Corporal Punishment in Tanzanian Secondary Schools - Sheldon-Desjardins, Nicole (2009)
openalex: W52823449 mag: 52823449
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Does Teacher Training for Refugees Contribute to Post-Conﬂict Reconstruction of Educational Systems? Evidence from West Africa - Shepler, Susan (Social Science Research Network, 2009)
The International Rescue Committee (IRC) ran a successful refugee education program in Guinea for 17 years, serving Sierra Leonean and Liberian refugees. One aspect of that program included training thousands of refugees as teachers, school administrators, and classroom assistants. This report describes the research project carried out in early 2009 to trace those former refugee teachers and interview them about the inﬂuence of the trainings on their lives today, and to ﬁnd out whether they are currently contributing to the reconstruction of the postwar education systems in their home countries. The aim was to discover the perspective of former refugee teachers on the long-term effects of their training, as well as the challenges they faced reintegrating in their country of origin.
openalex: W1541042789 mag: 1541042789
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Introspection by a Medical Teacher on the Present Status of Medical Education in Libya - Sheriff, Dhastagir Sultan (Libyan journal of medicine, 2009)
Benghazi during its golden period from 1980 to 1990.During that period the
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On the Economic Structure Adjustment Programme and the Innovation of Higher Education System in Nigeria - Shi-zho, Lou (Comparative Education Review, 2009)
The economic structure adjustment programme initiated in the end of 1980s had a significant impact on the development of Nigerian economy and society,and also promoted a fundamental reform of the higher education system.On the basis of analyzing the impact of economic structure adjustment programme on higher education,this article pays special attention to the relationship between the economic structure adjustment programme and higher education system,and the decentralization and privatization in the innovation of higher education system.
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From UPE to UBE:An Analysis on the Policies for Improving Basic Education in Nigeria - Shi-zhou, Lou (Studies in Foreign Education, 2009)
It embarked on Universal Primary Education(UPE) Program in Nigeria since the mid-1970s,then started to go ahead with Universal Basic Education (UBE) in 1999. The implementation of the national basic education policy has undergone the management system from centralization to decentralization,and the educational input from unity to diversification. By working hard for more than 30 years,the universal basic education has improved greatly on the one hand,but faced with some problems which the African countries have done in common,such as serious shortage of basic education input,regional unbalance,gender disparity and differences between urban and rural areas. All these problems make it difficult for Nigeria to realize the universal basic education program.
openalex: W2366329463 mag: 2366329463
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Sr-Nd isotopic compositions of Paleoproterozoic metavolcanic rocks from the southern Ashanti volcanic belt, Ghana.(共著） - Shibata, Tsugio (2009)
openalex: W3165735752 mag: 3165735752
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Overview of Education Research in Ethiopian Studies - Shibeshi, Ayalew (Journal of Ethiopian studies, 2009)
openalex: W1560097441 mag: 1560097441
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Chara chimwe hachitswanyi inda: Indigenizing Science Education in Zimbabwe - Shizha, Edward (2009)
In Zimbabwe, as elsewhere in Africa, local communities had well-developed indigenous knowledge systems for environmental management and coping strategies, making them more resilient to environmental change. This knowledge had, and still has, a high degree of acceptability among the majority of populations in which it has been produced and preserved. These communities can easily identify with this knowledge, and it facilitates their understanding of indigenous scientific processes for environmental management, including disaster prevention, preparedness, response, and mitigation (Kamara, 2007). Community engagement is an ongoing, arduous, and necessary process for developing effective science promotion programs that incorporate indigenous perspectives and epistemologies.
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AN INVESTIGATION INTO EFFICIENCY OF ICT IN NIGERIA DISTANCE LEARNING EDUCATION. A CASE STUDY OF NATIONAL OPEN UNIVERSITY OF NIGERIA - Shofoyeke, D. (EDULEARN09 Proceedings, 2009)
openalex: W189391006 mag: 189391006
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The impact of climate change on health in the East, Central and Southern African (ECSA) region. - Shongwe, Steven (2009)
openalex: W297987634 mag: 297987634
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Social learning processes of HIV/AIDS women caregivers on their use of traditional foods and medicinal plants : the case of Raphael Centre and Keiskamma Art and Health Centre communities of practice, Eastern Cape Province, South Africa - Shonhai, Venencia F (2009)
openalex: W2791511654 mag: 2791511654
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The role of intergenerational transfers, land, and education in fertility transition in rural Kenya: the case of Nyeri district - Shreffler, Karina M.; Dodoo, F. Nii-Amoo (Population and environment, 2009)
openalex: W2159485832 mag: 2159485832
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Reasons and Justifications Used by Child Abuse Perpetrators in Zimbabwean Schools - Shumba, Almon (Journal of Psychology in Africa, 2009)
This study sought to determine reasons and justifications used by child abuse perpetrators as viewed by education officers who handle and process cases of child abuse by teachers in Zimbabwe. Six education officers were interviewed. They were purposefully selected for their knowledge in handling and processing child abuse cases. Sexual abuse resulted primarily from poverty, lack of respect for their pupils, protection of perpetrators at the expense of victims, the belief that young girls are AIDS free and moral decadence of teachers. Other reasons were abusive culture, presumed lack of emotional control and ignorance by both the abuser and the abused that emotional abuse is a form of abuse.
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Investigating Kiswahili academic literacy: the case of two primary and two secondary schools in Morogoro region, Tanzania - Shumbusho, George N. (2009)
openalex: W2582993923 mag: 2582993923
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Problems of part-time students in Ghana. Implications for Distance Education - Siabi-Mensah, K.; Badu-Nyarko, Samuel Kofi; Torto, Beatrice A. (The Turkish Online Journal of Distance Education, 2009)
Learning for self development and professional development has almost become a necessity in the face of rapid technological advancement, knowledge explosion and socio-economic change among others; and for most adults combining work with study may be the only way out for them to further their education. Part-time study is thus becoming trendy worldwide including Ghana. But it also comes with its challenges. This paper sought to find out what these problems are in Ghana. The survey design was used with the questionnaire being the principal instrument and data was analyzed using descriptive statistics. There were 160 students who were sampled from four institutions offering part-time study in Accra. Three of them were offering professional courses with City Campus of University of Ghana offering academic courses. The findings revealed that part-time students have problems relating to family responsibilities, work, institutional commitments and finance among others. The findings indicated that course deliveries at the distance need to be flexible in terms of structure and time. Distance education provision must consider fee payments in instalments in order to retain the students in the learning activities.
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Bedside practice of blood transfusion in a large teaching hospital in Uganda: An observational study - Sibinga, Cees Smit; Graaf, Johan de; Kajja, [No Value]; Bimenya, G. S.; Postma, MJ (DOAJ (DOAJ: Directory of Open Access Journals), 2009)
openalex: W2541425763 mag: 2541425763
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Development through Entrepreneurship: microcredit, learning and the persistence of poverty amongst women in urban Tanzania - Sigalla, Rachel Jactan; Carney, Stephen (2009)
openalex: W3096806324 mag: 3096806324
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Assessing experiences of international students in Haiti and Benin - Silliman, Stephen E. (IEEE Technology and Society Magazine, 2009)
This article presents an assessment of a series of international educational initiatives that have been pursued over the past decade in the arena of development and management of groundwater resources in Haiti and Benin. Projects pursued ranged from short-term service efforts to long-term research efforts. These initiatives are compared in terms of project objectives relative to U.S. undergraduates, U.S. graduate students, in-country partners, and local populations in the project country.
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The development of learning activities for teaching music using indigenous Tswana children's songs in Botswana primary schools : principles and practice. - Simako, Jimmy J. (2009)
openalex: W1529378884 mag: 1529378884
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Effects of education on Gender-Based Violence in Egypt - Simister, John; Refaat, Amany (2009)
openalex: W1852140683 mag: 1852140683
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Factors That Influence the Attractiveness of a Technical and Vocational Education and Training Centre: a Case Study of a Technical Institute in Kenya - Simiyu, John (Level 3, 2009)
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Revitalizing a technical training institute in Kenya: a case study of Kaiboi Technical Training Institute, Eldoret, Kenya - Simiyu, John (2009)
This paper is part of a UNESCO-UNEVOC series that provides in-depth information on issues of specific importance in the technical and vocational education and training (TVET) systems of selected countries and regions. The purpose of this study was to investigate the factors that influenced the attractiveness of a TVET institution in Kenya. A number of TVET institutions were reviewed, out of which one was selected for the study on the basis of, among other reasons, accessibility. The instruments used to collect data were mainly questionnaires, interviews and observation schedules. Data collected were analysed both quantitatively and qualitatively.
openalex: W2974851236 mag: 2974851236
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Syria Learns from China while the Chinese “Go Global” - Simpfendorfer, Ben (2009)
The Silk Road was once the heart of global commerce, a land bridge stretching thousands of miles, connecting China with the Middle East. A caravan might begin in Changan, the Chinese imperial city better known today as Xian, famous for its collection of terracotta warriors. It was here that jade, silk, and musk were collected from around the country before they started their journey west. The caravans traveled to the last fortified Chinese barrier at Dunhuang before attempting to skirt the Tarim Basin and its deadly Taklamakan Desert. There were many routes, but all were difficult and the caravans faced problems with food, water, sandstorms, and marauders. After passing through the fortified cities of Samarkand and Bukhara, the caravans traveled across the Persian Plateau before finally connecting up with the Great Desert Route, which linked the cities of ancient Mesopotamia to the Mediterranean Sea. The Syrian city of Damascus lay at the end of the route, a few days ride from the trading ports of Beirut, Sidon, and Tripoli.1
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The role of leadership in a successful rural secondary school in Namibia: a case study - Sinvula, Leonard Masene (2009)
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EGYPTIAN AND ARMANIAN SCHOOLS ATTENDED BY OTTOMAN STUDENTS IN PARIS - Şişman, Adnan (Uşak üniversitesi sosyal bilimler dergisi, 2009)
In 19th century, educational reforms influenced by the West were seen in the Ottoman education system. In this case, sending students to Europe especially to France had an important meaning. The case of sending of the first students to France from the subjects of the Ottoman Empire was the students who were sent to Paris by the Governor of Egypt, Mohammed Ali Pasha. These students went to Ecole Egyptienne (the Egyptian School) between 1826 and 1835. The Ottoman Government began to send students as groups to Paris in 1830. After 1840, the Ottoman Government did not send student to France for a short time period. However, after two years with the following of opening Ecole Egyptienne Militaire (Egyptian Military School) in 1844 the Ottoman Government began to send students to France again in 1847. Even some of these students studied in Ecole Egyptienne de Paris mentioned above. In 1849, this school was closed. After 8 years with the following of closing of Ecole Egyptienne, in order to educate and foster military officers, engineers, and civil administrators, in Paris, Mekteb-i Osmani (the School of Ottoman) was opened in October, 1857. It was thought and showed that previously founded Ecole Egyptienne and College Armenian de Saint-Samuel Moorat (College of Saint-Samuel Moorat Armenian), in which Armenian students studied, gave the idea of opening a similar school called Mekteb-i Osmani to the Ottoman Government in the capital of France. In this paper, the interest and support of the Ottomans to Ecole Egyptienne and College Armenian de Saint-Samuel Moorat will be explained by giving examples. And also, the justified approaching attitude of the Ottoman Administration to her whole subjects based on the language, religion, and race without showing any difference will be tried to reveal.
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A legal and policy framework for addressing climate change in the Western Cape Province, South Africa - Sithole, Ticharwa Patrick (2009)
openalex: W2198674250 mag: 2198674250
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Seasonal prevalence of Cryptosporidium and giardia duodenalis and genotyping og Cryptosporidium from pre-school children in Zambia (preliminary results) - Siwila, Joyce; Phiri, Isaac; Enemark, Heidi L.; Nchito, Mbiko; Olsen, Abbey (2009)
openalex: W2593632149 mag: 2593632149
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Prevalence of lung function impairment in a cotton spinning mill in Zambia - Siziya, Seter; Munalula, B.; Nzala, C.; Mweemba, O.; Mweemba, Prudencia (Medical journal of Zambia, 2009)
openalex: W140899878 mag: 140899878
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"I washed and fed my mother before going to school": Understanding the psychosocial well-being of children providing chronic care for adults affected by HIV/AIDS in Western Kenya - Skovdal, Morten; Ogutu, Vincent (Globalization and health, 2009)
With improved accessibility to life-prolonging antiretroviral therapy, the treatment and care requirements of people living with HIV and AIDS resembles that of more established chronic diseases. As an increasing number of people living with HIV and AIDS in Kenya have access to ART, the primary caregivers of poor resource settings, often children, face the challenge of meeting the requirements of rigid ART adherence schedules and frequent relapses. This, and the long-term duty of care, has an impact on the primary caregiver's experience of this highly stigmatized illness - an impact that is often described in relation to psychological deprivation. Reflecting the meanings attached to caregiving by 48 children in Western Kenya, articulated in writing, through photography and drawing, individual and group interviews, this paper presents three case studies of young caregiving. Although all the children involved in the study coped with their circumstances, some better than others, we found that the meanings they attach to their circumstances impact on how well they cope. Our findings suggest that only a minority of young caregivers attach either positive or negative meanings to their circumstances, whilst the majority attaches a mix of positive and negative meanings depending on the context they are referring to. Through a continuum of psychosocial coping, we conclude that to provide appropriate care for young carers, health professionals must align their understanding and responses to the psychosocial cost of chronic care, to a more nuanced and contextual understanding of children's social agency and the social and symbolic resources evident in many African communities.
openalex: W2089943025 mag: 2089943025
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Inclusivity and Identity in a West African Audiovisual Archive - Small, Audrey (The International Journal of the Inclusive Museum, 2009)
openalex: W2487048033 mag: 2487048033
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The state of Higher Education in South-Africa: Fifteen years since democracy - Smeyers, Paulus; Waghid, Yusef (2009)
openalex: W2301792876 mag: 2301792876
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A model for the improvement of democratic school governance in South Africa : an education law perspective - Smit, Marius (2009)
openalex: W753162985 mag: 753162985
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Partnering With Education and Job and Training Programs for Sustainable Tobacco Control Among Baltimore African American Young Adults - Smith, Katherine Clegg; Bone, Lee R.; Clay, Eric A.; Owings, Kerry; Thames, Sean; Stillman, Frances A. (Progress in Community Health Partnerships, 2009)
Young adults are generally overlooked in tobacco control initiatives, even though they are critical to sustained success. African American young adults who are not in higher education or working are particularly vulnerable to harmful tobacco use, given high smoking rates and limited access to cessation services.Guided by community-based participatory research (CBPR) principles, we sought to identify program and community-level strategies to reduce tobacco use among African American young adults in Baltimore. We describe the challenges and opportunities for integrating effective tobacco control into community-based education and job training programs for unemployed young adults.As part of a longstanding community-research partnership in Baltimore, we conducted fourteen semistructured key informant interviews with leaders from city government and education and job training programs for young adults. The research design, data collection, analysis, and dissemination all included dialogue between and active contribution by both research and community partners.Interview data were structured into opportunities (mindset for change and desire for bonds with a trusted adult), challenges (culture of fatalism, tobacco as a stress reliever, and culture of tobacco use among young adults), and possible tobacco control solutions (tobacco education designed with and for program staff and participants and integration of tobacco issues into holistic program goals and policies).The emergent themes enhance our understanding of how tobacco is situated in the lives of unemployed young adults and the potential for building sustainable, community-based public health solutions.
openalex: W2001976659 mag: 2001976659
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Campuswide Climate: Implications for African American Students - Smith, William A. (2009)
openalex: W2504918296 mag: 2504918296
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Psychosocial factors influencing participation in school music : the case of a typical former model C boys' high school in Durban, South Africa. - Smythe, Cindy Christine. (2009)
openalex: W2153146334 mag: 2153146334
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Teachers' experiences of conflict and violence in township schools : a case study of Walmer-Gqebera, South Africa - Snodgrass, Lyn; Heleta, Savo (Commonwealth Youth and Development, 2009)
Violence and conflict are prevalent in South African schools and are especially widespread in townships and informal settlements. The aim of this study was to explore and describe teachers' perceptions and experiences of conflict, violence and aggressive behaviour in the schools of Walmer-Gqebera Township in South Africa. This study reveals that teachers experience insults, threats, bullying, conflict and physical violence among learners on a daily basis, with much of it happening in classrooms. Violence and aggressive behaviour in township schools are caused by a complex interaction of micro factors at the community level and macro factors linked to socioeconomic conditions and the educational structure. Failure to address the problems in South African schools holistically will further increase the alienation of students from a culture of learning, and contribute to spiraling and destructive cycles of conflict and violence.
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The incorporation of the geometry involved in the traditional house building in mathematics education in Mozambique: the cases of zambezia and sofala provinces - Soares, Daniel Bernardo (2009)
openalex: W173209318 mag: 173209318
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The prevalence of impaired glucose tolerance and diabetes amongst the middle aged population of Bellville South community, Cape Town, South Africa - Soita, David Jonah (2009)
THESIS SUBMITED IN FULFILMENT OF THE REQUIREMENT FOR THE AWARD OF THE DEGREE OF MASTER OF TECHNOLOGY OF PRIMARY HEALTH CARE IN THE FACULTY OF HEALTH AND WELLNESS SCIENCES AT THE CAPE PENINSULA UNIVERSITY OF TECHNOLOGY 2009
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SMALL SCALE OIL PALM FARMERS’ PREFERENCE FOR TRAINING IN SOUTH WEST, NIGERIA - Solomon, Ogunola Oluniyi; Oloruntoba, A; Ajayi, MT (2009)
The study assessed small-scale oil palm farmers’ farm situations and their preferences for training in South Western Nigeria. Both purposive and random selection techniques were used in selecting the 331 respondents for the study. Data were collected with a structured questionnaire and analyzed using both descriptive and inferential statistics. Findings showed that oil palm production was male-dominated (93.6%) with a mean age of 53 years; married (93.6%) and possessed an average farm size of 3.1 hectare. Acquisition of farm lands was mainly through inheritance (47.9%) and self-acquisition through purchases (44.4%). The plantations are located at a range of 100 metres and 55 kilometres away from farmers’ home. Farmer workshop (? = 2.3; s = 1.46), field training with extension agents (? = 2.8; s = 1.78), and proficiency courses (? = 3.2; s = 1.77), respectively were most preferred types of training on oil palm production. Similarly, farmers (84.9%) preferred trainings conducted in the morning hours, Mondays to Wednesdays of the week (59.8%) and January to April of the year (54.7%). Level of education (χ 2 = 17.18; p < 0.05), farm size (χ 2 = 12.79; p < 0.05), type of oil palm plantation (χ 2 = 27.20; p < 0.05) and age of plantation (χ 2 = 29.79; p < 0.05) have significant association with respondents preferences for training situation. There was no significant difference between respondents’ preferences for training across the sampled states. It was recommended that adequate training needs and situation analyses should be carried out before organizing training for farmers.
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A conceptual exploration of the teaching and assessment of values within the South African outcomes-based curriculum - Solomons, Inez Denise (2009)
Both international and local authors argue strongly that state education systems have an important role to play in the development and nurturing of positive values and attitudes in learners. In some instances, as is the case in South Africa, the education system may even prescribe the values that ought to be taught in the institutions of learning. While I agree that education institutions have a responsibility to teach positive values to learners, it is my contention that it is unlikely that educators will be able to fulfil this role in any meaningful way, without an informed understanding of how to reconcile the tensions between personal and common values, the nature of values knowledge and the complexities and challenges that surround the teaching and assessment of values. This study begins to explore some of these complexities by addressing the historical events, education initiatives and policy decisions that have informed and shaped values education policies in South Africa. I conclude that while the inclusion of values in the curriculum is a commendable education initiative to root democratic values in society, it must be acknowledged that values education inevitably, has a political role to fulfil. The teaching of values knowledge cannot be limited to behaviourist approaches. Learners deserve an education that offers opportunities to them to develop into responsible, caring and morally just citizens. A central aim of values education should thus be to provide learners with opportunities and tools to construct meaning around moral concepts and positive values. I strongly believe that it is unlikely that this will occur if educators are not appropriately capacitated to provide such opportunities to their learners.
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Structural Adjustment and Education in Africa - Son, Zheng (Comparative Education Review, 2009)
tructural Adjustment Program driven by IMF and the World Bank was an important part of African economic and educational policy carried out in 1980s and 1990s.The reform,however,failed finally in Africa.Education in many African countries which carried out the Structural Adjustment Program experienced a standstill,or even a retrogression.In those countries,education not only failed to meet the need of social development,but also missed development opportunities.
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Emergence of Social Work Education in Africa: An Historical Perspective - Soni, Preeti (Social Science Research Network, 2009)
Social work education has a crucial role to play in training students and in preparing them for the realities of practice in a conflict- ridden society. This requires an understanding of the nature of our society and the range of social science disciplines; which will be the foundation of the theoretical base of the student. The knowledge and information of development of social work education in different countries is very important to understand to the social worker. Social worker practice and their knowledge definitely influence their mode of practice. They have to take into consideration the history, social ideology and social development of the particular country before they create programs of action to ameliorate social problems of a country. During this unit, we examined the history of social work education in different countries of Africa. Here, we build on that foundation, considering policies, functioning and philosophies of social work education in Africa. Before going ahead, countries’ welfare system have to be understood within the historical context of the way in which each particular society’s basic institutions were influenced by and responded to the external influences imposed upon them during the pre- and post-colonial era.
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Preliminary integration of forest and adaptation to climate change into the forestry landscape of Central Africa - Sonwa, D.J.; Nkem, Johnson; Bele, Y.; Masumbuko, E.M.; Desemboli, B.B. (2009)
openalex: W42610629 mag: 42610629
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A Suggested Program for Tackling Low English Achievement Level among Sixth Graders in Gaza City UNRWA Schools - Sorour, K. (2009)
openalex: W2988245084 mag: 2988245084
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An Evaluative Analytical study of the Questions in Natural Geography text book Assigned for the First Secondary class in Syrian Arab Republic Schools According to Bloom's Cognitive Taxonomy - Soudan, Khald; Sleeman, Jamal (2009)
This study aims at analyzing and classifying the questions found in the secondary textbook of geography taught in Syria according to Bloom levels of cognition (knowledge, understanding, application, analysis, synthesis and Evaluation). The researcher has classified the questions into those which require high intellectual ability and those which require low ones. The research sample was represented by the questions in the book of geography for the first secondary grade in the Syrian Arab Republic. The researcher has verified the analysis depending on the Holistic Equation. The percentage of co efficiency reached 87.6%. Among the most important results of the study, the following could be mentioned: 1- The questions are mainly addressed to low Comprehension level which reached a percentage of 60.24%. 2- The questions don’t reflect any sign of analysis or synthesis levels, while the evaluation level reached a very low average, 0.86%. The researcher has provided an interpretation for the results of the study in addition to some proposals which may be of some benefit to those who are in charge of composing the curricula, and the text books in the field of making questions
openalex: W2186733204 mag: 2186733204
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Adapting public agricultural extension services to climate change: Insights from Kenya - Speranza, Chinwe Ifejika; Kiteme, Boniface; Opondo, Maurice (2009)
This paper analyses the adaptiveness of the Public Agricultural Extension Services (PAES) to climate change. Existing literature, interviews and group discussions among PAES actors in larger Makueni district, Kenya, provided the data for the analyses. The findings show that the PAES already have various elements of adaptiveness in its policies, approaches and methods of extension provision. However, the hierarchical structure of the PAES does not augur well for self-organisation at local levels of extension provision, especially under conditions of abrupt change which climate change might trigger. Most importantly, adpativeness presupposes adaptive capacity but the lack of resources in terms of funding for extension, limited mobility of extension officers, the low extension staff/farmer ratio, the aging of extension staff and significant dependence on donor funding limits the adaptiveness of the PAES. Accordingly criteria and indicators were identified in literature with which an initial assessement of the adaptiiveneess of PAES was conducted. However this assessment framework needs to be improved and future steps will integrate more specific inputs from actors in PAES in order to make the framework operational.
openalex: W115819920 mag: 115819920
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The Introduction of Free Primary Education in Kenya - Stanfield, James Ronald (2009)
openalex: W2915589469 mag: 2915589469
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Factors influencing success in first-year accounting at a South African university: A comparison between lecturers’ assumptions and students’ perceptions - Steenkamp, L.P.; Baard, Roelof; Frick, B. Liezel (South African Journal of Accounting Research, 2009)
Lecturers in first-year Financial Accounting at a South African university assumed poor student throughput rates were attributable to various factors, including the influence of prior learning of Accounting, the language of instruction used, poor class attendance and a lack of preparation by students for assessment opportunities. This article investigates how these assumptions compare to student perceptions of factors influencing their success in the module. The significance of the reported student perceptions was also compared to institutional data, such as study records. The results indicated that poor class attendance, inadequate preparation, insufficient time and a lack of English tuition are the main factors leading to poor performance. It was found that students who had Accounting as a school subject, had Afrikaans as a home language, and regularly attended classes, were statistically significantly more successful in first-year Financial Accounting at this particular South African university. The findings of this study create a platform for continued debate on the importance of a variety of factors for first-year success.
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Student Paramedic Experience with Prehospital Cardiac Arrest Cases in Johannesburg, South Africa - Stein, Christopher (Prehospital Emergency Care, 2009)
Objective. To describe the exposure of paramedic students studying at university level to prehospital cardiac arrest cases encountered during clinical learning. Method. Prehospital cardiac arrest cases included in an electronic clinical learning database between 2001 and 2007 were extracted and subjected to descriptive analysis in terms of student exposure and resuscitation-related procedures carried out by students. Results. On average, approximately 50% of first-and second-year students had any exposure to adult cardiac arrest cases, whereas approximately 75% of third-year students did. Very few students had any exposure to pediatric cases. Students who were exposed to cardiac arrest cases averaged two cases in the first and second years and three cases in the third year. The average maximum exposure for first-and second-year students was four cases and the average for third-year students was six cases. Less than half of the students exposed to cardiac arrest cases in any academic year of study were able to practice basic adult or pediatric resuscitation-related procedures. Relatively few students had any experience of adult or pediatric venous cannulation or management of patients with return of spontaneous circulation. Conclusion. In general, the exposure of paramedic students to prehospital cardiac arrest cases was low, as was their opportunity to practice resuscitation procedures in this context.
openalex: W2022353891 mag: 2022353891
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The Resilience of the Climate Change in Tanzania - Stephen; Joseph, Joseph; Nyagonde; Margareth; Emanuel; Chacha (地学前缘, 2009)
It is no longer debated that the world climate is still changing fast,which may cause different impacts on human beings.This paper examines both direct and indirect impacts of climate changes in Tanzania and suggests different mitigatory measures to address such a problem.It highlights different unregulated anthropogenic activities done in the name of development, regardless of environment,sustainability or future. The paper discusses the predictable changes in climate and their implications on food security,water availa-
openalex: W3144780535 mag: 3144780535
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The Introduction and Development of Technology Education in South Africa - Stevens, Andrew (2009)
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An Examination of the Reproductive Health Issues of African American Women with Developmental Disabilities - Stewart, Kai (Disability and Health Journal, 2009)
Uptake of health checks among women has not been examined in relation to patient and General Practitioner (GP) practice level factors. We investigated patient and practice level factors associated with differential uptake of health checks.Primary care records from 44 practices in Lambeth for women aged 40-74 years old (N = 62,967) from 2000-2018 were analysed using multi-level logistic regression models. An odds ratio (OR) >1 indicates increased occurrence of no health check.The mean age (IQR) of the included female sample (aged 40-74 years) was 52.9 years (45.0-59.0). Adjusted for patient-level factors (age, ethnicity, English as first language, overweight/obesity, smoking, attendance to GP practices, and co-morbidity), the odds of non-uptake of health checks were higher for Other White (OR 1.24, 95% confidence interval 1.17-1.33), and Other ethnicity (1.20, 1.07-1.35) vs. White British. It was also higher for 50-69 year olds (1.55, 1.47-1.62), 70-74 year olds (1.60, 1.49-1.72) vs. 40-49 year olds. These ORs did not change on adjustments for practice level factors (proportion of patients living in deprived areas, proportion of patients with ≥1 chronic condition, ≥3 emergency diabetes admissions annually, GP density/1000 patients, quality outcome framework score of ≥ 95%, and patient satisfaction scores of ≥80%). Non-uptake was lower for Black Caribbeans, Bangladeshis, overweight/obese patients, frequent practice attenders and comorbid patients.Differential uptake in health checks remained after adjustment for patient and practice level factors. Better measures of social determinants of health and of practice context are needed.NIHR Research for Patient Benefit Programme (NIHR202769).
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EFFECTIVE IMPLEMENTATION OF CONTINUING PROFESSIONAL DEVELOPMENT FOR SOUTH AFRICAN TEACHERS - Steyn, G.M. (2009)
openalex: W3150995556 mag: 3150995556
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Teacher's perceptions of the provision of continuing professional development programmes in South Africa: a qualitative study. - Steyn, G.M. (2009)
openalex: W171520422 mag: 171520422
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Barriers to Learning in Higher Education: What We Can Learn From a South African Case Study - Steyn, Miemsie G. (The International Journal of Learning: Annual Review, 2009)
openalex: W2804843864 mag: 2804843864
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Effective implementation of continuing professional development for South African teachers - Steyn, Trudie (Acta Academica, 2009)
The article attempts to satisfy two objectives : to arrive at a clear understanding of effective professional development (PD) programmes for teachers, and to outline how key aspects could influence the effective implementation of the National Policy Framework for Teacher Education and Development in South Africa, in particular that of CPTD. The article focuses on the following aspects : teachers' learning, teachers' commitment, quality leadership, the school context and requirements for PD programmes. Effektiewe implementering van voortgesette professionele ontwikkeling van Suid-Afrikaanse onderwysers Twee doelwitte word vir die artikel gestel : om 'n duidelike begrip te he van effektiewe professionele ontwikkelingsprogramme vir onderwysers en om sleutelaspekte te bespreek wat die effektiewe implementering van die Nasionale Beleidsraamwerk vir Onderwysersopleiding en Ontwikkeling kan beinvloed, in besonder Voortgesette Professionele Onderwysersontwikkeling. Die artikel fokus op die volgende aspekte : onderwysers se leer; onderwysers se toewyding; gehalte leierskap, die skoolkonteks en die vereistes waaraan professionele ontwikkelingsprogramme moet voldoen.
openalex: W2146928503 mag: 2146928503
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Teachers' perceptions of continuing professional development programmes in South Africa : a qualitative study - Steyn, Trudie (Acta Academica, 2009)
Effective professional development programmes help teachers to acquire the most recent knowledge of subjects and to use appropriate techniques to enhance student learning. The National Policy Framework for Teacher Education and Development attempts to address the need for suitably qualified teachers in South Africa. This qualitative inquiry aims to explain staff's perceptions of the provision of continuing professional development programmes in the light of the mentioned policy. The following two main categories have emerged from the data analysis : the provision and logistics of effective professional development programmes. Onderwysers se persepsies van voortgesette professionele ontwikkelingsprogramme in Suid-Afrika : 'n kwalitatiewe studie Doeltreffende professionele ontwikkelingsprogramme help onderwysers om die mees resente vakkennis te verwerf en om geskikte tegnieke te gebruik wat leer aansienlik kan bevorder. Die Nasionale Beleidsraamwerk vir Onderwysersopleiding en -ontwikkeling poog om te voorsien in die behoefte aan toepaslik-opgeleide onderwysers in Suid-Afrika. Hierdie kwalitatiewe ondersoek is daarop gemik om personeel se persepsies van die voorsiening van voortgesette professionele ontwikkelingsprogramme in die lig van bogenoemde beleid te verduidelik. Die ontleding van data het die volgende twee hoofkategoriee aan die lig gebring : die voorsiening en die logistiek van professionele ontwikkelingsprogramme.
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Addressing Climate Change in South African Business Education Curricula - Stoffberg, Hennie; Prinsloo, Paul (2009)
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Improving the strategic management of employee job performance and organisational commitment at merged higher education institutions in South Africa - Stofile, Regina Ntongolozi (2009)
In reaction to intense global competition and increased customer demands, business firms are continuously engaged in activities to increase the effectiveness of their businesses. To be effective business firms must reduce costs, improve the quality of their products and respond quickly to the new opportunities in the market place. These activities often require the restructuring of such businesses. The restructuring of businesses often takes the form of strategic alliances, outsourcing, vertical integration, mergers or acquisitions. It is not only businesses that undergo restructuring, but recently also higher education institutions. The South African higher education system has undergone a complex restructuring process of merging universities, technikons, colleges and technical schools. This transformation of higher education in South Africa has been regulated by the Higher Education Act (101 of 1997). This restructuring took form of mergers between technikons and universities to form new higher education institutions and has been directed at correcting past educational discrimination and at ensuring equal opportunities for higher education. High levels of negativity, demoralization, demotivation and disempowerment due to higher-education restructuring have been reported, not only in South Africa, but also in other countries. Despite the above-mentioned problems identified in the restructuring of higher education world-wide, a lack of quantitative research appears to exist on the human dimension involved in the process. The main objective of the study is to improve the strategic management of the post-merger process at higher education institutions in South Africa by investigating what influence the present restructuring process exerts on the motivation, organisational commitment and job performance of their staff. The sample consisted of three hundred and twenty-nine (329) staff members from the three merged universities in South Africa. The empirical results revealed the following: To improve the strategic management of the post-merger process at universities, management needs to focus on the managing of organisational commitment, as it is the strongest determinant of the employees’ performance intent; To manage organisation commitment, management must manage especially the employees’ identification with the organisational culture of the new institutions; after organisational commitment, management must focus on employee motivation which includes increasing the employees’ satisfaction with their remuneration packages, their peer relations and their growth factors; and, To manage the employees’ identification with the organisational culture of the new institutions, management must manage employees’ perceptions about increased student access, successes in merger goal achievement and fairness of workload dispensations. The main contribution of the study is the empirical support produced for elements which should be focused upon in strategy execution, namely the interplay among employee job performance, organizational…
openalex: W2794908976 mag: 2794908976
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USA-South Africa Partnership for Lymphoedema Education - Stout, Nicole L.; Armer, Jane M.; Norton, Stephen J.; Parker; Nikodem, Cheryl (2009)
Curricula for providing lymphoedema education varies internationally. The Lymphology Association of North America (LANA) has established curriculum criteria (135 hours), accepted as the standard model across the United States (US). This educational mode was successfully introduced in the Western Cape, South Africa (SA) in an inaugural course in 2008. This report outlines the necessary resources and preparation, the cultural experiences and challenges, and the mechanisms for training and ongoing support central to the success of this programme.
openalex: W884588970 mag: 884588970
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Environmentally Sustainable Development in Tanzanian Education - Values of Teachers - Strålin, Frida; Wiman, Johanna (2009)
This is a Minor Field Study which was carried out in six schools in the Morogoro district in Tanzania. The aim of this study was to find out the values of Tanzanian teachers concerning education for environmentally sustainable development. 18 teachers have been interviewed and as a complimentary method we have observed lessons of different subjects to get a better understanding for the answers from the interviews. Our findings are that the teachers find it important to teach about both reasons and effects when it comes to environmental issues. Many teachers believed knowledge of how to live in order to avoid environmental destruction was at least as important to teach. Another conclusion is that the teachers find it important to teach about environmental issues because knowledge of the environment is necessary for development of a country. Finally we have concluded that the teachers´ values are supported by the syllabuses.
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Student Learning through a Rural Community Library: A case study from Uganda - Stranger-Johannessen, Espen (2009)
The purpose of this study is to explore and investigate the phenomenon of rural community libraries (RCLs) in Sub-Saharan Africa through an in-depth study of one such library located in Uganda. Specifically, it sets out to investigate the role of the RCL in relation to student learning. This is done by a thorough account of what the library offers, who the users are and what they do at the library. To approach the question of student learning through the library, the study includes two models on libraries‘ influence on student learning developed for a Western context. The methodology covers both quantitative and qualitative methods to produce rich and varied data, but the main emphasis is on the latter. In addition to traditional data collection techniques, the study includes a kind of improvised action research that contributed to the range of data collected. The library in question is above average in terms of materials and use, and its existence seems to increase the amount of reading, particularly the number of storybooks read by pupils. The secondary students, who are the focus of this study, mainly read their own notes, schoolbooks (pamphlets, textbooks and past papers) and to some extent fiction. This group does read more due to the library, it seems, especially schoolbooks, but the library‘s contribution to their learning beyond mere reading, such as study skills, use of reference works and co-operation, is somewhat limited. There are five conditions that work against the library having a full potential impact on student learning: the curriculum, the exams and the traditional way of teaching; lack of reading culture; lack of library tradition; limited resources; and the problems related to the language of instruction. Despite these limitations, by bringing books to a print-poor environment the library does make a difference.
openalex: W1720403038 mag: 1720403038
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Evaluating the implementation and impact of capacity development at institutional level in South African higher education - Strydom, J. Francois (Journal for new generation sciences, 2009)
Capacity development is one of the key challenges facing South Africa and especially the higher education sector. This paper evaluates the implementation and impact of capacity development programmes through an institutional level case study within a metropolitan university. The study starts by exploring current capacity development practices. The focus then moves to evaluating the impact of capacity development by reflecting on ''Grow our own timber'' (GOOT) candidates' experiences, the impact (positive and negative) of these initiatives, the causes of the impacts, and the needs of specific groups. Recommendations for systemic institutional strategies for improvement and innovation in capacity development practice are provided.
openalex: W130778268 mag: 130778268
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Higher Education Studies and Research in South Africa - Strydom, Kalie (2009)
This chapter encapsulates my thoughts and views on higher educationists and researchers working in the field of study and research in South Africa with regard to work done in the various chapters of this book, as well as work in progress in HE studies and research.Essentially, my argument involves the matter of gaining authority in the form of expert knowledge, striving for excellence and insight via practical experience in higher education studies and research.Such authority leads to power that will influence policy, planning and the practical implementation thereof in higher education.I sketch the way forward regarding the recognition of higher education studies and research by briefly discussing a few points of departure that could possibly assist us in gaining authority regarding this field of study. My points of departure involve the understanding of global and local pressures, trends, issues and challenges in higher education, whichis the object of our study; the implications of the present expansion of higher education in relation to our own fields of study and research; the limitations of our thematic higher education authority, and the necessity of a quality association or society for studies and research in higher education.
openalex: W2587131701 mag: 2587131701
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Impact of nutritional education on nutritional status of under-five children in two rural communities of south-west Nigeria - Sule, Stephen; Onayade, Adedeji; Abiona, Titilayo C.; Fatusi, Adesegun O.; Ojofeitimi, E.O.; Esimai, Olapeju A.; Ijadunola, Kayode T. (Nigerian Postgraduate Medical Journal, 2009)
This study evaluated the impact of nutritional education on knowledge, attitude and practices (KAP) of mothers concerning infants and young children feeding and their children's nutritional status in two semi-urban communities of south-west Nigeria.This is a community intervention study. We recruited 150 mothers of children aged 0-18 months independently from the intervention and control communities through a multi-stage sampling technique. We collected data with the aid of an interviewer-administered questionnaire at baseline and at six months after intervention from both communities to obtain information on feeding of infants and young children. In addition, we measured weights and heights of recruited children. Intervention involved group counselling of mothers and food demonstrations at designated health facilities. Data analysis for quantitative data was done using Epi-Info software, and for qualitative data, content analysis of major themes was used.Before intervention, recruited mothers and their children from the two communities were comparable in terms of all the parameters assessed (P>0.05 in all cases). After six months of intervention, mothers who had nutritional education demonstrated better knowledge and attitudes to key infant and young children feeding recommendations. There was also limited improvement in feeding practices. Mothers from the intervention community exclusively breastfed their infants longer with mean age at introduction of complementary foods at 5.3 months compared to 4.5 months in the control community (P<0.05), breastfed their children longer (P<0.05). However, there was no statistically significant improvement in the weight of their children.In this study, nutritional education of mothers only had positive impact on their level of KAP on infant and young children feeding.
openalex: W2474119824 mag: 2474119824
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Rebranding Nigeria Through the Provision of Unparalleled Primary and Secondary Schools Education - Suleiman, Mustapha Shitu (Social Science Research Network, 2009)
Education in any sense can be seen as an act or experience, which is said to have a decisive effect on the mind, character, and the physical ability of an individual. Technically, education is a process by which a society uses to transfer its knowledge, skills and norms from generation to generation through institutions. Education in Nigeria is seen as the wheel that can stir development in terms of the nation’s economic, human, socio-cultural and political resources, but the foundation on which this conviction is based is weak. Several factors have been adduced as the basis for having a weak foundation, but whatever the reasons, the fact is that, primary and secondary schools education remains the most critical aspect in an individual’s education which in the long run aids in the overall development of a nation. This paper makes a case for improved primary and secondary schools education as a vital tool in re-branding Nigeria as the nation aims to be one of the top twenty economies by the year 2020. Issues and challenges faced by these institutions are highlighted as well as strategies for re-branding primary and secondary schools education in Nigeria.
openalex: W2249109575 mag: 2249109575
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Microfinance Training – Oyugis, Kenya - Suleman, Rani; Eldridge, Jennifer; Armstrong, Amanda (2009)
openalex: W3109342773 mag: 3109342773
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D 3.1ln Assessment of potential use of climatic forecasts and Trends in crop and rangeland (vegetation) productivity predicted for climate change scenarios : project no. 004089.AMMA African Monsoon Multidisciplinary Analysis instrument: IP thematic priority: 1.1.6.3 Global change and Ecosystems WP 3.1 : Land productivity - Sultan, Benjamin; Oettli, Pascal; Baron, Christian (2009)
openalex: W2273029298 mag: 2273029298
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Influence of planning on Implementation of Inclusive Education in Regular Primary Schools in Samia District-Kenya - Sumba, Mary R A (2009)
openalex: W2564978519 mag: 2564978519
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Re-analysis of the Management of International Engineering Project——Eritrean Teachers' Training Institute Project - Sun, Meiqi (Jiangsu Construction, 2009)
According to the character of TTI Project built by the writer,this paper makes the analysis to the management of international engineering project,especially in regard to progress,cost and quality.
openalex: W2375910385 mag: 2375910385
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The effectiveness of human resources training and development in public organizations: The case of Tanzania immigration department - Sunduva, Zakaria Mohamed (2009)
Available in print form, East Africana Collection, Dr.Wilbert Chagula Library, (THS EAF HF5549.5.T7I34S86)
openalex: W3142589872 mag: 3142589872
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An Interactive E-Learning Tool for Kids in Mauritius - Sunhaloo, Mohammad Sameer; Narsoo, Jeetendre; Gopaul, Ameeta (Issues in informing science & information technology, 2009)
In this paper, we give an overview of an interactive e-learning tool which we have developed for kids aged from eight to eleven years old in Mauritius.By developing this software, we aim at promoting self learning and developing information and communication technology skills among the youngsters in Mauritius.The e-learning tool developed is based mainly on the science curricula covered at upper primary and lower secondary levels, in the Mauritian schools and colleges respectively.Our software does not intend to render obsolete or replace the existing pedagogical approaches.On the other hand, it will complement the existing teaching and learning methods.
openalex: W1555259830 mag: 1555259830
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An Interactive E-Learning Tool for Kids in Mauritius - Sunhaloo, Mohammad Sameer; Narsoo, Jeetendre; Gopaul, Ameeta (Informing Science and IT Education Conference, 2009)
In this paper, we give an overview of an interactive e-leaming tool which we have developed for kids aged from eight to eleven years old in Mauritius. By developing this software, we aim at promoting self learning and developing information and communication technology skills among the youngsters in Mauritius. The e-learning tool developed is based mainly on the science curricula covered at upper primary and lower secondary levels, in the Mauritian schools and colleges respectively. Our software does not intend to render obsolete or replace the existing pedagogical approaches. On the other hand, it will complement the existing teaching and learning methods.
openalex: W4253059613
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‘Muslims have instructions’ Hiv/Aids, modernity and islamic religious education in Kisumu, Kenya - Svensson, Jonas (2009)
‘Muslims have instructions’ : HIV/AIDS, Modernity and Islamic Religious Education in Kisumu, Kenya
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The church, family and school in a normative crisis in a religious pluralistic society : a proposed paradigm shift within the worldview of the Afrikaans speaking segment of the Reformed Churches in South Africa - Swanepoel, Jacobus Stephanus (2009)
openalex: W140969709 mag: 140969709
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Work-Based Learning Programmes for Young People in the Mediterranean Region: Algeria, Egypt, Israel, Jordan, Lebanon, Morocco, the Occupied Palestinian Territory, Syria, Tunisia and Turkey. Comparative Analyses. - Sweet, Richard (2009)
openalex: W280504380 mag: 280504380
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Hydrological Response of Gilgel Abay River Flow to Climate Change, Lake Tana Basin, Ethiopia - Taddele, Y. D.; Setegn, Shimelis Gebriye; Berndtsson, Ronny (2009)
Hydrological Response of Gilgel Abay River Flow to Climate Change, Lake Tana Basin, Ethiopia
openalex: W1492957188 mag: 1492957188
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Epidemiological study of school performance and asthma medications among asthmatic Egyptian school children - Tageldin, Mohamed Awad; Aly, Gamal Samy; Mostafa, Salah; Khalil, Hany (Egyptian Journal of Pediatric Allergy and Immunology, 2009)
Background: Childhood asthma is a major health problem in Egypt and worldwide. Barriers to reducing the burden of asthma include symptom-based rather than disease-based approaches, tendency of care to be ‘‘acute’’ rather than “regular” and cultural attitudes towards drugs and drug delivery systems. Objective: To measure the disease effect on school performance and to map asthma medications with respect to types, routes and course of use. Methods: This cross sectional study involved 206 Cairene asthmatic school children, enrolled from the school students’ health insurance facility of El-Matareya Teaching Hospital and the pediatric outpatient clinic of Saint Mark Charity Hospital representing different social classes and residential locations. Their ages ranged between 5 and 15 years and they comprised 100 males and 106 females. They were assessed clinically and by peak expiratory flowmetry. Parents or caregivers were interviewed about disease symptoms, school achievement and attendance and medications used including relievers and controllers, route and course of use, whether continuously, intermittently and/or during attacks. Results: Asthma had a strong impact on school achievement and school absence; 77.3% of study population reported school absence due to asthma and 41.3% reported weak to average school achievement. School performance was associated with asthma severity; the majority of moderate asthmatics (64.6%) had average and weak school performance. Number of days of school absence demonstrated highly significant relation with asthma severity; 43.6% of moderate asthmatics had 5-6 absent days/month and 33.4% had 3-4 absent days/month. Combined β2-agonists and xanthines was the most commonly used (54.8%) reliever therapy followed by β2-agonists alone (44.2%) while corticosteroids were the most common controllers used (97.6%). Therapy was taken mainly by oral than inhalation route. Other medications like cromolyns, anti-histamines, anti-leukotrienes and anti-cholinergics were rarely used. Both rectal and injection routes were rarely used also. Conclusion: Asthma has a social burden on asthmatic children as it affects both school achievement and school attendance. Medical management of asthma in Egyptian children still lags behind available medical knowledge. Patients’ and health care givers’ education is a cornerstone in improving the current status of asthma management in Egypt. Keywords: asthma medications; asthma severity; children; school performance Egypt J Pediatr Allergy Immunol 2009;7(1):23-32
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Groundwater nitrate pollution in Souss-Massa basin (south-west Morocco) - Tagma, Tarik; Hsissou, Youssef; Bouchaou, Lhoussaine; Bouragba, Latifa; Boutaleb, Saïd (HAL (Le Centre pour la Communication Scientifique Directe), 2009)
The objective of our study was to determine the current status of alluvial aquifer in the Souss-Massa basin, where the nitrate pollution of groundwater is being increasing along the last decades. A multiapproach methodology using hydrogeology, nitrate concentrations, irrigation type and oxygen-18 and deuterium data, was carried out to identify the sources of this pollution. According to the spatial distribution of nitrate contents, nitrate pollution occurs mainly in Chtouka-Massa plain. More than 36% of the sampled wells exceed the value of 50 mg/L as NO3 -. Groundwater in Souss plain is less polluted comparing it to Chtouka-Massa; only 7% of wells exceed the permitted level. Agricultural practices in the study sites are the main cause of serious nitrate pollution given the uperimposition of high nitrate concentrations with the distribution of irrigated perimeters. High nitrate levels are associated with high 18O values, clearly indicating that significant quantities of evaporated irrigation waters infiltrate along with fertilizer nitrate to groundwater system. Different 18O-NO3 - trends suggest isotopically distinct, non-point source origins which vary spatially and temporally, due to different degrees of evaporation/recharge and amounts of fertilizer applied.
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The Relevance of University Education and Fears of Unemployment: Perceptions of University Students Making Transitions to the World of Work in Ghana - Tagoe, Michael (2009)
Entry to the world of work takes many paths, with opportunities and risks at every crossroads. However, preparing for a successful transition from education to a working life is greatly enhanced by human capital development which is the responsibility of universities at the apogee of the educational ladder. Human capital, which is considered as sum of the abilities and knowledge of individuals (Deutsche Bank Research, 2005) or the skills, knowledge and values which individuals acquire in formal schooling (Xiao and Tsang, 1999), has been identified not only as having immediate benefits to the individual but also as being critical to economic growth. In spite of the key role of human capital in economic development, universities in sub-Saharan African countries have, within the last three decades, faced serious challenges such as reduced government funding coupled with an explosion in enrolment which has been attributed to the neo-liberal economic policies of international financial institutions in the 1980s and 1990s. The cumulative effect of dwindling funding and enrolment explosion has led to challenges such as infrastructure unable to cope with high numbers of students, a high student/teacher ratio and the absence of both state-of-the-art laboratories and Information and Communications Technologies (ICTs) infrastructure. These have been found to affect the performance of teachers and the quality of university education.
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Knowledge, behaviour, perceptions and attitudes of University of Ghana students towards HIV/AIDS: what does behavioural surveillance survey tell us? - Tagoe, Michael; Aggor, R A (PubMed, 2009)
This study assesses knowledge, attitudes and behaviour in respect of risk of HIV infection of students through behavioral surveillance survey. The study used the systematic sampling approach to select 375 students. Interviews and focus group discussions were conducted to solicit information from respondents. The study found out that the students engaged in pre-marital sex, although this was more common among the male than female students. Students did not use condoms consistently and were not likely to use condoms when the relationship was considered as stable because of trust. Students revealed that they were all at risk of infection; however, a significant number of them did not know their HIV status and were not ready to take the test for fear of stigmatization. There low level knowledge among female students of the different types of STI. The results suggest that there is need for an appropriate education program for students. Peer education clubs need to be established to provide education on condom management. In addition, edutainment-education through entertainment program on HIV/AIDS – needs to be an integral part of the university's curriculum. More recreational centers need to be established to allow students to channel their energies towards sports.
openalex: W1502059778 mag: 1502059778
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‘Humanitarianism and Colonialism: Religious Responses to the Algerian drought and famine of 1866-1870’ - Taithe, Bertrand (2009)
openalex: W2583323177 mag: 2583323177
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Tanzania 2008 disability survey report - Takwimu, Tanzania. Ofisi ya Taifa ya; Uchumi, Tanzania. Waziri wa Fedha na; Jamii, Tanzania. Wizara ya Afya na Ustawi wa (2009)
openalex: W590306550 mag: 590306550
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An investigation into the development of environmental education as a field of practice in South African National Parks - Taljaard, Sandra (2009)
openalex: W2788765536 mag: 2788765536
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Turning Social Problems into the Basis for Inclusive Movements: A Study of the Influence the Young Men's Muslim Associations Had in Palestine through their Charitable Activities in the Late 1920s - Tamura, Yukie (2009)
This study concerns the formation of the basis around which the cohesive political movements of an organization of youth groups, the Young Men’s Muslim Associations (YMMA ), attempted to address social problems in the late 920s. Taking this as the focal process of Mandatory Palestine, the span from the late 920s until the Congress of PAWS in 930 seems relatively short. However, as the attempt was to indicate a clue about cohesive national movements, this period has significance in that it implies the unchanged social, and thus political, problems throughout recent Palestinian history. This study focuses on the process of including workers in the National Movement by giving attention to the relationship between the YMMA and workers, who as Halliday suggests, together formulated a society in ways that defined the international system [Halliday 994: 60–6]. 2 As the YMMA’s history embodied the character of Palestinian society in Mandatory Palestine, this article offers an attempt to organize the different understandings of the complicated notion of the “nation,” to separate it from the cause but include the socio-economic structures and political benefits. With the emergence of nationalism as “the simple demand for human beings’ liberation” from the heavy burden of occupation and the “seriously declining social conditions that resulted from the development of capitalism,” every nation and group of people was faced with this assignment [Momose, 2003: 60]. In the late 920s, the Palestinian demands for “liberation” from their burden and “nationalism” were consisted by the different social starata. However, they were gradually integrated and shared the same aim.; the relationship between the YMMA and workers embodied its social contradiction regarding the process of forming national cohesive movements, which represents one of the unsolved problems. Therefore, this study does not demarcate social problems but tries to signify the historical determinants of the very beginning of the ultimately cohesive national movements of the Palestinians.
openalex: W2184002050 mag: 2184002050
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Ideas and Realities of Bilingual Education in Francophone West Africa - Taniguchi, Ronald (Comparative education, 2009)
It has been argued in Francophone West Africa that mother languages should be used for the medium of instruction or that bilingual education should be introduced in education system. To date much research has been done by the international organizations (UNICEF and UNESCO, for example), NGOs and other aid agencies. This research has supported the promotion of bilingual education in Francophone West Africa.
openalex: W4385539707
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APPLYING THE CAPABILITY APPROACH TO SCHOOL IMPROVEMENT INTERVENTIONS IN TANZANIA - Tao, Sharon (2009)
iii CONTENTS iv Introduction Error! Bookmark not defined. 1. Using auto-ethnography to demonstrate CA 2 2. The Capability Approach and Education 3 3. How can CA be applied to school improvement interventions? 4 4. How can CA be used? 5 5. Using CA for situational analysis 7 6. A situational analysis of teacher and student behaviour 9 7. Determining capabilities within schools 13 8. Examples of capability selection in education ,,14 9. Selecting capabilities for primary school students 15 10. Selecting capabilities for teachers 17 11. Monitoring school improvement 19 12. Conclusion Error! Bookmark not defined.2 References 24
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EdQual Working Paper, Quality No. 11. Applying the Capability Approach to School Improvement Interverventions in Tanzania. - Tao, Sharon (2009)
openalex: W787870281 mag: 787870281
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An exploratory study of the experiences of Black lesbian students in an institution of higher learning in the Western Cape-South Africa - Tati, Nomasango (2009)
openalex: W2179357728 mag: 2179357728
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The role of mentoring in the educational attainment and career development of women presidents in colleges of education in Ghana - Tawiah, Augustine (2009)
openalex: W17745140 mag: 17745140
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Effect of training and pruning practices on yield and growth parameters of coffee (Coffea arabica L.) in Southwestern Ethiopia. - Taye, Endale; Yilma, A.; Netsere, Anteneh; Kufa, Taye; Gebrewold, S.; Shimber, Tesfaye; Asfaw, F. (22nd International Conference on Coffee Science, ASIC 2008, Campinas, SP, Brazil, 14-19 September, 2008, 2009)
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African American Superintendents in Public School Districts - Taylor, Kay Lovelace; Tillman, Linda C. (2009)
openalex: W2492422553 mag: 2492422553
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Increased risk of diarrhoeal diseases from climate change: evidence from urban communities supplied by groundwater in Uganda. - Taylor, R.; Miret-Gaspa, M.; Tumwine, James; Mileham, Lucinda; Flynn, Raymond; Howard, Guy; Kulabako, Robinah (IAHS-AISH publication, 2009)
Faecal-oral transmission of pathogenic microorganisms is widespread in rapidly urbanising areas of sub-Saharan Africa where access to adequate sanitation is limited and there is a range of contaminant pathways between faecal sources and the consumption of household water derived from groundwater. High-frequency sampling of a protected spring in Kampala, Uganda, reveals gross but ephemeral contamination by thermotolerant (faecal) bacteria in response to heavy rainfall events (>10 mm·day -1 ) during the rainy season. At this time, the incidence of diarrhoeal diseases is observed to increase substantially. Dynamical downscaling of climate projections from the HadCM3 general circulation model (SRES A2 forcing scenario) indicates a rise in the frequency of heavy rainfall events over the 20th century in Uganda. Climate change is, therefore, expected to increase the risk of diarrhoeal diseases in Kampala and similar environments. Significant correlations between sanitary risk scores and bacteriological contamination of groundwater-fed sources in Kampala highlight the critical role of improved community hygiene in reducing this risk.
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Increased risk of diarrhoeal diseases from climate change: evidence from communities supplied by groundwater in Uganda - Taylor, R.; Miret-Gaspa, M.; Tumwine, James; Mileham, Lucinda; Flynn, Raymond; Howard, Guy; Kulabako, Robinah; Tindimugaya, Callist; Owor, Michael; Shamsudduha, Mohammad (2009)
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Socio-economic status and educational achievement: Does education provide a stepping stone out of poverty in South Africa? - Taylor, Stephanie; Ding, Yu (2009)
openalex: W776745691 mag: 776745691
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A Study of Teachers, Students, and Parents' Perceptions of How School Climate Affects African-American and Latino Students. - Taylor, Susan (2009)
openalex: W158246176 mag: 158246176
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Use of pyroclastic rocks from the Cameroon volcanic line as rock fertilizers: preliminary results. - Tchouankoué, Jean Pierre; Nkouathio, D. G.; Njofang, C.; Martins, Éder de Souza; Theodoro, S. H. (2009)
openalex: W2196455100 mag: 2196455100
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Contextualized IT Education in Tanzania: Beyond Standard IT Curricula - Tedre, Matti; Bangu, N. T. A.; Nyagava, Seth I. (Journal of Information Technology Education, 2009)
started a new B. Sc. program in IT in 2007.In the course of planning and implementation of the program, we found out that standard ACM/IEEE IT curricula are not adequate for an IT program in a poor, developing country.The standard curricula describe, in detail, the competences that IT specialists in industrialized countries should possess, but the special characteristics of developing countries require a plethora of additional skills and competences that IT professionals in developing countries should have.The environment-natural, cultural, and technical-of developing countries brings about issues that IT specialists in industrialized countries do not know much about.Inadequate ICT and electrical infrastructure cause hardware to malfunction, wear out, and break; a hostile natural environment causes problems with equipment and eventually destroys it; quirks of local manufacturing and procurement complicate acquisitions; counterfeit products, inexistent customer care, and lack of warranty make purchases risky; excessively complex customs and shipping procedures make foreign acquisitions painful; widespread problems with corruption make accounting tricky; and lack of qualified staff is a systemic problem.In industrialized countries there is a high level of specialization and separation of professionals and their tasks, and one can easily delegate parts of a project to consultants.But in Tanzaniaespecially in rural Tanzania-there usually are no specialists available.IT professionals have to be able to do a large number of rudimentary tasks outside the field of IT.The most common tasks concern electrical installations, telephony, architectural design, structural modifications to buildings, protection from forces of nature, and all kinds of installation-related construction tasks.In an attempt to make IT education in our university relevant to the local environment and socioeconomic context, we have pinpointed four areas of IT curriculum that we have had to re-think.Firstly, the pedagogical approach must resonate with students' and teachers' learning styles.Secondly, the scope of IT education must be broader than the scope of IT education in industrialized countries.Thirdly, selection and emphasis of topics must meet the needs of Tanzanian society.Fourthly, all kinds of cultural, technical, environmental, and other contextual issues must be understood and taken into account in curriculum and course design.
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Assessing the regional impacts of climate change on economic sectors in the low-lying coastal zone of Mediterranean east Morocco - Tekken, Vera; Costa, Luís; Kropp, Juergen (Journal of Coastal Research, 2009)
HHIHIIHHBHHHIHiHHHBiiH Tekken, V., Costa, L. and Kropp, J.P., 2009. Assessing the complex impacts of climate change on economic sectors in the low-lying coastal zone of Mediterranean East Morocco. Journal of Coastal Research, SI 56 (Proceedings of the 10th International Coastal Symposium), 272 276. Lisbon, Portugal, ISSN 0749-0258 The Mediterranean region has been found to be specifically vulnerable to climatic variability and change. Projections based on observations since the beginning of the 20th century point to a further increase of water deficiency due to climatic and human pressures in the area. The Mediterranean part of Morocco's coastline is most vulnerable due to its low-lying deltaic plain of the Moulouya River, the main water provider in the region, and due to its increasing economic relevance for the country. Accelerated sea-level-rise is projected to aggravate coastal erosion, risk of flooding and groundwater salinization. At the same time sediment shortage as a result of river damming affects natural delta and beach nourishment. It has been shown that the complex interactions of human encroachment, climatic variability and sea-level-rise will lead to a further degradation of the coastal environment and will hinder economic development, which in particular focuses on the tourism sector. To support this argument a regional assessment is undertaken. CRU long time data series for seasonal precipitation and temperature (1901-2005) were used to evaluate trends in regional climatic variability; regional vulnerability regarding water availability, and the main water consuming economic activities were assessed. The analysis shows that there is no alternative for the development and implementation of comprehensive climate change policies and appropriate adaptation strategies. Otherwise sustainable long-term development seems impossible, in particular with regard to water availability and coastal tourism. aditional index words: Water budget, coastal vulnerability, coastal tourism.
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AN ASSESSMENT OF SECONDARY SCHOOL TEACHERS USES OF ICT’S: IMPLICATIONS FOR FURTHER DEVELOPMENT OF ICT’S USE IN NIGERIAN SECONDARY SCHOOLS - Tella; Adeyinka (2009)
The use of ICTs in Nigeria and African countries generally is increasing and dramatically growing. However, while there is a great deal of knowledge about how ICTs are being used in developed countries, there is not much information on how ICTs are being used by teachers in developing countries. This study examined Nigeria secondary school teachers’ uses of ICTs and its implications for further development of ICTs use in Nigerian secondary schools. The study through census drawn on 700 teachers from twenty five purposefully selected private secondary schools in Ibadan, Oyo state, Nigeria. This comprised 430 males and 270 females. Their age ranged from 25 – 45 years with a mean age of 35 years. A modified instrument tagged Teachers ICT use survey adapted from ICT survey indicator for teachers and staff by UNESCO (2004) and ICT Teachers Survey by New Zealand Ministry of Education MINEDU (1999) were used for the collection of data. The results showed that teachers generally have access to ICTs in their various schools except e-mail and Internet because their schools are not connected. Technical support are lacking in the schools and teachers lack of expertise in using ICT was indicated as being the prominent factors hindering teachers readiness and confidence of using ICTs during lesson. Furthermore, the results show that teachers perceived ICT as being easier and very useful in teaching and learning. For continuous uses of ICTs by teachers, it was recommended among others that teacher training and professional development oriented policies should support ICT-related teaching models that encourage both students and teachers to play an active role in teaching/learning activities. And that emphasis must be placed on the pedagogy behind the use of ICTs for teaching/learning. Key wordsInformation communication technologies, Teachers, Teaching and Learning, Secondary schools, Nigeria. INTRODUCTION Africa have witness the development of ICTs in various sectors over the last decade including education. The change from teacher-centred education system to learner centred education the world over in the past view years contributes to the use of ICTs in education. Borrowing from the word “Knowledge –Driven world” as conceived
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A Case Study of Community Participation in Primary Education in Three Rural Village Schools in Ethiopia - Ternieden, Marie DeLucia (2009)
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The Unfolding Trends and Consequences of Expanding Higher Education in Ethiopia: Massive Universities, Massive Challenges - Tessema, Kedir Assefa (Higher Education Quarterly, 2009)
Abstract There have been significant increases in the number of universities and student enrollments in the last fifteen years in Ethiopia. The numerical gains have brought about improved access to higher education for students. The expansion has also diversified fields of study and opened opportunities to pursue higher degrees to a significant number of students. Furthermore, the opportunity created for the university staff includes increased university job security, positions in the university leadership and scholarships for PhD degrees. On the other hand, the downside effects of the massification have worsened the conditions of university teaching staff. Among others, it has resulted in increasing work load and extended work schedules for academic staff. A managerialist culture has evolved that measures teaching against instrumental outcomes. There is a sense of deprofessionalisation and deskilling among staff manifested in practices that are disconnections from professional knowledge, skills and attitudes. As staff are increasingly over‐engaged, by taking more weekly class hours and managerial responsibilities, less ‘down time’ is available to keeping with developments in their fields of specialisation and practice
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Chickpea: a promising new food legume crop for drought prone cool areas of Kenya. - Thagana, W. M.; Gethi, M.; Mursoy, R.; Rao, G D Nageswara; Silim, S. N.; Tenywa, J. S.; Joubert, G. D.; Marais, D.; Rubaihayo, P. R.; Nampala, M. P. (2009)
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Transforming the Culture of Higher Education in South Africa. - Thaver, Beverley (Academe, 2009)
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We are all the same, but... : Kenyan and Swedish school children's views on children's rights - Thelander, Nina (2009)
This thesis presents a study on how school children in Kenya and Sweden express their views on children’s rights, in particular rights related to participation, non-discrimination, and education. T ...
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School Construction Strategies for Universal Primary Education in Africa : Should Communities Be Empowered to Build their Schools? [Stratégies de construction scolaire pour l’éducation primaire universelle en Afrique : Faut-il habiliter les communautés à construire leurs écoles ?] - Theunynck, Serge (World Bank Publications, 2009)
This book examines the scope of the infrastructure challenge in Sub-Saharan Africa and the constraints to scaling up at an affordable cost. It assesses the experiences of African countries with school planning, school facility designs, construction technologies, and construction management over the past thirty years, and draws lessons on promising approaches to enable African countries to scale up the facilities required to achieve the Education for All (EFA) goals and Millennium Development Goals (MDGs) of complete quality primary education for all children at the lowest marginal cost. The book is organized along the following lines. Chapter one reviews the nature and scope of the primary school infrastructure challenges. Chapter two reviews the experience of African countries with school planning and resource allocation norms and how they have affected the volume, functionality, and distribution of primary school facilities. Chapters three, four, and five examine the impact of construction technology and approaches to construction management on the cost of school infrastructure and the ability to scale up. Chapter six delves more deeply into how to set up one of the most cost- effective approaches to school provision the community-based approach. Chapter seven looks at maintenance issues. Chapter eight deals with corruption and chapter nine with donors. Chapter ten provides an estimate of the infrastructure cost of the EFA challenge and recommendation for countries and donors to improve the efficiency of the resources spent for school construction.
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Investigating conservation agriculture systems in Zambia and Zimbabwe to mitigate future effects of climate change. - Thierfelder, Christian; Wall, P. C.; Tenywa, J. S.; Joubert, G. D.; Marais, D.; Rubaihayo, P. R.; Nampala, M. P. (2009)
openalex: W982723074 mag: 982723074
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Early Childhood Care and Education in Zambia: An Integral Part of Educational Provision?. - Thomas, Christopher I.; Thomas, Matthew A. M. (Current Issues in Comparative Education, 2009)
The field of international development has recently been consumed by a shift in contemporary educational discourse, one that moves Early Childhood Care and Education (ECCE) closer to the forefront of what is considered progressive policy formation. In Zambia, the current educational environment seems to indicate that the creation and continued development of ECCE programming may be premature and potentially damaging to an already tenuous primary school education system. This article aims to interrogate the call for ECCE programs in Zambia, using evidence from the existing situation in primary schools in the country as the basis, drawing on qualitative interviews conducted with 48 primary school teachers and headmasters. The authors, considering the implications of the current educational situation, question the unrestrained promotion of ECCE in Zambia, which has the potential to siphon funds from glaring needs already in existence within the educational system.
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Early Childhood Care and Education in Zambia: An Integral Part of Educational Provision? - Thomas, Christopher I.; Thomas, Matthew A. M. (Current issues in comparative education, 2009)
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Education Needs Assessment for Kaduna City, Nigeria - Thomas, Matthew A. M. (2009)
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One Student One Family and the Mozambique Eyecare Project, the Interaction Between Optometry Students and the Community in Nampula, Mozambique - Thompson, Sue (2009)
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Cultural Challenges in Piloting Disability Surveys in Papua New Guinea - Thornton, Patricia (2009)
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Liberalization and the Development of Legal Education Policy in East Africa: A Case Study of Uganda - Tibihikirra-Kalyegira, Pamela (2009)
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Assessment of the knowledge on the STI-HIV/Aids and at-risk behaviours among from the teachers of an inspection of the primary education in Abidjan, Ivory Coast. - Tiembré, Issaka; Benié, J.; Zengbé, P.; Tetchi, Orsot; Ekra, D.; Dagnan, S.; Tagliante-Saracino, J. (Médecine d'Afrique Noire, 2009)
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Globalisation and the Quest for Social Justice in African Education - Tikly, Leon (2009)
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The New Regionalism in African Education: Limits and Possibilities - Tikly, LP; Dachi, Hillary A. (2009)
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The influence of HIV/AIDS awareness on the sexual practices of secondary school students in Nyando Division of Western Kenya - Tindi, Martin O (2009)
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Incidence and major metabolic risk factors of metabolic syndrome in type 2 diabetic out-patients visiting Tamale Teaching Hospital in Ghana - Titty, F K (Ghana journal of science, 2009)
The study involved 300 (92 males and 208 females) type 2 diabetic patients and was conducted at the Tamale Teaching/Regional Hospital from June 2006 to May 2007. Metabolic syndrome was diagnosed using the National Cholesterol Education Programme, Adult Treatment Panel III (2001) criteria. The incidence of the metabolic syndrome was 60.3 per cent in the 300 type 2 diabetic out-patients, 11.0 per cent of whom were males and 49.3 per cent females. The incidence of central obesity and hypertension was 69.6 per cent, low HDL cholesterol 58.6 per cent and hypertriglyceridaemia 56.4 per cent in the patients. The metabolic syndrome is a common finding in type 2 diabetic out-patients visiting Tamale Teaching Hospital in Ghana, especially female type 2 diabetic out-patients. Central obesity and hypertension, the major metabolic risk factors of the metabolic syndrome, should be selectively targeted for treatment and prevention of the metabolic syndrome, and, hence. for prevention of cardiovascular disease in type 2 diabetic out-patients visiting Tamale Teaching Hospital in Ghana.
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Viewpoint Students as Agents of Social Change: Student Initiatives at Rhodes University, South Africa - Togo, Muchaiteyi (The Southern African Journal of Environmental Education, 2009)
Rhodes University has a diversity of sustainable development initiatives meant for students and in a range of cases activities are initiated by students themselves with the support of the university. Results of a sustainability assessment revealed the involvement of students in environmental societies, environmental awareness campaigns, campus sustainability initiatives and community sustainability projects. Though most of the projects are still in their infancy and some challenges are yet to be overcome, the sustainability initiatives are gaining momentum and have contributed to improving the overall picture of sustainability at the university. Based on the results of the Rhodes University case study, the underpinning viewpoint in this paper is that university students are not merely recipients of Education for Sustainable Development but have the capacity to become agents for social change.
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Breaking Barriers: Plotting the Path to Academic Success for School-Age African American Males - Toldson, Ivory A.; Sutton, Ryan; Watkins, Katara (2009)
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Ancient Egyptian terminology - problems, specificity and application in the Croatian historical sciences and history teaching - Tomorad, Mladen (Povijest u nastavi, 2009)
U clanku autor raspravlja o razlicitim problemima vezanim uz primjenu staroegipatskog nazivlja u hrvatskim povijesnim znanostima i nastavi povijesti. U uvodnom dijelu rada autor daje pregled povijesti staroegipatskog jezika i pisma. U nastavku autor raspravlja o jezicnim problemima vezanim uz obradu staroegipatskih izvora i zbirki muzejskih predmeta. U sredisnjem dijelu clanka autor donosi pregled uporabe staroegipatskog nazivlja u hrvatskim znanstvenim istraživanjima i nastavi povijesti. Kao rezultat autorovih dugogodisnjih istraživanja u zavrsnom dijelu rada predstavljen je prijedlog prvog jedinstvenog nazivlja za hrvatske egiptoloske studije. Autor je nazivlje podijelio u pregledne tablice prema skupinama (preddinastijske kulture, povijesna razdoblja, vladari, gradovi, lokaliteti, bogovi, cesto koristeni specificni pojmovi). Kao prilog na kraju rada autor je izradio pojmovnik i tumac najvažnijih egiptoloskih pojmova i božanstava.
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The uneding cycle of education reforms in Ghana - Tonah, Steve (2009)
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The Pedagogical Beliefs and Practices of Culturally Responsive Teachers of African American Students. - Toney, Mikyra R. (2009)
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The Challenges to Primary School Leadership of HIV/AIDS in Botswana: The Inadequacy Of School Effectiveness Models in the Context of the Pandemic. - Torstensson, Gabriella; Brundrett, Mark (2009)
This article focuses on the effects of HIV/AIDS on education in Southern Africa, and is based on a study of several countries in the region but with especial investigation into the situation that obtains in Botswana. We argue that much of the educational development and the response to the pandemic at both school and system level has been influenced by the dominant Western educational paradigm of school effectiveness. The findings of the multi-level study that underpins this paper are presented at the pupil, classroom, and school and leadership levels, and conclusions are drawn about the efficacy of current leadership approaches within the context of AIDS. The paper subsequently problematises some of the conventional wisdom that defines the response to the immense dislocation caused by HIV/AIDS, especially in relation to the ways in which schools should be led and managed, and we suggest that more culturally sophisticated, locally defined, approaches may be required.
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Climate change in Africa - Toulmin, Camilla (2009)
Climate change is a major challenge for us all, but for African countries it represents a particular threat. This book outlines current thinking and evidence and the impact such change will have on Africa's development prospects. Global warming above the level of two degrees Celsius would be enormously damaging for poorer parts of the world, leading to crises with crops, livestock, water supplies and coastal areas. Within Africa, it's likely to be the continent's poorest people who are hit hardest. In this accessible and authoritative introduction to an often-overlooked aspect of the environment, Camilla Toulmin uses case studies to look at issues ranging from natural disasters to biofuels, and from conflict to the oil industry. Finally, the book addresses what future there might be for Africa in a carbon-constrained world.
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Community Education and Sensitization as an OVC Care and Support Strategy: Evaluation of the Integrated AIDS Program-Thika in Kenya An Evaluation - Tr, Thurman; Hutchinson, P; Ikamari, Lawrence; Gichuhi, Wanjiru; Murungaru, K (2009)
This paper presents the findings from the evaluation of the Integrated AIDS Program-Thika (IAP) operating within Kenya. IAP is a community and faith-based organization that receives technical and financial support from Pathfinder International. This evaluation explores the impact of IAPs community education and sensitization efforts focusing on care and support for orphans and vulnerable children (OVC). These efforts aim to enhance child protection and reduce stigma concerning OVC and people living with AIDS and these outcomes are examined with a post-test study design. The indirect influence of living in high acceptance or high stigma communities on the level of community support provided to OVC is also explored. This paper further provides a profile of the characteristics and needs of OVC relative to other children. The programmatic implications of these findings are discussed.
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Education et décentralisation au Mali : enjeux et réalités des dynamiques d'appropriation locales (Cas des communes de Dombila, Markala, Kati et Commune V du district de Bamako - Traoré, Idrissa Soïba (2009)
The decentralization of the school system in Mali is a new public management of educational policy. The purpose is to fit better the school to the local realities and to the local government agencies while supporting the system effectiveness, the democratization and the mobilization of the actors. The present study is interested in the stakes of the appropriation of this new policy by the local actors (teachers and administrators, parents of pupils, local government agencies, Teaching Center of Animation CAPE) in four communes (Dombila, Markala, Kati, Commune V of the district of Bamako), located in rural or urban environment. Our investigations show that there are some difficulties of appropriation which are explained by the precariousness of the means, the quality of human resources. Only the actors who are convinced to be able to benefit direct from this policy defend it. The actors who are likely to be weakened or to be more solicited resist. The decentralization of education had contradictory effects in urban environment that in rural one. On one hand, the Community schools which multiplied in rural environment under the effect of the fandenya entail high expenses for parents, who ask for a municipalization of their schools. On the other hand, these same types of schools in urban environment benefit from the assistances granted by the State but evolve/move like private institutions. Lastly, the mobilization of the actors in particular of the parents of pupils is not carried out. We could observe different conflicts, specially about the implementation and the role of the CGS, which are new bodies of management of the schools. The APE which assumed this role a long time withdraw, or try to be maintained or to recover the news gives in their favour. So we could analyze different forms of conquest of the school leadership which are based on three logics : Community, democratic and sociocultural of acculturation. Each one is influenced either by tradition and ancient people' power, or by formal and abstract networks or influential personalities. The transformation of educational establishment becomes a stake of power, an arena subjected to many conflicts (power, legitimacy, values, competences, economic)
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Religious teachings and influences on the ABCs of HIV prevention in Malawi. - Trinitapoli, Jenny (Social Science & Medicine, 2009)
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Comprehensive Model for Recruitment of African Americans in School Psychology - Truscott, Stephen D.; Proctor, Sherrie L.; Harper, Erin; Collins, Amanda Smith; Powell, Kate; Huddleston, Lillie (2009)
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The Mount Cameroon stratovolcano (Cameroon Volcanic Line, Central Africa): Petrology, geochemistry, isotope and age data - Tsafack, Jean-Paul Ferdinand; Wandji, Pierre; Bardintzeff, Jacques-Marie; Bellón, Hervé; Guillou, Hervé (HAL (Le Centre pour la Communication Scientifique Directe), 2009)
Mount Cameroon, a Plio-Quaternary stratovolcano, is the most important volcano along the Cameroon Volcanic Line, located at the boundary between the continental and oceanic lithosphere. Effusive, explosive and hydromagmatic eruptions were the three main types of volcanic activity. Mount Cameroon has a weakly differentiated alkaline series: mainly basanites, alkaline basalts, hawaiites, and mugearites. Mount Cameroon lavas are a typical alkaline series, characteristic of the interior of plates: high TiO$_2$ contents (2.4-3.7 wt.%), Na$_2$O between 2.9 and 5.2 wt.%, K$_2$O between 1.1 and 3.0 wt.%. Trace element patterns confirm the general evolution by fractional crystallization from a source in a mantle plume. Magmas beneath Mount Cameroon were generated at great depths from a garnet-lherzolite mantle, with an additional contribution from spinel-lherzolite, with small amounts (0.2-2 %) of melting. ${40}$ K-${40}$Ar analyses have yielded ages of 2.83 to 0 Ma. The ${87}$Sr/${86}$Sr ratios of mafic lavas are low (0.703198-0.703344), and ${143}$Nd/ ${144}$Nd ratios are intermediate (0.512851-0.512773), as typical of a mantle origin with a HIMU component. ${206}$Pb/${204}$Pb, ${207}$Pb/${204}$Pb and ${208}$Pb/${204}$Pb ratios are respectively 18.8270-20.3911, 15.5999-15.6793 and 40.2093-38.6517.
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A model for evaluating training and development initiatives in the Botswana public service - Tshukudu, Theophilus (2009)
The purpose of this study was to develop an integrated model for evaluating training and development initiatives used by the Botswana public service. To achieve this goal, the following actions were taken: A literature study was conducted to identify the scope and impact of an effective training and development initiative and its evaluation; A literature study was conducted to identify strategies for evaluating training and development initiatives. The theoretical study focused on effective training and development strategies and their evaluation and critical organisational factors that contribute to successful training evaluation; The findings from the literature study were integrated into a model for evaluating training and development initiatives to be used by the Botswana public service; and  This model was used as the basis for the development of a survey questionnaire to determine whether trainers, training managers and supervisors who were responsible for training and development in the public service agreed with the effective strategies for evaluating training and development developed in the study. The survey was conducted in ministries and departments in the south east district of Botswana, mainly in Gaborone, where ministries and government departments are located. The empirical results from the study showed that the majority of respondents’ training and development activities were not evaluated and that there is no link between training and development and performance management. In particular, disagreements were shown with regard to ten strategies and critical organisational factors. Evaluation of training and development in general, is an issue that organisations are challenged with on a daily basis. Lack of skills by trainers on how to evaluate training and development is one major contributing factor to this problem. An integrated and strategic approach towards the evaluation of training and development is required to effectively and constructively train and development employees according to strategic organisational goals, rather than according to individual trainee’s goals.
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Analysis of rainfall characteristics in Tanzania for climate change signals - Tumaini, Emanuel (2009)
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Rural-origin health science students at South African universities. - Tumbo, John; Couper, Ian; Hugo, Jannie (PubMed, 2009)
Rural areas in all countries suffer from a shortage of health care professionals. In South Africa, the shortage is particularly marked; some rural areas have a doctor-to-population ratio of 5.5:100 000. Similar patterns apply to other health professionals. Increasing the proportion of rural-origin students in faculties of health sciences has been shown to be one way of addressing such shortages, as the students are more likely to work in rural areas after graduating.To determine the proportion of rural-origin students at all medical schools in South Africa.A retrospective descriptive study was conducted in 2003. Lists of undergraduate students admitted from 1999 to 2002 for medicine, dentistry, physiotherapy and occupational therapy were obtained from 9 health science faculties. Origins of students were classified as city, town and rural by means of postal codes. The proportion of rural-origin students was determined and compared with the percentage of rural people in South Africa (46.3%).. Of the 7 358 students, 4 341 (59%) were from cities, 1 107 (15%) from towns and 1 910 (26%) from rural areas. The proportion of rural-origin students in the different courses nationally were: medicine–27.4%, physiotherapy–22.4%, occupational therapy–26.7%, and dentistry–24.8%.The proportion of rural-origin students in South Africa was considerably lower than the national rural population ratio. Strategies are needed to increase the number of rural-origin students in universities via preferential admission to alleviate the shortage of health professionals in rural areas.
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An exploratory study into secondary school teacher motivation, occupational attitudes and job performance in Uganda in the context of HIV/AIDS - Tumwebaze, Callist (2009)
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'Until marriage or graduation?' Abstinence-only strategies and their impact on university students in Uganda - Twesiime-Kirya, Monica (East African journal of peace and human rights, 2009)
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Application of Moral Education to the Problems of Indiscipline and Misconduct in Nigerian Universities - Udefi, Amaechi (LUMINA, 2009)
There is no gainsaying the fact that indiscipline has assumed a dangerous and frightening dimension among students of tertiary institutions in Nigeria. Such cases of indiscipline as exhibited by students include examination malpractices, demonstration and rioting, secret cult activities, drug addiction, sexual immorality, theft, to mention just a few. The impression often created by this unfortunate development in the institutions of higher learning is that lecturers have abandoned their traditional functions of being role models and value arbiters in pursuit of personal and material gains. Whether or not this impression is correct is a different matter and should not detain us here. The important thing is that there is a serious problem on the ground which requires urgent attention because no serious intellectual, socio-political, economic, scientific and technological development can be engendered in the society where indiscipline prevails. Since the youth are the future leaders, it is imperative to prepare them for the task ahead that is leadership which requires, among others, the inculcation of certain democratic and ethical values like accountability, rule of law, tolerance respect for human life etc. Our aim here is to consider the possibility of applying some ethical concepts to correct indiscipline in Nigerian tertiary institutions. We are working with the assumption that acts of indiscipline or discipline are not innate characteristics, that is, that they are not inherent or inborn. An individual simply acquires the act through learning or interaction with the environment. Hence, it is through learning that such evils associate with indiscipline can be eradicated. We therefore suggest that an otherwise indiscipline person (student in our case) can be 'rescued' through appropriate teaching method like the compulsory teaching of moral education in Nigerian tertiary institutions.
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MANAGEMENT AND ADMINISTRATION OF NIGERIAN EDUCATION SYSTEM: PROBLEMS, CHALLENGES, AND THE WAY FORWARD - Udey, Franca U.; Ebuara, Victor O.; Edet, Aniefiok Oswald (2009)
Considering the invaluable roles and contributions of education to meaningful individual, social and national development, nobody will dispute the fact that its proper management an administration by competent leaders should be a national concern. This paper attempts to examine educational management and administration in Nigeria by highlighting on some of the problems facing Nigeria education leadership. The paper further discusses the challenges and the way forward with a view to restoring the lost glory of our nation’s education system, especially in the areas of relevance, equity, quality and standard. To achieve the objectives, the paper uses ex-post facto survey design to explore opinions on the management and administration of our educational institutions. Using stratified random sampling technique, 250 staff was drawn from a population of 1389 and from three (3) educational institutions, universities, the polytechnic and colleges of education across the country. Data was collected using a questionnaire instrument called educational management and administration instrument (EMAI) Data collected were statistically treated using population t-test (test of one sample mean) and one way analysis of variance (ANOVA) Result obtained revealed that exploitation, inadequate staff training; poor parenting/guidance and poverty accounted for a fall in standard of education. The paper recommended that there is need for adequate training and re-training of all education managers and provision of sufficient fund for the sector.
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Science Education Policy for Emergency, Conflict, and Post-Conflict: An Analysis of Trends and Implications for the Science Education Program in Uganda. - Udongo, Betty Pacutho (2009)
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Democratic Education in Nigeria : Context and Imperatives - Ugwuozor, Felix Okechukwu (2009)
openalex: W2946090908 mag: 2946090908
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Prevalence of urinary Schistosomiasis among pupils in Kaduna metropolis, Kaduna state, Nigeria - Umar, Yahaya Abdullahi (2009)
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A Relational Study of Students' Academic Achievement of Television Technology in Technical Colleges in Delta State of Nigeria - Umunadi, Kennedy E. (2009)
This study examined the relationship between the male and female students’ academic achievement in the subject of television in urban and rural technical colleges in Delta State. There are two research questions and one null hypothesis formulated to guide the study. The population for the study consists of 731 students of the six technical colleges in the Delta State offering Television Technology as a subject. No sampling was conducted due to the small number of students involved in the study. The two research questions were answered using percentages while the null hypothesis was tested using ANOVA at 0.05 level of significance. The findings revealed that males performed better than their female counterparts. It was also revealed that urban students performed better than their rural counterparts in NABTEB examinations in 2005 and 2006 respectively. There is no significant difference in the mean scores of male and female students in television subjects in technical colleges. There is a significant difference in the mean scores of students in television in urban and rural technical colleges. Based on these findings, it was recommended that teachers should teach the practical and theoretical aspect of the television subject to improve the academic achievement of students.
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Gender issues in parenting cleft lip and palate babies in southern Nigeria: a study of the University of Benin Teaching Hospital - Umweni, A.A.; Okeigbemen, S.A. (Early Child Development and Care, 2009)
There is a scarcity of studies on gender issues in parenting cleft lip and palate (CLAP) babies. The birth of a CLAP child presents an immediate visible handicap that is distressing to parents. The aims and objectives of this study are to determine the influence of gender on the attitude of parents on the birth of CLAP babies, to articulate the adverse effects on parents following the birth of CLAP babies and to make suggestions on ways of ameliorating these effects. The study shows that the birth of a CLAP child has adverse effects on its parents. The effects are greater on their mothers. Parents' reactions, combining shock and grief, showed in 92% of mothers compared with 28% of fathers (p < 0.01). Sixty per cent of fathers were calm or indifferent compared with 4% of mothers (p < 0001). The adverse effects on mothers were accentuated by the husband's attitude to his wife, the reaction of in‐laws, polygamy, poverty and societal influence. It is suggested that there is a need for public enlightenment programmes to educate parents of CLAP babies and the general public on management of CLAP deformity, and the establishment of centres to cater for the socio‐psychological need of the people affected cannot be overemphasized. It is concluded that gender plays an important role in parents' reaction to the birth of CLAP babies; and that the adverse effects are greater on the mothers.
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Assessment of polyparasitism with intestinal parasite infections and urinary schistosomiasis among school children in a semi-urban area of south eastern Nigeria - Uneke, Chigozie Jesse; Nnachi, Mba I.; Arua, Ugochi (The Internet journal of health, 2009)
Polyparasitism with intestinal parasites and schistosomiasis constitutes a major pubic health challenge in Nigeria especially among school age children. Using standard parasitological techniques, intestinal parasitic infections and urinary schistosomiasis were assessed among school age children in Edda a semi-urban area of south-eastern Nigeria. Of the 300 children screened, 32(10.7%) had intestinal parasitic infections while 41(13.6%) of the children were infected with S. haematobium. Up to seven intestinal parasites were identified. E. histolytica was more commonly observed than other parasites. Children of age group 11-12years old were more infected with intestinal parasites than other age categories, statistically, there was a significant difference in the trend (χ= 16.48, df=2, P<0.05). Males had slightly higher prevalence (14.7%) of S. haematobium infection than the females (12.5%) and age-specific prevalence showed that those aged 10-11 years old had the highest prevalence (14.6%). School-based treatment campaigns and health education can improve children health.
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Democratic and Popular Republic of Algeria Ministry of Higher Education and Scientific Research - University-Constantine, Mentouri (2009)
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Gender mainstreaming, side-streaming and the regulatory regime of political will: implementing policy on poverty and gender in Ministries of Education in South African and Kenya - Unterhalter, E.; Letsatsi, Setungoane (2009)
openalex: W642948728 mag: 642948728
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Report on baseline studies for the Transforming education for girls in Nigeria and Tanzania (TEGINT) project - Unterhalter, Elaine; Exley, Sonia; Owen, Charlie (2009)
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Four forms of disconnection : negotiating gender, education and poverty reduction in schools in Kenya and South Africa - Unterhalter, Elaine; North, Amy; Karlsson, Jenni; Onsongo, Jane; Makinda, Herbert (2009)
This paper explores themes emerging from data collected in 2008 from case study research in schools in Kenya and South Africa which looked at connections and disjunctions between global, national and local policy and practice regarding gender, education and poverty reduction. The analysis reported here is part of a larger study, which will examine the relationship between schoollevel responses and those articulated in national and provincial departments of education and global and local NGOs. We are particularly interested in what conditions the inter-play between these different policy sites, the actions taken in each setting, and the interpretations developed. A key concern is what constrains and facilitates forms of practice that might help realize goals for gender equality in education.
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Self-Assessed Health Status and Morbidity Experiences among College Students in Nigeria: A Study of Federal College of Education, Obudu - Ushie, MA; Ugal, DB; Ushie, Boniface Ayanbekongshie; Enang, EE; Mgbekem, MA; Okongor, O.E. (Annals of Modern Education, 2009)
Self reported or self rated health is a situation of determining ones health status. Studies relating to it are scarce in Africa. The present study examined its prevalence and its relationship with actual experience of morbidity. From the study, it was found that self rated health status is not common in Nigeria. There was a significant relationship between self rated health status and actual experience of morbidity. Further study involving clinical testing is recommended to establish a policy framework for self accessed health status in order to reduce morbidity amongst college students in Nigeria and Obudu in particular.
openalex: W323358273 mag: 323358273
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Career exploration in Mozambique: exploratory study with secondary students - Ussene, Camilo; Taveira, María do Céu (2009)
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A study of Schistosomiasis among school children between the ages of 6-17 years in the Outapi health disctrict in Namibia - Uusiku, Leonard-Amutenya (2009)
A Thesis submitted in partial fulfillment of the requirements for the Degree of Masters in Public Health
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Perceptions of students and nurse educators about teaching and learning in the clinical skills laboratory in Kigali health institute/ Rwanda : an exploratory-descriptive study. - Uwimana, Catherine. (2009)
openalex: W1790598302 mag: 1790598302
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Ethnic Diversity and Secondary Education Reforms in Nigeria: Nigeria Economic Empowerment Development Strategies (NEEDS) - Uyanga, Roseline Emeh (The International journal of diversity in organisations, communities and nations, 2009)
openalex: W2500323220 mag: 2500323220
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Instructional strategy preference and utilisation by primary science teachers in Nigeria - Uyoata, U.E.; Ekpo, K (Zimbabwe Journal of Educational Research, 2009)
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Acceptance of blackboard technology by mechanical engineering students at the University of Botswana - Uziak, J. (International Journal of Engineering Education, 2009)
Technology-based teaching and learning is entering academic life at an amazing rate. It comes whether invited or not. Students and lecturers are confronted with new technologies. There are new teaching methods to accompany them, and new pressures to use them. Elearning is penetrating all areas of teaching and learning: academic institutions and corporate training alike. It has been generally accepted as a major and viable component of higher education. However, it is not clear how students accept the use of new technology. This paper deals with the question of acceptance by analysing the University of Botswana engineering students' reflection on Blackboard technology.
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Capacity building through higher education : a pancea for youth employment in Nigeria - Uzoka, N.E.; Adetoro, J.A. (2009)
openalex: W3006845208 mag: 3006845208
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The Peer Context: Relationship Analysis to Inform Peer Education Programs in Fort Portal, Uganda - VanSpronsen, Amanda D (2009)
openalex: W2797369821 mag: 2797369821
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Sciencie education in the Gambia - Vatcher, Judy (Education in science, 2009)
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Critical approaches to comparative education : vertical case studies from Africa, Europe, the Middle East, and the Americas - Vavrus, Frances; Bartlett, Lesley (2009)
PART I: APPROPRIATING EDUCATIONAL POLICIES AND PROGRAMS Localizing No Child Left Behind: Supplemental Educational Services (SES) in New York City The Decalage and Bricolage of Higher Education Policymaking in an Inter/national System: The Unintended Consequences of Participation in the 1992 Senegalese CNES Reform AIDS and Edutainment: Inter/National Health Education in Tanzanian Secondary Schools PART II: EXPLORING PARTICIPATION IN INTER/NATIONAL DEVELOPMENT DISCOURSE Questioning Participation: Exploring Discourses and Practices of Community Participation in Education Reform in Tanzania Living Participation: Considering the Promise and Politics of Participatory Educational Reforms in Brazil Transformative Teaching in Restrictive Times: Engaging Teacher Participation in Small School Reform during an Era of Standardization PART III: EXAMINING THE POLITICAL ECONOMY OF DIVERSITY 'Migration Nation': Intercultural Education and Anti-Racism as Symbolic Violence in Celtic Tiger Ireland 'Don't You Want Your Child to Be Better than You?': Enacting Ideologies and Contesting Intercultural Policy in Peru Citizenship and Belonging in an Age of Insecurity: Pakistani Immigrant Youth in New York City PART IV: MANAGING CONFLICT THROUGH INTER/NATIONAL DEVELOPMENT EDUCATION The Relief-Development Transition: Sustainability and Educational Support in Post-Conflict Settings Perpetuated Suffering: Social Injustice in Liberian Teachers' Lives Positioning Arabic in Schools: Language Policy, National Identity, and Development in Contemporary Lebanon
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The Cost of a "Free" Primary Education in Tanzania - Vavrus, Frances; Moshi, Goodiel Charles (2009)
This article is part of a special issue edited by Marianne N. Bloch and Beth Blue Swadener.
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Mathematics and science education research, policy and practice in South Africa: What are the relationships? - Venkat, Hamsa; Adler, Jill; Rollnick, Marissa; Setati, Mamokgethi; Vhurumuku, Elaosi (African Journal of Research in Mathematics Science and Technology Education, 2009)
In this paper, a review of journal articles containing South African research in mathematics and science education in the 2000–2006 period is undertaken, and used to identify significant clusters of research interest on the one hand and areas of under-representation of research on the other. In mathematics education, significant clusters were found relating to: questions of relevance, language issues, mathematics teaching and learning, and mathematics teacher education. In science education, specific clusters of research focused on: tertiary science teaching and learning, school level science teaching and learning, and relevance issues focused on the nature of science and indigenous knowledge systems. Our classification of articles highlighted the paucity of research at the primary level, in rural contexts, and dealing with issues related to language use in multilingual classrooms. Our overview of articles also provided examples of research that linked the issues arising within specific clusters, and considered the consequences of these linked issues for teaching and learning. We conclude by noting examples of research findings within our review that have impacted on policy and practice, and point also to areas where further research appears necessary.
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Positions and purposes for contextualisation in mathematics education in South Africa - Venkat, Hamsa; Bowie, Lynn; Graven, Mellony (African Journal of Research in Mathematics Science and Technology Education, 2009)
In this article, papers reviewed in the position paper (Venkat, Adler, Rollnick, Setati & Vhurumuku, 2009) relating to questions of contextualisation in mathematics education are analysed and used to develop a tentative framework consisting of two aspects. The first aspect relates to the position taken on contextualisation with three categories identified (‘advocacy’, ‘advocacy but…’ and ‘does not advocate’). The second aspect relates to the underlying purpose for which contextualisation is used with four key motivations emerging within the sample (‘mathematical’, ‘utilitarian’, ‘cultural affirmation’ and ‘critical democratic citizenship’). Taken together, the two aspects can be combined into a tentative framework which can be used as an analytical tool that allows for an initial dis-aggregation of the broader literature in the area of contextualisation in mathematics education, as well as for thinking about the design and use of contextualised tasks.
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Disability grants and individual and household welfare among HAART patients in South Africa - Venkataramani, Atheendar S.; Maughan-Brown, Brendan; Nattrass, Nicoli; Ruger, Jennifer Prah (2009)
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The role of nursing in a nutritional centre in Mozambique. In: Book of Abstract School Nursing and Midwifery Trinity College Dublin - Venturini, Giulia; Scarcella, P; Funaro, P; Fierro, A; Vellone, Ercole; Alvaro, Rosaria (2009)
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Climate change in Mali en Brazil : towards an evaluation method of climate change and land use policies - Verburg, R.W.; Chen, L.; Cissé, Youssouf; Filho, Soares; Keita, B.; Lindoso, Diego; Demba, M.; Gucciardi, C.; Diarra, Aichatou; Debortoli, Nathan (2009)
Rene Verburg Le Chen Youssouf Cisse (Institut d’Economie Rurale, Mali) Saulo Rodrigues Filho (Fundacao Universidade de Brasilia, Brazil) Bamoye Keita (Institut d’Economie Rurale, Mali) Diego Lindoso (Fundacao Universidade de Brasilia, Brazil) Mamadou Demba Traore (Institut d’Economie Rurale, Mali) Catherine Gucciardi (Fundacao Universidade de Brasilia, Brazil) Adama Tiemoko Diarra (Institut d’Economie Rurale, Mali) Nathan Debortoli (Fundacao Universidade de Brasilia, Brazil)
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LeNS_AFRICA. An African learning network on sustainability for the development and diffusion of teaching materials and tools on design for sustainability in an open-source and copy left ethos - Vezzoli, Carlo; Ceschin, Fabrizio; M’Rithaa, Mugendi K. (2009)
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The nature of science and indigenous knowledge systems in South Africa, 2000–2007: A critical review of the research in science education - Vhurumuku, Elaosi; Mokeleche, Maebeebe (African Journal of Research in Mathematics Science and Technology Education, 2009)
In this paper we describe and analyze the research in science education on the nature of science (NOS) and indigenous knowledge systems (IKS) done in South Africa, and published in local and international refereed journals between the years 2000 and 2007. Through an examination of the current state of NOS and IKS research internationally, we explore and locate the research done in South Africa within what we call the international “research programmes”. Our discussion shows that the research being done in South Africa is attuned with contemporary international research agendas, theoretical paradigms and methodological tastes. We tease out and explore the patterns of the research, highlighting its major strands. Our description and analysis also identifies some of the major drivers of the research. Within that effort we point out that the major impetus behind the research has been the deliberate effort to inform the implementation of South Africa's new science curricula. An interesting observation coming out of our analysis is the fact that for both NOS and IKS research, the primary and secondary school levels are clearly under researched. Recommendations for future research are given.
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The cost of fiscal subsidies to higher education students in South Africa: A comparison between 2000 and 2006 - Villiers, Pierre de (RePEc: Research Papers in Economics, 2009)
In this analysis the expenditure (subsidy) on higher education institutions (HEIs) in South Africa is compared for 2000 and 2006. The analysis was done with headcounts of students as well as with full-time equivalent student numbers. A second method was followed where a distinction was made between the number of students enrolled in the social sciences and those enrolled in the natural sciences. It is found that Subsidies of the African, coloured and Indian students in general deteriorated slightly compared to the subsidy levels of whites. However, with the calculations for contact full-time equivalent students according to field of study it was found that either the other racial groups’ relative situation improved over time or they received higher subsidies than the white group.
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The emergent charter school model for ninth grade mildly disabled United States students: Extending to Africa - Vincent, Emmanuel Teah (2009)
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Diversifying Business Coaching in a South African Higher Education Context to Facilitate Research Output - Visagie, Retha; Maritz, Jeanette (The International journal of diversity in organisations, communities and nations, 2009)
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Hybrid distance water learning in Ethiopia. - Visscher, Jan Teun; Leta, Seyoum; Wandera, Jackson; Knoop, Lenneke; Vos, H. de; Kragic, Darja; Mukherjee, Raktima (2009)
Ethiopia is among the countries with lowest water and sanitation coverage in Africa. To meet with the countries ambitious Millennium Development Goals there is an urgent need for capacity building in the water sector. This paper describes an innovative project that developed a new approach for practice based self-learning for local staff working at Woreda level. This approach combines conventional paper based Distance Learning with CD-rom and E-based learning, supported by a network of trainers and resource persons. The paper describes the approach and presents a way forward to support large numbers of sector staff learning to apply improved intervention strategies in their job environment.
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East Africa: Expanding Education Raises Expectations - Vokes, Richard (2009)
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The role of Newmont training-support programs in the livelihoods of vulnerable households, Asutifi district, Ghana - Vorleto, C.A. (2009)
openalex: W2626636709 mag: 2626636709
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The functioning of primary school learners with paraplegia/paraparesis in mainstream schools in the Western Cape, South Africa. An exploratory study - Vosloo, San-Marie (Disability and Rehabilitation, 2009)
Purpose. This study explores the reality of implementing policy guidelines that promote the inclusion of learners with disabilities in mainstream schools. According to the department of education in South Africa, learners who can satisfactorily be educated in an ordinary or mainstream school should be accommodated there.Method. The Craig handicap assessment and reporting technique were used to identify activity limitations and participation restrictions of learners with paraplegia/paraparesis in the mainstream school setting in the Western Cape, South Africa. The Craig hospital inventory of environmental factors identified contextual factors that facilitate or restrict the participation of learners. The views of the learners, teachers and parents were compared in order to identify the facilitators and barriers that influence the participation of physically disabled learners in mainstream schooling. The study population comprised 15 learners between the ages of 6 and 14 years old with paraplegia/paraparesis, their parents and relevant class teachers in 13 mainstream schools of the Western Cape, South Africa.Results. Findings indicate that cognitive independence and mobility are the two areas that most restricted the participation of the learners in the school. Resource availability, social support and equality were critical to facilitating the inclusion of learners at mainstream schools.Conclusions. It is recommended that a comprehensive research project be undertaken. Teacher support and training is essential for keeping the educators motivated and informed. Physical assistance to the learners should be provided in a structured and appropriate way. Physical accessibility, transport and medical information should be addressed at the institutional (school) level and is not the responsibility of the parents or caregivers of the disabled learners.
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Examining Treatment Integrity and Student Outcome: A DRC Intervention - Vujnovic, Rebecca K.; Fabiano, Gregory A. (2009)
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Studying of some drought resistance spring barley lines from Ethiopia. - Vulchev, D.; Valcheva, D. (Rasteniev'dni Nauki, 2009)
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Socio-economic factors influencing Muslim university student participation in sports in Kenya - Wabuyabo, Issah K.; Wamukoya, Edwin K.; Shakil, Anila Fatima (2009)
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Higher Education Policy Discourse(s) in South Africa - Waghid, Yusef (2009)
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Higher education research in South Africa - Waghid, Yusef (2009)
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On the Unattentiveness of South African Higher Education Research to Teaching and Learning. - Waghid, Yusef (South African journal of higher education, 2009)
The contributions in this special issue have one thing in common: they all highlight the unattentiveness of higher education research to inquiry into and about teaching and learning in South Africa over the past decade. In this article I explore this claim in relation to the first four essays in this volume. Then, in relation to my own narrative(s) about teaching and learning, I argue for a reconceptualised notion of teaching and learning which involves cultivating forms of deliberative engagement.
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Patriotism and Democratic Citizenship Education in South Africa: On the (im) possibility of reconciliation and nation building - Waghid, Yusef (Educational Philosophy and Theory, 2009)
In this article, I shall evaluate critically the democratic citizenship education project in South Africa to ascertain whether the patriotic sentiments expressed in the Manifesto on Values, Education and Democracy (2001) are in conflict with the achievement of reconciliation and nation building (specifically peace and friendship) after decades of apartheid rule. My first argument is that, although it seems as if the teaching of patriotism through the Department of Education's democratic citizenship agenda in South African schools is a laudable initiative that can contribute toward establishing a definitive break with our apartheid past, the expression of blind patriotic sentiments (such as pledging allegiance to one's country and its citizens only) as articulated in the Manifesto can potentially marginalise others (immigrant communities) as the country endeavours to build its fledgling democracy. My second argument is that the intended democratic form of patriotism of the Department of Education can possibly be undermined by cultivating a culture of ‘safe expression’, which could slow down the country's quest for reconciliation and nation building.
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Conflict management styles of principals in secondary schools of Kenya. A case of Kisumu Distirct - Wagude, Janet A (2009)
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Integrated input soil and water managements in maximizing peanut crop under the eastern drought-front desert outskirt of El Fayoum Governorate, Egypt. - Wahdan, A. A.; Ibrahim, A. E.; Bakry, Mohamed Adel Ahmed (Research Journal of Agriculture and Biological Sciences, 2009)
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Causes of poor K.C.P.E. performance in primary schools in Loita Division of Narok south district, Kenya - Wairegi, Charles M (2009)
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Development discourses : higher education and transformation in South Africa : briefing paper 1 - Walker, M. (2009)
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Development discourses: higher education and poverty reduction in South Africa. Impact Report. - Walker, Melanie; McLean, Monica; Dison, Arona; Vaughan, R. N. (2009)
Funded by the ESRC/DfID Poverty Reduction programme; based in the School of Education, University of Nottingham; and linked with Faculty of Community and Health Sciences at the University of the Western Cape, South Africa. School of Education Development Discourses: Higher Education and Poverty Reduction in South Africa ESRC Grant £222,000 Melanie Walker, Monica McLean, Arona Dison and Rosie Vaughan
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Africa, Gifted Education - Wallace, Belle (2009)
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An examination of introductory political science textbooks : how inclusive is African American politics? - Wallace, Sherri L.; Clayton, Daniel (2009)
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Education System Profile: South Africa - Wallace, Tracey (2009)
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Does Education Affect HIV Status? Evidence from five African Countries - Walque, Damien de (The World Bank Economic Review, 2009)
Data from the first five Demographic and Health Surveys to include HIV testing for a representative sample of the adult population are used to analyze the socioeconomic correlates of HIV infection and associated sexual behavior. Emerging from a wealth of country relevant results, some important findings can be generalized. First, successive marriages are a significant risk factor. Second, contrary to prima facie evidence, education is not positively associated with HIV status. However, schooling is one of the most consistent predictors of behavior and knowledge: education level predicts protective behaviors such as condom use, use of counseling and testing, discussion of AIDS between spouses, and knowledge about HIV/AIDS, but it also predicts a higher level of infidelity and a lower level of abstinence.
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Editorial: The St Mary’s Hospital, Isle of Wight, UK – Juba Teaching Hospital, Southern Sudan Link - Walsh, Tim (2009)
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South Africa and higher educationHigher education in South Africa : a scholarly look behind the scenes, Eli Bitzer (Ed.) : reviews - Walt, J.L. Van der (Koers : Bulletin for Christian Scholarship = Koers : Bulletin vir Christelike Wetenskap, 2009)
This book consists of a collection of contributions in the field of higher education in South Africa, published as a tribute to the work of Prof. Kalie Strydom, emeritus of the former University of the Orange Free State, and one of the doyens in the field of higher education in South Africa. Eli Bitzer, the editor, also a prominent scholar in that field, succeeded in attracting contributions from a wide array of scholars. By his own admission, however, he did not succeed in involving all of the acknowledged South African experts in the field (mostly due to time constraints), with the result that important themes such as the financing of higher education in South Africa, the debate on the tension between higher education and the state, the role of higher education in economic development and equity (including problems such as affirmative action), student access (including the problem of massification), and staff workload had to be left by the wayside. Despite this lacuna, this collection of articles covers so many other issues that even a relatively uninformed reader would gain an excellent grasp of the higher education situation in South Africa in 2009.
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Teacher education in South Africa: Noteworthy aspects from other systems - Walt, J.L. Van der; Potgieter, Ferdinand J.; Wolhuter, Charl C. (2009)
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Strengths and weaknesses of elementary and secondary education in Uganda: Evaluation based on a teachers' survey - Walugembe, Frederick (2009)
openalex: W113273028 mag: 113273028
Keywords: openalex:import

Improving Technical, Industrial, Vocational Education and Training in Kenya. Lessons from selected countries - Wambugu, Anne Wanjiru; Onsmu, E; Wamalwa, Fredrick M. (2009)
openalex: W2263162569 mag: 2263162569
Keywords: openalex:import

The Impact of Implement Free Primary Education Policy in Malawi and Ghana:Based on Equity and Efficiency Perspective - Wang, Jianliang (Education and Economy, 2009)
In 1994 and 1996,Malawi and Ghana have been implemented free primary education policy,but their methods are different,thus after 10 years of the implementation of the free primary education,this two country vary by the size and quality of education,at the same time,they has made equity and efficiency of their compulsory education system also had a difference,mainly in enrollment,teachers and students ratio,repetition rates,completion rates and other indicators.
openalex: W2363402291 mag: 2363402291
Keywords: openalex:import

Resemblance in Dietary Intakes between Urban Low-Income African-American Adolescents and Their Mothers: The Healthy Eating and Active Lifestyles from School to Home for Kids Study - Wang, Youfa; Li, Ji; Caballero, Benjamı́n (Journal of The American Dietetic Association, 2009)
Objectives To examine the association and predictors of dietary intake resemblance between urban low-income African-American adolescents and their mothers. Methods Detailed dietary data collected from 121 child–parent pairs in Chicago during fall 2003 were used. The association was assessed using correlation coefficients, kappa, and percentage of agreement, as well as logistic regression models. Results Overall, the association was weak as indicated by correlations and other measures. None of the mother–son correlations for nutrients and food groups were greater than 0.20. Mother–daughter pairs had stronger correlations (0.26 for energy and 0.30 for fat). The association was stronger in normal-weight mothers than in mothers with overweight or obesity. Logistic models showed that mother being a current smoker, giving child more pocket money, and allowing child to eat or purchase snacks without parental permission or presence predicted a higher probability of resemblance in undesirable eating patterns, such as high-energy, high-fat, and high-snack intakes (P<0.05). Conclusions Mother–child diet association was generally weak, and varied considerably across groups and intake variables in this homogenous population. Some maternal characteristics seem to affect the association.
openalex: W2090568173 mag: 2090568173
Keywords: openalex:import

Environmental Education in Southern and Eastern Africa - Wanyama, Henry Sammy. (2009)
openalex: W4235115123
Keywords: openalex:import

Downscaled climate change data from the HADCM3 and ECHAM5 models on precipitation and temperature for Ethiopia and Kenya - Ward, Philip; Lasage, R. (IVM Report, 2009)
openalex: W1500522759 mag: 1500522759
Keywords: openalex:import