Women's education, work and autonomy : an Egyptian case - Susilastuti, Dewi Haryani (2003)
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Equity, efficiency and sustainability in higher education in sub-Saharan Africa: A case study of Makerere University, Uganda. - Sutherland, Carla (2003)
The World Bank is one of the most dominant influences in higher education policy in Sub Saharan Africa. Throughout the 1990s, the Bank consistently asserted that a reduced role of the state in providing and organising educational services, and a greater reliance on pricing systems in the allocation of those services would have a positive effect on both equity and efficiency in higher education. Critics of this approach countered that the Bank's neo-liberal framework was inappropriate to the provision of a public good such as education and that, in particular, the introduction of user charges was risky, inequitable and inefficient. This thesis explores these claims and counterclaims through an exploratory case-study of Makerere University (Uganda). Its particular focus is on the introduction of a series of cost-sharing measures, most notably the acceptance of 'privately sponsored students' to the University from the mid-1990s onwards. The thesis examines what impact these initiatives have had on questions of equity and efficiency within the institution, while also interrogating their sustainability. Using a series of semi-structured interviews with senior university and government officials, as well as official university documents and World Bank reports, the major changes to student financing at Makerere are studied and described. The impact that the changes have had on the question of efficiency, equity and sustainability are analysed, using both qualitative and quantitative research methods, including a series of semi-structured interviews with senior academics and administrators; focus discussion groups with students; and a student survey (n 1,030). It is demonstrated that the major effect of the changes to student financing has been the rapid increase of students being able to come to Makerere, as well as the associated increase in resources which these students have brought with them to the institution. It is argued that the injection of new resources has positively affected the efficiency of the university, but that increasing concerns are being raised about equity, as the poor are disproportionately excluded from the opportunities offered by the new funding approach. It is suggested further that the heavy reliance on extended family networks for financing ultimately raises questions about the sustainability of the new programmes. Much of the debate over the financing of higher education has been underpinned by the concern that the way in which a higher education system receives funding has a powerful influence in determining what it does - in particular the impact that a shift away from public funding will have on the sector's contribution to national development. It is concluded here that that the way in which the debate over the financing of higher education is currently constructed encourages an overly economistic view of the sector and its role. It is argued that higher education is especially unsuited to this role. The case study demonstrates that currently there is less to be gained from being dogmatic about the role of either the state or the market, than a greater acceptance that failures of either can result in distorted development. Policy implications point towards a greater understanding of the need to identify what is the most appropriate role for each to play to complement one another in a given context. This is needed so that a particular mix is not at the expense of either equity or efficiency, and to ensure that mix remains sustainable.
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Seeds of Hope in Fields of Failure : a Minor Field Study of Education, Social Capital and Participation in Chad - Svensson, Ida (2003)
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Partnership in Higher Education in Africa: Communications Implications beyond the 2000s - Sy, Jacques Habib (African and Asian Studies, 2003)
Abstract To date, the possibilities for African countries to use information and communication technologies to respond to the challenges and the demand of higher education have been limited. An assessment and analysis of the development, state, and usage of telecommunications in Africa constitute in fact an indication of Africa's overall marginalization in the global system. Communication technologies do not operate independently of the global economic system, which is characterized by structural inequality. Various initiatives devised by governments and development agencies to address the effective and productive integration of telecommunications technology into the educational system have been hindered by the contextual and structural impediments to harnessing and fulfilling their promise, especially for higher education. The paper explores innovative and multi-stakeholder partnership strategies to enhance the development and relevance of new telecommunications technologies to the African education system, especially higher education, for long-term and rooted socioeconomic development.
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T Waves from the 1998 Papua New Guinea Earthquake and its Aftershocks: Timing the Tsunamigenic Slump - Synolakis, Costas E.; Okal, Emile A. (2003)
T waves recorded at hydrophone and seismic stations following the Papua New Guinea earthquake of 17 July 1998 and its aftershocks show that a small event at 09:02 GMT featured source properties incompatible with an elastic dislocation of appropriate body-wave magnitude (m b = 4.4). These include an exceptional duration (47 s at the Wake Island hydrophone station WK31), a spectrum rich in high frequencies (7 to 12 Hz), and a generally low spectral amplitude. These characteristics can be explained by the model of an underwater slump, accelerating from a standstill and eventually slowing down. The relocation of the 09:02 event is compatible with its location within an amphitheater inside which shipboard cruises in 1998 and 1999 documented the presence of a 4 ¨C km3 geologically fresh slump. We propose that the slump took place at 09:02 on 17 July 1998, i.e.,13 minutes after the mainshock, and that it generated the locally catastrophic tsunami, whose properties (amplitude and distribution of runup; timing) could not be explained by a dislocation model.
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An Evaluation of the Special Schools' Curriculum for Students with Mental Retardation in Kenya - Syomwene, Anne; Kitainge, Kisilu (2003)
Throughout history and the significant part of the world, education is highly placed on the social basis as a means to reasonable life. The esteem of the education however reduces when it is the special learners being considered, especially so the mentally retarded learners. This paper is a discussion of research findings for a case study that was conducted in a certain school of the mentally retarded In Kenya (Referred to as special school for the mentally handicapped in this paper). Data was collected using questionnaires, interview schedule and observation schedule. The respondents included the head teacher of the school and five teachers. The main research question was: '' Are the curricula offerings at the special school for the mentally handicapped related to the internationally set educational objectives for the mentally handicapped?'' The study established some significant similarities of the curricular offerings and expectations. However, it was found that the school employed limited evaluation methods. In addition, the Ministry of Education (MOE) was not directly involved with the evaluation and supervision of the programs in that school. The teachers used only Continuous Assessment Tests and daily observation methods of evaluation. Consequently, the study recommended that the MOE should recruit only those teachers that are specifically trained to handle special children to teach in special schools for the mentally handicapped. Another recommendation was that the teacher-student contact time be increased and the teacher student ratio be reduced. The study also recommended that the government should fund special schools more as a way of motivating the teachers. On the parents of the mentally retarded, it was proposed that guidance and counseling be provided. From this research, lessons are drawn for all that are involved in some way with the special education children.
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The Oral University. Attitudes to music teaching and learning in the Gambia. - Sæther, Eva (2003)
The present study seeks to examine attitudes to teaching and learning among jalis in the Gambia. Although this is the main focus, the horizon of which the study is carried out, analysed and discussed, is the development of music teacher education in Sweden during the last three decades, and of which I have been a participant. The intention of the study is to expand current views on music teaching and learning so that teachers will be better equipped to work and function in a multicultural society. Specifically, the intention is to open the doors to the Mandinka approach to music education, in order to illuminate their philosophy of music teaching. The research question is: What are the attitudes to music teaching and learning in the Gambia, and in what ways are the jalis experiences of, and attitudes towards music and music education expressed? This study concerns cultural meetings on a number of levels: between people, between institutions and between literal and oral worlds of knowledge. The methodology chosen reflects these meetings: all results stem from the travels that I and my informant and co-researcher jali Alagi Mbye have made visiting musicians in the Gambia and, during a long period, moving in and out of each others cultures. The core of the empirical data consists of observations and interviews with jalis and other Gambian musicians. The emic and the etic perspectives of these interviews are reflected in different ways. In one of the interviews my main informant, jali Alagi Mbye, acts as a co-researcher, thereby opening up new dimensions to the study. In this interview, it is the accompaniment of the 21-stringed kora that leads the conversation, just as much as the questions. Because of the multifaceted content of this interview, the full transcript and a CD-recording is attached in the appendix. The results show that the oral jali tradition is in some respects both structured and formalised. Hence, it is described as ‘the Oral University’. Delving deeper into the conversations with the musicians ‘inside’ and ‘outside’ the jali musical culture, the thematic outcome is differing. While the ‘insiders’ highlight the intellectual dimension of music education expressed in thoughts on culture and identity, and with references to the Sunjata orature, the ‘outsiders’ highlight the practical instrumental training dimension of music education, expressed, for example, by praising ‘the art of not talking’ as a way of teaching, and claiming that the master level and position is reached when people start to dance to your playing. In conclusion, these differences in attitudes to music teaching and learning reflect different ways of expressing knowledge.
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Urban-Rural and Ethnic Trends in Body Composition and Fitness of Kwara State Primary School Children (Nigeria) - Talabi, Adetayo Ebun; Emiola, L.M.; Ogunsakin, EA (African Symposium: An On-Line African Educational Research Journal, 2003)
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Classroom Teaching in Botswana and Online Teaching from Georgia: Hard Knocks and Earned Successes - Tallman, Julie (Journal of Education for Library and Information Science, 2003)
Teaching online internationally can be an exciting and frustrating experience. This paper reports on a trans-Atlantic experience between a lecturer at the University of Georgia and her students at the University of Botswana. The author uses an auto-ethnographic method to discuss her classroom teaching experiences in Botswana and how they influenced her course design, teaching style, and types of student learning experiences she wanted for her students. She also discusses student expectations for the course, student technology preparedness, and the results of the interactions during the online experience. She gives suggestions for future online courses including communication needs, technical skill needs, local support, and access to computers. She discovered that student preparation with the Internet consumed more of the course time than she had anticipated, but in the final analysis, also provided some of the most successful and lasting learning experiences.
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'Food to eat and pito to drink': education, local politics and self-help initiatives in northern Ghana, 1945-1972 - Talton, Benjamin (Transactions of the Historical Society of Ghana, 2003)
The efforts of Konkomba western-educated leaders, beginning in the 1950s, to establish political unity and development among Konkombas in order to achieve greater political autonomy and viability were a continuation of the more disparate Konkomba challenges to Dagomba authority during the 1930s and 40s.1 This small but growing group of teachers and government clerks helped to establish self-help initiatives within Konkomba communities that included farming cooperatives, ending inter-clan feuding and increasing Konkomba enrollment in schools. Their primary goal was to establish Konkombas as a politically viable and autonomous ethnic group so as to end their status as subordinate to the political authority of their historically centralized neighbors, particularly Dagombas. Efforts toward this end became a defining characteristic within the nascent Konkomba ethnic identity. The social and political changes that were the tools for asserting Konkomba political interests, and ultimately challenging the relevance of traditional status and authority in local society, helped lay the foundation for the protracted ethnic-based political violence that occurred in the
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Textbook availability in selected primary schools in Bamenda sub-division of Cameroon - Tamukong, J.A. (2003)
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Vendor-to-vendor education to improve malaria treatment by private drug outlets in Bungoma District, Kenya. - Tavrow, Paula; Shabahang, J; Makama, S.A. (Malaria Journal, 2003)
Private outlets are the main suppliers of uncomplicated malaria treatment in Africa. However, they are so numerous that they are difficult for governments to influence and regulate. This study's objective was to evaluate a low-cost outreach education (vendor-to-vendor) programme to improve the private sector's compliance with malaria guidelines in Bungoma district, Kenya. The cornerstone of the programme was the district's training of 73 wholesalers who were equipped with customized job aids for distribution to small retailers.Six months after training the wholesalers, the programme was evaluated using mystery shoppers. The shoppers posed as caretakers of sick children needing medication at 252 drug outlets. Afterwards, supervisors assessed the outlets' knowledge, drug stocks, and prices.The intervention seems to have had a significant impact on stocking patterns, malaria knowledge and prescribing practices of shops/kiosks, but not consistently on other types of outlets. About 32% of shops receiving job aids prescribed to mystery shoppers the approved first-line drug, sulfadoxine-pyremethamine, as compared to only 3% of the control shops. In the first six months, it is estimated that 500 outlets were reached, at a cost of about $8000.Changing private sector knowledge and practices is widely acknowledged to be slow and difficult. The vendor-to-vendor programme seems a feasible district-level strategy for achieving significant improvements in knowledge and practices of shops/kiosks. However, alternate strategies will be needed to influence pharmacies and clinics. Overall, the impact will be only moderate unless national policies and programmes are also introduced.
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SOCIAL AND CULTURAL IMPACT ON ATC TRAINING IN AFRICA - Taylor, Albert (The Controller, 2003)
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Identifying the barriers to access to higher education for African -American students: Opinions of successful African -American educators - Taylor, William L. (2003)
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Marine oil pollution legislation for the Gulf of Guinea - Tazi, Aka Aloysius (2003)
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Premenstrual syndrom: prevalence and effect on academic and social performances of students in Jimma University, Ethiopia - Tenkir, Addis; Fisseha, Nebreed; Ayele, Biniyam A. (Ethiopian Journal of Health Development, 2003)
Background: Premenstrual syndrome (PMS) is a serious problem affecting a woman's health. It affects educated women more that non-educated women. Although it has been widely studied in many countries, little, if any, is known about PMS in Ethiopia. Objective: the main aim of the study was to determine the prevalence of PMS and its effect on the academic and social performances of students of Jimma University (JU). Methods: A cross-sectional survey was conducted among 242 randomly selected female students of JU in Jan. 2002. A structured and pretested self-administered questionnaire was employed for data collection. The criteria proposed by the Diagnostic and statistical manual of mental disorders (DSM-IV) were used to diagnose PMS. Results: The age of participants ranged from 17 to 38 years, with mean & median age of 20.3 & 20 years, respectively. Almost all (99.6%) had at least one premenstrual (PM) symptom in many of the menstrual cycles in the last 12 months. The prevalence of PMS or premenstrual dysphoric disorder (according to DSM-IV) was 27%. About 14% of the study participants frequently missed classes and 15% missed examinations or scored a lower grade at least once because of PM symptoms. Both were significantly associated with severity of symptoms (p Conclusion: Our study revealed a high prevalence and negative impact of PMS on students of Jimma University. Therefore, health education, appropriate medical treatment and counseling services, as part and parcel of the overall health service, should be availed and provided to affected women. Further study is also recommended to precisely determine the prevalence of PMS using prospective methods. Ethiop.J.Health Dev. 17(3):181-188
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Irrigation Practices, State Intervention and Farmers' Life- Worlds in Drought-Prone Tigray, Ethiopia - Teshome, W. (2003)
This study examines irrigation practices, state intervention and the responses of farmers in the Tigray region of Ethiopia . Although governments have been involved in the construction of irrigation infrastructures since the mid-1980s to mitigate drought and famine in many parts of Ethiopia , the responses of irrigators to such interventions have never been studied. The main concern of this study therefore is to document how irrigation intervention interfaces with the life-worlds of small-scale irrigators. Two theoretical perspectives are combined: a sociotechnical approach to irrigation and an actor-oriented analysis of the dynamics of state intervention. The former helps to explore irrigation management practices and the social effects of the technology used. Irrigation constitutes an arena of struggle where social actors negotiate and make decisions about technology and water management. The latter perspective focuses on the confrontations and interpretations of intervention as defined by the different actors and their contrasting life-worlds. A case study method is employed to investigate Hewane and Gum Selassa irrigation systems located in the drought-prone region of Tigray . The methodology used is largely ethnographic, that is it is concerned with understanding the social lives of local people and discovering how they construct meanings and livelihood practices in the natural, economic and socio-political settings in which they are located. The thesis consists of eight chapters. The first outlines the conceptual and theoretical approaches used and lays out the main research questions that guide the study and its methodological considerations. Chapter 2 provides an account of the context of the research and an overview of agrarian policies and conditions, drought and famine situations, and irrigation development and technology choices. A brief historical account shows that none of the various government policies pursued over the previous thirty years has enabled Ethiopia to feed its people adequately. In drought-prone regions like Tigray , food-for-work and labor mobilizations for the construction of infrastructure such as roads and dams have been a regular and essential part of farmers' life-worlds since farm production has often failed to meet family needs. In these circumstances, government and international development bodies have looked to irrigation as a solution to the conditions of drought and famine. Chapter 3 describes irrigation management practices and the struggle to preserve irrigated areas threatened by soil erosion in Hewane . The management of irrigation schemes under contrasting state regimes in Ethiopia has been the responsibility of government bureaucracies, not irrigators' organizations .It has fallen, that is, to officials of the tabia (local) administration and the Agriculture Department to manage water allocation and resolve any disputes that might arise. The control of access to river water has likewise been administered. In short, water access, allocation and scheduling are dictated by government policies aimed at achieving 'food security' through irrigated agriculture at household level. Classifying plots into hayfo and mesno is the criterion used for allocating water in Hewane . Upon the decision of government, all soil and water conservation works were halted for over five years so that local labor could be mobilized for the construction of the new Shelenat dams, which eventually aggravated the gully erosion and slumping in Hewane . This agro-ecological problem - mediated by political power - threatened the livelihoods of farmers in Hewane , compelling them to take actions that were more in keeping with their existing life-worlds. One such important initiative was bee keeping. Chapter 4 discusses government-initiated irrigation intervention through the construction of the Gum Selassa irrigation system. Like Hewane , the approach adopted was top-down and entailed the pooling and redistribution of farmers' holdings, despite the widespread skepticism about irrigation expressed by local people. Also like Hewane , the local government bureaucracy became embedded in irrigation management. The end result, however, was poor water control methods that have given rise to water scarcity in the irrigation system which now threaten farmers' livelihoods. Over the past six years there has been a serious scarcity of water, with the percentage of the plot holders not receiving water fluctuating between 21 and 85 percent. Chapter 5 falls into three sections. The first section is a detailed description of irrigated agriculture in Gum Selassa and Hewane . It covers agricultural tasks and seasons and the crops cultivated in the irrigated fields and their yields. In both Hewane and Gum Selassa irrigation production has increased by taking advantage of modern agricultural inputs such as fertilizers and improved seeds. Although regional government officials highlight these increases in yield under irrigation, yields remain low for cash crops such as tomatoes and onions, and uncertain for maize as the main food crop. The second and third sections focus on household production dynamics and the practice of Woferit (sharecropping). The government's assumption that the plot holders would cultivate the irrigated plots themselves was not realized. Water users are widely involved in sharecropping: in Gum Selassa, 54 percent of the irrigators and in Hewane , 40 percent leased out their plots, with a higher proportion of female than male plot holders doing so. Due to sharecropping, a large majority of plot holders receive only one-fourth or one-third of the harvest reaped from their leased out plots, and between 70 and 80 percent of households consumed all their grain within four to seven months. Indeed a deficit in household food is a serious problem among these plot holders and many are forced to seek work as labourers from outside. Hence, the practice of woferit (sharecropping) in both irrigation systems highlights the vulnerabilities of agricultural livelihoods and the differentiated life worlds of different local actors involved in irrigated agriculture. Chapter 6 discusses the coping strategies commonly adopted during drought and famine situations at household level in Hewane and Gum Selassa. Such strategies span a combination of four types of strategy: a reductive strategy (i.e. an attempt to reduce expenditure and consumption), a depleting strategy (where the household gradually depletes its resources), a maintaining strategy and a regenerative strategy. A t times of severe food shortage, the most important maintaining strategy is that of accessing food relief. The study also shows that rainfed farming has been and still remains the main source of livelihood for many local people. Chapter 7 examines the arena of 'coercive persuasion' pertaining to the widespread diffusion of chemical fertiliser use in rural Tigray . Its aggressive promotion by extension workers and local government officials has led not only to a degree of scepticism and resistance among farmers as to its effectiveness, but also to farmers distancing themselves from the direct cultivation of their irrigable plots, in favour of leasing them out under sharecropping agreements. This takes place in the context of the growing vogue for programmes of 'Participatory Demonstration and Training Extension Systems' in the Hewane and Gum Selassa irrigation schemes. These programmes show how government- induced 'participation' has spearheaded coercive strategies in the implementation of public works such as dam construction and soil and water conservation. Finally, in chapter 8, I pull together the findings and implications of the research by identifying other measures (besides the development and improvement of irrigation systems) that must be put into place in order to mitigate drought-induced food shortages.
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Improved Pastoral Livelihood Security Through Education- Experiences of the PARIMA Project in Southern Ethiopia - Tezera, Seyoum; Desta, Solomon; Coppock, D. Layne (2003)
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An evaluation of autonomy in delivering quality service at the Lesotho College of Education. - Thetsane, Reginah Marankopane. (2003)
Autonomy involves more or less the right of the responsible administrative officers, management and presidents to govern the institutes free of outside control. The concept of autonomy implies, in addition to the latitude required for administrative action required by executives, the freedom of the academic departments of the colleges and the research institutes within the institutions to make most of the decisions of academic and professional management. Recent developments in Lesotho higher education have led to substantial changes in the relationship between government and higher education. The mechanisms of steering and regulation of the systems have moved from the model of centralised government in favour of increased institutional autonomy; the introduction of quality assessment systems, and an increased demand for institutional accountability. Providing autonomy to institutions in Lesotho has a potential of delivering quality service because there is free choice, which involves providing a wider range of options both for students and learning institutions. Institutions are free to choose any strategy that may bring quality service for the students. The aim of this study is to carry out an evaluation of the effectiveness of autonomy strategy in delivering quality service at LCE. In carrying out an analysis of this strategy, Pearce / Robinson guiding theoretical strategic decision-making process model is used. The Lesotho College of Education (LCE) Mission, external and internal environment are analysed Recommendations are made whether or not autonomy is the viable option for LCE to deliver quality service to students. The data obtained from this study indicates that autonomy is a suitable and an acceptable strategy to pursue, but not feasible as LCE lacks the financial and human resources necessary to fulfil the necessary requirements for autonomy as will be explained in the study. Other recommended strategies are the concentric and diversification strategies.
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Acacia Policy Influence Study/SENEGAL STRATEGIC ASSESSMENT The policy influence of projects financed by IDRC's Acacia program Information & Communication Technologies for Development (Acacia): The Case of Senegal By Mr. Khamathe SENE Consultant in Project Evaluation and Management and Training - Thioune, Ramata (2003)
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Working with diverse students :Can lessons learnt in South Africa be applicable in Pan-Pacific region? - Thomas, Theda (2003)
Diversity is often seen as a negative aspect in teaching and learning. It can, however, offer opportunities for growth on the part of all students as they learn to develop the social, cognitive and communication skills necessary to work in a multicultural environment. The issue of diversity has become prevalent in South Africa in the last few years. It has been shown that diversity needs to be addressed by helping the lecturers understand the issues and modify their curricula as well as by helping the students. This paper shows one lecturers research and journey in working diverse students in group work and asks the question if these lessons can be applicable in the Pan-Pacific region.
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Science education researchers as orthographers: Documenting Keiyo (Kenya) knowledge, learning and narratives about snakes - Thomson, Norman (International Journal of Science Education, 2003)
Using Keiyo (Kenya) knowledge, learning and oral narratives about snakes, the paper advances the argument that science educators have a pivotal role as orthographers in 'preserving and promoting science for all'. Linguists, and a growing number of scientists, realize that in processes of globalisation, many indigenous languages and cultures are facing extinction, especially languages that remain unwritten, such as the Keiyo language. Within these languages are several thousand years of indigenous science education that include knowledge, teaching and learning about local environments. Science educators are a missing link in the ongoing conversations between biologists, linguists and indigenous cultures. Today, it is also known that reptiles are at greater risk for extinction than amphibians. In an area noted for its reptiles (Kenya's Rift Valley), Keiyo elders and students ( n = 748) were interviewed or given a questionnaire to determine indigenous names for snakes and how Keiyo oral narratives of snakes are used in teaching and learning. They provided names for 19 of 34 (55%) snake species and 278 narratives that include snakes. The data are being used to document Keiyo language and construct relevant written science curriculum materials for Keiyo children
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The effects of niacin status on NAD levels in relation to memory and learning in guinea pigs and rats - Thorn, Stephanie (2003)
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Training Faculty in eLearning Course Design :Experiences at the University of Botswana - Thurab‐Nkhosi, Dianne; Lee, Marilyn; Giannini, Daniela (E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, 2003)
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The Changing Context of Education Management in South Africa - Thurlow, Mike (2003)
South Africa is committed to fundamental transformation of its social institutions and the values which underpin and shape them. This commitment finds its clearest expression in the new Constitution (Republic of South Africa 1996a), as well as in a variety of policies and emerging legislation.
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Leadership and Strategic Management in South African Schools - Thurlow, Mike; Bush, Tony; Coleman, Marianne (2003)
List of tables and figures Abbreviations Foreword Preface 1. The Context of Education Management in South Africa by Anne McLennan and Michael Thurlow 2. The Management of Schools by Michael Thurlow 3. Theory and Practice in Educational Management by Tony Bush 4. Organisational Structure by Tony Bush 5. Organisational Culture by Tony Bush and Lesley Anderson 6. Transforming Schools: Managing the Change Process by Jacky Lumby 7. School Effectiveness and School Improvement by Marianne Coleman 8. Quality Assurance and Accountability by Marianne Coleman 9. Theories of Leadership by Marianne Coleman 10. Leadership and Roles by Marianne Coleman 11. Strategic Management and Planning by Michael Thurlow 12. Development Planning by Michael Thurlow Appendix 1. Answers for activity: Governance and management Appendix 2. Comments on activity: Generalisations about leadership
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Education and cultural change in northern Nigeria, 1906-1966 : a study in the creation of a dependent culture - Tibenderana, Peter K. (2003)
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South African education policy review: 1993-2000 - Tikly, Leon; Motala, Shireen (2003)
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South African education policy review: 1993-2000 - Tikly, Leon; Motala, Shireen (2003)
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Harnessing distance learning and ICT for higher education in Sub-Saharan Africa : an examination of experiences useful for the design of widespread and effective tertiary education in sub-Saharan Africa - Till, Graham (2003)
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Teacher support for the use of MBL in activity-based physics teaching in Tanzania - Tilya, Frank (2003)
This study aimed at developing and testing ideas and materials for computer uses in schools to improve the quality of teaching and learning science in an interactive pedagogy.
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An oral pathological profile for the preprosthetic evaluation of edentulous patients in the Western Cape of South Africa and the implications for training - Toit, Du; Claassen, Adriaan (2003)
Submitted in fulfilment of the requirements for the MASTER'S DEGREE IN TECHNOLOGY Dental Technology
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Impact analysis: Experiences of a Ugandan professional development trainer - Tukahirwa, Fred (2003)
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Coastal Pollution and Women's Health in Ade-Foah, Ghana - Tweneboah, E. (2003)
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THE USE OF TECHNOLOGY IN EDUCATION: EXPERIENCES OF THE AFRICAN - Twinomugisha, Alex (2003)
In today’s global information economy, the level of high skilled human resources and the adoption of technology are a measure of a country’s development. While there is a clear link between technology and development, it is becoming apparent that the bridging link between the two is education. Indeed, this relationship is symbiotic or even vicious and should be exploited for a country’s overall growth and development. For developing regions such as Africa with extremely low levels of skilled human resources, the challenges involved in dramatically developing the human resources can only be overcome through increasing access to education especially at the higher or tertiary level. The African Virtual University (AVU) was created specifically for this purpose: to dramatically increase access to higher education through the innovative use of technology. However, the use of technology in Africa and other developing regions faces numerous constraints and barriers ranging from lack of infrastructure to the cultural, social and political environment. This paper discusses the case of the Africa Virtual University and shares some experiences in how some of the barriers and constraints to the use of technology in education have been overcome.
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The use of technology in education: experiences of the African Virtual University - Twinomugisha, Alex (2003)
In today's global information economy, the level of high skilled human resources and the adoption of technology are a measure of a country's development. While there is a clear link between technology and development, it is becoming apparent that the bridging link between the two is education. Indeed, this relationship is symbiotic or even vicious and should be exploited for a country's overall growth and development. For developing regions such as Africa with extremely low levels of skilled human resources, the challenges involved in dramatically developing the human resources can only be overcome through increasing access to education especially at the higher or tertiary level. The African Virtual University (AVU) was created specifically for this purpose: to dramatically increase access to higher education through the innovative use of technology. However, the use of technology in Africa and other developing regions faces numerous constraints and barriers ranging from lack of infrastructure to the cultural, social and political environment. We discuss the case of the Africa Virtual University and shares some experiences in how some of the barriers and constraints to the use of technology in education have been overcome.
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Dimensions in Higher Education in Fashion in Ghana - Ulzen-Appiah, E. V (2003)
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Profiles of New Islamic Schools in Northern Nigeria - Umar, Muhammad S. (The Maghreb Review, 2003)
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Recognition of Prior Learning and the development of the Library and Information Service profession in South Africa : research article - Underwood, Peter G. (South African Journal of Libraries and Information Science, 2003)
The Recognition of Prior Learning (RPL) is defined and discussed, then identified as an opportunity for the Library and Information Association of South Africa (LIASA) to enhance professional recognition and the development of its members. It discusses some of the practical and other consequences of taking this opportunity.
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Learning to be Free: The Print Media of Cotonou, Benin - Urbanski, Stephen J. (2003)
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Conflict resolution and peace education in Africa - Uwazie, Ernest E. (2003)
Chapter 1 Conflict Resolution and Peace Education in Africa: An Introduction Chapter 2 Conflict Resolution and Peace Education in Africa: Lessons and Opportunities Chapter 3 An Elusive Quest? Structural Analysis of Conflicts and Peace in Africa Chapter 4 The Economic Impact of Africa's Conflicts Chapter 5 Educated in War: The Rehabilitation of Child Soldiers in Sierra Leone Chapter 6 Safe Schools: Violence and the Struggle for Peace and Democracy in South African Education Chapter 7 Igbo Women and the Tradition of Peace: The Dynamics of Change and Continuity Chapter 8 A Critical Perspective of U.S. Policy in the Central African Region: The Case for an Early Conflict Warning System Chapter 9 Teaching and Learning about Human Rights in Post-Conflict Angola Chapter 10 Toward a Framework for a Model of Peace Education in Nigeria Chapter 11 Peaceful Conflict Resolution: A Prerequisite for Social Reconstruction in Burundi, Africa Chapter 12 Managing Political and Ethnic Diversity in Sub-Saharan Africa
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Critical Success Factors in The Infusion of Instructional Technologies for open Learning in Development Settings: The Case of the University of Botswana - Uys, Philip (The International Review of Research in Open and Distributed Learning, 2003)
This article seeks to identify critical success factors for the appropriate infusion of instructional technologies to advance open learning in higher education within developing settings. Describe here is a descriptive account of a two-year case study based on the author’s personal analysis of, and reflection on, factors that contributed to the infusion of instructional technologies to advance open learning at the University of Botswana. The first critical success factors identified in this article include: a clear vision, support of committed leadership, and dedicated personnel/ change agents to ensure successful project implementation. The second critical success factor identified was the need for all involved to fully appreciate and understand the systemic nature of the infusion of instructional technologies for open learning purposes, as well as garner the commitment of strategic partners working in related systems. Finally highlighted, are the requirements needed to address the complex nature of the infusion of instructional technologies into the University’s educational offerings. It is hoped that those involved in education in developing countries, and particularly those desirous of advancing open learning through the use of instructional technologies, will find this descriptive analysis useful. Indeed, those of us involved in implementing instructional technologies in developing nations are still in the initial stages of this exciting yet challenging endeavour.
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Rupture process of the Mw=6.9 Boumerdès (Algeria) earthquake of May 21, 2003 from seismological data. - Vallée, Martin; Delouis, Bertrand; Deschamps, A.; Déverchère, Jacques; Yelles, K.; Hello, Y.; Calais, Éric (HAL (Le Centre pour la Communication Scientifique Directe), 2003)
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Perceived stress, coping behaviour, and health outcomes among South African undergraduate medical students. - Vawda, Naseema (2003)
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Observations from South African Classrooms: Some Inclusive Strategies - Väyrynen, Sai (2003)
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Cognitive and Linguistic Predictors of Literacy in Namibian Herero-English Bilingual School Children - Veii, Kazuvire (2003)
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Climate Change and Food Security in the Drylands of West Africa - Verhagen, A.; Dietz, A.; Ruben, Ruerd; Dijk, van Han; Jong, de T.; Zaal, Fred; Bruijn, de M.E.; Keulen, van H. (2003)
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Towards inclusive remembrance after the 'Troubles': a South African perspective - Verwoerd, Wilhelm (2003)
This is the revised text of the fourteenth annual John Henry Whyte Memorial Lecture presented at University College Dublin on 20 November 2003.
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The impact of information, education, and communication (IEC) programs on HIV and AIDS prevention in Namibia - Victor, Chabinga (2003)
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Emerging Technology for Emerging Peoples: Evaluation of an African AIDS-Awareness Training System - Villiers, Ruth de; Dersley, Rob (EdMedia: World Conference on Educational Media and Technology, 2003)
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How school governing bodies in South Africa understand and respond to HIV / AIDS - Vollenhoven, Willem J. Van (South African Journal of Education, 2003)
As the pandemic of HIV / AIDS increases daily and the epidemic in the Republic of South Africa is one of the worst in the world, causes and consequences of HIV / AIDS remain contested among political and medical elites in this country. It is indicated that school management and governance are not au fait with the legal requirements to deal with this disease and, in many cases, are still ignoring the existence of the disease. I argue that knowledge of the causes and consequences of HIV / AIDS and a positive management of pupils with HIV / AIDS would help to prevent the spreading of this disease. South African Journal of Education Vol. 23(3) 2003: 242-247
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Capacity Building for children with Disabilities Project, Kenya. Annex A. Progress Report 1st September to 31st December 2003 - Vso (2003)
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Understanding teachers' and administrators' perceptions and experiences towards computer use in kenyan classrooms: a case study of two schools - Wabuyele, Lusike C.; Turner, Sandra V. (2003)
This study investigated and analyzed the teachers' and administrators' perceptions and experiences towards computer use in Kenyan classrooms. While technology has penetrated many sectors including banking, transportation, communications, medical services and so on, the Kenyan educational system seems to lag behind. Research indicates that computer use in Kenyan classrooms is still at its infancy stage (Kiboss, 2000). The use of computers in only a small percentage of the nation's classrooms is attributed to barriers such as heavy duties on imported hardware and software, and shortage of qualified personnel (Odhiambo, 1991; Hawkridge, 1990). In spite of computer proliferation, the mere presence of technology in schools or classrooms is not a guarantee that it will be used effectively. Therefore, this study is important because teachers and administrators play a significant role in determining how technology is integrated into the curriculum. According to Woodrow (1991), the success of any educational innovation on computer technology depends upon the support, attitudes and perceptions of the teachers and administrators involved. Therefore, understanding their perceptions and experiences will be useful in designing teacher preparation and staff development programs. Data were collected from 27 people including computer-using teachers, non-computer-using teachers, and school and Ministry of Education administrators. Results from the in-depth interviews, participant observation and document analysis revealed a great deal about how teachers and administrators view computer use in Kenyan schools. The primary findings of the study were: (1) both teachers and administrators viewed the use computers in Kenyan classrooms as a worthwhile experience and computers were basically used to teach computer science and computer literacy, (2) barriers that hindered the effective use of computers included shortage of hardware and software, limited time, shortage of power, and lack of quality training for teachers and administrators, (3) computer-using teachers and administrators were enthusiastic and spoke positively about computer use, whereas the non computer-users felt left behind technologically, (4) teachers and administrators reported feeling unprepared by the teacher training colleges to use computers in the classrooms, (5) teachers and administrators expressed the need to provide both practicing and pre-service teachers with professional development opportunities in technology. All in all, the study suggests that teachers' and administrators' perceptions and experiences play a significant role in the use of computers in Kenyan classrooms and hence the need to provide preservice and inservice training programs to enable them successfully teach using computers in the classrooms. The findings of this study suggest the need for the Kenyan government and MOE to review not only teacher preparation and staff development programs but also, to develop a revised national plan to implement ICT in schools nationwide over time.
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The importance of high-level training for nutrition scientists in Sub-Saharan Africa. - Wade, Sarah (2003)
Abstract Can the African people investigate and critically analyse nutrition needs in their context, identify national or community nutrition problems, plan and evaluate nutrition programs, educate, and communicate scientific knowledge in nutrition without high-level trained staffs with a strong scientific base in human nutrition? Will they be able to tackle their nutrition problems without a sustainable organisation for long-term training and research? In this paper, an attempt is made to analyse factors that will contribute to improving human nutrition in Sub-Saharan Africa. The paper also highlights an experience of institutional capacity building in Senegal, West Africa.
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Problems facing teacher education in Kenya: a case study of teaching practice in the University of Nairobi - Wagari, Susan (2003)
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Democracy, higher education transformation and citizenship in South Africa - Waghid, Yusef (South African journal of higher education, 2003)
Higher education restructuring in South Africa has been heavily influenced by policy processes which culminated in the formulation of several documents which include: the National Commission on Higher Education (NCHE) Report (1996), the Education White Paper 3 (EWP 1997) entitled A Programme for the Transformation of Higher Education, the Council on Higher Education (CHE) Report entitled Towards a New Higher Education Landscape: meeting the Equity, Quality and Social Development Imperatives of South Africa in the 21st Century (2000) and the National Plan for Higher Education (2001). The primary aim of these policy documents is not only to ensure that the higher education system is planned, governed and funded as a single national co-ordinated system but also, to enhance the transformation of the higher education system which needs to reflect the changes that are taking place in South African society, to strengthen the values and practices of our democracy and most importantly, ";to overcome the fragmentation, inequality and inefficiency which are the legacy of the (apartheid) past Y"; (EWP 1997). On the one hand, three central transformation pillars on which the detailed policies of the 1997 Education White Paper 3 are based include the following: increased and broadened participation, responsiveness to societal needs, and partnership and co-operation in governance. On the other hand, the CHE's arguments concerned with restructuring higher education in relation to, by now well known, globalised conditions accentuate the concern to develop human capital, that is, to develop the thinking and intellectual capacities of our society which is considered to be the key to economic, social, cultural and political stability. It is taken as axiomatic that the development of human capital articulated by a demand for a more skilled and educated populace, is central to South Africa's ";capacity to purposefully, energetically and creatively establish a democracy after decades of political strife"; (CHE 2000:2). The National Plan for Higher Education in South Africa (2001) outlines the framework and mechanisms for implementing and realising the policy goals of the Education White Paper 3. With reference to the need of the higher education system to develop the intellectual capacities of people by inculcating in them high quality skills and competences which in turn, can lead to a heightened form of political accountability on the part of democratic South African citizens, my contention is that this can best be achieved if ";outcomes"; announced in the National Plan are implemented along communitarian liberalist lines. It is this position I wish to analyse and explore in this article with reference to one specific ";outcome";: Enhanced cognitive skills of graduates. (South African Journal of Higher Education: 2003 17 (1): 91-97)
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Teaching and learning science in Palestine : dealing with the new Palestinian science curriculum - Wahbeh, Nader (2003)
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Language Disparities in the Education Sector: The Case of Hearing Impaired Learners in Kenya - Wamae, Gertrude M. I. (2003)
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The Yokes of Gender and Class: The Policy Reforms and Implications for Equitable Access to Education in Kenya - Wane, Njoki Nathani; Gathenya, Wambui T. (Managing global transitions, 2003)
Kenya, a former British colony, attained its political independence in 1963. Despite its political independence, Kenya inherited a colonial education system that was based on segregation and exclusion because of race, culture, class, and gender. This is a qualitative analysis examining the education system in Kenya. In the analysis, we explore gender and class barriers that may inhibit education for women in Kenya. We review existing secondary literature on policy documents; reflect on our experiences and observations; and also reflect on interviews with Njeri and Nyokavi, who live in the 21st century ‘post-colonial’ Kenya. As Kenyan women from subsistence-farming backgrounds, we, the authors, seemed destined to remain at the very bottom of the hierarchical education structure established during the colonial period. We explore the impact of contemporary, globally and locally mandated education policy reforms and emerging social service provision partnerships. These are often packaged as policy reforms and viable strategies of a just, equitable, and fair distribution of opportunities for all, meant to correct the colonial disparities. Our arguments are informed by the system's discursive framework (Wane 2000b) and the anti-colonial discursive framework (Amadiume 1989, 1997; Dei 1999, 2000; Oyewumi 1997; Wane 2002). The analysis authenticates that, since independence, Kenya has realized tremendous educational growth at all levels. However, such educational reforms have resulted in the exclusion of many children who are from low socio-economic groups, in essence replacing the racial segregation of the colonial system with cultural and class-based inequities of the post-colonial society.
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Resource Person, Food Hygiene & Safety, and HACCP in Practice Training for Ghana Fresh Produce Exporters - Wangoh, John (2003)
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THE EFFECTS OF SYSTEMIC REFORM ON URBAN, AFRICAN AMERICAN FIFTH GRADE STUDENTS' ATTITUDES TOWARD SCIENCE - Weinburgh, Molly (Journal of Women and Minorities in Science and Engineering, 2003)
The purpose of this study was to investigate the effectiveness of a National Science Foundation-funded Local Systemic Change grant on fifth grade, urban, African American students' attitudes toward science. Seven schools, representative of the district, were randomly selected to participate in the study. The modified Attitude Toward Science Inventory (mATSI), consisting of five attitudinal scales, was used to measure students' attitudes. Project records, school district records, and focus groups provided school-level data. Analyses of the mATSI data indicated a significant main effect for the program and for school but not for gender. A small overall difference in positive attitudes was seen for fifth grade students who experienced the science reform program compared to those who had not. The most important variable influencing attitudes toward science was the school in which the students were assigned. The seven schools varied greatly in the effectiveness of the science program. School characteristics were examined to try to explain the differences.
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The attitudes of Tigre-speaking students in Eritrea towards studying Arabic and Tigrinya as second languages at school : a case study - Weldemichael, Tedros H. (2003)
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Environmental Change and the Vulnerability of Pastoralists to Drought: A Case Study of the Maasai in Amboseli, Kenya - Western, David; Nightingale, Deborah L. Manzolillo (2003)
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Crime in South African education as reflected in the printed media - Wet, Corene De (South African Journal of Education, 2003)
The printed media have taken upon themselves the role of watchdogs and guardians. Consequently they report on events that in their opinion either threaten the general welfare of the public at large or are of importance to the community. The public\'s interest in crime has resulted in the media reporting extensively on crime. The purpose of this article is to look at conventional crime in South African education through the eyes of the media. From the study it appeared that learners and educators are / were not only the victims, but also the perpetrators of violent crime such as murder, kidnapping, rape and assault. Learners and educators are often guilty of, but also exposed to, property crimes such as burglary and theft. In addition school property is often the target of arsonists and vandals. On the basis of media reports, the conclusion is reached that a culture of crime and violence prevails in South African education. (South African Journal of Education: 2003 23 (2): 113-121)
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A new species ofStenhelia(Copepoda, Harpacticoida) from a hydrothermal, active, submarine volcano in the New Ireland Fore-Arc system (Papua New Guinea) with notes on deep sea colonization within the Stenheliinae - Willen, Elke (Journal of Natural History, 2003)
AbstractA new species of harpacticoid copepod, Stenhelia gundulae (Stenheliinae), is described from Edison seamount, a hydrothermal active submarine volcano in the New Ireland Fore-Arc system (Papua New Guinea). Some species groups are identified within the genus Stenhelia. The new species is assigned to the ‘S. normani group’, which is characterized within a more inclusive taxon by the male P5 exp being fused to the basis and lacking two outer spines. The species most closely related to S. gundulae s.n. appear to be S. giesbrechti T. and A. Scott, 1896, S. tethysensis Monard, 1928 and S. normani T. Scott, 1905 including its former subspecies S. polluta Monard, 1928 and S. acutirostris Willey, 1935. The other known deep sea species of Stenhelia, S. noodti Schriever, 1982, S. islandico Schriever, 1982, S. lima Becker and Schriever, 1979 and S. diegensis Thistle and Coull, 1979, on the other hand belong to a different lineage, the ‘S. longicaudata group’ which is characterized by the apomorphic shape of the P1. It is hypothesized that deep sea colonization within the Stenheliinae occurred independently at least twice in two different lineages.
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Observational learning in African Grey Parrots - Willson, Robert J.; Olivera, Aaron; Whiten, Andrew (2003)
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Gymnastics of the Mind: Greek Education in Hellenistic and Roman Egypt - Wiβmann, Jessica; Cribiore, Raffaella (Classical World, 2003)
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HIV/AIDS and Primary School Performance in Tanzania - Wobst, Peter; Arndt, Channing (RePEc: Research Papers in Economics, 2003)
We examine the performance of the primary school education system in Tanzania over the 1990s - a decade characterized by substantial AIDS deaths. Given the relatively robust correlation between educational attainment and productivity established in the literature in both agricultural and non-agricultural sectors, human capital accumulation through education forms a major component of development strategy. At the same time, AIDS poses clear threats to the goal of human capital accumulation through education. To assess performance of the primary school system, we estimate non-stationary education transition matrices using a minimum cross entropy approach at the national, sub-national, and regional levels for girls, boys, and all students. Results indicate a deterioration in primary school performance using enrollments in grade 7, the final year of primary school, as a metric. This deterioration in performance occurred despite increased real resource allocations to the public education system and positive, if only tepid, overall economic growth trends. We conclude that the HIV/AIDS pandemic has quite likely slowed human capital accumulation in Tanzania.
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HIV/AIDS and Primary School Performance in Tanzania - Wobst, Peter; Arndt, Channing (2003 Annual Meeting, August 16-22, 2003, Durban, South Africa, 2003)
We examine the performance of the primary school education system in Tanzania over the 1990s - a decade characterized by substantial AIDS deaths. Given the relatively robust correlation between educational attainment and productivity established in the literature in both agricultural and non-agricultural sectors, human capital accumulation through education forms a major component of development strategy. At the same time, AIDS poses clear threats to the goal of human capital accumulation through education. To assess performance of the primary school system, we estimate non-stationary education transition matrices using a minimum cross entropy approach at the national, sub-national, and regional levels for girls, boys, and all students. Results indicate a deterioration in primary school performance using enrollments in grade 7, the final year of primary school, as a metric. This deterioration in performance occurred despite increased real resource allocations to the public education system and positive, if only tepid, overall economic growth trends. We conclude that the HIV/AIDS pandemic has quite likely slowed human capital accumulation in Tanzania.
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Learning from south-south comparison: the education systems of South Africa and Madagascar - Wolhuter, Charl C.; Steyn, S.C. (South African Journal of Education, 2003)
The purpose of this investigation was to compare two education systems in the southern hemisphere and particularly from the SADEC countries, namely, Madagascar and South Africa. Research was done by means of field observation as well as through discussions and interviews with role players at regional education offices and schools. Both education systems are not sufficiently adapted to their real educational needs, and learners are not really provided the relevant opportunities to equip themselves with the required competences to function effectively according to their real educational needs. It is concluded that one of the most basic problems of developing education systems in the southern hemisphere could be the tendency of developing education systems to borrow from developed education systems without the localisation thereof.
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Education for Social Integration and Civic Stability in Sub-Saharan Africa: A Foundation for National Progress in the Global Economy? - Woolman, David C. (World studies in education (Online), 2003)
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Developing Instructional Technology Centers for Basic Education in Ghana: A Qualitative Study - Wright, Jim (2003)
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Race and Gender in the Contestation and Resistance of Teacher Authority and School Sanctions: The Case of African Caribbean Pupils in England - Wright, Naomi Jane; Weekes (Comparative Education Review, 2003)
Previous articleNext article No AccessRace and Gender in the Contestation and Resistance of Teacher Authority and School Sanctions: The Case of African Caribbean Pupils in EnglandCecile Wright and Debbie WeekesCecile Wright Search for more articles by this author and Debbie Weekes Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 47, Number 1February 2003Special Issue on Black Populations GloballyGuest Editor: Kassie Freeman Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/373962 Views: 93Total views on this site Citations: 4Citations are reported from Crossref © 2003 by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports the following articles citing this article:Karin Forslund Frykedal, Marcus Samuelsson “What’s in it for Me?” A Study on Students’ Accommodation or Resistance during Group Work, Scandinavian Journal of Educational Research 60, no.55 (Apr 2015): 500–514.https://doi.org/10.1080/00313831.2015.1024735Anne Koskela, Maija Lanas Fabricating expert knowledge of the behaviour of problematic students, Pedagogy, Culture & Society 24, no.33 (Jun 2016): 459–471.https://doi.org/10.1080/14681366.2016.1196232Maija Lanas, Michael Corbett Disaggregating Student Resistances, YOUNG 19, no.44 (Oct 2011): 417–434.https://doi.org/10.1177/110330881101900404Maija Lanas How can non-verbalized emotions in the field be addressed in research?, International Journal of Research & Method in Education 34, no.22 (Jul 2011): 131–145.https://doi.org/10.1080/1743727X.2011.578822
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Measuring the Burden of Disease and Returns to Education in Rural West Africa: The Collection and Analysis of Mortality, Morbidity, and Socio-Economic Data in the Nouna Health District in Burkina Faso - Würthwein, Ralph (2003)
The success of health economics and its guidance for health policy heavily rests on the availability of reliable empirical evidence on the demographic, economic, and epidemiological environment, on behavioral relationships, and on the impact of policy interventions. For Sub-Saharan Africa, especially the epidemiological situation is unclear, since comprehensive systems of mortality and health statistics are often absent. The economic analysis of health naturally places a special focus on the interrelation between health and economic well-being: the overall disease burden decreases when a country grows richer, and the share of communicable diseases decreases in the process of economic development, whereas the share of non-communicable diseases increases. In those parts of Sub-Saharan Africa that are mainly dominated by traditional subsistence farming, however, it is difficult to examine questions of income and health for simple fundamental reasons. A vital prerequisite for an empirical investigation is the thorough and accurate measurement of income. Yet, both the measurement of the burden of disease and the measurement of income are research tasks that are far from being fulfilled for Sub-Saharan Africa. A further issue that is related with economic well-being and health is education. For poor rural regions predominated by traditional subsistence farming it is far from clear whether investments in human capital are worthwhile. The present study addesses this research gap by producing empirical evidence on the measurement of the burden of disease, the structure of income, and returns to education in rural West Africa. Concretely it deals with the collection and analysis of mortality, morbidity, and socio-economic data in the Nouna Health District in the North-West of Burkina Faso. The study was accepted as a doctoral thesis at the University of Heidelberg. Earlier versions of some of its chapters have been published as working papers or in international journals.
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Measuring the Burden of Disease and Returns to Education in Rural West Africa. The Collection and Analysis of Mortality, Morbidity, and Socio-Economic Data in the Nouna Health District in Burkina Faso. - Würthwein, Ralph (2003)
Abstract The success of health economics and its guidance for health policy heavily rests on the availability of reliable empirical evidence on the demographic, economic, and epidemiological environment, on behavioral relationships, and on the impact of policy interventions. For Sub-Saharan Africa, especially the epidemiological situation is unclear, since comprehensive systems of mortality and health statistics are often absent.The economic analysis of health naturally places a special focus on the interrelation between health and economic well-being: the overall disease burden decreases when a country grows richer, and the share of communicable diseases decreases in the process of economic development, whereas the share of non-communicable diseases increases. In those parts of Sub-Saharan Africa that are mainly dominated by traditional subsistence farming, however, it is difficult to examine questions of income and health for simple fundamental reasons. A vital prerequisite for an empirical investigation is the thorough and accurate measurement of income. Yet, both the measurement of the burden of disease and the measurement of income are research tasks that are far from being fulfilled for Sub-Saharan Africa. A further issue that is related with economic well-being and health is education. For poor rural regions predominated by traditional subsistence farming it is far from clear whether investments in human capital are worthwhile.The present study addesses this research gap by producing empirical evidence on the measurement of the burden of disease, the structure of income, and returns to education in rural West Africa. Concretely it deals with the collection and analysis of mortality, morbidity, and socio-economic data in the Nouna Health District in the North-West of Burkina Faso. The study was accepted as a doctoral thesis at the University of Heidelberg. Earlier versions of some of its chapters have been published as working papers or in international journals.
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Comparison Study in Body Shape of college student Between Kenya and China - Xiang, Hong (2003)
This paper compare and research 13 physique indexes of body shape though 58 boys who's major are P. E from P. E Colleges of Xi'an of China and Kenya University. As a result there are a lot of differences in body shape and sports skills between China and Kenya's students. And both are different advantages in sports competitive ability.
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The Baraka School: An African Immersion Program for Middle-School Boys. - Yakimowski, Mary E.; Russo, Carmen V.; Clark-Adedoyin, Kimberly (ERS spectrum, 2003)
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The Chances for Success of the Francophone Centers for Distance Education of the GDLN Network: The Case of the Centre d'Education à Distance de Côte d'Ivoire - Yao, Koffi Clément (African and Asian Studies, 2003)
Abstract The Centers of Distance Education of francophone Africa in Benin, Côte d'Ivoire, and Senegal were set up under a financial and educational agreement with the World Bank. They were inaugurated on June 21, 2000, at the same time as four other centers in English-speaking Africa and eight others on other continents (Appendix 1). Since September 2003, Mauritania has had its own center, thus increasing the number of centers in French-speaking African countries to four. As of November 2003, more than 60 centers were affiliated with the Global Development Learning Network (GDLN). It has known start-up difficulties because of the socioeconomic environment caused the sociopolitical crisis from December 1999 to the civil war in September 2002. It needs a re-adaptation of its missions by public authorities in order to realize its first mission, which is to improve the capabilities of a large number of government executives and decision-makers at a minimal cost. The strategies and educational approach used at the Center are new methods and tools, precursors of what will be used in the education of tomorrow. In this article, we will briefly present the history of the creation of the Global Development Learning Network (GDLN), and then I will draw up a diagnostic account of the two years' functioning of the CED-CI. Finally, I will give an outline for its future growth.
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Teachers' perceptions regarding African American students' culture and classroom behavior - Yarrell-Harris, Genevieve (2003)
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Department of educational administration and planning Factors that contribute to students' poor Performance in kenya certificate of Secondary Education (K.C.S.E.) examination in Kabartonjo division, Baringo district By: - Yator, margaret J (2003)
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Department of educational administration and planning Factors that contribute to students' poor Performance in kenya certificate of Secondary Education (K.C.S.E.) examination in Kabartonjo division, Baringo district By: - Yator, margaret J (2003)
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Surmounting All Odds: Education, Opportunity, and Society in the New Millennium. Volume 1. A Volume in Research on African American Education. - Yeakey, Carol Camp; Henderson, Ronald D. (2003)
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Cross-training policies in a learning and forgetting DRC environment - Yue, Hui; Slomp, Jannes; Molleman, Eric; Zee, Durk-Jouke van der (2003)
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Coping with Drought: Deficit Irrigation Strategies for Cereals and Field Horticultural Crops in Central Tunisia - Zaı̈ri, A.; Amami, Hacib El; Slatni, A.; Pereira, L. S.; Rodrigues, Pedro; Machado, Tiago (2003)
Preparedness measures to cope with droughts and water scarcity in semi-arid climates in irrigated agriculture include the identification of irrigation scheduling strategies that minimize the water demand with acceptable impacts on yields. Those strategies may be produced by simulation and focus on different levels of water demand. The irrigation scheduling simulation model ISAREG, validated for Tunisia, is used to simulate those strategies. The generated irrigation scheduling strategies are applied to deficit irrigation of winter wheat, tomato and potato crops under semi-arid conditions in Central Tunisia. The alternative schedules are evaluated through the combined use of indicators relative to the reduction in demand for irrigation water, the consequent yield reduction and the impacts on farmer’s income. The economic evaluation of those strategies is performed with the help of a linear programming model. Results indicate that, when there is limited water availability, each crop reacts differently to the water restrictions applied in terms of yield decrease and gross margin per unit surface and unit of water applied. For average demand, the adoption of deficit irrigation is generally feasible for all crops considered. However, for the tomato crop, there is a trend to restrict the cultivated surface when water scarcity increases. Under high and very high demand conditions, the gross margin per unit of water applied decreases for the potato and the tomato crops but increases for the wheat crop. Then, adopting deficit irrigation is not feasible for the tomato and potato crops, the option being to decrease the cultivated surface. On the contrary, the wheat crop responds well to deficit irrigation, with a good water valorisation, including under drought conditions.
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African American Student Affairs Professionals in Community College Settings: A Commentary for Future Research. - Zamani, Eboni M. (2003)
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African American women in higher education - Zamani, Eboni M. (New Directions for Student Services, 2003)
Abstract This chapter provides an overview of the historical roles and contemporary educational challenges and opportunities for African American women.
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Effect on Citronellal Impaires Morphologyand Structure of Aspergillus niger - Zhan, Guang (Journal of Anhui Agricultural University, 2003)
Compared with the normal growing Aspergillus niger,the content as below was determined:the experiment of bacteriaresistance and drug susceptibility,in addition the morphology change in Aspergillus niger hyphostroma and spore poisend by citronellal,and the determination of the bacteriarestrained spot.The result suggested that citronellal can break out the cell wall,mebrence and even change the selective permeability of the mebrence,therefore citronellal can kill the cell by inhibition on hyhostroma growth and spore sprout,and revealed the principle of citronellal on Aspergillus niger.
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Financing Vocational Training in Sub-Saharan Africa. Africa Region Human Development Series. - Ziderman, Adrian (2003)
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Cinderella Goes to School: The Effects of Child Fostering on School Enrollment in South Africa - Zimmerman, Frederick J. (Journal of Human Resources, 2003)
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Gender representation patterns in higher education management in South Africa - Zulu, Constance (South African journal of higher education, 2003)
This article examines gender representation patterns in higher education transformation, with a view to raising pertinent questions and obtaining possible answers and solutions to the problem of gender equality in higher education management in particular. The article takes a critical look at the issue of disparity in the professional advancement of women academics , particularly with regard to their under representation in academic and administrative positions. It examines possible barriers to academic women's advancement and makes some recommendations on what institutions could do to minimise these barriers. Additionally, the article presents a summary of the results of a survey of South African universities' top academic and administrative structures carried out over three years (2000B2002) to determine whether or not women representation shows a changing pattern. The data indicate that the pattern of representation is still generally the same, with very little change over the three years. (South African Journal of Higher Education: 2003 17 (1): 98-104)
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The Burden of Colonialist Memory and Teaching of History:‘Algerian War’ as Described in French School-Textbooks. - 이용재 (The Western History Review, 2003)
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