord with the definition of an employee or an independent contractor or a vocational worker. One will have to rely on the assumption in section 83A in the Basic Conditions of Employment that a student is an employee when he does practical training for the benefit of the university.The Occupational Health and Safety Act requires employers to assure that the workplace is a safe environment for employees, with the minimum risks involved. The Compensation for Occupational Injuries and Diseases Act makes it possible for an employee to claim compensation when such a risk becomes a reality.This article also tries to compare the situation of a student sports person injured while participating in university sports, and a drama student injured during a performance or rehearsal of a play. It is stated that the relationship between the drama student and lecturer is similar to the relationship between a sports person and his/her coach, but the relationship differs in that a sports person’s risk of getting hurt is much greater than that of a drama student, The contracts between sports players and their authorities are also stipulated in much more detail than the contracts (if any) between the drama students and the university.It is concluded that the legislation is not clear on the specific matters where a student undergoes practical training while they are still studying. The suggestion is that a sectoral determination must be put in place to regulate the relationship, the remuneration, the working hours and the working conditions and risks involved.
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Trauma in a Teaching Hospital Outpost: Comprehensive Health Centre, Okoyong, Cross River State, Nigeria - Asuquo, Maurice E.; Ugare, Gabriel (European Journal of Trauma and Emergency Surgery, 2009)
openalex: W2070498210 mag: 2070498210
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Theorising institutional change: post‐1994 South African higher education - Badat, Saleem (Studies in higher education (Dorchester-on-Thames), 2009)
Since 1994, the South African state and various social actors have sought to realise far‐reaching and extensive institutional change in higher education. This article posits a framework for the theorisation and analysis of institutional change in South African higher education during the post‐1994 period, and then analyses the contexts, trajectories, dynamics and determinants of change. The article concludes with observations on the nature of change. On the one hand, there is evidence of ruptures and discontinuities with the past: a recasting of higher education values, goals and policies, a new legal structure and policy framework, new institutions to govern and steer higher education, and the emergence of a new institutional landscape and configuration of public universities. On the other hand, the troublesome stasis and continuities in conditions and institutions include: limited access to students from working‐class and rural poor social origins, the social composition of academic staff which remains largely white, limited decolonisation, de‐racialisation and de‐gendering of knowledge production, and institutional cultures dominated by historical tradition.
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Library and Information Science Education in Ethiopia - Gojeh, LA; Bayissa, G (Ethiopian journal of education and sciences, 2009)
Production of qualified librarians or information specialists with adequate theoretical knowledge and practical skills in applications of modern Information and Communication Technologies (ICTs) is found to be a strategic asset that will bring about significant development and changes in any nation's economy, politics, education, agriculture and other national sectors of the economy. Thoughts that influenced the direction of curriculum and the development of library and information science education in Ethiopia were discussed. The Jimma University Department of information studies' curriculum and its development was specifically highlighted with reference to the core; supportive, common and education courses of the program. Plans for the future development of the program in Jimma University were also mentioned.
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Application of Higher Diploma Program training skills in classroom instruction: The case of Education Faculty, Jimma University (Ethiopia) - Hunde, Adula Bekele (Ethiopian Journal of Education and Sciences, 2009)
This article examines the application Higher Diploma training skills in classroom instruction as well as pinning to the possible bottlenecks that hamper the successful application of the training skills. To this end, graduates of the first two batches, heads of the ten departments operating under the Faculty of Education and dean of the faculty were participated in the study. Multiple instruments with multiple sources were used in data collection in the following order: classroom observation, interview with the corresponding graduate, interview with the heads and finally interviewing Faculty Dean. The study implied that graduates were not applying Higher Diploma Training skills to the expected level. Factors for the failure of implementing Higher Diploma Program training skills at a classroom level attributed not only to the physical constraints such as large class size, lack of learning materials at hand, and mismatch between course content and time allotted but also to the absence of interest from instructors and students side and absence of well organized follow-up support that enforces or reinforces instructors to use the training skills. The study wrapped up with some plausible recommendations that allievate or minimizes the effect of barriers.
openalex: W2062546608 mag: 2062546608
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The School Library Development Programme in Pallisa District, Uganda: an impact study - Magara, Elisam; Batambuze, Charles (IFLA Journal, 2009)
This study establishes the impact of the School Library Development Programme (SLDP) of the East African Book Development Association (EABDA) on the beneficiary schools in Pallisa District. The study was financed with funds provided by the Guust van Wesemael Literacy Prize, awarded by IFLA to the National Book Trust of Uganda in 2007. Data were collected from implementers and participants in the Pallisa District project including teachers, children, head teachers, teacher librarians and the District Education Office. It was established that there was significant utilization of (a) the skills acquired from the training and (b) the donation of books, in the management of collections and use of the library. Although schools had put in place strategies for enabling children to borrow and read books, the absence of purpose-built libraries with adequate seating facilities and space has limited children's abilities to use the library and enjoy reading in schools. There is a need for a comprehensive school library development programme to guide interventions for stocking school libraries with relevant books and promoting reading practices.
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Classroom practices associated with the new curriculum in South Africa - Molefe, Nicholas (2009)
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Levels of lead and cadmium in hair and saliva of school children in Ceres district, South Africa - Ogboko, B; Fisher, D. Jerome; Swart, Rebecca (African journal of food, agriculture, nutrition and development (Print), 2009)
The objective of this study was to investigate the presence of cadmium (Cd) and lead (Pb) in the hair and saliva of schoolchildren (n=265) in Ceres district, rural and agricultural Town. The role of other factors, such as the socio-economic status, and anthropometric data of the children were also investigated including levels of elements in water, common foods and cultivated vegetables. The results showed high mean levels of Pb in both hair (1.17 ±0.99μg/kg) and saliva (1.07 ±1.31μg/L), when compared with the reference mean (
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Education: A catalyst for Women Empowerment in Nigeria - Ojobo, JA (Ethiopian journal of education and sciences, 2009)
This paper examines the place of education as a catalyst for women empowerment in Nigeria.The paper, using primary and secondary sources of data, has shown that in spite of all the laudable goals and objectives of education, Nigerian women still suffer a lot of constraints and inhibitions which militate against their personal and national development.The paper therefore recommends, among others, the involvement of women in educational policy formulation, extensive enlightenment campaigns, the discarding of stereotypical division of work into men's and women's job, and women must organize themselves to meet the challenges of a positive and meaningful role in the struggle for personal and national emancipation, development and progress.
openalex: W2035102897 mag: 2035102897
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Packaging Research Outputs into Extension and Training Materials: Experiences and Lessons Learned in Development of Grains in Ghana - Osei, Collins; Berchie, J. N.; Gyasi-Boakye, S.; Ansah, I. O. O. (Agricultural and Food Science Journal of Ghana, 2009)
La recherche engendre beaucoup de technologies qui restent sous-dissemineés. Donc l'objectif principal de propager les résultats de la recherche aux utilisateurs n'est jamais achevé. Le papier décritles expériences et les leçons apprises lors du conditionnement des résultats de la recherche en matériau de la formation et la vulgarisation pour l'utilisation des paysans et des vulgarisations sous le prójet du dévéloppement des grains au Ghana. Basé sur les expériences et les leçons apprises, une série de récommendations sont proposées pour améliorer le processus de la production du matériau de la formation et la vulgarisation. Ce sont:i) déterminer le type du matériau à produire et pourquoi,ii) appliquer un plan efficace d'écriture et de rédaction,iii) employer les dessins appropriés,iv) évaluer les matériaux pendant et après la production.Research generates numerous technologies that remain under-disseminated. As a result one primary objective of research to develop improved production systems and get the research results out to the user is not achieved. This paper describes the experiences and lessonslearned in packaging research outputs into extension and training materials for use by extension workers and farmers under the Ghana Grains Development Project. Based on the experiences and lessons learned, a series of recommendations are made for improving theproduction process of extension and training materials. These emphasize (i) determining the type of material to be produced and why, (ii) applying effective writing and editing guidelines, (iii) using appropriate designs and (iv) to evaluate materials during and after production.
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Primary school food environment in Mauritius - Sun, Marie Chan; Lalsing, Y.; Subratty, A.H. (Nutrition & Food Science, 2009)
Purpose With the increasing rise in obesity and diabetes in Mauritius, the school food environment in Mauritius is becoming a major concern. No study in Mauritius has so far examined the perspective of school head teachers pertaining to food items sold in schools. The purpose of this paper is to determine the primary school food environment in Mauritius. Design/methodology/approach A national postal survey of all the 212 public primary schools in Mauritius was undertaken. A pilot study was initially carried out, followed by administration of a mail questionnaire to all head teachers. The methodology included a validity testing phase. Frequency and associated Pearson's and Fisher's χ 2 tests were used for data analysis. Findings An 82.1 per cent response rate was obtained. The findings showed that a variety of food items were proposed to schoolchildren. Confectioneries were sold in 97.7 per cent schools while deep‐fried foods were on sale in 76.6 per cent schools although canteen guidelines are provided to schools. No school sold a complete meal. No statistical difference has been noted between food items sold in urban primary schools and those sold in rural primary schools ( p > 0.05). Originality/value This national study highlights that many less healthy food choices are offered to Mauritian school children, thus undermining their health and nutrition status of Mauritian school children. There is need for urgent action to change the school food environment in order to prevent obesity among school children for a healthier Mauritius.
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Mathematics Curriculum, the Philosophy of Mathematics and its Implications on Ethiopian Schools Mathematics Curriculum - Tuge, C (Ethiopian Journal of Education and Sciences, 2009)
It is my observation that the current school mathematics curriculum in Ethiopia is not producing competent mathematics students.Many mathematicians in Ethiopia and other part of the world have often expressed grief that the majority of students do not understand mathematical concepts, or do not see why mathematical procedures work, or do not know when to use a given mathematical technique (Cuoco, A.1995).According to Cuoco, A.A, et.al.(1996) for generations, school students have studied something in school that has been called mathematics but has very little to do with the way mathematics is created.Much of the failure in school mathematics is due to the tradition of the curriculum design and inappropriate teaching to the way student learns (National Research Council 1989).
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Climate change and water availability in north-west Algeria: investigation by stable water isotopes and dendrochronology - Lambs, Luc; Labiod, Mohamed (Water International, 2009)
Since the 1970s, rainfall has declined along the North African coast, while the demographic pressure has increased. Supplementing the rainfall data and water level of the Béni Bahdel dam, water isotopic signature and tree ring analyses were used to better understand the effects of climate change (lower rainfall, higher summer temperature) and the water circulation in the Tafna River basin in north-west Algeria. Changes are recommended in water storage and afforestation policies and irrigation techniques.
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Water allocation, climate change, and sustainable water use in Israel/Palestine: the Palestinian position - Lautze, Jonathan; Kirshen, Paul (Water International, 2009)
This study examines impacts of population growth and climate change on water supplies of Israelis and Palestinians under business-as-usual conditions and application of the Palestinian Water Authority position on water resources division. Eight scenarios are developed that describe conditions in 2000 and 2025. Several indicators are used to measure the effects of these conditions. The indicators show that population growth and climate change will create international inequities and environmental inadequacies under business-as-usual conditions. Although conditions are more equitable and sustainable with application of the Palestinian position, serious environmental problems will persist – likely exacerbated by the potential impacts of climate change.
openalex: W2144895033 mag: 2144895033
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Transformative Learning Intervention: Effect on Functional Health Literacy and Diabetes Knowledge in Older African Americans - Ntiri, Daphne W.; Stewart, Merry (Gerontology & geriatrics education (Print), 2009)
This study evaluated the effect of a transformative learning (TL) intervention on functional health literacy and diabetes knowledge in older African Americans. Twenty participants from senior community centers completed a six-session intervention. The short-form Test of Functional Health Literacy in Adults (s-TOFHLA), Literacy Assessment for Diabetes (LAD), and Diabetes Knowledge Test (DKT) were used to perform pre- and postmeasurements. Postintervention s-TOFHLA scores and DKT scores were significantly increased (p < .5). Participants' verbal responses further affirmed the positive influence of the TL principles.
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Editorial: SAJHE Heltasa Conference- If walls could speak: Reflections from visiting a South African higher education classroom - Ray, HR (2009)
During the last couple of years South African higher education institutions went through major transformation – in particular with regard to enrolling increasingly more nonwhite students. Not only do the majority of these students come from an educational impoverished background but also from different cultural and language backgrounds. Given the history of South Africa’s higher education system up till now curricula and textbooks and lecturing have been done predominantly by white lecturers, representing western worldviews and ways of understanding and learning. Although a number of policies and initiatives were implemented since 1994 to transform the entire higher education system, undesired differences still exist between the throughput rates of whites and black students.Given the fact that the majority of lecturing staff in South Africa is still white, I was interested to establish what happens, almost fourteen years after a new government was put in placed within classrooms with diverse student population groups. By using three sets of data namely student evaluation, focus group discussions with lecturing staff and classroom observations I explain how a collective consciousness and ethics for learning have been established and has contributed to changes in an institution’s teaching and learning. I argue that the value of this investigation lies within the lessons learned to foster students’ and staff’s academic development and to design curricula that address the particular needs of the changing South African higher education population.The focus of my article as an editorial to this special edition of the South African Journal for Higher education is relevant to the debate on how learning and teaching should be transformed in order to be responsive and relevant to the diverse South African higher education student population.
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Women with disabilities in the North West province of Cameroon: resilient and deserving of greater attention - Kiani, Shirin (Disability & Society, 2009)
Cameroonian women living with disabilities face three‐fold discrimination as a result of their sex, perceived inability and low socio‐economic status. A needs assessment using focus groups (two focus groups, n = 24) and key participant interviews (n = 12) was conducted to explore the experiences of women with disabilities in the North West province in both urban and rural areas. The findings show that women faced both physical and attitudinal barriers, lived in poverty and felt that they lacked opportunities for gaining an education, finding employment and forming meaningful social ties. There was significant complexity of relationships, marriage and children in their lives. Participants generated ideas on changes that needed to be made for the betterment of their lives. Aspirations included increasing empowerment and education, gaining support from family and friends, increasing public awareness, adapting the physical environment and finding allies.
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Tree mortality in the African Sahel indicates an anthropogenic ecosystem displaced by climate change - Maranz, Steven J. (Journal of biogeography (Print), 2009)
Abstract Aim Widespread reports of disappearing tree species and senescing savanna parklands in the Sahel have generated a vigorous debate over whether climate change or severe human and livestock pressure is principally responsible. Many of the tree taxa in decline are closely associated with human settlement and farming, suggesting that the parkland ecosystem may not be a natural vegetation assemblage. The aim of this study is to assess the possibility that human activities promoted the spread of taxa with edible fruit into dry Sudano‐Sahelian areas during high‐rainfall periods in the climate cycle. Location West African savannas (Mali, Burkina Faso, Ghana, Togo, Benin). Methods Cultivated savanna parklands and adjacent forests and transitional landscapes were inventoried at 27 sites in five countries. All trees with basal diameters > 10 cm were counted within 500‐m 2 belt transects. Species composition and abundance were contrasted between three landscape classes to assess the degree of influence exerted by traditional human management. Twentieth century rainfall data were averaged for two sets of weather stations encompassing the north–south range of typical parkland tree species. Rainfall trends were used to evaluate the putative impact of climate change on edible and/or succulent fruit species at the northern limit of the parkland savanna zone. Results Species composition and spatial distribution data indicate that the parkland ecosystem is significantly shaped by human activities. Indigenous land management favours edible‐fruit‐yielding taxa from the wetter Sudanian and Guinean vegetation zones over Sahelian species. Rainfall isohyets at the northern range limits of parkland species shifted southwards in the late 20th century, crossing the critical 600‐mm mean annual rainfall threshold for Sudanian flora. Relict vegetation and historical records indicate that the Sudanian parkland system extended in the past to near 15° N latitude in middle West Africa, compared with 13.5° N today. Main conclusions The current loss of mesic trees in the Sudano‐Sahel zone appears to be driven by the sharp drop in rainfall since the 1960s, which has effectively stranded anthropogenically distributed species beyond their rainfall tolerance limits.
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An Examination of the Strategies Used for Learning English as a Second Language by Senior Secondary School Students in Botswana - Ab, Chimbganda; Seru, LE (Marang: Journal of Language and Literature, 2009)
This study examines the strategies used by speakers of English as a second language in Botswana’s senior secondary schools. The study was undertaken because many students in this country under-perform in their English Language final examinations at senior secondary school; and in order to establish the causes for their under-performance, the views of 150 randomly selected senior secondary school students were solicited through a questionnaire. The data were then analyzed using simple descriptive statistics. The results show that, although some students use facilitative strategies such as speaking and listening in English, using newly learned structures in real life situations, figuring out the meaning of something they do not understand and correcting their own mistakes, there are equally many students with shortcomings in the strategies they use for learning English, such as transferring structures from their first language to the second, giving up trying in the face of difficulties and being lowly motivated. To remedy the situation, it is suggested that teachersshould frequently speak to individual students in order to establish the strategies they use for tackling different learning tasks, with a view to advising them on the use of appropriate strategies for various language skills. It is also suggested that the teaching approach and theEnglish language syllabus be reviewed in order to meet the language needs of students in a technologically changing world.
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The pedagogy of difference: Understanding Teachers’ Beliefs and Practice of Gender Equity in Benin - Anderson, Sonya (2009)
With women constituting more than two-thirds of the world's approximately 800 million illiterate adults, the importance of gender and equality in education has never been clearer. The education of girls and women has long been associated with positive outcomes such as lower childbearing rates, improved health for women and their families, increased participation in household decision-making, and increased community participation (Wolf & Odonkor, 1997). Consequently, women's literacy and numeracy are widely understood as critical to individual and national development (Floro & Wolf, 1990). With more than 60 million school-aged girls currently not enrolled in school, however, the status of gender equality in education remains troubling, particularly in sub-Saharan Africa.
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What Egypt Can Learn from the “Swine Flu” Scare - Rizk; Samuel, Samuel (2009)
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THE ORIGIN OF EARTHQUAKE SWARMS ALONG THE EASTERN BRANCH OF THE EAST AFRICAN RIFT SYSTEM IN TANZANIA - Mulibo, G. D. (2009)
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Taxing pollution : a comparison between South Africa, the United Kingdom, Australia and Malaysia - Taljaard, Grant (2009)
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Scoping study on vulnerability to climate change and climate variability in the greater Horn of Africa: Mapping impacts and adaptive capacity - Kinyangi, James; Herrero, Mario; Omolo, Abisalom; Steeg, J.A. van de; Thornton, Philip K. (2009)
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Importance of Milk Consumption in the Diet of Secondary School Students in Nigeria - Belewu, M. A.; Adesiji, Gbolagade Benjamin; Matanmi, B.M.; Bolarin, O; Adisa, R. S.; Omobitan, M. K. (Pakistan journal of nutrition, 2009)
The purpose of this study was to investigate the importance of milk consumption in the diet of secondary school students in Ibadan North and Akinyele local government areas of Oyo State, Nigeria. Questionnaire was used to elicit information from the students and simple randomly sampling was used to select forty students each from public secondary schools students of urban and rural areas and also forty students from private secondary school in both rural and urban areas. The sample consisted of equa l number of males and females. Frequency distributions and percentages were calculated. Student's t-test was used to determine whether there is significant difference between milk consumption and developmental indices of students. The findings revealed that respondents' preference was more to liquid than powdered milk while the purchasing power was also in-like manner. The private secondary school students had the highest daily consumption rate and purchasing power than the public school students. The results further revealed that there were statistical differences in height of students (both sexes) of the rural and urban secondary school students while there was no significant difference in the weight and forearms of private and the public secondary school students in both urban and rural. Milk is important in the diet of secondary school students since they are in their developmental stages of life, therefore the study recommends the introduction of school milk programme sponsored by government. Also, nutritional education should be introduced to academic curriculum of secondary school.
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Mandated change gone wrong? A case study of law‐based school reform in South Africa - Bisschoff, Tom (International Journal of Educational Management, 2009)
Purpose This paper aims to explore and describe the limits of recent law‐based school reform in South Africa from an education management perspective. Design/methodology/approach The research design consists of a qualitative, investigative, descriptive and contextual design which Merriam would classify as a basic or generic design type. Findings The findings revealed specific problems associated with recent mandated changes in South African schools. These were classified as categories (themes) within the research design and described in detail: lack of local skills capacity at school and district levels; the “knowing and doing” gap; the tensions created by legal issues between teachers and learners; too many changes too rapidly; bureaucratic red tape; top‐down approach; contextual factors. Research limitations/implications The paper explored the problems associated with mandated changes in South African schools in one province. The sample is very limited and therefore further study is needed to fully understand the lack of implementation in the 25,139 public schools country wide. Originality/value This paper recognises the seminal work done by De Mitchell and Fossey on the limits of law‐based school reform but adds illumination on the lack of implementation of mandated changes within the South African context.
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“Brothers Gonna Work It Out:” Understanding the Pedagogic Performance of African American Male Teachers Working with African American Male Students - Brown, Anthony L. (The Urban review, 2009)
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Reducing HIV and AIDS stigma among university students in South Africa - Brown, Darigg Collis (2009)
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Examining aspects of linguistic knowledge of anglophone primary school teachers of north west province of Cameroon in relation to children's literacy achievement - Ghong, Mary Njang (2009)
openalex: W2741304453 mag: 2741304453
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Incidence of needlestick injuries among Ugandan student nurses in a rural hospital - Hulme, Peter (Rural and Remote Health, 2009)
The World Health Organisation estimates there are approximately 3 million cases of needlestick injury (NSI) in healthcare workers (HCW) each year, with 90% of these occurring in developing countries 1 . Student nurses are thought to be at high risk of NSI due to poor technique, inexperience and poor use of universal precautions 2 . There has been little research into the incidence of NSI in African HCW.
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School racial composition and academic performance of african american students in an urban school district - Osagie, Andree O. (2009)
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Middle class African American mothers' perceptions of White teachers' interactions with their African American children in predominately White suburban junior high schools - Williams, Twyla Jeanette (2009)
Middle Class African American Mothers’ Perceptions of White Teachers’ Interactions With Their African American Children in Predominately White Suburban Junior High Schools. (December 2006) Twyla Jeanette Williams, B.A., Sam Houston State University; M.A., Prairie View A&M University Co-Chairs of Advisory Committee: Dr. Kathryn McKenzie Dr. Norvella P. Carter This research study was conducted as a qualitative case study of six middle class African American mothers living in a suburban community. Their children attended a predominantly White suburban junior high school in their community. The study was designed to hear the voices of the six mothers and their perceptions of their children’s experiences in suburban schools. The intent of this study was to broaden the limited research base relating to the academic achievement of African American students from the mothers’ perspective. Specifically, this study investigated the African American mothers’ perception of their children’s interactions with their White teachers and the difficulties their children faced in advanced placement courses. This study used the specific words of the mothers to share their narratives. Data were collected through open-ended, semi-structured individual interviews followed by focus group sessions. Data collection and analysis occurred simultaneously from the
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Earthquakes and tsunami in November 1755 in Morocco: a different reading of contemporaneous documentary sources - Blanc, P. L. (Natural Hazards and Earth System Sciences, 2009)
Abstract. Tsunami seldom strike the European Atlantic shores. The great Lisbon Earthquake of 1 November 1755 is the main destructive tsunamigenic event recorded. Since the mid-1990's, many simulations of propagation of tsunami waves from variants of the possible seismic source have been conducted. Estimates of run-up in Morocco are seldom included in publications, maybe for want of reliable historical data to control the simulations. This paper revisits some early accounts, transmitted as translations to European Chanceries, Scientific Societies and Newspapers. A critical analysis of the documents leads us to conclude that the Lisbon earthquake was overestimated because of amalgamation with a later Rifian earthquake. Then, the overestimation of the tsunami through worst interpretation of the scant data available appeared only reasonable, while the moderate measurements or interpretations were not given their due attention. In Morocco the amplitude of the tsunami (i.e. height at shoreline minus expected tide level) may not have exceed the measurement given by Godin (1755) for Cadiz, 2.5 m above the calculated astronomical tide, a crest-to-trough amplitude of 5 m at most. This age-old overestimation of both the earthquake and tsunami is detrimental to the evaluation of the risk for coastal people and activities.
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What can we learn from them? An exploratory study of adolescents' perceptions of sex education strategies in Uganda - Namakula, Justine (2009)
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Constructivist Problem Based Learning Technique and the Academic Achievement of Physics Students with Low Ability Level in Nigerian Secondary Schools - Afolabi, Folashade; Akinbobola, Akinyemi Olufunminiyi (2009)
The study investigated the effects of constructivist problem based learning technique on the academic achievement of physics students with low ability levels in Nigeria secondary schools. Pre-test-Post-test control group design was adopted for the study. A purposive sampling technique was used to select 2 schools out of 40-co-educational secondary schools in Taraba state. 105 senior secondary school II physics students were used for the study. Physics Achievement Test (PAT) and physics Ability Level Test (PALT) were used to collect data. The kuder-Richardson coefficient of internal consistency for PAT and PALT were 0.72 and 0.76 respectively. Three hypotheses were tested at p The result of the findings showed that the physics students with low ability level taught with problem based learning technique performed significantly better than those taught with conventional learning method. Also, student taught with problem based learning technique performed significantly better than those taught with conventional method. There was no significant gender difference in the performance of students taught with problem based learning technique. It is recommended that problem-based learning technique should be used in schools to teach various concepts in physics.
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Grassroots community-based inclusive education: Exploring educational prospects for young people with disabilities in the post-conflict Rwandan communities - Karangwa, Evariste (2009)
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Kenyan in-School Youths' Level of Understanding of Abstinence, Being Faithful, and Consistent Condom Use Terms: Implications for HIV-Prevention Programs - Lillie, Tiffany; Pulerwitz, Julie; Curbow, Barbara (Journal of Health Communication, 2009)
The HIV-prevention behaviors of "abstinence" from sex, "being faithful" to one sexual partner, and "condom use" (ABC) are the focus of many international HIV interventions. Kenyan in-school youth ages 13-19 years (N = 1,375) were surveyed before the intended HIV-prevention intervention was implemented. As part of the survey, students wrote their definitions of the terms in a space provided. These definitions were qualitatively analyzed by determining recurrent themes, developing a codebook, and having two coders code the responses. The entire definition was assigned an overall fully comprehended, partly comprehended, did not comprehend, or no response code in comparison to the conventional definition of the term. Overall, 48% fully comprehended abstinence, 20% fully comprehended being faithful, and 7% fully comprehended consistent condom use. This suggests that these terms, and the meanings behind them, need additional clarification and discussion if they are to be used appropriately in HIV-prevention programs.
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Policy Implementation in South African Higher Education: Governance and Quality Assurance post-1994 - Tumadóttir, Anna Kristín (2009)
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Evaluation of uptake and attitude to voluntary counseling and testing among health care professional students in Kilimanjaro region, Tanzania - Charles, Mgosha P; Kweka, Eliningaya J.; Mahande, Aneth M; Barongo, Longin; Shekalaghe, Seif; Nkya, Hassan M; Lowassa, Asanterabi; Mahande, Michael Johnson (BMC public health (Online), 2009)
Voluntary counseling and testing (VCT) is a corner stone for successful implementation of prevention, care and support services among HIV negative and positive individuals. VCT is also perceived to be an effective strategy in risk reduction among sexually active young people.. This study aimed to assess the acceptability of VCT and its actual uptake among young health care professional students at KCM College of Tumaini University and Allied health schools.This was a cross-sectional study. A structured questionnaire was used among health care professional students aged 18-25 years who were enrolled in degrees, diplomas and certificates courses at Kilimanjaro Christian Medical College and all other Allied health schoolsA total of 309 students were recruited, among these 197 (63.8%) were females. All respondents were aware of the benefits of VCT. Only 107 (34.6%) of students have had VCT done previously. About 59 (19.1%) of the students had negative for health care professional to attend VCT. Risk perception among the students was low (37.2%) even though they were found to have higher risk behaviors that predispose them to get HIV infection.Awareness of VCT services and willingness to test is high among students; however its uptake is low. In order to promote these services, a comprehensive training module on VCT needs to be included in their training curricula. In particular, more emphasis should focus on the benefits of VCT and to help the students to internalize the risk of HIV so that they can take preventive measures.
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Promoting student teachers’ understanding of action research: an experience from teacher education in Ethiopia - Hussein, Jeylan Wolyie (Teaching Education, 2009)
This article reports on hopes and challenges in the first attempt to assist Ethiopian student teachers to develop practical awareness about action research through collaborative learning methods. First, the candidates were organized as a cohort. Then a framework was developed to help them construct reflective questions before and during action research. Two moments of intervention were set during the project. The first moment was while the student teachers were teaching in their partner school. The second, a post‐field engagement, was set when the candidates finished their field experiences and returned to their campus. Evidence on the candidates’ use of the knowledge they acquired through the intervention is presented in this article.
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Health Behavior and Protective Factors Among School Children in Four African Countries - Peltzer, Karl (International Journal of Behavioral Medicine, 2009)
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Social induction of labour: experience in an urban teaching hospital in Nigeria - Ande, Adedapo; Ehigiegba, AE; Olagbuji, Biodun Nelson; Ezeanochie, Michael (Archives of Gynecology and Obstetrics, 2009)
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Bridging the divide: sustainability and relevance of a distance learning module for clinical officers in Tanzania - Brigley, Stephen; Hosein, I. K.; Myemba, Irnei (Open Learning: The Journal of Open and Distance Learning, 2009)
This paper reports on work by a team from Wales, supported by UNESCO Cymru‐Wales, to develop a distance learning module for Tanzanian clinical officers (COs) on the syndromic management and counselling of sexually transmissible infection (STI) and HIV patients. Preparation included documentary analysis and a questionnaire survey to ascertain COs’ learning needs regarding STIs and HIV and AIDS. The module design was influenced by needs identified around counselling, syndromic management, drugs management, laboratory diagnosis, health education, resources, staffing and service morale. Framework criteria for the module design were based on sensitivity to COs’ needs in the Tanzanian context while introducing modern approaches to continuing professional development and distance learning. Continuing dialogue with Tanzanian partners avoided the assumption of simple transfer of educational technologies and expertise. Potential problems for implementation and evaluation of the STI module were: limited training infrastructure and resources; maintaining module relevance and sustainability; promoting learner engagement; assuring the quality of tutor support; assessing learner achievement; and bridging educational aims and values of the partners.
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Education and youth unemployment in South Africa - Lam, David; Leibbrandt, Murray; Mlatsheni, Cecil (RePEc: Research Papers in Economics, 2009)
The problem of high youth unemployment is a global phenomenon. According to an International Labour Office study in 2004, youth (15-24) make up nearly half (47%) of the worlds unemployed, 88 million out of 186 million, even though youth are only 25% of the worlds working age population. Of the worlds 550 million working poor who cannot lift themselves above US $1 per day poverty measure, 150 million are youth. The ILO estimated in 2004 that halving global youth unemployment would increase global GDP by US $2.2 trillion, 4% of global GDP. These statistics lend weight to the notion that youth unemployment is a problem worthy of attention. In addition, one may argue that addressing unemployment in general would also lower poverty levels and add to GDP (World Bank 2006).
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The skills cline: higher education and the supply-demand complex in South Africa - Cosser, M. (Higher Education, 2009)
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An exploration of inservice teachers' implementation of culturally responsive teaching methods in algebra with African American students - Powell, Tiffany S. (2009)
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‘I Have Big Things Planned for My Future’: The Limits and Possibilities of Transformative Agency in Zambian Schools - Bajaj, Monisha (Social Science Research Network, 2009)
This article explores the extent to which participation in alternative human values education affects students’ conceptions of agency amidst the economic and HIV/AIDS crises in Ndola, Zambia. Drawing on the concept of transformative agency as developed by critical research in education, this study examines conceptions of agency based on data produced through interviews, focus groups and diaries given to pairs of siblings from lower to middle income families one of whom attended a government secondary school in Ndola and the other an alternative school run by a non-governmental organization. This study found that transformative agency was enabled by alternative schooling that attempted to disrupt the reproductive tendencies of state schooling. After graduation, however, students were forced to renegotiate their sense of agency vis-a-vis the larger structural constraints of Zambian society. As such, the limits and possibilities of alternative pedagogy and school structure towards educational equity are analysed and discussed in relation to the field of international and comparative education.
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AN ASSESSMENT OF THE PHYSICO-CHEMICAL PARAMETERS OF KONTAGORA RESERVOIR, NIGER STATE, NIGERIA | Ibrahim Badamasi Babangida University Open Education Resources (OER) - Usman, Ibrahim Baba; Balogun, J. K. (2009)
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English Literacy in Schools and Public Places in Multilingual Eritrea - Asfaha, Yonas Mesfun (Zenodo (CERN European Organization for Nuclear Research), 2009)
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Research Guides: African Studies: Africa- Education - Ryan, Bonnie (2009)
African studies is multidisciplinary in scope, and this site covers print and electronic sources on Africa that will be relevant to Syracuse University scholars.
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Research Guides: African Studies: Africa- Education - Wasson, Winn (2009)
African studies is multidisciplinary in scope, and this site covers print and electronic sources on Africa that will be relevant to Syracuse University scholars.
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West Africa: Climate Change Discussion (Africa Research Bulletin: Economic, Financial and Technical Series, 2009)
Africa Research Bulletin: Economic, Financial and Technical SeriesVolume 46, Issue 3 p. 18191A-18191A West Africa: Climate Change Discussion First published: 01 May 2009 https://doi.org/10.1111/j.1467-6346.2009.02256.xRead the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume46, Issue3May 2009Pages 18191A-18191A RelatedInformation
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Climate Change in Africa: Impacts and Effects on the Inhabitants of the Lake Chad Region. - Abubakar, B. S. U. Ibn; Tahir, Shahbaz; Olisa, O. (AGUSM, 2009)
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Intervention Practices in Kokebe Tsibah Special Unit for Children with Intellectual Disabilities: An Ethiopian Experience - Admas, Fantahun (DOAJ (DOAJ: Directory of Open Access Journals), 2009)
This paper focuses on the intervention practices of Kokebe Tsibah special unit for children with intellectual disabilities. The data were collected through interview of three teachers who served for 20 years in the unit, observation of teachers and children, and analysis of documents. Qualitative data analysis was employed to analyze the data. The results indicated that children with intellectual disabilities received interventions in the form of educational, adaptive skills and vocational intervention. Teachers practice intervention in the unit by providing educational intervention, adaptive skills training and vocational training for children with intellectual disabilities. Considerable results are recorded through the application of these intervention practices. Stakeholders should fully involve in the intervention of children with intellectual disabilities.
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Revisiting Free Compulsory Universal Basic Education (FCUBE) in Ghana - Akyeampong, Kwame (Comparative Education, 2009)
When Ghana became independent in 1957 it had one of the most developed education systems in sub‐Saharan Africa (SSA). Over the next forty years its education system expanded to provide places for most, but not all, of its children. Since the education reforms of the late 1980s enrolments have grown steadily; this contrasts with some SSA countries with universal free primary education policies, which have experienced short periods of rapid growth. Education reforms in Ghana, however, have fallen below expectations. The Free and Compulsory Universal Basic Education (FCUBE) programme introduced in 1995 promised universal education by 2005. This paper revisits Ghana’s FCUBE policy for clues as to why it did not achieve the target goal and especially why poorest households seem to have benefited least from it. One disappointment with FCUBE is that its input did not go far enough to offset the opportunity costs of schooling for the poorest households by abolishing all forms of fees and reducing significantly the indirect costs associated with attending school. The incidence of late entry, overage attendance and poor households’ need for child labour also posed a further threat to the benefits FCUBE promised.
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Teaching Reading Strategies and Skills in the Algerian Middle School: The Case of Tizi-Ouzou - Ammour, Kamila (2009)
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Mapping the incidence of school dropouts: a case study of communities in Northern Ghana - Ampiah, Joseph Ghartey; Adu‐Yeboah, Christine (Comparative Education, 2009)
This paper examines the issue of school dropout in six communities in the Savelugu‐Nanton District in the Northern Region of Ghana. The study focused on 89 children (64 boys and 25 girls) aged 7–16 years, who had dropped out of school. A snowballing sampling method was employed to recruit participants to the study. Two researchers interviewed the children using semi‐structured interview schedules over a period of three weeks. School dropouts were asked to tell their own stories about their schooling experiences and the factors which led to them leaving school. From their accounts dropping out of school appears to be the result of a series of events involving a range of interrelated factors, rather than a single factor. The complex nature of the processes leading to dropout demands input from various actors (i.e. teachers, head teachers, parent‐teacher associations, school management committees and community members) to detect and address at‐risk factors early in order to reduce the likelihood of dropout.
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Education at a Glance: Selected Indicators Based on the Egypt Labor Market Surveys of 1988, 1998, and 2006 - Assaad, Ragui (2009)
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The Egyptian Youth Labor Market School-to-Work Transition, 1988–2006 - Assaad, Ragui (2009)
This chapter examines the insertion of youth into the Egyptian labor market and explores to what extent the school-to-work transition has changed over time (1988–2006). Young people are defined in this study as those aged between 15–29. The analysis of the youth labor market situation is of particular importance. The chapter also uses three comparable labor market surveys, namely the Labor Force Sample Survey 1988 (LFSS 1988), the Egyptian Labor Market Survey 1998 (ELMS 1998), and the very recent Egyptian Labor Market Panel Survey 2006 (ELMPS 2006). It is shown that female participation decreased while male labor-force participation increased. Unemployment rates sharply decreased among both young men and women, especially among the 20–24-year-olds and the less educated. Unemployment rates substantially increased among post-secondary and university graduates, who became the group most vulnerable to unemployment. Education also played a key role in women's entry into the labor market. In general, the study has highlighted that Egyptian youth have experienced some improvements and some added difficulties to their efforts to enter the Egyptian labor market.
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A prospective study of burns trauma in children in the University of Calabar Teaching Hospital, Calabar, south–south Nigeria - Asuquo, Maurice E.; Ekpo, R; Ngim, Ogbu (Burns, 2009)
Burns are among the most devastating injuries seen in the emergency units. The epidemiology varies from one part of the world to another. This communication is a 3-year report of burns in children in an attempt to provide information on the current epidemiology of burns in this centre. Children admitted into the University of Calabar Teaching Hospital, Calabar with burns were prospectively studied from February 2005 and January 2008. There were 56 patients (28 males and 28 females). The ages ranged from 9 days and 14 years (mean 3.5 years) and 19 (73.1%) were preschool children. There were 39 (69.6%) who sustained scald injuries while 17 (30.4%) suffered flame injuries. Twenty-six (46.4%) patients sustained burns with total burn surface area above 10%. Education of the public on burns prevention based on the factors highlighted, establishment of burns support groups dedicated to publicity on prevention and provision of financial aid would sustain strategies when adopted.
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The Challenge of Learning : Improving the Quality of Basic Education in Sub-Saharan Africa : Quality, Equality and Democracy, David Johnson (Ed.) : book review - Baloyi, Hlengani (Southern African Review of Education with Education with Production, 2009)
This book focuses on educational quality, equality and democracy in the African context, in particular sub-Saharan Africa. Critical issues that impact, directly or indirectly, on education quality are raised in the book. These include low quality of education in sub-Saharan Africa despite meaningful improvements in access to education, gender inequality in education, the need to use the mother tongue in teaching and learning and persistent inequalities between the previously disadvantaged and advantaged schools. These are important issues, some of which are hotly debated within current educational debates. There is no doubt that the book comes at the right time, seeking to address educational challenges bedevilling our education systems in Africa. This then adds value to the publication.
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Is education the link between orphanhood and HIV/HSV-2 risk among female adolescents in urban Zimbabwe? - Birdthistle, Isolde; Floyd, Sian; Nyagadza, Auxillia; Mudziwapasi, Netsai; Gregson, Simon; Glynn, Judith R. (Social Science & Medicine, 2009)
As the population of orphans grows in AIDS-affected settings, recent studies describe a heightened risk of HIV and sexual risk behaviours among adolescent orphans compared to their non-orphaned peers. This study explores the role of education in explaining the excess sexual risk previously documented among unmarried female orphans in urban Zimbabwe. School attendance and attainment were assessed by type of orphanhood, and for their association with markers of sexual risk (HIV and/or HSV-2 infection) among 743 participants drawn from a random sample of 15-19-year-old girls identified in a cross-sectional survey in Highfield, Harare, in 2004. Multivariable logistic regression was used to assess the role of educational status in explaining the higher prevalence of adverse sexual outcomes among unmarried orphans compared to non-orphans, adjusting for possible confounders. Double orphans had significantly lower educational attendance and attainment than non-orphans. Maternal orphans had higher odds of school drop-out, although this association disappeared when adjusted for recent mobility. Educational status was strongly associated with HIV/HSV-2 risk, but explained only a small part of double orphans' sexual risk and did not explain the HIV/HSV-2 risk of maternal and paternal orphans. High overall levels of secondary school participation and school fee assistance provided to vulnerable families may have reduced the schooling disparities between orphans and non-orphans in Highfield. However, further efforts are needed to rectify the schooling inequities that persist, while additional research is needed to identify other socio-economic and emotional factors driving orphans' sexual risk so that prevention and support programmes can meet the needs of this growing population.
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Sustain Health development in Africa through Responsible Education (SHARE) - Bourlon, F; Robillon, Jean-François; Jolly, Patrick; Wijns, William; Marco, J. L. San (Eurointervention, 2009)
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Partnerships for educational development in Africa : evidence from Japanese professional development programmes for science teachers in Ghana and South Africa - Bukari, Zacchaeus; Jita, Loyiso C. (Southern African Review of Education with Education with Production, 2009)
Following the attention given by the Jomtien Declaration (1990) to the need for partnerships in the promotion of education, developing countries have initiated partnerships with many international donor agencies. The rationale, design and practice of many partnerships still require systematic investigation in the different country-contexts. This paper examines the framework, construction and practice of partnerships, using the Japan International Cooperation Agency's (JICA) educational development partnership programmes in Ghana and South Africa as case studies. The evidence, gathered through interviews with key officials and document analysis, suggests that while partnerships are key, they are often narrowly conceptualized within development projects. The JICA partnerships described in this paper represent a mixture of both stimulating and limiting factors. The paper concludes with a discussion of the implications of the conceptualization of a partnership for the opportunities for and constraints on the development it seeks to achieve.
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The Response of the Roman Catholic Church in South Africa to the Problems of HIV/AIDS In Light of the Modern Catholic Social Teaching. - Byarugaba, George William (2009)
Writing about HIV/AIDS gives me an opportunity to tell the story of my own experience concerning its venomous impact. I am fortunate or unfortunate or both in that, after my ordination to priesthood, the first appointment I received was to the Rakai district where the first HIV/AlDS case in Uganda appeared. Later, I transferred to the Kokstad Diocese-South Africa, where my appointments have been to the Mzongwana and Lusikisiki communities. Both places have been more affected by HIV/AIDS than any other place in the Kokstad diocese. My stay in both Rakai and Kokstad has brought me face to face with HIV/AIDS; that is, I have had to mourn the deaths of my friends who I knew and worked with so closely; and their deaths left a wide gap and ceaseless pain in my life. Like Martha, who felt the anguish of losing a brother [Lazarus] and perhaps could not understand why it took Jesus so long to come to their aid, I too am sometimes haunted by my own Lord, if you had been here, my brother would not have died (John 11:12). I have unsettling questions: What can we do to reverse the situation of unnecessary and premature deaths of our beloved sisters and brothers? How many more people must die before the world wakes up from its dogmatic sleep to realize that HIV/AIDS is genocidal? What can the Church do to save people from the dehumanizing situations which lead many of them to contract HIV/AIDS?
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The persistence of gender inequality in Zimbabwe: factors that impede the advancement of women into leadership positions in primary schools - Chabaya, Owence; Rembe, Symphorosa; Wadesango, Newman (South African Journal of Education, 2009)
We investigated and analysed the factors that women teachers consider as barriers to their advancement to headship positions in Zimbabwean primary schools. Specifically, we sought to identify the factors perceived by women school heads to be causes of persistent under-representation of women in school headship positions. Data were collected through structured face-to-face interviews and focus group discussions with 13 experienced women school heads. The findings revealed that although the majority of the women teachers in the study sample were qualified for promotion to school headship positions, they had not attempted to apply for them. The majority of the women teachers in the study sample were adequately qualified for promotion to school headship positions. Indeed, a large number of them either had a university degree or were pursuing degree studies and also had extensive experience. But most of them had not attempted to apply for school headship and hence were still class teachers. Gender stereotypes were shown to be one of the major causes of persistent under-representation of women in primary school headship. The influence of gender role stereotypes was found to manifest in the form of low self esteem; lack of confidence; women's perception that their role in the family overrides all other roles; and lack of support from the home and the workplace.
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‘A School Said to Resemble a Luxury Hotel’: Historicizing African Women's Quest for Education before Oprah's School - Charumbira, Ruramisai (History Compass, 2009)
Abstract The public reception of the Oprah Winfrey Leadership Academy for Girls (OWLA) in South Africa and the United States is a recent example of a historical pattern historians have often called the ‘civilizing mission’ on behalf of girls and women in Africa. One of the greatest missed opportunities by founders (and critics) of such schools, past and the present, has been the glaring omission of highlighting contemporary African women's achievements so the girls can see themselves as connected to a long line of female strivers and achievers with varied personal histories. This study utilizes African women's novels and memoirs to historicize African women's quest for (higher) education as well as emphasize the importance of historically grounded international development aid to Africa so as to avoid the pitfalls of neocolonialism that reproduce stereotypes about Africans, and women in particular. Texts highlighted include: Tsitsi Dangarembga's Nervous Conditions , Mariama Bâ's So Long a Letter , Mamphela Ramphele's Across Boundaries , and Wangari Maathai's Unbowed .
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The school cluster system as an educational reform : evidence from Namibia and Zimbabwe - Chikoko, Vitallis; Aipinge, Lydia (Southern African Review of Education with Education with Production, 2009)
School clusters have become an international phenomenon, particularly in the developing world, as countries seek ways of addressing the many educational challenges that confront them. However, how those tasked to implement this reform experience and respond to it remains under-researched. There also seems to be a dearth of comparative studies in this area in the Southern African region. This paper reports on two studies, one conducted in Namibia and the other in Zimbabwe, on principals' experiences of the implementation of the school cluster system. Data was collected through interviews and document analyses. Findings show that the cluster system is an ideal grassroots structure consistent with the widely called-for notion of participatory decision-making, but its sustainability is questionable. The paper concludes that in order for reforms to succeed, education systems must complement restructuring with re-culturing.
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Changing patterns of access to basic education in Malawi: a story of a mixed bag? - Chimombo, Joseph (Comparative Education, 2009)
Malawi was the first sub‐Saharan African country to take a bold decision and declare free primary education after the Jomtien conference in 1990. Fourteen years after the policy was first implemented no serious attempt has been made to find out what has happened to the influx of pupils joining the system. Using secondary sources of data, this paper provides evidence of how the trends in enrolment have been changing since independence in Malawi and brings to the fore equity issues, as well as an indication of how achievement is changing. Since the introduction of Free Primary Education in 1994/95 many more children have been to school. Malawi has also succeeded in reaching gender parity in enrolments at least at the lower levels. However, these successes come in a system which is failing on many counts. Levels of resource provision are very low and their distribution uneven. The system is still beset with a series of efficiency problems with high dropout rates, especially for girls in higher grades, and only small increases in completion rates. Further, the overall performance of pupils is decreasing significantly. Malawi faces a major task to deliver quality education. A new and more comprehensive approach to planning is needed which goes beyond the quantitative targets that have been set and which have emphasised growth in access at the expense of quality.
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Lava flow hazard at Nyiragongo Volcano, DRC - Chirico, Giuseppe D.; Favalli, Massimiliano; Papale, Paolo; Boschi, E.; Pareschi, M. T.; Mamou-Mani, Arthur (Bulletin of Volcanology, 2009)
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A Multi-Level Case Study Analysis of Campus-Based Male Initiatives Programs and Practices and the Impact of Participation on the Perceptions of First-Year African American Male Community College Students in Texas. - Dabney-Smith, Valschkia Lisette (2009)
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Ugandan secondary school headteachers’ efficacy: What kind of training for whom? - DeJaeghere, Joan; Williams, Rhiannon D.; Kyeyune, Robinah (International Journal of Educational Development, 2009)
With increasing pressures from growing demand and for higher quality on secondary schools, headteachers play a crucial role in creating successful school environments. Within Uganda, and across many countries in sub-Saharan Africa, headteachers are not adequately prepared for their roles, and few professional development opportunities exist to provide them with the skills they need. This article reports on a study that assessed headteachers’ efficacy in the areas of leadership, management, instructional supervision, and community relations. One of the policy arguments for educators’ professional development is to create a coherent, cost-effective, and scaleable training program, which often results in a “one-size-fits-all” training. However, the findings from this study suggest the need for designing training to target gaps in specific skill domains and to give attention to the differing roles and responsibilities of head and deputy headteachers, the school size and resources, gender, and the location of the population that the school serves. In effect, training should be contextualized and targeted.
openalex: W2126486132 mag: 2126486132
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Determinants of farmers’ choice of adaptation methods to climate change in the Nile Basin of Ethiopia - Deressa, Temesgen; Hassan, Rashid M.; Ringler, Claudia; Alemu, Tekie; Yesuf, Mahmud (Global Environmental Change, 2009)
This study identifies the major methods used by farmers to adapt to climate change in the Nile Basin of Ethiopia, the factors that affect their choice of method, and the barriers to adaptation. The methods identified include use of different crop varieties, tree planting, soil conservation, early and late planting, and irrigation. Results from the discrete choice model employed indicate that the level of education, gender, age, and wealth of the head of household; access to extension and credit; information on climate, social capital, agroecological settings, and temperature all influence farmers’ choices. The main barriers include lack of information on adaptation methods and financial constraints.
openalex: W1977827751 mag: 1977827751
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Determinants of farmers’ choice of adaptation methods to climate change in the Nile Basin of Ethiopia - Deressa, Temesgen; Hassan, Rashid M.; Ringler, Claudia; Alemu, Tekie; Yesuf, Mahmud (Global Environmental Change, 2009)
This study identifies the major methods used by farmers to adapt to climate change in the Nile Basin of Ethiopia, the factors that affect their choice of method, and the barriers to adaptation. The methods identified include use of different crop varieties, tree planting, soil conservation, early and late planting, and irrigation. Results from the discrete choice model employed indicate that the level of education, gender, age, and wealth of the head of household; access to extension and credit; information on climate, social capital, agroecological settings, and temperature all influence farmers’ choices. The main barriers include lack of information on adaptation methods and financial constraints.
openalex: W1977827751 mag: 1977827751
Keywords: openalex:import; openalex:yes

Access to ICT education for girls and women in rural South Africa: A case study - Dlodlo, Nomusa (Technology in Society, 2009)
This paper describes the impact of socio-economic factors on girls and women's access to Information and Communication Technology (ICT) education and training in a rural South African environment and recommends strategies for improved access to ICT education and training. The study was undertaken through a case study conducted in the Moutse village in the Elandsdoorn area of Mpumalanga province, South Africa.
openalex: W2045180015 mag: 2045180015
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Teaching and learning information literacy:Navigating information literacy: your information society survival toolkit. By Theo Bothma, Erica Cosjin, Ina Fourie and Celia Penzhorn. Cape Town: Pearson Education South Africa, 2008. 196 pp. US$45 soft cover ISBN 9781770252219. - Dunford, Helen (Australian Library Journal, 2009)
openalex: W2328899684 mag: 2328899684
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THE ROLE OF FINE RESTORATION TECHNIQUES IN MAINTAINING HERITAGE BUILDINGS' ORNAMENTS ( THE ORNAMENTS OF ALAMRYA SCHOOL IN YEMEN, AS AN APPLIED EXAMPLE) - El-Kadi, Shawkat; Mosa, Mohammed. A.; Al-Eryani, Sahar M. Anas (JES. Journal of engineering sciences, 2009)
openalex: W3111252581 mag: 3111252581
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Petrogenesis of Silicic Magmas in the Afro-Arabian Flood Volcanic Province in Yemen: A Melt Inclusion Study - Falkena, L. B.; Peate, David W.; Peate, I. Ukstins (AGU Spring Meeting Abstracts, 2009)
openalex: W3081429884 mag: 3081429884
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The reflexive adaptations of school principals in a ‘local’ South African space - Fataar, Aslam (International Journal of Inclusive Education, 2009)
This paper is an analysis of the work of three principals in an impoverished black township in post‐apartheid South Africa. Based on qualitative approaches, it discusses the principals’ entry into the township, and their navigation of their schools’ surrounding social dynamics. It combines the lenses of ‘space’ and ‘performance’ to analyse the reflexive basis on which they establish their principal roles. The paper suggests that their identities as principals were established in light of a range of engaged pedagogical performances. It is argued that these were enacted based on nuanced readings of their discursive environment and the enactment of strategic practices that provided them an authoritative platform for their principal roles.
openalex: W2034192988 mag: 2034192988
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Gender repetition: school access, transitions and equity in the ‘Birth‐to‐Twenty’ cohort panel study in urban South Africa - Fleisch, Brahm; Shindler, Jennifer (Comparative education (Print), 2009)
Using data collected by the Birth‐to‐Twenty child cohort study in urban South Africa, this paper describes the patterns of schooling of a population of children born in the Greater Johannesburg area in April to June 1990. This paper examines the patterns of initial enrolment in Grade 1, transitions through grades, and trends in primary school completion. The vast majority of children in the Birth‐to‐Twenty cohort entered school in the year they turned 6 or 7, and almost all were still enrolled at the age of 15, the end of compulsory schooling in South Africa. While only a very small number of children in the study are excluded from formal schooling, the study reveals relatively high rates of repetition, specifically for boys living in working‐class and poor neighbourhoods.
openalex: W2077882919 mag: 2077882919
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Learning and equitable access in the Western Cape, South Africa - Gilmour, David; Soudien, Crain (Comparative Education, 2009)
Silent exclusion, when children register and attend school but learn little, is a critical feature of educational access in South Africa. Several international studies (e.g. TIMMS, SACMEQ) have shown that despite high levels of investment, South African schools perform poorly in relation to other countries at similar levels of income. Equitable access is yet to be achieved with wide variations in the quality of access between sub‐populations. This paper focuses on levels of learning achievement and comparisons between grades, schools, and populations of children in the Western Cape. Since outcome data is available over time changes can be followed and equitable access explored.
openalex: W2012668732 mag: 2012668732
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African American preschool teachers and children explore teacher-child relationships with a white teacher educator - Grant, Linda Jean (2009)
openalex: W3162637814 mag: 3162637814
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Challenges and obstacles in early HIV and AIDS education in South Africa, 1989-1994 - Grundlingh, Louis (Historia, 2009)
Very little research has been done on HIV and AIDS education in the 1980s. AIDS cases rapidly increased from less than 1 per cent in 1990 to almost 8 per cent in 1994. Both the government and non-governmental organisations started to launch HIV and AIDS education campaigns and programmes. Whilst the levels of awareness might have been relatively high, the same cannot be said for the knowledge levels. There were numerous impediments with the educational efforts. These ranged from a restrictive conservative morality, and a strictly bio-medical interpretation of the disease, to the racial context of South Africa. A variety of methods were used to convey the HIV and AIDS message. Considering the levels of illiteracy in the country, educationists made use of visual aids and dramatic performances to convey the message. Prejudice, as well as inadequate financial and human resources, impeded the educational drive. By 1994 knowledge levels rose, but no major inroads were made in the ultimate goal of behaviour change. Uitdagings en struikelblokke in vroee HIV- en VIGS-opvoeding in Suid-Afrika, 1989-1994 Baie min is gedoen ten opsigte van HIV- en VIGS-opvoeding in die 1980's. VIGS gevalle het vinnig toegeneem van minder as 1 persent in 1990 tot amper 8 persent in 1994. Beide die regering en nie-regeringsorganisasies het veral in hierdie tyd HIV- en VIGS-opvoedingsveldtogte en -programme begin loods. Die vlak van bewussyn mag relatief hoog gewees het, maar dieselfde kan nie van kennisvlakke gese word nie. Daar was heelwat beperkinge wat die opvoedingspogings in die wiele gery het. Dit het gewissel van 'n baie beperkende konserwatiewe moraliteit en 'n streng biomediese interpretasie van die siekte, tot die rasse-konteks van Suid-Afrika. Verskeie metodes is aangewend om die HIV- en VIGS-boodskap oor te dra. Opvoedkundiges het die vlak van ongeletterdheid in ag geneem en daarom het hulle van visuele middele en toneelspel gebruik gemaak om die boodskap oor te dra. Vooroordele en ontoereikende finansiele en menslike hulpbronne het baie beperkend op die opvoedkundige pogings ingewerk. Teen 1994 het kennisvlakke wel toegeneem, maar geen noemenswaardige vordering is gemaak met die uiteindelike doel om gedrag te verander nie.
openalex: W2147001105 mag: 2147001105
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Transformative Education in Violent Contexts: Working with Muslim and Christian Youth in Kaduna, Nigeria - Harris, Colette (IDS Bulletin, 2009)
This article discusses one approach to producing social change used in a transformative education project carried out in 2007/08 in Kaduna, Nigeria. Its participants were Muslim and Christian youth and the setting one in which, in the wake of recent inter-sectarian riots, the possibility of new outbreaks of community violence is ever present. The project aimed to open up spaces for reflection and citizen action at community level and increase participants' ability to analyse the local political situation, in order to reduce violence in the community. The success of transformative education depends on the ability of the facilitator to use pedagogy to support people to make fundamental changes in their frames of reference. In those instances where the methodology of the project was truly transformative and not merely participatory, it produced changes in thought processes – increased capacity for critical thinking.
openalex: W2117085878 mag: 2117085878
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Water Purification in South Africa: Reflections on Curriculum Development Tools and Best Practices for Implementing Student-Led Sustainable Development Projects in Rural Communities - Harshfield, Eric L.; Jemec, Ana; Makhado, Ofhani; Ramarumo, Elias (International Journal for Service Learning in Engineering, Humanitarian Engineering and Social Entrepreneurship, 2009)
This paper presents a sustainable development project in which University of Virginia students collaborated with University of Venda faculty, Global Sustainability Club students, and local community members to address water problems in a village in the Venda region of the Limpopo Province, South Africa. The cohort’s goal was to implement a sustainable and contextually appropriate water purification and distribution system. The authors present the design and constructed process for a slow sand filtration system intended to provide clean drinking water to most households in the community. They present and analyze the successes, failures, and ethical dilemmas encountered throughout project execution. Also, the authors assess the project based on three evaluation criteria for service learning projects and explore possibilities for follow-up through the collaboration between the University of Virginia and the University of Venda. The paper ends with a reflection examining aspects of engineering community engagement projects including site assessments prior to project implementation, project timeframes, and crosscultural institutional collaborations.
openalex: W1763297466 mag: 1763297466
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Multilingual language policy and school linguistic practice: globalization and English‐language teaching in India, Singapore and South Africa - Hornberger, Nancy H.; Vaish, Viniti (Compare: A Journal of Comparative and International Education, 2009)
This paper explores tensions in translating multilingual language policy to classroom linguistic practice, and especially the paradoxical role of and demand for English as a tool of decolonization for multilingual populations seeking equitable access to a globalizing economy. We take an ecological and sociolinguistic approach, depicting tensions between multilingualism and English across three national cases, at both policy and classroom level. Despite India's egalitarian Three Language Formula (TLF) of 1968, many Indian children are being educated in a language which is not their mother tongue. Singapore's bilingual education policy with English medium of instruction and mother tongues taught as second languages nevertheless leaves the linguistic capital of multilingual children who speak a pidginized variety of English called ‘Singlish’ out of the equation, since the school medium is standard English. South Africa's Constitution of 1993 embraces multilingualism as a national resource, raising nine major African languages to national official status alongside English and Afrikaans, yet with the freedom of movement accompanying the dismantling of apartheid, large numbers of African language‐speaking parents seek to place their children in English‐medium instructional contexts. Given the push for English and simultaneous official valuing of multilingualism in all three cases, we briefly consider illustrative classroom examples and argue that multilingual classroom practices can be a resource through which children access Standard English while also cultivating their own local languages.
openalex: W2029458949 mag: 2029458949
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Racial socialization and identity across the transition to middle school among African American youth - Hudgens, Tanée M. (2009)
openalex: W2273058287 mag: 2273058287
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Attitude of teachers and inclusion of intellectually challenged learners in Kisumu west district regular primary schools Kenya - James, Ocideng' Odhiambo (2009)
A research report submitted to the institute of open and distance learning in partial fulfillment of the requirement for the award of bachelors degree of education in special needs education of Kampala international university (kiu) Kampala, Uganda
openalex: W3042396518 mag: 3042396518
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Correlates of mathematics anxiety among African American high school juniors - Jones, Gloria Lynn (2009)
openalex: W3107133955 mag: 3107133955
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Archives and Records Management Education and Training: what can Africa learn from Europe and North America? - Katuu, Shadrack (Information Development, 2009)
While education and training of archives and records professionals within Sub Saharan Africa has a history of about five decades, elsewhere professional development has a history lasting several centuries. In Europe, archivists have been in existence since the 17th century while in North America, while the history is just about one century old, within that time a lot of innovation has been evident. This article provides a summary of developments in the two continents, drawing lessons that could be useful in reinvigorating discussion within the African continent.
openalex: W2101049516 mag: 2101049516
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M1033 Colorectal Neoplasia in Young African Americans, Could Race Be a Risk Factor? a 40 Years Experience in An Inner City Teaching Hospital - Kibreab, Angesom; Dowlati, Ehsan; Kazemi, Sharareh; Brim, Hassan; Lee, Edward L.; Smoot, Duane T.; Scott, Victor; Nouraie, Mehdi; Nouri, Zahra; Entezari, Omid; Fatima, Sabiha; Ashktorab, Hassan (Gastroenterology (New York, N.Y. 1943), 2009)
BACKGROUND: Colorectal cancer (CRC) is the third most common cancer, and survival in African Americans (AAs) is worse than Caucasians.Some studies suggest that the incidence of CRC is higher in AA patients below the age of 50 when compared to Caucasians.This study aims to confirm the higher prevalence of CRC in an AA population within the age groups of 40-49, and its implications to the screening guidelines.METHOD: In a retrospective study demographic data, indication and outcome of colonoscopy, and biopsy data were collected at Howard University Hospital over a period of 38 years .All of the study patients were (AA), and cases were classified either symptomatic average risk, 692 (91%); or high risk (family history, IBD), 69 (9%).Distribution of variables were studied by mean (standard deviation) or number (%) .RESULTS: A total of 8851 patients who had colonoscopy were analyzed.Female comprise 56%, and the mean (SD) for age was 60.3 (14.9).Out of the total, 965 (11%) were in the age group of 40-49, of which 409 (42%) had adenoma, and 45 (4.8%) had CRC.The location of 86% of the 409 adenomas were obtained.Two-hundred six (59%) adenomas were on the left side, and 144 (41%) were right sided.The histology of the adenomas included, 264 tubular adenomas (64.5%), 83 hyperplastic lesions (0.3%), 44 villous adenomas (10.8%), and 18 other histology (4.4%).When patients from age 40-44 (378) were compared for the prevalence of adenoma and CRC to those age 45-49 ( 587), the 40-44 age group had 148 (39.2%) adenomas and 18 (4.8%)CRC, vs. the 45-49 age group had 349 (59.4%) adenomas and 28.1(4.8%)CRC.Twenty four (68.5%) cancers were on the left side, and 11(31.5%)were right sided.Females had higher CRC rates 27 (61%), compared to males 18(39%).CONCLUSION: Our data showed a very high burden of colorectal adenoma and CRC in young AAs (<45).CRC rate of (4.8%) was seen for both the age group of 40-44, and 45-49, which indicates cancer in AAs may starts at younger age than predicted (<45).The American College of Gastroenterology recommends to start screening of AAs at age of 45, but this may not cover many high risk people who are younger than 45.Further study is needed on AAs to confirm these findings.
openalex: W2020915060 mag: 2020915060
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Fluid intelligence and spatial reasoning as predictors of pilot training performance in the South African Air Force (SAAF) : original research - Kock, François de; Schlechter, Anton F. (Sa Journal of Industrial Psychology, 2009)
Pilot selection is a form of high-stakes selection due to the massive costs of training, high trainee ability requirements and costly repercussions of poor selection decisions. This criterion-related validation study investigated the predictive ability of fluid intelligence and spatial reasoning in predicting three criteria of pilot training performance, using an accumulated sample of South African Air Force pilots (N = 108). Hierarchical multiple regression analyses with training grade achieved as criterion were performed for each of the phases of training, namely practical flight training, ground school training, and officers' formative training. Multiple correlations of 0.35 (p 0.05) and 0.23 (p > 0.05) were obtained for flight, ground school and formative training results, respectively. Spatial ability had incremental validity over fluid intelligence for predicting flight training performance.
openalex: W2944977764 mag: 2944977764
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A Holistic Professional Development model for South African physical science teachers - Kriek, Jeanne; Grayson, Diane J. (South African Journal of Education, 2009)
The state of mathematics and science education in South Africa is a cause for concern. This situation can be attributed, in part, to many mathematics and science teachers’ limited content knowledge, ineffective teaching approaches, and unprofessional attitudes. To address these three problem areas simultaneously, a holistic model for the development of Grades 10 to 12 Physical Science teachers was constructed and evaluated against national and international benchmarks. The effects of the model were assessed over a period of four years with 75 teachers. The model was developed in a distance education context, with no face-to-face contact required. It comprises the following elements: a study guide which integrates the development of teachers’ content knowledge, pedagogical content knowledge, cognitive skills and experimental skills; reflective journals; assignments; workshops; peer support and science kits. We briefly describe the research that culminated in the Holistic ProfessionalDevelopment (HPD) model, followed by an account of each element of the model. We then present evidence that suggests that the model is effective in helping teachers develop along three desired dimensions, namely, content knowledge, teaching approaches, and professional attitudes.
openalex: W1574366573 mag: 1574366573
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Prevalence of Blindness and Visual Impairment in Nigeria: The National Blindness and Visual Impairment Survey - Kyari, Fatima; Murthy, Gudlavalleti V S; Sivsubramaniam, Selvaraj; Gilbert, Clare; Abdull, Mohammed M; Entekume, Gabriel; Foster, Allen (Investigative ophthalmology & visual science, 2009)
purpose. To determine the prevalence of blindness and visual impairment among adults aged ≥40 years in Nigeria. methods. Multistage, stratified, cluster random sampling with probability proportional to size procedures was used to identify a cross-sectional nationally representative sample of 15,027 persons ≥40 years of age from all 36 states in Nigeria and the Federal Capital Territory. Distance visual acuity (VA) was measured with a reduced logMAR tumbling-E chart at 4 and 1 m. Presenting and best corrected visual acuities were recorded. Autorefraction was performed in all examined adults. Clinical evaluations included examination under dilation for those with presenting vision <6/12 in either eye. results. In the study, 15,122 persons aged ≥40 years were enumerated and 13,599 (89.9%) examined. Prevalence of blindness (<20/400 in the better eye) and severe visual impairment (<20/200–20/400; presenting vision) was 4.2% (95% confidence interval [CI]: 3.8%–4.6%) and 1.5% (95% CI: 1.3%–1.7%), respectively. Blindness was associated with increasing age, being female, poor literacy, and residence in the North. Participants residing in the South West had the lowest prevalence while those in the North East had the highest prevalence of blindness. It is estimated that 4.25 million adults aged ≥40 years have moderate to severe visual impairment or blindness (<20/63 in the better eye). conclusions. There is a high prevalence of blindness and severe visual impairment among those aged≥ 40 years in Nigeria. Significant differences exist between the geopolitical zones and emphasis should be on ensuring eye services across Nigeria, which means that planning at the regional level is necessary.
openalex: W1991917399 mag: 1991917399
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Open and Distance Learning in Papua New Guinea: Case Study of a Private Training Provider - Laufa, Terence Miro (Contemporary PNG Studies, 2009)
This paper conceptualises open and distance learning as a movement for developing a critical mass of people, indispensable for a variety of national, personal, developmental and enrichment endeavours. The question of mutual relevance and mutual response of open and distance learning brings to critical focus the tasks of maintaining and sustaining quality assurance of open and distance learning programs in Papua New Guinea (PNG). The expansion of educational and learning opportunities presented by open and distance learning in PNG has led to challenges for providers relating to curriculum development, with specific reference to adequate teaching and learning material preparation and distribution to learners. Against that background, this paper provides a case study on how the Professional Staff Training College in PNG has fared since the inception of its international diploma and certificate programs via open and distance learning.
openalex: W2273133405 mag: 2273133405
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Enhancing learners' academic achievements in rural Lesotho schools: matching teaching and learning styles - Letele, Moeketsi Joseph (2009)
openalex: W2615759618 mag: 2615759618
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Access to education in sub‐Saharan Africa: patterns, problems and possibilities - Lewin, Keith (Comparative education (Print), 2009)
The numbers of children with access to basic education in sub‐Saharan Africa have increased substantially over the last two decades but many still remain out of school. Some fail to enrol at all, especially in fragile states, and many more start school but do not complete the basic cycle. Education for All (EFA) and the Millennium Development Goals (MDGs) have generated commitments to improve greatly access to education. This paper first develops an expanded vision of access. Second, it analyses participation by grade and identifies five different country patterns. Third, changes in enrolments over time are explored which show that in some countries progress has been very uneven and that overall expansion may conceal large increases in lower grades and little change in completion rates. Fourth, data on age in grade are used to show that many children are overage and this may have consequences for attempts to lower dropout and improve completion rates. Fifth, participation by household income remains very uneven, especially at secondary level and wealth remains the most powerful determinant of progression to higher educational levels. Sixth, there has been good progress on some other sources of inequality, e.g. gender disparities, but much remains to be achieved, especially in fragile states. Concluding remarks draw out some policy related conclusions for future EFA priorities.
openalex: W2096945481 mag: 2096945481
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Education in sub‐Saharan Africa: researching access, transitions and equity - Lewin, Keith; Akyeampong, Kwame (Comparative Education, 2009)
Access to basic education is a central plank of the global initiatives on Education for All and is prominently included in the Millennium Development Goals (MDGs) to which almost all countries subs...
openalex: W2141327904 mag: 2141327904
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Education and cultural hybridity: what cultural values should be imparted to students in Kenya? - Maeda, Mitsuko (Compare (Print), 2009)
This paper discusses what cultural values should be imparted to Kenyan students in the post‐colonial era. Traditionalists had argued that an education based on Western culture, i.e. colonial cultur...
openalex: W2111496264 mag: 2111496264
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The Final Ends of Higher Education in Light of an African Moral Theory - Metz, Thaddeus (Journal of Philosophy of Education, 2009)
From the perspective of an African ethic, analytically interpreted as a philosophical principle of right action, what are the proper final ends of a publicly funded university and how should they be ranked? To answer this question, I first provide a brief but inclusive review of the literature on Africanising higher education from the past 50 years, and contend that the prominent final ends suggested in it can be reduced to five major categories. Then, I spell out an intuitively attractive African moral theory and apply it to these five final ends, arguing that three of them are appropriate but that two of them are not. After that, I maintain that the African moral theory prescribes two additional final ends for a public university that are not salient in the literature. Next, I argue that employing the African moral theory as I do enables one to rebut several criticisms of Africanising higher education that have recently been made from a liberal perspective. I conclude by posing questions suitable for future research.
openalex: W2066540518 mag: 2066540518
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Cataract in Children Attending Schools for the Blind and Resource Centers in Eastern Africa - Msukwa, Gerald; Njuguna, M; Tumwesigye, Cillasy; Shilio, Bernadeth; Courtright, Paul; Lewallen, Susan (Ophthalmology, 2009)
The aim of this study was to describe results of a representative sample of children who have undergone cataract surgery in schools for the blind in 4 African countries.Cross-sectional study.Children enrolled at schools for the blind in Kenya, Malawi, Tanzania, and Uganda.We used a population-proportional-to-size methodology to select a representative sample of schools for the blind and annexes and included all the children attending the selected schools. Trained teams using standardized examination methods and a modified World Health Organization form examined the children. The form was modified specifically to collect information on outcomes of cataract surgery.Operative status and postoperative visual acuity.Of 1062 children examined, 196 (18%) had undergone cataract surgery or had cataract as the major cause of visual impairment; 140 (71%) had bilateral surgery, 24 (12%) had unilateral surgery, and 32 (16%) had not had surgery. Of operated eyes, 118 (41%) had visual acuity > or =20/200. Intraocular lenses were implanted in 65% of the operated eyes. Eyes with intraocular lens were more likely to have better vision than those without (P for trend = 0.04). Amblyopia was the most common cause of poor visual acuity in children who had undergone cataract surgery.The number of children in the schools who receive cataract surgery has increased greatly since 1995. The high rate of amblyopia highlights the critical need for programs to find children earlier and to ensure adequate follow-up after surgery. Without such programs, the value of training pediatric surgeons will not be fully realized.The authors have no proprietary or commercial interest in any materials discussed in this article.
openalex: W2142093370 mag: 2142093370
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An Investigation into the Impact of School Context on Achievement: A Situational Analysis of Five Western Cape Schools in South Africa. - Mushayikwa, Emmanuel (2009)
openalex: W347133598 mag: 347133598
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Developing social inclusion through after‐school homework tutoring: a study of African refugee students in Greater Western Sydney - Naidoo, Loshini (British Journal of Sociology of Education, 2009)
Schools represent the primary setting where refugee children learn about Australian life and culture. They serve as a broad context for acculturation not only for academic development and language acquisition but for cultural learning too. This paper focuses on the after‐school homework tutoring programme that uses University of Western Sydney (Australia) secondary teacher education students as tutors for African refugee students in secondary schools to facilitate their inclusion into Australian society. African refugees may receive lower returns for education in comparison with other Australian migrants. Using Bourdieu’s theory of social capital and cultural reproduction as a conceptual framework, this paper discusses the part played by schools in constructing barriers that prevent under‐represented groups such as refugees participating in the education process. It aims to explore the success of community engagement programmes like Refugee Action Support, which is designed to act in the interests of others (refugees) characterised as socio‐culturally disadvantaged.
openalex: W2037570149 mag: 2037570149
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S1791 R-Type Calcium Channels Mediate Inhibitory Neuromuscular Transmission and Impair Peristalsis In Vitro in the Guinea-Pig Ileum - Naidoo, Vinogran; Rodriguez-Tapia, Eileen S.; Galligan, James J. (Gastroenterology, 2009)
BACKGROUND/AIM: Enterochromaffin (EC) cells are the best characterized subset of enteric endocrine cells and are the main source of 5-hydroxytryptamine (5-HT) in the gut.Previously we have shown an important immuno-endocrine axis in the gut, where CD4+ T cells play a key role in generation of EC cell hyperplasia and in up-regulation of 5-HT production in infection-induced gut inflammation (Gut 2007; 56: 949).However, the role of EC cells/5-HT in regulation of inflammation or in host defense in enteric infection remains to be determined.The aim of this study was to investigate the role of 5-HT in the development of infection-induced gut inflammation and in host defense in a model of enteric infection.METHODS: Tryptophan hydroxylase1-deficient mice (TPH1-/-) which lack 5-HT in gut and wild type (TPH1+/+) mice were infected with nematode, Trichuris muris and sacrificed on various days post-infection (pi) to study the worm expulsion, macrophage infiltration by immunohistochemistry, myeloperoxidase (MPO) activity, and cytokines (IL-β,IL-4 and IL-13) in colon by ELISA.Role of 5-HT in production of pro-inflammatory mediators was further studied by culturing macrophages harvested from peritoneal cavity of naïve TPH1+/ + mice with 5-HT, and assessing IL-1β production after LPS stimulation.RESULTS: Worm expulsion from the intestine was significantly delayed in TPH1-/-mice as compared to TPH1+/+ mice in T. muris infection (worm numbers: 24.2±3.8 vs. 40±6.7 in TPH1+/+ vs. TPH1-/-mice on day 21 pi; p<0.05).There was significant down-regulation of infiltration of F4/80 positive macrophages in the colon of TPH1-/-mice compared to TPH1+/+ mice after infection.We also observed significantly lower MPO activity and IL-1β levels in colon of TPH1-/-mice as compared to TPH1+/+ mice after infection (MPO activity and IL-1β levels were 41.8±5.3 u/mg and 81.3±4.5 pg/mg protein vs. 26.7±4.8u/mg and 57±3.9 pg/mg protein in TPH1+/+ vs. TPH1-/-mice on day 21 pi; p<0.05).There was no significant difference in IL-4 and IL-13 levels in colon between TPH1-/-and TPH1+/+ after infection.We also observed higher amount of IL-1β in the culture supernatant of macrophages harvested from TPH1+/+ mice after stimulation with 5-HT.CONCLUSION: These results provide evidence for an important role for EC cells/5-HT in host defense and in generation of gut inflammation in enteric infection.Considering the strategic location of EC cells in gut mucosa and the importance of 5-HT in intestinal homeostasis, these results provide new insights into the mechanisms of gut pathology and host defense which may ultimately lead to improved therapeutic strategies in various gut disorders.
openalex: W1967188712 mag: 1967188712
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Record Management in Nigerian Secondary School Administration. - Nakpodia, E. D. (2009)
openalex: W7019725 mag: 7019725
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Secondary school students’ knowledge, attitudes, and practice toward epilepsy in the Batibo Health District—Cameroon - Njamnshi, Alfred K.; Angwafor, Samuel A.; Jallon, Pierre; Muna, W. F. T. (Epilepsia, 2009)
Using a 12-item questionnaire, we assessed knowledge, attitudes, and practice (KAP) toward epilepsy and identified determinants of inappropriate attitudes toward people with epilepsy (PWE) among 910 randomly selected secondary school students in Batibo (Cameroon). Ninety-five percent of the students had heard or read about epilepsy, 73.3% knew an epileptic, and 76.4% had witnessed a seizure. Those who would offer equal employment opportunities to PWE, refuse to associate with, or refuse to marry PWE represented 58.6%, 25.4%, and 64.2%, respectively. Negative attitudes appeared to be reinforced by beliefs that epilepsy is hereditary (25.7%), contagious (49.9%), or a kind of insanity (38%). Acquaintance with PWE tended to improve the misconception that epilepsy is contagious (p < 0.001), and to reinforce the view that it is a form of insanity (p < 0.01). A successful epilepsy education program must account for local beliefs, and secondary school students may constitute a good channel for community education.
openalex: W2078962807 mag: 2078962807
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The impact of self-efficacy on the mathematics achievement of African American males in postsecondary education - Noble, Richard (2009)
openalex: W2311186710 mag: 2311186710
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Teaching Law Courses to Non-Law Students in an Engineering Faculty: Preliminary Observations from Botswana - Ntumy, Emmanuel K. (Journal of Legal Affairs and Dispute Resolution in Engineering and Construction, 2009)
openalex: W1987581938 mag: 1987581938
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Climate Variability, Environment Change and Food Security Nexus in Nigeria - Obioha, Emeka E. (Journal of Human Ecology, 2009)
This paper investigates the chain of interactions between climatic change, drought condition and food production in Nigeria. The paper relied mainly on secondary data that were generated through the analysis of relevant data from government and non-governmental agencies. From these sources, both quantitative and qualitative information were collected depending on the immediate importance. Among other things, this paper addresses the estimate of drought condition in the savannah region of Nigeria, the nature of food production activities in the area and the extent to which continuous climatic change has affected the state of food production. The paper also examines the indigenous and formal institutional frameworks in addressing the situation for assured food security in Nigeria.The paper concludes from the findings that desertification has impacted negatively on the food production activities in the region, which has necessitated the intervention of the government through the assistance from the international development agencies to combat the problem.
openalex: W1596192950 mag: 1596192950
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Special education in Kenya evolution or revolution: comparison with the British system of special education - Oketch, Skeeter A. (2009)
Disability is not inability. A common phrase used so many times. What are we doing to prove this phrase right? The purpose of this thesis was to examine the plight of children with disabilities in Kenya, what systems have been placed in Kenya to assist students with disabilities and what the government and community has done to help and provide independence to these children with various disabilities in the country. Comparisons were made to the British education systems since Kenya was a British colony, to come up with best practice and offer solutions if any that can be introduced in Kenya, to improve the special education system. The thesis also looked at Nigeria a country in Africa that has one of the best special education systems in Africa, and a former British colony to come up with recommendations to help improve special education in Kenya. A historical qualitative research method was used to compare these three systems to gather information on how far both Britain and Nigeria have improved their special education system, long after the British set education systems in both Kenya and Nigeria. It was concluded that inclusive education had proven a success in both Nigeria and Britain in providing independence and transition to adulthood to children with disabilities with minimal assistance where necessary. Kenya has a plan that includes mainstreaming students into the general education classrooms, however, most of this is in draft form, and much must be done for this to be effective. Another important recommendation was public awareness, since there is a lot of ignorance in Kenya in the area of disabilities.
openalex: W1506611734 mag: 1506611734
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Addressing the Educational Challenges Faced by African Refugee Background Students: Perceptions of West Australian Stakeholders - Oliver, Ron; Haig, Yvonne; Grote, Ellen (TESOL in context, 2009)
Australian schools have a long history of providing education to students from culturally and linguistically diverse backgrounds, including new arrivals who are still in the process of acquiring English as an additional language. Nonetheless, the cohort of refugee children and youth coming from Africa's troubled regions in the last few years poses additional challenges for English as a second language (ESL) and mainstream teachers. This paper draws on data from a qualitative research project undertaken in Western Australia to explore the perceptions of African refugee background students, their parents/caregivers, teachers, and others involved in their education and support. The findings are described with respect to the perceived overarching challenges faced by students and teachers and as well as the main literacy issues which, in turn, affect student access to the wider curriculum. Possible strategies to address the problems identified by participants and literacy professionals are proposed.
openalex: W1601793777 mag: 1601793777
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Albendazole and mebendazole have low efficacy against Trichuris trichiura in school-age children in Kabale District, Uganda - Olsen, Annette; Namwanje, Harriet; Nejsum, Peter; Roepstorff, Allan; Thamsborg, Stig Milan (Transactions of the Royal Society of Tropical Medicine and Hygiene, 2009)
Three groups of Trichuris trichiura-infected school-age children were treated with one dose 400mg albendazole, 100mg mebendazole twice daily for 3 d, or 100mg mebendazole twice daily for 5 d. The albendazole study investigated cure and egg reduction rates and found that only 5 of 66 infected children were egg-negative 7 d post-treatment, giving a cure rate of 8% and a geometric mean egg reduction rate of 89%. However, at day 14 post-treatment, all children were again egg-positive with significantly higher egg counts than at day 7 (P<0.001). The two mebendazole studies aimed for the recovery of adult T. trichiura worms. After the 3 d course of mebendazole treatment, only four worms were recovered on days 3-5 after start of treatment from 2 of 34 infected children. With the 5 d course of mebendazole treatment, 10 of 21 infected children expelled a total of 27 worms. In the last case the first worm appeared on day 4 post-treatment, and the highest number of worms was recovered when the study ended at day 7. In conclusion, even with the longest treatment regimen and collecting stool samples over seven consecutive days, only very few worms were recovered. The results of this study suggest that alternative drugs and/or alternative regimens in current control programmes against T. trichiura need renewed attention.
openalex: W2020378247 mag: 2020378247
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Private Cost Analysis of Pre-School Education in Nigerian Private Schools - Olubor, Roseline O. (Journal of Social Sciences, 2009)
AbstractSince research has shown that high quality preschool education is associated with improved school readiness, better school performance, higher graduation rates, lower crime and delinquency and decreased welfare dependency then it is worth knowing how much is spent on such an educational programme per child per annum. One thousand parents of kindergarten pupils during the period 2004/2005 session formed the sample of this study. The study adopted the ex post facto research design. Simple percentage, averages and rank order were the statistical tools adopted for the analysis of data. The study prima facea revealed that parents spent N46, 450 (forty six thousand, four hundred and fifty naira) in order for their children to get kindergarten one education (KG 1) per child per annum in private schools. KG II was N48, 150 and KG. III was N50, 380. In all the programmes, school fees ranked first among the items of cost constituting over 30% of the total private cost. Also revealed is that among the three classes of KG I, II and III, academic costs were higher than incidental costs. The paper recommends the need for government to appropriate a percentage of the Education Tax Fund (ETF) to pre-school education to enable her make pre-school education affordable for all the children.Key Words: KindergartenAcademic CostIncidental CostHouseholdQuality
openalex: W1043684359 mag: 1043684359
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Pedagogical practice and support of English language student teachers during the practicum in Kenya - Ondo, Ong; Ochieng, Charles O. (2009)
This study is an analysis of pedagogical practice and support of English language student teachers during a practicum (teaching practice) in Kenya with a view to discerning what they learnt and the issues that influenced such learning. The study was conducted against a background of calls for research that could provide information for reform of teacher education in general and English language teacher education (ELTE) in particular. The practicum is recognised as an important aspect of all professional learning and is part of most teacher education programmes all over the world. Yet, my literature review revealed that very little research exists in this area, more so in ELTE. Of the previous studies on teaching practice (TP), very few are from developing countries and certainly none (that I know of) in Kenya. This was an interpretive qualitative case study involving seventeen participants - six student teachers, six teacher educators and five cooperating teachers. Data was generated through semi-structured interviews, observations and analysis of relevant documents. The findings generally show that the English language student teachers' practice was mainly focused on surviving the practicum and getting the desired grades to enable them graduate successfully. Consequently, though they learnt some procedural pedagogical knowledge, they were not supported to develop pedagogical reasoning, which is supposed to be the main goal of TP. Some of the issues that influenced teacher learning in this manner were: a weak link between coursework at university and practice in schools, the lack of a clear definition of the parameters of practice and inappropriate conceptualisation of support. My study contributes to the field of ELTE by qualitatively analysing the experiences of all the key participants during one TP session and exploring the question of what the student teachers actually learn during their placements, in a more holistic manner than has featured in most previous research on TP in the field. My study also supports some earlier studies that had similar findings on some aspects of TP; for example, that student teacher learning is only effective during the practicum if there is coordination between all the partners on ELTE. I believe the findings of my study are relevant to TP in other subjects in Kenya, and also other Anglophone African countries where the system of the practicum is generally quite similar.
openalex: W1556238624 mag: 1556238624
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Major and micro seismo-volcanic crises in the Asal Rift, Djibouti - Peltzer, G.; Doubre, Cécile; Tomić, Jelena (AGUSM, 2009)
openalex: W3033013170 mag: 3033013170
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Gender Issues for Women Teachers in Papua New Guinea - Potek, Stephen (Contemporary PNG Studies, 2009)
This paper presents a critical synthesis of literature concerning gender issues for women in Papua New Guinea, with a specific interest in women teachers and women's issues in other developing countries. The review mainly deals with research literature from 1985 onwards and points to particular barriers to women's career advancement in educational systems (e.g. cultural factors, male domination over women, domestic violence, strong family obligations, low levels of girl education, majority of men in leadership positions). The paper is an attempt to accumulate knowledge about inequitable conditions for women teachers in Papua New Guinea, an issue that has received little attention in the extended research on gender issues generally.
openalex: W2217803383 mag: 2217803383
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A randomized controlled trial to increase physical activity and reduce obesity in a predominantly African American group of women with mobility disabilities and severe obesity - Rimmer, James H.; Rauworth, Amy; Wang, Edward; Heckerling, Paul S.; Gerber, Ben S. (Preventive Medicine, 2009)
This randomized controlled trial tested a tailored, telephone-based physical activity coaching intervention for a predominantly African American group of women with severe obesity and mobility disability. We recruited 92 clinic patients from the University of Illinois at Chicago Medical Center referred by their physicians during 2004–2007 and randomized participants to one of three groups – awareness (informational brochure, no coaching), lower support (phone coaching only) and higher support (phone coaching plus monthly exercise support group) – to determine the efficacy of a tailored coaching intervention on key health outcomes, which included body weight and body mass index, blood pressure, cholesterol, physical activity (barriers and self-reported activity), movement and mobility, general health, and social support. The higher support group had the greatest reduction in Body Mass Index (BMI) (7.4%) compared with a 0.2% and 1.6% increase in BMI for the lower support and awareness groups, respectively (p < .01). Both the higher and lower support groups had a greater increase in physical activity scores (39% and 30%, respectively) compared with a decline of 13% in the awareness group (p < .05). Providing phone-based coaching and monthly in-person exercise support group sessions appear to be an effective approach for reducing body weight and increasing physical activity among severely obese, disabled adults residing in difficult social environments.
openalex: W2073917178 mag: 2073917178
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The Economic Importance of Education: Evidence from Africa Using Dynamic Panel Data Analysis - Seetanah, Boopen (Journal of Applied Economics, 2009)
The existing literature has dealt inadequately with the link between education and economic growth in developing countries, particularly for Africa which has experienced a massive growth of enrolment at all levels of education during the second half of the 20th century. Moreover, the issues of causality and dynamics have been largely ignored until lately. This paper investigates the empirical link between education and economic performance for the case of 40 African States for the time period 1980–2000 using both static and dynamic panel data analysis. Result from the analysis shows that education has been an instrumental element in the growth process, though to a lesser extent as compared to recent empirical works. The study also confirms the presence of dynamics in the education-growth debate and is in line with recent findings from other developing country cases.
openalex: W2020177420 mag: 2020177420
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The Moroccan Soul: French Education, Colonial Ethnology, and Muslim Resistance, 1912-1956 - Segalla, Spencer D. (2009)
Preface Acknowledgments Note on Arabic Spellings List of Abbreviations Used in the Text 1. Empire and Education 2. An Uncertain Beginning 3. The West African Connection 4. New Pedagogy for Morocco? 5. Psychological Ethnology 6. A Worker Proletariat with a Dangerous Mentality 7. Elite Demands 8. Nests of Nationalism 9. Legacies and Reversals Notes Bibliography Index
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The Dynamics of the ENSO–Atlantic Hurricane Teleconnection: ENSO-Related Changes to the North African–Asian Jet Affect Atlantic Basin Tropical Cyclogenesis - Shaman, Jeffrey; Esbensen, Steven K.; Maloney, Eric D. (Journal of Climate, 2009)
Abstract The nature of the teleconnection linking ENSO variability with Atlantic basin tropical storm formation is investigated. Solutions of the linearized barotropic vorticity equation forced with August–October El Niño event divergence produce upper-tropospheric vorticity anomalies over the Sahel and at the mouth of the North African–Asian (NAA) jet over the tropical Atlantic. These responses are similar in magnitude and orientation to observed ENSO vorticity variability for this region. Further investigation reveals that the vorticity anomalies over the subtropical Atlantic develop primarily in response to very low wavenumber, westward-propagating stationary Rossby waves excited by El Niño–related convective activity over the equatorial Pacific Ocean. However, the dynamics of this teleconnection change as the Atlantic basin hurricane season progresses. In August and September the response is dominated by the westward-propagating stationary Rossby waves that alter vorticity within the NAA jet and to its south. The upper-tropospheric nondivergent zonal wind anomalies produced by these vorticity anomalies are similar in pattern to observed zonal wind and vertical zonal wind shear anomalies, which suppress Atlantic basin tropical cyclogenesis. By October, eastward-propagating signals also develop over the tropical Atlantic Ocean in response to El Niño conditions. Over the main development region of Atlantic basin tropical cyclogenesis, these eastward-propagating Rossby waves appear to destructively interfere with the vorticity changes produced by the westward-propagating Rossby waves within the NAA jet. In addition, the NAA jet has shifted south by October. Consequently, the resultant upper-tropospheric nondivergent zonal wind perturbations for October are weak and suggest that ENSO should have little effect on rates of Atlantic basin tropical cyclogenesis during October. Statistical analyses of monthly ENSO-related changes in Atlantic basin tropical storm formation support this hypothesis.
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Shaping the Environmental Attitude of Military Geography Students at the South African Military Academy - Smit, Hennie (Journal of Geography in Higher Education, 2009)
Globally there is a growing environmental awareness among all segments of society, but research on the effect of environmental education in shaping the attitude of military students is lacking. Tertiary environmental education to officers of the South African Department of Defence is seated in the Department of Military Geography at the South African Military Academy. A structured questionnaire was used in 2002 and 2005 to determine whether a difference in attitude towards environmental issues between geography and non-geography students could be found at the South African Military Academy (Stellenbosch University). The military geography students outperformed their non-geography peers in both surveys.
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Gender differences in metabolic risk factor prevalence in a South African student population. - Smith, Carine; Essop, M. Faadiel (Cardiovascular Journal of Africa, 2009)
CITATION: Smith, C. & Essop, M. F. 2009. Gender differences in metabolic risk factor prevalence in a South African student population. Cardiovascular Journal of Africa, 20(3), 178-182.
openalex: W2103504751 mag: 2103504751
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Universalising primary education in Kenya: the elusive goal - Somerset, Anthony (Comparative Education, 2009)
Since Independence in 1963, Kenya has launched three Free Primary Education programmes: the first in 1974, the second in 1979 and the most recent in 2003. Using historical data, this paper first outlines each initiative in turn, and discusses why, in the case of the earlier initiatives, impressive initial gains in improved access proved difficult to sustain. Then in the final section, insights gained from a recent micro‐level case study of the impact of the third Free Primary Education programme in nine schools are used to explore three access‐related issues, and their implications for current and future policy.
openalex: W2151660111 mag: 2151660111
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Maternal control and sensitivity, child gender, and maternal education in relation to children's behavioral outcomes in African American families - Tamis‐LeMonda, Catherine S.; Briggs, Rahil D.; McClowry, Sandee; Snow, David L. (Journal of Applied Developmental Psychology, 2009)
This study examined relationships between mother-child interactions and children's behaviors in 119 urban African American mothers and their 6 - 7 year old children. Interactions during a cooking task and a follow-up child clean-up task were videotaped. Principal components analyses of behaviors during the cooking task yielded two factors in mothers (Sensitivity and Control), and three in children (Task Involvement, Responsiveness, and Communicative). Children's negativity during a clean up task was coded and mothers were interviewed about their children's problem behaviors. Parenting sensitivity was associated with positive child behaviors and parenting control was associated with negative child behaviors. Maternal education was associated with greater maternal sensitivity and less control. Child gender predicted their task involvement, responsiveness, communicativeness, negativity during clean-up, and behavior problems; maternal control and sensitivity mediated some of these relations. Findings underscore heterogeneity of African American parenting and factors that promote positive parenting and children's behavioral adjustment in early childhood.
openalex: W2029415882 mag: 2029415882
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Promoting academic achievement: The role of racial identity in buffering perceptions of teacher discrimination on academic achievement among African American and Caribbean Black adolescents. - Thomas, Oseela; Caldwell, Cleopatra Howard; Faison, Nkesha; Jackson, James S. (Journal of Educational Psychology, 2009)
In this study, the authors examined the moderating effects of different dimensions racial identity (i.e., racial centrality and public regard) on perceptions of teacher discrimination and academic achievement among a nationally represented sample of African American and Caribbean Black adolescents. The findings revealed that perceived teacher discrimination was negatively related to academic achievement for both African American and Caribbean Black youth. In addition, high racial centrality and low public regard buffered the negative consequences of high levels of perceived teacher discrimination on academic achievement among Caribbean Black adolescents. Implications of these findings for academic achievement among Black youth are discussed
openalex: W1976238541 mag: 1976238541
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The acquisition of tense-aspect morphology among Tanzanian EFL learners - Upor, Rose Acen (2009)
openalex: W2740402353 mag: 2740402353
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The cultural politics of constructivist pedagogies: Teacher education reform in the United Republic of Tanzania - Vavrus, Frances (International Journal of Educational Development, 2009)
This article examines recent educational reforms in Tanzania by looking at the cultural politics of pedagogical change in secondary and teacher education. It presents an ethnography of a teachers college founded on the principles of social constructivism in a country where formalistic, teacher-centered pedagogy is the norm. Using data collected through a year of participant observation, it argues that the cultural, economic, and political dimensions of teachers’ practice need to be considered alongside efforts to reform the country's educational system. It offers contingent constructivism as an alternative to the international consensus on a single model of excellent teaching.
openalex: W1998248651 mag: 1998248651
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Intra ]couple Bargaining and School Enrollment in Developing Countries: An Empirical Analysis of Microdata in Rural Kenya - Wada, Kazuya (RePEc: Research Papers in Economics, 2009)
openalex: W1541730362 mag: 1541730362
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An analysis of stressors, mediators and health outcomes among African American caregivers of older adults with chronic illness - Watkins, Karen Yvonne (2009)
openalex: W2795202364 mag: 2795202364
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Concordance rates for cognitive impairment among older African American twins - Whitfield, Keith E.; Kiddoe, Jared; Gamaldo, Alyssa A.; Andel, Ross; Edwards, Christopher L. (Alzheimer's & Dementia, 2009)
There is significant attention to the growing elderly African American population and estimating who and how many within this population will be affected by cognitive impairment.The etiology of cognitive impairment has not been well studied in African Americans and the contribution of genetic and environmental influences to cognitive impairment is not clear.We calculated concordance rates and heritability for cognitive impairment in 95 same-sexed pairs of African American twins from the Carolina African American Twin Study on Aging (CAATSA). The sample had an average age of 59.6 years (SD = 8.6 years, range 50-88 years) and 60% were female. The Telephone Interview for Cognitive Status (TICS) was used to assess cognitive impairment with a lower cutoff based on our previous research with African Americans.Thirteen of the monozygotic (MZ) twins (30.2%) and 9 of the dizygotic (DZ) twins (17.3%) were cognitively impaired. The concordance rate was 72% for MZ and 45% for DZ. We found the heritability for cognitive impairment to be 54%.The study findings indicate that cognitive impairment is highly heritable, suggesting that genetics may play a relatively large role in the development of cognitive impairment in African American twins.
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Computer uses of middle school female African American science teachers - Whiting, Donna (2009)
openalex: W3160222339 mag: 3160222339
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Teacher Training Quality and Effectiveness in the Context of Basic Education : An Examination of Primary Education Studies (PES) Programme in Two Colleges of Education in Nigeria - Adeosun, Oyenike; Oni, Adesoji; Oladipo, Adebayo; Onuoha, Susan; Yakassai, Mohammed (Journal of international cooperation in education, 2009)
The need to ensure quality teachers that will implement basic education motivated this study. Teacher education in Nigeria is aimed at providing trainees with intellectual and professional background adequate for their assignment and to make them adaptable to any changing situations in the country and the world. This goal remains a mere wish as most teachers do not exhibit the required competencies needed, especially to teach at the foundation level. This calls into question the quality of their training. The study therefore undertakes an examination of the Primary Education Studies (PES) curriculum used in training teachers for basic education. Two Colleges of Education were isolated as a case study, using the Integrated Curriculum evaluation model. It employed purposive and random sampling procedures to select subjects from teacher trainees, trainers, in-service teachers, headteachers of basic schools, and offi cials of the National Commission for Colleges of Education (NCCE). The fi ndings showed, among other things, that the content of PES curriculum is adequate, but the teaching strategies need a lot of improvement. This has serious implications for the successful implementation of basic education in Nigeria.
openalex: W2162542805 mag: 2162542805
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Causes, Consequences and Control of Students' Crises in Public and Private Universities in Nigeria. - Adeyemi, T. O. (Educational Research Review, 2009)
This paper investigated the causes, consequences and control of students’ crises in public and private universities in Nigeria. Students’ crises involve making protest by students’ in pressing their demand on various issues with university authorities. In this regard, the study population comprised all the 81 universities in the country from which a sample of 9 universities (6 public and 3 private) was taken. Out of the 8400 members of staff and 5600 final year students in the public universities, 1460 respondents (850 members of staff and 610 students) were chosen. Out of the 2650 members of staff and 1400 final year students in the private universities, 635 respondents (420 members of staff and 215 students) were chosen. The method of selection was by stratified random sampling. The instrument used was a questionnaire while the data collected were analyzed using percentages, t-test and Pearson Product Moment correlation. The findings show that the level of students’ crisis in public universities was high. One major cause of the crisis was the failure of university authorities to meet students’ demands. Student’s crises were found to be less in private universities than in public universities. One important reason given for this was the absence of students’ unionism in private universities. The consequences of students’ crisis were found to include loss of lives and properties and the disruption of university programmes. Based on the findings, it was then recommended that university authorities should imbibe the use of the dialogue strategy in controlling students’ crises. Key word: Causes, consequences, control, students, crises, universities.
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Women, Education and Work in Nigeria - Anugwom, Edlyne Eze (Educational Research Review, 2009)
This paper examines the implication of the growing educational opportunities for women in Nigeria. Although bias has existed from the traditional Nigerian society against women, recent events especially in education reveal a conquering of this deep-rooted prejudice. Enrollment figures particularly in the last ten years show a remarkable bridging of the gap between the genders. In other words, more and more women are acquiring tertiary education. However, it is the contention of this paper that, in view of the needs of development, education acquired becomes meaningful when utilized in the labour sector. Against this realization, this paper argues that the number of women who have acquired tertiary education is disproportionate to the number involved in the labour sector. Thus, a significant number of women with tertiary education do not get involved in the labour process in Nigeria. Therefore, there is under utilization of manpower and a negative return to investment in human resources. Such factors as the patriarchal nature of the Nigerian labour market, women attitudinal and psychological dispositions, choice of marriage partners by women among others are identified as responsible for the marginal participation of women in the formal labour sector. As a result, there is need for education to address the imperatives of development by liberating women from unfounded and baseless myths or stereotypes that keep them away from labour participation. Key words: education, work, women, Nigeria, employment, development
openalex: W2153533161 mag: 2153533161
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Overcoming the Effect of the Socio-cultural Context: Impact of Teaching Evolution in Tunisia - Aroua, Saïda; Coquidé, Maryline; Abbès, Salem (Evolution (New York. Print), 2009)
In Tunisia, even though it is an Arab-Muslim country, the teaching of evolution is not forbidden. Nevertheless, the Muslim perspective makes learning about the biological basis of evolution difficult because of the harmony that exists between religion and science. Tunisian students have a mixed misconception: They explain the diversity of life as both a result of God's works and a result of evolutionary processes at the same time. This paper presents the external evaluation that assesses the impact of an approach to teaching evolution designed to help students distinguish between theological and biological (scientific) explanations. The comparative analysis between the outcomes of the pre- and post-teaching interviews shows some success in helping students to distinguish between the two types of arguments and to develop better understanding of evolution as scientific knowledge.
openalex: W1971024941 mag: 1971024941
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Enhancing Active Learning through blank-and-Peer Reflections : The Case of Selected Schools in Ethiopia - Desta, Daniel; Chalchisa, Desalegn; Mulat, Yeshitila; Berihun, Asmaru; Tesera, Adane (Journal of international cooperation in education, 2009)
Learning can be enhanced, among other conditions, through teachers’ effective design of their classes by taking into consideration peer assessment and selfreflection. In order to introduce this notion and practice, a study that passes through five phases was conducted in three regions of Ethiopia: Addis Ababa, Amhara and Oromia involving eight primary schools. Phase one dealt with introducing the concept of peer and self-reflections in relation to enhancing active learning in primary schools. Thirty two professionals drawn from the three regions’ education bureaus, UNESCO, UNICEF and selected NGOs participated in the one day kickoff workshop organized to introduce peer assessment and selfreflections as a method for enhancing active learning in primary schools. The second phase covers developing a training manual on peer assessment and selfrefl ection for primary school teachers. The manual was prepared in English and translated into two local languages-Amharic and Afan Oromo. In the third phase a one day training of trainers was organized for four key teacher trainers from two teacher education institutes who organize and conduct the classroom observations in Adama, Bahir Dar and Gondar. The fourth phase of the project was organizing a training workshop for school teachers.The fi fth phase dealt with peer assessment and refl ections by observing the classes of teachers who participated in the training workshop while they are teaching. The result showed that peer assessment and self–refl ections were positively perceived by the teachers and school principals. The results further showed that peer assessment and self-reflections are useful strategies in enhancing active learning among students.
openalex: W2129343428 mag: 2129343428
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Anorexia and bulimia nervosa: The scenario among Nigerian female students - Dike, I P (International journal of psychology and behavioral sciences, 2009)
Eating disorders are a major source of physical and psychosocial morbidity among young women. The present study was two-fold; one was to confirm if such eating disorders like anorexia and bulimia which have plagued the developed western world have engulfed the women of Nigeria and to identify young Nigerian female students most at risk of subsequently developing an eating disorder. Anorexia and bulimia have for long been considered a western disorder or the disorder of the developed world but the results obtained clearly indicate that assumption is incorrect. 58% of the students involved in this study indicated a predisposition to two eating disorders namely: anorexia and bulimia. Key words: Eating disorders, anorexia, bulimia, Nigerian, female students.
openalex: W2107662683 mag: 2107662683
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Vol.1. Living Conditions Among People with Disabilities in Zimbabwe - Eide, Arne Henning (2009)
This representative study on living conditions among people with disabilities in Zimbabwe is the result of an international co-operation between Southern Africa Federation of the Disabled (SAFOD), Norwegian Federation of Organisations of Disabled People (FFO), University of Zimbabwe, and SINTEF. Organisations of people with disabilities and individuals with disabilities have played a key role during design development and data collection. The survey comprises a study on living conditions among individuals and households with/without disabilities/disabled members, disability screening, a section with specific disability related questions, and core concepts from the International Classification of Functioning, Disability and Health (ICF). The study design allows for comparisons between individuals with and without disabilities, and between households with and without disabled members. Systematic differences was found in that individuals with disabilities and their households score lower on a range of indicators on living conditions as compared to non-disabled. Serious gaps in basic service delivery were also demonstrated.
openalex: W2772581043 mag: 2772581043
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Performance of syphilis serology in students of Ambrose Alli University, Ekpoma, Nigeria - Eyaufe, A. A.; Osagie, R. N.; Isibor, J. O.; Okwu, G. I.; Oriakhi, R. E.; Turay, AA (International Journal of Medicine and Medical Sciences, 2009)
5 ml of venous blood was aseptically collected from 112 consenting, apparently healthy students of Ambrose Alli University Ekpoma, Nigeria. The enrollees were 62 males and 50 females (age range, 15 – 44 years). The Rapid Plasma Reagin (RPR) and Immunochromatographic tests (Spodex Diagnostic Company) were used to screen and confirm the presence of syphilitic antibodies in their serum and plasma. Out of the 112 samples, the males had a higher rate of seropositivity (17.74%) than the females (12.0%). The age groups that were mostly affected were 21 – 26 years (21.4%), followed by 27 – 32 years (18.2%) and 15 – 20 years (15.8%). Although the advent of HIV infection has relegated other sexually transmitted diseases to the back ground, results from this study show that syphilis is still prevalent in our community with an overall seropositivity of 15.20%. Key words: Syphilis, serology, students, Ekpoma, Nigeria
openalex: W2138125591 mag: 2138125591
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Financing adult and non-formal education in Nigeria - Hassan, Moshood Ayınde (Educational Research Review, 2009)
The purpose of this study is to determine how adult and non formal education is financed in Nigeria; and to examine areas or forms of and the problems of financing adult and non-formal education in Nigeria. Survey research was used in order to carry out the study. Three hundred and twenty five (325) respondents from government agencies, non-governmental organizations, and private individuals were sampled. Three research questions were generated from the literature review, questionnaire on financing adult and non formal education, and the responses elicited from respondents were numerically quantified, tabulated and analysed using the Likert Scale. The analysis showed that: governments were not funding adult and non-formal education adequately in Nigeria; funds for adult and non-formal education was obtained from other sources; adult literacy, distance, labour and prison education received fund from the government; there was a political will on the part of government to fund adult and non formal education; and some problems were confronting financing adult and non-formal education in Nigeria. Based on the findings, it is recommended that effort should be made by the policy makers to fund adult and non formal education for the benefit of the masses; and other sources of fund should be explored in order to realize the potency of adult and non-formal education. Key words: Adult and non formal education, financing adult and non – formal education, mechanism for financing adult education, organization providing adult and non – formal education, weighted scores
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Assessment of pollution impacts on the ecological integrity of the Kisian and Kisat rivers in Lake Victoria drainage basin, Kenya. - Kobingi, N; Raburu, Phillip O.; Masese, Frank O.; Gichuki, John (African Journal of Environmental Science and Technology, 2009)
Macro-invertebrate assemblages were used as bioindicators to assess the ecological integrity of Rivers Kisat (influenced by urban development) and Kisian (influenced by agriculture) using community attributes and the Index of Biotic Integrity. Six stations, three per river, were selected to correspond to different impact types and intensities along the rivers. Physico-chemical parameters and nutrients were determined for each station on a monthly basis from November 2007 to April 2008. Two-way analysis of variance was used to compare water quality and nutrient parameters, and macro invertebrate community attributes between the two rivers, with the river and station as the main factors. Significant differences were accepted at 95% confidence level. There were inconsistencies in the variation of physico-chemical parameters along the two rivers. However, River Kisat recorded higher values for all physico-chemical parameters considered, except pH and DO. Different indices and metrics representing the structural and functional organization of macro invertebrates were computed and evaluated for responsiveness to physico-chemical parameters and nutrient levels. Macro invertebrate diversity, richness and evenness values failed to delineate stations according to the different levels of degradation they were experiencing. However, the differences were captured by the index of biotic integrity, which separated stations into different classes of quality. River Kisat stations in urban areas scored lowest index values, less than 15 out of 25, while two river Kisian stations scored the highest value, more than 19. The index provided evidence of response to changes in ecosystem integrity exhibited by resident macro invertebrate assemblages to pollution arising from both point and nonpoint sources. Key words : Urban rivers, water quality, physico-chemical parameters, macro invertebrates.
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Exploring Educational Quality through Classroom Practices : A Study in Selected Primary School Classes in Burkina Faso - Kouraogo, Pierre; Ouedraogo, Nobila Michel (Journal of international cooperation in education, 2009)
The paper reports on an exploratory study on the quality of education which attempts to identify and analyse classroom practices in a few Grade 5 (CM1) classes in Burkina Faso primary schools. The study is grounded on a model of the teaching-learning encounter and a framework for summarising the characteristics of a “good” teacher and an ideal classroom that underline the central place of classroom processes in a definition of quality education. The findings from the questionnaires and interviews summarize the views expressed by the various key actors of the educational system about the definition of quality education, some indicators that can be used to measure it, what one can expect to observe in an ideal classroom and the characteristics of a good teacher. The classroom observations revealed many of these “good” features of classroom practices. Some of the most important ones relate to a lively anxiety-free atmosphere and warm teacher-learner relations, and the special attention and initiative given to the pupils. These results as well as the feedback from the participants show that despite a certain number of methodological issues and practical diffi culties raised by this type of research, it can be further refi ned and used for monitoring quality and designing tools for school-based teacher development schemes.
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An Investigation of the Relationship between School and Pupil Characteristics and Achievement at the Basic Education Level in Malawi - Kunje, Demis; Selemani-Meke, Elizabeth; Ogawa, Keiichi (Journal of international cooperation in education, 2009)
This study investigated how school, classroom and pupil factors infl uence pupil achievement in mathematics, English and Chichewa. Tests in the three subjects were administered to 6,000 pupils in 100 primary schools. The results indicate the follows: low achievement in English and mathematics; greater achievement in urban schools, especially in English; better pupil performance in schools with teacher pupil ratios below 50 in standard 7; better pupil performance in classes with trained teachers; and better pupil performance in classes with textbooks in any ratio than those without textbooks. At the upper level, pupils at an appropriate age performed better than overage or underage pupils; boys consistently performed better than girls, although the differences were small; a pupil’s family socioeconomic status had a positive infl uence on achievement; and the mother’s education was also positively related to performance. The study concludes that basic education with rudimentary structures requires appropriate trained teacher pupil ratios to promote cognitive growth.
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A critical analysis of the mechanisms and procedures that facilitate effective teacher appraisal in Botswana schools - Monyatsi, Pedzani Perci (Educational Research Review, 2009)
This article critically analyses the mechanisms and procedures that facilitate the effectiveness of the current teacher appraisal system in Botswana secondary schools. Teachers in schools, in this case in Botswana secondary schools have to undergo appraisal every year for both accountability and developmental purposes. In this article, the author critically analyzes the extent to which the mechanisms and procedures are in place and adequate to facilitate the effectiveness of the current teacher appraisal in Botswana secondary schools. The article is based on an empirical study that was carried out in a sample of 607 secondary school teachersin two clusters of seventeen schools in the southern region of Botswana. The research design is a multi-methods approach of a survey questionnaire and a semi-structured interview. The results illustrate that there is a need for training, feedback and transparency if the appraisal process is to be effective. Key words: Teacher appraisal, Botswana, mechanisms, procedures, National Commission on Education.
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African Nations Should Learn from SA - Muchie, Mammo (2009)
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The Management of Universal Primary Education in Uganda - Munene, John C. (2009)
Introduction 1.1 Critical Factors in Primary School Performance in Ugandan Schools Prior to the introduction of the Universal Primary Education (UPE), the United States Agency for International Development (USAID), in collaboration with the Ugandan Government, had undertaken to improve the quality of teaching and learning in primary education. Some of the activities in the project were designed to equip primary schools with the instructional material, textbooks and syllabi they required. Others included the improvement in the management of primary education, the training of primary teachers (Teacher Development and Management System), and the construction of new primary schools in areas where they would be accessible to a larger population of the primary school going age group. The author was commissioned, along with a number of colleagues, to evaluate the project. The team employed participatory learning and analysis methods to assess what teachers, pupils, head teachers, school management committees, parents and communities do. Data was collected on school performance. Unexpectedly, the number of books available in the schools did not relate to school performance as indicated by the number and quality of grades. Rather, school performance depended on a set of teacher and pupil practices. The Improving Education Quality (IEQ) Research (Uganda IEQ Core Team 1999; Munene et al. 1997; Carasco et al. 1996) isolated a number of teacher practices intensifying and decreasing the use of textbooks and improving school performance. They also indicated children practices affecting learning readiness. Teacher practices decreasing the use of textbooks included the following:
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The Implications of Nyerere's Theory of Education to Contemporary Education in Kenya. - Nasongo, Joseph W.; Musungu, Lydiah L. (Educational Research Review, 2009)
The question of relevance regarding education in human society is perennial. In the developing countries, education is considered to be a panacea for development. In Kenya, various efforts at curricular review and reform have time and again been undertaken to address the relevance of education. This paper attempts to analyze Nyerere’s theory of education with the view to render salient ideas that can contribute towards the formulation of worthwhile theories of education in the context of Kenya’s 21 century realities. Accordingly, Nyerere’s views, namely, ‘education for self reliance’ and ‘education for liberation’ are analyzed. Consequently, it is evident that contemporary education in Kenya is inadequate in several ways. It is therefore recommended that education in Kenya should embrace a multidimensional orientation that ensures the liberation of the individual, leading to the attainment of self reliance. Key words: Education for self-reliance, Education for liberation, ideal education
openalex: W2168442786 mag: 2168442786
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Bone tumors at Addis Ababa University, Ethiopia: agreement between radiological and histopathological diagnoses, a -5-year analysis at Black-Lion Teaching Hospital - Negash, Bayush E.; Admasie, Daniel; Wamisho, Biruk Lambisso; Tinsay, Mihiret W. (International Journal of Medicine and Medical Sciences, 2009)
The study aims at looking into clinical, radiological and histopathological agreement in diagnosing bone tumors and elaborates the spectrum of bone tumors referred to Black-Lion Hospital, BLH. All bone tumor patients, who presented to all the three departments at BLH between the study periods of December 2003 – March 2008 were recruited. the radiological and histopathological diagnoses made were categorized separately using WHO classification of bone tumors. Strength of agreement was measured using Cohen’s Kappa test. From the total of 216 bone tumor patients presented and biopsied in the five year period, complete information could not be gathered only for 11 (5%) of the patients. Hence there were 111(51.3%) males and 94(48.7%) females with histopathological tissue diagnosis of the bone tumor. Male to female ratio was nearly 1. Commonest age range generally affected was 15-29 (7-55 years). Of the tumors histopathologically diagnosed, 36%( 74/205) of the tumors were malignant. The commonest primary malignant tumor from bone biopsy was osteosarcoma (52/182, 28.5%). It was also the single most common clinical, radiological and histological diagnosis made. Exostosis was second. Considering all bone tumors together, radiological diagnosis was confirmed by similar histological diagnosis in 172 out 205 cases (84%) and the corresponding Cohen's kappa value (0.82) showed excellent agreement between radiological and histological diagnoses of all bone tumors. In set-ups where there is limited or no histopathological service, joint clinical and radiological decision could lead to a higher degree of accuracy in diagnosis of bone tumors. Key words: Bone tumors, diagnostic agreement, radiological, orthopedic, histopathology.
openalex: W3014102603 mag: 3014102603
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Challenges of water resource management and food production in a changing climate in Kenya - Ngaira, Josephine K. W. (Journal of Geography and Regional Planning, 2009)
The Tropics depend upon rain as the main source of water supply for agriculture. Concerns of food security and water scarcity in the wake of climate change are global and real particularly in the sub-Saharan Africa. As communities struggle to adapt to the challenges of food insecurity caused by climate change, they are also sensitive to the diminishing and management problems of water resources. Kenya with an estimated population of 36 million people of whom 10 million are faced with starvation is highly vulnerable to climate change effects. There is evidence from Food and Agricultural Organisation (FAO) that 850 million people in the world are affected by food insecurity, of whom 820 million live in the developing countries. To come up with climate change associated challenges on food security and water resource management in Kenya, the study carried out climate and food related researches on agriculture in Arid and semi-arid parts of Kenya (ASAL), irrigation and fishing activities in the ASAL districts, evaluated climate and socio-economic data from Drought Monitoring Centre Nairobi (DMCN). It also evaluated and collected data from selected industrial towns in the country. It was established that Kenya faces severe food insecurity problem caused by climate change and mismanagement of water resources. Many seasonal rivers dry up due to poor management of irrigation processes, a lot of fish die due to release of industrial effluent to rivers, there is drying up of seasonal rivers, lakes and boreholes due to prolonged droughts, there is persistent crop failure and animal death and increased environmental migration from the ASAL due to increasing aridity. Proper management of water resources therefore, calls for the implementation of such measures as Environmental Impact Assessment (EIA) for industrial operations, Assessment of sustained yields for rivers before abstraction is allowed, re-afforestation and forest protection for sustained river yields and increased rainfall for increased food production. Key words:
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Community engagement - South Africa : a development in community theory and education engagement. Architecture a facilitator - Nice, Jako A (2009)
openalex: W114540607 mag: 114540607
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A Comparative Analysis of Universal Primary Education Policy in Ghana, Kenya, Malawi, and Uganda - Nishimura, Mikiko; Ogawa, Keiichi; Sifuna, Daniel N.; Chimombo, Joseph; Kunje, Demis; Ampiah, Joseph Ghartey; Byamugisha, Albert; Sawamura, Nobuhide; Yamada, Shoko (Journal of international cooperation in education, 2009)
Universal Primary Education (UPE) policy in the form of fee abolition has become popular in many countries in sub-Saharan Africa (SSA) since the mid 1990s in order to achieve Education for All (EFA). Even after learning from the past, the current UPE policy is devoid of analytical studies on its impact and challenges beyond school enrollment. This paper is an attempt to make a comparative analysis on UPE in four countries, namely, Ghana, Kenya, Malawi, and Uganda, to identify common and unique themes and to examine how these seemingly similar policies are responding to the capacity and needs of each country. The results show that effective policy implementation would require considerable consultation with key stakeholders and a baseline survey that will enable systematic implementation and consideration of equity. Mutual accountability and a responsibility mechanism between the government and parents/communities is also a key to the sustainability of the UPE policy.
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Quality of Basic Education Provided by Rural Community and Regular Schools in the Northern Province of Zambia - Nkosha, Dickson C.; Mwanza, Peggy (Journal of international cooperation in education, 2009)
Community schools provide an alternative mode of education delivery in Zambia. They have helped in making basic education accessible to many school goingage children. In addition, community schools have helped in strengthening relationships between schools and surrounding communities; and pupils do not have to travel long distances to schools. Considering that both regular and community basic schools play a very important role in the provision of education, the study sought to establish the quality of education in 12 selected rural basic schools belonging to both categories in the Northern Province of Zambia. Although the fi ndings indicated that all stakeholders felt that some learning was taking place, it was clear that neither community nor regular basic schools provided what may be referred to as good quality education. However, the picture emerging from the fi ndings was that the situation in regular basic schools was slightly better than that found in community schools. Suggestions from respondents on ways of improving the quality of basic education included, among other things, rehabilitating of existing infrastructure, building new classroom blocks and enough teachers’ houses, provision of adequate desks as well as teaching and learning materials, deployment of an adequate number of trained teachers, and running of regular inservice training courses.
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Sustenance of education sector reforms in Nigeria through adequate participation by all stake holders - Ogunjimi, L. O.; Ajibola, C. A.; Akah, Levi Udochukwu (International NGO Journal, 2009)
This study assessed the views of stakeholders on sustenance of education sector reforms in Nigeria. A structured and validated questionnaire was used to collect data from 160 subjects randomly drawn from primary, secondary, and tertiary institutions, including education inspectorate divisions. Population t-test was used to analyze the data collected. Results of the study revealed that community participation in administration of schools, teacher’s development and retraining, improved funding by government and strengthening of the education inspectorate services, shall significantly influence the sustenance of education reforms in Nigeria. The study recommends the provision for retraining of teachers at all levels of education, regular inspection supervision of schools and provision of adequate funds to ensure sustainability. Key words: Sustenance, education, sector, reforms, adequate participation, stakeholders, Nigeria.
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Objectives and actual HIV and AIDS education programme delivery and behavioral changes among Kenyan secondary school students - Ongunya, Raphael Odhiambo; Indoshi, Francis Chisikwa; Agak, John (Educational Research Review, 2009)
Although there seems to be a high level of awareness of the HIV and AIDS menace among the youth, their behavior does not reflect this level of awareness. There seems to be a mismatch between HIV and AIDS Programme objectives and behavior change among the youth. However, this level of mismatch has not been established for effective intervention strategies to be put in place. The purpose of this study was to determine the gap between the objectives and actual HIV and AIDS education programme delivery in Siaya district public secondary schools, Kenya. Four instruments were used in the study: questionnaire, focus group discussions, interview schedule and documents analysis guide. Population of the study was 3205, which comprised of 68 head teachers, 719 teachers and 2418 students. The study selected 1/3 of the population by stratified random technique by sex to form the sample. The study established that whereas students believed they had begun exhibiting the expected change of behaviour, teachers felt that this was minimal to enable them prevent and control the spread of HIV among the youth. This suggested that there seem to exist a gap between objectives and actual HIV and AIDS education programme delivery and behavioral changes among the youth in secondary schools in Siaya district. Strategies of closing the gap are explored from the perspectives of teachers and students respectively. Key words: Objectives, actual programme delivery, HIV and AIDS, behaviour change.
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Uneven Paths of Development: Innovation and Learning in Asia and Africa - Oyelaran-Oyeyinka, Banji; Rasiah, Rajah (2009)
This book represents an important step forward towards understanding why some countries and regions are successful in catching-up with the rich part of the world while others tend to have great difficulties in doing so. It represents a very happy marriage between the literature on economic development and the literature on innovation and learning. At the end of the book a series of thoughtful recommendations for innovation policy are presented. This volume should be recommended to students and practitioners involved in understanding and promoting economic development.’
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Analysis of the Factors that Explain the Non-Completion of the Curriculum : A Study of the Teaching Time in Primary Schools in Madagascar - Razafimbelo, Judith; Rajonhson, Lina; Ratompomalala, Harinosy; Malazamanana, Jean de la Croix (2009)
The present study has been carried out for grade 2 schools in the CISCO Toamasina 2, one of the weakest CISCOs, exposed to problems related to the climate and agriculture. The investigation techniques used were questionnaires, interviews, class observations and the consultation of archive documents in the schools. These have revealed that in these areas, teaching time is seriously curtailed; this is mainly caused by the repeated and extended absences of both teachers and pupils, due to long distances that separate the school from the nearest town, to climatic hazards, or to various family obligations. These unfortunate circumstances all contribute to the non-completion of the curriculum and to poor school results. These problems may be overcome through actions by the Ministry through the sensitization of parents, the improvement of road infrastructure, the training of teachers in class management, and the readjustment of the school calendar. But in return, that will require a moral commitment on the part of parents to send their children to school, whatever the season. This study has also revealed many other problems such as those related to gender, which cause girls to be more often absent than boys during the school year, or those related to teachers’ in service training which does not always address the problems of everyone concerned.
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Democratic Participation in Rural Tanzania and Zambia: The Impact of Civic Education - Riutta, Satu (2009)
Why Civic Education Matters. Understanding the Context: Tanzania and Zambia. The Effects of Civic Education on Cognition. Civic Education and Participation. Conclusion.
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Sexual Abuse of School Age Children : Evidence from Kenya - Ruto, Sara Jerop (Journal of international cooperation in education, 2009)
Student unrest that sometimes culminates in violent expressions have had a long history in Kenyan schools. Recent evidence, however, points to new expressions of abuse on children. There is concern that an ethos of gendered violence often expressed by sexual subjugation of girls by boys is getting institutionalised within Kenyan Schools. The rise in incidents of reported crimes of a sexual nature and the periodic mass sexual violence directed at girls within learning institutions attest to threatened sexual safety in Kenyan schools today. This paper examines the extent of sexual abuse against school children in Kenya and reasons attributed to it. It is anchored on a study conducted in 10 districts purposefully selected because they represented populations that are socio-economically more vulnerable and exhibit lower school participation. Data was collected from 70 schools. The paper makes reference to data collected from 1,279 and 1,206 children who responded to items on sexual harassment and unwanted sex respectively. Two thirds of the respondents were girls. According to the fi ndings 58 of every 100 children have been sexually harassed while 29% boys and 24% girls reported to have been forced into unwanted sex. The main perpetrators of the violence were mentioned as peers while the home featured as the most unsafe place. The causal factors posited are analysed along two themes: those that play a contributory function and those rooted in the socio-cultural context. The study recommends for a reinstitution of sexuality education, in a comprehensive manner, as a strategy of providing sexual safety education.
openalex: W2122561664 mag: 2122561664
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Farmers training programme of Ethiopian Institute of Agricultural Research: An appraisal - Tesfaye, Tsion; Karippai, Ranjan S.; Tesfaye, Teklu (African Journal of Agricultural Research, 2009)
A large number of high yielding crop varieties, management practices, and other technologies have been generated by Holetta, Debre Zeit and Melkassa Research Centres. While the core functions of Ethiopian Institute of Agricultural Research (EIAR) are technology supply; popularization; national coordination and capacity building and policy development; the research and extension division of EIAR is responsible for catalyzing scaling up and scaling out technologies. Training of farmers, deve-lopment agents, and other extension staff has been an important component of this task. This study was undertaken to appraise the status of EIAR’s farmers training approach. One wereda was purposely selected in the localities where each one of the three research centres has operated over the last seve-ral years. Equal numbers of respondents were selected and qualitative and quantitative data were col-lected from each centre. Primary and secondary data were also gathered using structured and informal interviews and analyzed. The quantitative data were analyzed using descriptive statistical tools such as frequency, percentage and chi-square test. The result of study shows that the most important problems identified in the training process were absence of training need assessment, shortage of training time, and too much theory during training and limited use of indigenous knowledge. Therefore, it is recom-mended that, during training process all the three research centres should include training need asses-sment which is the first steps in designing a training and development program. Key words: Onion, durum wheat, potato, extension package, training, farmers, research centre.
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Editorial : Basic Education and Development in Sub-Saharan Africa - Tilak, Jandhyala B. G. (Journal of international cooperation in education, 2009)
openalex: W1598352321 mag: 1598352321
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Attaining standards in technology education in Nigeria universities through effective utilization of physical facilities - Uwaifo (International NGO Journal, 2009)
Technical Education programmes at university level involve an effective interaction among the lecturer, the student and the environment. The environment which includes the physical facilities enables the lecturer to attain cognitive, affective, and psychomotor domain objectives. These traits could only be attained if the lecturer adopts instructional approaches that effectively associate with the use of physical facilities. However, doubts have been raised over the adequacy and effective utilization of physical facilities for the attainment of these educational objectives. This study therefore was designed to determine the level of availability of physical facilities, their utilization and what instructional approaches, given available physical facilities, would be suitable for the attainment of educational objectives in the programmes of Technical Education. To carry out the study, three hypotheses were formulated. An instrument containing 213 items was developed and used to obtain data from a population of 40 lecturers in three universities offering Technical Education programmes in Edo and Delta states of Nigeria. Frequency count, mean, percentage and National Universities Commission standard requirements were used to answer hypothses 1&2, while the analysis of variance (ANOVA) was used in testing hypotheses 3, at 0.05 level of significance. The findings revealed among other things that physical facilities are inadequately provided for instructional purposes as only 22 physical facility items (24%) out of the 161 presented in the list were found in adequate quantity in these universities. Physical facilities were also rarely utilized as only 77, representing 48% of the 161 physical facility items were often utilized for instructional purpose. Based on these findings, recommendations were made for universities to provide and effectively utilize physical facilities, as well as adopt the listed instructional approaches for the attainment of the domains of educational objectives. Suggestions were also made for further studies on the utilization of physical facilities for the attainment of education objectives. Key words: Standard attainment, technology education, facility utilization.
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Training technology and vocational education teachers for the new 9-3-4 education system in Nigeria: Its problems and prospects - Uwaifo, V. O.; Uwaifo, I. U. (International NGO Journal, 2009)
The construct of this paper is to ascertain the attendant problems prevalent in the training patterns of vocational and technical education teachers in our various training institutions in the country, and its consequences in the teaching or impacting of knowledge by these trained personnel to the young ones in the post-primary schools across the state and beyond. It also suggested remedies for overcoming the bottlenecks usually encountered during the training process and made work-man-like recommendations for its rapid development. Key words: Vocational training programme, education in Nigeria.
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Industrializing the Nigerian society through creative skill acquisition vocational and technical education programme - Uwaifo; Oziengbe, Victor (International NGO Journal, 2009)
The development of any nation is critical to the economic survival and vibrancy of that nation. This holds particularly true for developing nations like Nigeria, who is still grappling with chronic factors like unemployment and underemployment, which have kept them in the perpetual bondage of economic frustration. Vocational and technical education a multifaceted, multi-disciplinary and pragmatic field of study, is aimed at equipping the individuals with requisite vocational and technical education literacy skills, which will enhance their relevance and functionality in the society. As a result, it plays a vital and indispensable role in the development of the society. This paper therefore examines the future of vocational and technical education in Nigeria, its significance and role with regards to the development in Nigeria, the challenges ahead as well as possible suggestions and recommendations for moving it forward with enhanced effectiveness for the benefit of the nation and incoming generations. Key words: Industrialization, creative still acquisition programme.
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Monitoring pollution in Tunisian coasts using a scale of classification based on biochemical markers in worms Nereis (Hediste) diversicolor - Bouraoui, Zied; Bannı, Mohamed; Chouba, L.; Ghedira, Jihene; Clérandeau, C.; Jebali, Jamel; Narbonne, J.; Boussetta, Hamadi (Environmental Monitoring and Assessment, 2009)
openalex: W2015102358 mag: 2015102358
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Sustaining Reforms for Inclusive Growth in Cameroon - Charlier, Florence; N'Cho-Oguie, Charles (2009)
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Sustaining Reforms for Inclusive Growth in Cameroon: A Development Policy Review - Charlier, Florence; N'Cho-Oguie, Charles (2009)
Cameroon faces a challenging policy agenda over the next few years. The Government has been implementing its comprehensive poverty reduction strategy since April 2003. The Poverty Reduction Strategy Paper (PRSP) set an ambitious agenda for broad-based economic development with specific medium-term targets as well as detailed sector policies and programs for accelerating economic growth, strengthening the social sectors, and halving poverty over the following ten years. Despite a strong start, implementation of the PRSP slowed during the 2003-04 presidential election period, when fiscal discipline was relaxed and the restructuring of key public enterprises slowed. This faltering progress translated into much lower fiscal performance relative to program targets, higher government spending to prop up distressed key public enterprises, and the accumulation of domestic arrears. These developments led the International Monetary Fund (IMF) to declare Cameroon's Poverty Reduction and Growth Facility (PRGF) program off track in the third quarter of 2004, delaying attainment of the Heavily Indebted Poor Countries (HIPC) completion point by nearly two years. In the aftermath of the election, the Government developed an ambitious medium-term investment program intended to accelerate economic transformation and propel Cameroon into the group of fast-growing emerging countries. The Government is set to launch preparation of a new PRSP in early 2007. The new generation of the PRSP is expected to center on economic transformation and inclusive growth and to articulate a policy agenda that could pave the way for Cameroon to take off and get back on track to attain the Millennium Development Goals (MDGs) by 2015.
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Contributions and Constraints to the Implementation of Inclusive Education in Lesotho - Johnstone, Christopher; Chapman, David W. (International Journal of Disability, Development and Education, 2009)
This article reports on a study that investigated the extent to which central ministry policy initiatives result in large‐scale educational change in developing countries. Specifically, Lesotho's policy of inclusive special education was examined as a case study. The study employed a multi‐method approach to yield a large data‐set. Results indicate that policy implementation was limited in both depth (the approaches to inclusive education in some schools) and breadth (the number of schools that have received training in inclusive education). Where implementation was present, perceived teacher knowledge and skill was a strong predictor of success and teachers had positive attitudes toward children with disabilities.
openalex: W2053723791 mag: 2053723791
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South African educators’ experiences of learners who may have ADHD in their classrooms - Lopes, Maria Albertina (2009)
openalex: W337122771 mag: 337122771
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Medicolegal Aspects of Ocular Injuries: A Retrospective Study in Kasr El Aini Medical School, Egypt - Ahmed, Rania A. (Investigative Ophthalmology & Visual Science, 2009)
openalex: W1143269428 mag: 1143269428
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Skills development in higher education institutions in South Africa - Botha, L.S. (2009)
openalex: W293108517 mag: 293108517
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Teachers living with AIDS : underplaying the role of emotions in the implementation of HIV/AIDS policy in Zimbabwean primary schools - Machawira, Patricia (2009)
openalex: W92186413 mag: 92186413
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An analysis of the relationship between cluster-based school management and improving teaching in Namibian schools - Pomuti, Hertha (2009)
openalex: W835718545 mag: 835718545
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Group Counseling for African American Elementary Students: An Exploratory Study - Steen, Sam (The Journal for Specialists in Group Work, 2009)
This article describes a group counseling intervention promoting academic achievement and ethnic identity development for twenty fifth grade African American elementary students. The Multigroup Ethnic Identity Measure (MEIM) scores of students participating in the treatment group improved significantly over those in the control group. Implications for school counselors and suggestions for future research are discussed.
openalex: W2063565268 mag: 2063565268
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Trajectory of Vision Loss in African Americans and Caucasians: SEE Project - West, SK; Bandeen‐Roche, Karen; Muñoz, Beatriz; Rubin, Gary S. (2009)
openalex: W920608928 mag: 920608928
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Climate Change and Africa (OECD journal: General papers, 2009)
Climate change is a major threat to sustainable growth and development in Africa, and the achievement of the Millennium Development Goals. Africa is particularly vulnerable to climate change because of its overdependence on rain-fed agriculture, compounded by factors such as widespread poverty and weak capacity. The main longer-term impacts include: changing rainfall patterns affecting agriculture and reducing food security; worsening water security; decreasing fish resources in large lakes due to rising temperature; shifting vectorborne diseases; rising sea level affecting low-lying coastal areas with large populations; and rising water stress.
openalex: W4237021734
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IMPAIRED ANTIBODY PRODUCTION IN PYRIDOXINE DEFICIENT GUINEA PIGS (Nutrition Reviews, 2009)
openalex: W4235167598
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Radiological and clinical details of major adult limb fractures in a teaching hospital, AAU, Ethiopia. - Admasie, Daniel; Tekle, Yared; Wamisho, BL (East and Central African Journal of Surgery, 2009)
Background: This prospective study done at Addis Ababa University, Medical Faculty, Department of Radiology, Tikur Anbessa Hospital was aimed at determining the causes, magnitude, radiological and Clinical patterns of major limb fractures in adults in a half- year period from March to August 2007.In Addis Ababa University, fractures are managed both conservatively and operatively, but for lack of implants or expertise, patient which should have been treated surgically are managed conservatively and stay very long (average hospital stay of 11 days) in the Hospital. Such knowledge helps to plan on the management of the fractures and resource-recruitment. . Methods: This was a half-year cross-sectional higher institution based study of 422 adult patients with major fracture/s on the limbs. The study included all the major limb trauma patients who attended the 'surgical' and orthopedic Emergency department of T.A.U.H and had fracture at the same time. Data collection related to radiological variables was done by the research team to help reduce inter observer measurement variability. “Difficult” patterns were discussed further. Results: During the study period there were a total of 422 orthopedic adult patients who sustained a major fracture of their limbs. Mean age was 35 years with a male to female ratio was 3:1. Pathological fractures were encountered only in two (0.5%) patients. Nearly half (202, 48%) of the traumatic fractures were due to road traffic accidents. The highest frequency of fracture occurred on the femur (68, 15%), tibiofibular bones (63, 14%) and the humerus (61, 13.5%). A little less than half (44.1%) half of the femur fractures were in the proximal one-third and about half of the tibiofibular fractures were in the distal third. Transverse fracture pattern was seen in about half of the fractures. Compound fracture occurred in 90 (21.3%) of the cases. Thirty four (7.6) of the fractures involved the hand and only 13 (2.9%) involved the foot bones. Conclusion: The very high proportion of closed long bone shaft fractures in a center with limited number of beds compels short Hospital stay using efficient operative fixations, including SIGN interlocking nails, plates and other implants.. Road traffic accidents (RTAs) were responsible for almost half of the fractures. Machine injuries and fall injuries were second and third respectively. As the proportions and patterns of the leading causes of adult traumatic fractures remained steadily high over the many years (other similar studies published by the author on this journal), due mutisectorial attention should be emphasized once again to dwindle their burden
openalex: W256533906 mag: 256533906
Keywords: openalex:import

Invisible: The Notion of Disability in the Context of HIV/AIDS in KwaZulu-Natal, South Africa - Hanass-Hancock, Jill (2009)
openalex: W801893547 mag: 801893547
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Clinical presentation and outcome of neurosurgical conditions at Butare Teaching Hospital, Rwanda - Hitimana, J.; Pérez, Marta Aguilar; Kinasha, Abednego; Kakande, I (East and Central African Journal of Surgery, 2009)
Background: Neurosurgical services have only been introduced in Rwanda recently. Consequently little information about spectrum of neurosurgical conditions in th country is available. This descriptive prospective study was aimed at determining the pattern, causes and outcome of management of neurosurgical conditions seen in Butare University Teaching Hospital (BUTH) in Rwanda. Methods: The study population consisted of 152 patients admitted at BUTH with neurosurgical conditions between October 1 2007 and May 31 2008. Patients were grouped into different neurosurgical conditions according to their clinical presentations. . Information collected included age, gender, cause and severity of injury, the time interval between injury Glasgow Coma Score, GOS scales were used to assess head injured patients. Results: The majority (70.4%) of patients came from rural areas. Their ages ranged from 15 days to 78 years with a mean of 31.98+/-18.75 years. The Male to female sex ratio was 2:1. Most (73.0%) of the patients suffered from trauma with 67.6% of them sustaining head injury and 32.4%, spinal trauma. Motor Vehicle crashes were the major cause of traumatic injuries (20% in spinal trauma and 70.7% of head trauma). Only 23% of the patients had CT scan performed. Only 12% of patients with traumatic brain injury (TBI) had CT scan.. A total of 78.7% of all head injuries were admitted in the first 24 hours following trauma. A significant number (44.4%) of spinal cord injury presented late (up to 7 days before referral to a neurosurgeon) and stayed longer in the hospital (52.7% up to 3 months). Laminectomy and fixation was the most common spinal operative procedure (58.7%) followed by discectomy (34.8%). The commonest cranial operation was for posttraumatic intracranial haemorrhage (41.4%) followed by surgery for depressed fracture (37.9%). One child had a shunt procedure for hydrocephalus. Good recovery was associated with GCS >13 on admission ( P <0.001). The overall mortality rate was 13.2%. The mortality among patients admitted with GCS <8 was 52.4%. Conclusion: Neurological injuries were the most commonly seen conditions mainly in head injuries. This study confirms that neurosurgical procedures can still be done with fair results using very little equipment. Providing basic equipment to national neurosurgeons, however, and training them to work in an adverse environment remains a big challenge.
openalex: W1737299817 mag: 1737299817
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The Rahima Dawood Memorial Lecture – Maputo, Mozambique 2008.Surgical Education & Training in the COSECSA Region - Lane, Robert H. (2009)
openalex: W2730490252 mag: 2730490252
Keywords: openalex:import

The National Security Education Program in Syria - Pitts, Graham Auman (Syrian Studies Association Bulletin, 2009)
Discussion of issues surrounding Ameican students recieving funding from the US Department of Defense in Syria.
openalex: W2176554111 mag: 2176554111
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Cotton farmers’ vulnerability to climate change in Gokwe District (Zimbabwe): impact and influencing factors - Gwimbi, Patrick (Jàmbá: Journal of Disaster Risk Studies, 2009)
This study analyzes the vulnerability of cotton farmers to climate change in a cotton growing district in Zimbabwe. The vulnerability indicators studied include cotton output and farmers’ livelihoods from cotton farming. In order to examine climate variability and change, a time series analysis of two variables: temperature and rainfall was done for a period of 30 years, resulting in graphs of any climate anomalies. Correlation tests between the independent variable (the climate) and the dependent variable (cotton output) were assessed in order to examine the nature and the magnitude of the relationship between the two. The opinions of 100 randomly sampled farmers were analysed in an attempt to verify the climate scenarios and cotton production trends, as well as to understand their adaptation to climate change. Negative rainfall deviations from the long-term mean and positive temperature deviations dominated the climate trend scenarios’ results. Cotton production levels declined as precipitation decreased and temperatures increased across the district. The survey revealed that a significant number of farmers believed that temperatures were increasing and precipitation was declining. Farmers’ perceptions on whether the climate was changing were greatly influenced by incidences of drought and changes in the seasonal timing of rainfall, and in few cases unusual floods. The majority believed the frequency of droughts was increasing. While farmers were prepared to adapt to changes in climate, their options were very limited. The results show that farmers are highly vulnerable to climate change and that there is a need to invest in climate adaptation strategies, including policies on irrigation and early warning systems to help farmers to cope better and to reduce their vulnerability to climate change.
openalex: W2130431394 mag: 2130431394
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Judeo-Western Tether on Kenyan Education: A Neo-Marxist Discourse - Mweti, Chang'aa (2009)
openalex: W374805138 mag: 374805138
Keywords: openalex:import