Carrier rate of enteric bacteria associated with diarrhoea in children and pupils in Akure, Ondo State, Nigeria - Adegunloye, D. V. (African Journal of Biotechnology, 2006)
One hundred stool samples were collected from children and pupils in Akure, Ondo State, Nigeria. These were examined for the presence of enteric bacteria associated with diarrhea. Seventy of the samples were collected from apparently healthy pupils in some public primary schools in Akure, while thirty samples were collected from children in the Children’s Ward of the Ondo State Specialist Hospital, Akure. All the samples were pre-enriched for Salmonella and Shigella in selenite–F broth and also streaked on MacConkey and Deoxychocolate citrate agar plates. The following bacterial were isolated;  Shigella dysenteriae, Salmonella enteritidis, Yersina enterocolitica ,Klebsiella pneumoniae, Providencia sp., Pseudomonas aeruginosa, Escherichia coli, Proteus vulgaris. S. dysenteriae was found to be most frequent in children aged six to twenty-four months and one to twelve years. The carrier rate of S. dysentriae among males was very high compared to the females and there was high rate of bacteria isolates among the children of poor socio-economic status, poor sanitation and poorly breast-fed children. Keywords: Diarrhoea, deoxychocolate citrate, enteric, transmission
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Comparison of Job Satisfaction Between Able-Bodied Workers and Workers With Disabilities in Oyo State, Nigeria - Ademokoya, J. Abiola; Akhigbe, O.C. (African Symposium: An On-Line African Educational Research Journal, 2006)
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The challenges of a modern tertiary education system: paradigm shifts for educators and information professionals in sub-Saharan Africa - Adeogun, Margaret (African Journal of Library, Archives and Information Science, 2006)
The 21st century ushered in a new world order whereby the work place is asking for graduates who have acquired a strong intellectual framework for accessing information to create new things effectively. This calls for pedagogic restructuring in higher education and in particular the adoption of resource-based teaching and learning systems. The changing education landscape and the different formats in which resources are prepackaged have also ushered in new roles for academic librarians who are now actively involved in helping library users to acquire information literacy skills. Academic librarians are the chief instructors in information instructional programmes and serve as consultants on information issues and problems. Information professionals need to provide instructions on research methods and other areas that deal with incorporating information and communications technologies (ICTs) into learning. African Journal of Library, Archives and Information Science Vol. 16(1) 2006: 45-52
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Managing self-directed learning in African universities: the case of Nigeria and Botswana - Adeola, Aina Chinonyerem; Ngoitiama, Z. (Journal of Adult Education, 2006)
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Pattern and outcome of emergency surgery in a new Nigerian Teaching Hospital--The LAUTECH Osogbo experience - Aderounmu, A O A; Adeoti, ML; Oguntola, AS; Oboro, VO; Fadiora, S O; Akanbi, O.O.; Bello, T O (Nigerian Postgraduate Medical Journal, 2006)
To present a 5 years experience on the pattern and outcome of emergency operations in a new teaching hospital.A retrospective study carried out between April 1998 and March 2003 with appropriate data extracted from the available case notes.Two thousand and seventy operations were performed within the period of study. Seven hundred and twenty six of them were done as emergency. Obstetrics' and Gynaecology cases were 66.6% while 33.4% (including six cases of perforated uterus and gangrenous bowel from unsafe abortion) belong to the general surgery and specialty emergencies. Waiting time, mean of which was 39.5+/-2.7 hours, was unduly prolonged. Mortality was 10.3%.The high morbidity and mortality as reflected in this study could be reduced through prompt surgical interventions, education on contraceptive awareness and legistilation against unsafe abortion.
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Teaching History in Twentieth Century Nigeria: The Challenges of Change - Adesina, Olutayo C. (History in Africa, 2006)
The twilight of the twentieth century saw major developments in the world, which profoundly redefined people's perceptions of and interest in history, both as a mode of enquiry and as an academic discipline. The significance of such changes would appear to have found resonance in the Third World. The most important of these changes included “the revolution in IT, which transformed and democratized scholarship, and the further expansion in higher education; the shift from sociology to anthropology as the most fruitful subject from which historians were now borrowing; the influence of Michel Foucault, postmodernism and the ‘linguistic turn;’ the rise of women's history, gender history, and the reconfiguration of ‘imperial’ history; and a broader shift away from the search for causation to the search for meaning.’ Some of these were to pose serious challenges either to the ways in which history was perceived by civil society or practiced by professionals. It also affected the very possibility of doing history at all. But the details, complexity, and magnitude of the changes varied from country to country in different ways. In 1993 the “Mission Statement” of the newly-introduced Ife Journal of History gave an indication of the travails of the discipline of history in contemporary Nigeria: More than at any other time, the discipline of history today in Nigeria, is under severe stress. Perplexed by economic crises of immense proportions and dominated by the craze for money and by the politics of the moment, we have become distorted in our orientation and deluded of any deep consciousness of history. We live as if all that matters is today. In private and in public, our citizens are routinely treated to dreary lectures on the irrelevance and insignificance of a systematic knowledge of our past…We seemed determined to go on record as the first nation to make a meaningful progress without reference to the accumulated values, experiences and culture of yesteryears. … The discipline of history is routinely dismissed as dispensable. History which used to be an attractive subject has dropped to the bottom of the ladder of priorities for intending undergraduates. Historians receive little or no regard in a society that is in a haste to modernise and that places emphasis solely on science and the acquisition of material wealth.…
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School Library Spaces: Usage Practices in Some Secondary Schools of South West, Nigeria. - Adetoro, Niran (2006)
The study investigated the unconventional uses to which school libraries spaces are subjected to in secondary schools. A randomly selected five hundred and two (502) undergraduates of Tai Solarin University of Education were used for the study. Data were collected using a structured questionnaire at the University library for a period of four (4) weeks. Data were analysed using frequency distributions and percentages. The findings show that the non-conventional uses to which school libraries are Subjected to includes: uses as staff room, for school examinations, as storehouses for school equipment, as classrooms, for meetings, as venue for selling of food items to students. It is recommended that stakeholders should collaborate and decide on the way fonuard for school libraries. The need to improve upon the quality of staff, resource m aterials and the reorganization and overhaul of the school system as a whole was highlighted.
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Problems of Art Teaching in Nigerian Secondary Schools System: Implications for Trainers - Adeyanju, Lade Joel (2006)
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Frequency distribution 0f ABO, RH blood groups and blood genotypes among the cell biology and genetics students of University of Lagos, Nigeria - Adeyemo, OA; Soboyejo, OB (African Journal of Biotechnology, 2006)
One hundred and fifty students (150) were randomly selected from the Department of Cell Biology and Genetics of University of Lagos, Akoka, Nigeria for ABO, RH blood groups and 6 haemoglobin genotypes studies. Blood group O was the highest with the percentage frequency of 55.3%, followed by blood group A (25.3%), B (16.7%) and the least percentage frequency was blood group AB which is 2.7%. The RhD distribution also varies among the four (4) ABO blood groups. The total percentage of RhD positive was 94% and that of RhD negative was found to be 6%. When the students were screened for haemoglobin genotypes the percentage frequency for the haemoglobin genotypes for HbAA, HbAS, HbSS, HbAC, HbSC were 70%, 26%, 1.3%, and 0.7%, respectively.
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Overrepresentation of African American Males in Special Education Programs: Implications and Advocacy Strategies for School Counselors. - Adkison-Bradley, Carla; Johnson, Phillip D.; Rawls, Glinda; Plunkett, Darryl P. (Journal of school counseling, 2006)
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Perceptions of stakeholders on climate change and adaptation strategies in Ethiopia - Admassie, Assefa; Adenew, Berhanu; Tadege, Abebe (RePEc: Research Papers in Economics, 2006)
The potential adverse effects of climate change on Ethiopia’s agricultural sector are a major concern, particularly given the country’s dependence on agricultural production. Securing Ethiopia’s economic and social well-being in the face of climate change requires that policymakers and stakeholders work together to integrate climate change adaptation into the country’s development process. Three stakeholder discussion forums held in 2006 in Addis Ababa, Awassa, and Bahir Dar as part of the project, “Food and Water Security under Global Change: Developing Adaptive Capacity with a Focus on Rural Africa,” were attended by representatives of the government, civil society, business sector, and local communities. The forums elicited information to enable policymakers to make more informed decisions related to climate change adaptation. The forums complemented ongoing efforts to develop the National Adaptation Program of Action (NAPA), which is overseen by a steering committee representing government, nongovernment, academic, and research institutions. Under NAPA, multidisciplinary technical working groups have been formed to assess the country’s vulnerability to the adverse consequences of climate change, gauge current adaptation efforts, and identify ways in which public agencies could assist in minimizing the adverse impacts of climate change. In addition, two national and eight regional workshops were conducted involving nearly 500 participants with various areas of expertise. Like the stakeholder forums, the workshops solicited information to create greater awareness of climate change, assess the extent of the area’s vulnerability, and help identify adaptation options. This brief is based on a paper that presents findings from the stakeholder discussion forums, as well as NAPA’s technical working groups and workshops. These meetings explored stakeholders’ perceptions of vulnerability to climate change and considered ways in which adaptation measures could be further integrated into Ethiopia’s development process. Vuln Er AbiliTy T o T hE AdVEr SE
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Sociological and Anthropological Training in Ethiopia - Admassie, Yeraswork; Yntiso, Gebre (2006)
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Mobile Phone Usage Patterns of Library and Information Science Students at Delta State University, Abraka, Nigeria - Adomi, Esharenana E. (2006)
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Towards policy making for open learning and distance education in Kenya - Agalo, Joyce (2006)
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Breast self-examination and attitude to breast lumps among female students in a Nigerian University - Agu, Kenneth A.; Ede, CJ (Tropical journal of obstetrics and gynaecology, 2006)
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The role of medical students in patient education to promote home management of diabetes mellitus in wad medani town, Sudan 2003. - Ahmed, Magda E.; Abdelrhan, Samira H (PubMed, 2006)
Faculty of Medicine University of Gezira, utilized a community based educational strategy. In the module primary health care centre practice and family medicine (PHCCP & FM), each student is assigned a family for whom priority health problems are identified and education given accordingly.To provide, through medical students, health education to diabetics in the assigned families and to assess the impact of the students' intervention.THIS IS LONGITUDINAL INTERVENTIONAL STUDY WHICH WAS CONDUCTED IN THREE STAGES: training of medical students, education to diabetic patients and evaluation of the intervention.There was a highly significant difference in the students' knowledge and skills including communication skills on the home management of diabetes mellitus. Diabetics in the families were 80(3.3%), 42 (52.5%) females, 38 (47.5%) males. Their ages ranged between 22-78 years. Illiteracy rate was 9 (11.2%), most of the families' incomes ranged from low to middle, only 25% were of the high income bracket. More than half 47(58.7%) of the diabetics reported complications of diabetes. Eye complications 6 (7.5%), peripheral neuropathy 15 (18.7%), foot sepsis 4 (4.5%), urinary tract infection 11 (13.7%), renal failure 2 (2.5%), others 9 (11.2%). There was a highly significant improvement in the knowledge, attitudes and practices of the diabetics, as a result of the student intervention. These included compliance to treatment, adherence to diabetic diet, regular care of the feet, knowledge of major diabetic complications, knowledge of signs of hypoglycaemia, and home management of hypoglycemia. Ten cases with serious complications were referred to Wad Medani teaching hospital.
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The role of medical students in patient education to promote home management of diabetes mellitus in wad Medani town, Sudan 2003 - Ahmed, Mainuddin; Abdelrhan, SamiraH (Journal of Family and Community Medicine, 2006)
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Individual country profile: South Africa - Promoting the employability and employment of people with disabilities through effective legislation (Southern Africa) - Aid, Ilo Irish (2006)
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Promoting the employability and employment of people with disabilities through effective legislation (Southern Africa) - Aid, Ilo Irish (2006)
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Zambia Country Profile: Promoting the Employability and Employment of People with Disabilities Through Effective Legislation (Southern Africa) - Aid, Ilo Irish (2006)
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South African illiteracy statistics and the case of the magically growing number of literacy and ABET learners - Aitchison, Anne; Harley, John H. (Journal of Education, 2006)
This article examines the state of South African illiteracy and adult basic education statistics. Firstly, it reexamines the mid to late 1990s consensus on South Africai?½s illiteracy statistics (based largely on Household surveys and the 1996 Census data) which formed the baseline starting point for various government adult education provision and campaign goals (such as Education for All and the South African National Literacy Initiative), and finds that the actual number of illiterates has not been significantly reduced (if indeed they have been reduced) by such interventions. Secondly it provides a critique of the Ministry and Department of Educationi?½s claims and their supporting statistics on how various state interventions have allegedly rendered illiterates literate and provided adult basic education to millions of people. The authors present evidence to show that a series of these government claims are based upon unreliable, confused, self-contradictory, inflated and sometimes non-existent data and that these misleading claims about provision have indeed become endemic.
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Extension agents\ marketing related services: The relevance to policy and training in Osun State, Nigeria - Ajayi, A. R. (South African Journal of Agricultural Extension, 2006)
This study investigated the marketing related services provided to farmers by extension agents in Osun State, Nigeria. Data were collected from the extension agents in the services of Osun State Agricultural Development Projects, which is the government outfit to provide such services to farmers on one hand and their counterparts in the non-governmental organizations on the other hand. A validated questionnaire was administered to extension agents during the fortnightly training meeting. The data collected was summarized using frequency and percentages. The relationship between the dependent and independent variables were investigated using Spearman rank order correlation, Pearson Product Moment Correlation and regression analyses. Results of the study showed that the respondents had basic preservice training in agricultural related field and are provided with motorcycle to ease their transportation problems. Extension Agents in turn provide selected marketing related services to farmers especially those perceived as legitimate. A significant correlation exists between performance of marketing related services and the perceived legitimacy of the services(r=0.54). The number of marketing related services provided by extension agents significantly correlate with number of superior officers(r=0.6510). The other variables that negatively correlates with number of marketing related services provided by the extension agents are, rank (r = -0.578), years of experience (r=-0.321) and annual income (r = -0.335). The study suggest that performance of the marketing related extension services be backed by adequate policy statements and be included in the extension agents training curriculum. South African Journal of Agricultural Extension Vol. 35 (1) 2006: pp. 51-70
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Application of biological indices in the assessment of pollution in the Mfoundi River Basin (Cameroon) - Ajeagah, Gideon Aghaindum; Foto; Njiné, Thomas (Journal of the Cameroon academy of sciences, 2006)
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Class Attendance and Gender Effects on Undergraduate Students’ Achievement in a Social Studies Course in Botswana. - Ajiboye, Josiah O.; Tella, Adeyinka (Essays in Education, 2006)
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Modernization versus culture resilience in education in east africa - Akala, H.M. (Journal of Curriculum Studies, 2006)
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Promoting Literacy Development in a Multilingual Society: The South Africa Language in Education Policy - Akanbi, Linda B. (2006)
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Eradicating the Triad Scourge of Illiteracy, Poverty and HIV/AIDS in the Nigerian Society: Implications for Adult and Non Formal Education Adult Education in Nigeria. - Akande, Jadesola O.D. (2006)
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Recasting Justice and Ethics through Human Rights Education: The Nigerian Experience. - Akinbode, Olusola (Convergence, 2006)
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A Reflection of Localism in the Administration of Primary Education in Nigeria - Akiri, Agharuwhe A. (Journal of Social Sciences, 2006)
The article reviewed how, why and who is in charge of administrating schools in Nigeria. The author utilized the conceptual approach of understanding the government’s method of administration in education, examined and discussed various political and historical trends affecting education. Besides this, relevant documented statistical data were used to both buttress and substantiate related school records to make the paper clearer. The paper focused on whether or not the presence of federal government spending on education in the states and local governments results in dominant control. Although the administrative control of education falls on the three tiers of government, yet the financial burden falls mostly on the federal government. Hence it can be established that whoever controls the purse has direct control over the schools. The author concluded the paper that there is need for a shift in the style of administration. This is in compliance with Nigeria’s recent democratic administrative principles which should reflect democratic values. Consequently, taxpayers would have more involvement in the schools and it can also encourage the decentralization of the school system. Finally, it can help remove the financial burden borne by the federal government while the burden shifts to the local government level. This means that the payment of education, which lies on the people at the “grassroots”, also grants more powers to the people.
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South Africa: Post Basic Education and Training for Growth, Employment and Poverty Reduction. PBET Policy Brief No 6: February 2006 - Akoojee, Salim; McGrath, Simon (2006)
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Students' preferences for tertiary institutions in Nigeria - Akpotu, Nelson Ejiro; Akpochafo, Williams P. (Higher Education Review, 2006)
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THE DIVIDENDS, CHALLENGES AND WAYS FORWARD IN THE PROFESSIONALISATION OF TEACHING IN NIGERIA - Akuezuilo, Emma; Akudolu, Lilian-Rita (2006)
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African traditional music in modern education at the primary, secondary and tertiary levels–lessons from Kenya - Akuno, EA (2006)
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Music education: conceptual implications for curriculum content and delivery in Kenya - Akuno, EA (Chemchemi, 2006)
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Extending basic education to out-of-school children in Northern Ghana: what can multigrade schooling - Akyeampong, Kwame (2006)
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Child malnutrition in Yemen : the role of female education - Al-Eryani, Bilguis M. (2006)
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Distribution Of Dental Caries Among Primary School ChildrenIn Al-Mukalla Area - Yemen - Al-Haddad, Ahmed; Hassar, Hameed S.; Al-Dujaily, Abbas A. (Tikret Journal of Pharmaceutical Sciences, 2006)
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Oral health status among a group of dental students in Yemen - Al-Juboury, Hala A. (Journal of baghdad college of dentistry, 2006)
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Where has all the education gone in Sub-Saharan Africa? Employment and other outcomes among secondary school and university leavers - Al-Samarrai, Samer; Bennell, Paul (2006)
Anecdotal evidence and generalisations abound concerning the employment outcomes of secondary school and university leavers, but there is very little solid, accurate information on what these groups in African countries do after they have completed their education. Using tracer surveys, this paper presents comprehensive time-series information on the activity profiles of representative samples of secondary school leavers and university graduates in Malawi, Tanzania, Uganda, and Zimbabwe. The paper shows that much of the anecdotal evidence surrounding the labour market outcomes of these groups is spurious. While employment outcomes are generally much better than expected, the tracer surveys highlight the enormous challenges of educating and subsequently utilising secondary school leavers and university graduates in an efficient and effective manner in low-income African countries. In particular, given the paucity of new employment opportunities in the formal sector, much more needs to be done in order to ensure that both these groups are better prepared for productive self-employment, especially in high growth and higher skill activities.
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Education, Employment and Earnings of Secondary School and University Leavers in Tanzania: Evidence from a Tracer Study - Al-Samarrai, Samer; Reilly, Barry (RePEc: Research Papers in Economics, 2006)
The empirical evidence on the earnings of educated groups in Tanzania is limited. This study uses a recently completed tracer survey of secondary school completers to analyse the impact of educational qualifications on labour market earnings. Our findings suggest that the rates of return to the highest educational qualifications for wage employees are not negligible and, at the margin, provide an investment incentive. However, we find little evidence of human capital effects in the earnings determination process for the self-employment sector. Information contained in the tracer survey allowed the introduction of controls for father’s educational background and a set of school fixed effects designed to proxy for school quality and potential labour market network effects. Our analysis reveals that the inclusion of these controls in the earnings determination process is important and tends to reduce the estimated rates of return to educational qualifications. A comparison of our results with the available evidence from other countries in the region suggest that despite an extremely small secondary and university education system the private rates of return to education in the Tanzanian wage employment sector are comparatively low.
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Abolishing school fees in Malawi: the impact on education access and equity - Al-Samarrai, Samer; Zaman, Hassan (2006)
In 1994, the newly elected Government in Malawi abolished primary school fees. Using household survey data from 1990/91 and 1997/98 this paper assesses the impact this major policy change, combined with increased Government spending on education, has had on access to schooling by the poor. This paper shows that enrolment rates have increased dramatically over the 1990s, at both the primary and secondary levels, and that crucially these gains have been greatest for the poor. In order to sustain and build-on these gains the paper suggests cutting back on the informal ‘contributions’ that are widely prevalent in primary school and improving the allocation of secondary school funding. Furthermore, the focus of policy reform, particularly at primary, should shift towards raising the quality of education. Finally the paper argues that careful advance planning and piloting of the reform in selected areas are useful strategies that other countries considering abolishing primary school fees could take to cope with the associated surge in enrolments.
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Abolishing school fees in Malawi: the impact on education access and equity - Al-Samarrai, Samer; Zaman, Hassan (2006)
In 1994, the newly elected Government in Malawi abolished primary school fees. Using household survey data from 1990/91 and 1997/98 this paper assesses the impact this major policy change, combined with increased Government spending on education, has had on access to schooling by the poor. This paper shows that enrolment rates have increased dramatically over the 1990s, at both the primary and secondary levels, and that crucially these gains have been greatest for the poor. In order to sustain and build-on these gains the paper suggests cutting back on the informal ‘contributions’ that are widely prevalent in primary school and improving the allocation of secondary school funding. Furthermore, the focus of policy reform, particularly at primary, should shift towards raising the quality of education. Finally the paper argues that careful advance planning and piloting of the reform in selected areas are useful strategies that other countries considering abolishing primary school fees could take to cope with the associated surge in enrolments.
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The Bi-Directional Relationship Between The Nigerian Indigenous Science Education and Modern Science - Aladejana, Francisca; Odejobi, Cecilia Omobola (African Symposium: An On-Line African Educational Research Journal, 2006)
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Necrotizing Enteritis In A Nigerian Child: Lessons To Learn - Aladekomo, T. A.; Go, Omoniyi-Esan; Jegede, C. O.; Adebayo, Ogunmodi Oluwatosin (The internet journal of the third world medicine, 2006)
Necrotizing enterocolitis is an uncommon gastroenterological condition. We report a 14 -year old male who was admitted with a working diagnosis of gastroenteritis. Rapid deterioration in the clinical condition culminating in death despite adequate fluid therapy and monitoring necessitated post-mortem request and hence the final diagnosis.
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Comparative study of physical fitness and prformance in track and field of the Czech and Libyan students of faculty of sport studies and faculty of physical education - Alahresh, Abdalla Sabri (2006)
Autor testoval zdatnost metodikou UNIFITTEST (baterie sesti testů) a měřil atletickou výkonnost (skok daleký z mista, 100 m sprint, 1.500 běh, vrh kouli) studentů prvnich rocniků dvou fakult. Sportovni cinnost před vstupem na fakultu byla zjistěna dotaznikem. Data obou skupin byla zpracovana Statistickým balickem pro spolecenske vědy a interpretovana s využitim srovnavacich tabulek a grafů. Autor prokazal, že zdatnost a atleticka výkonnost ceských studentů tělesne výchovy je významně vyssi než zdatnost a výkonnost libyjských studentů s výjimkou testu pružnosti.
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A Review Of Nigerian Students' Ideas in Chemistry and Their Implications on Aspects of Pedagogy - Alamina, Jane (African Symposium: An On-Line African Educational Research Journal, 2006)
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Active learning in optics and photonics: experiences in Africa - Alarcon, Minella C.; Arthurs, E.; Lakhdar, Z. Ben; Culaba, Ivan B.; Lakshminarayanan, Vasudevan; Maquiling, Joel T.; Mazzolini, Alexander P.; Niemela, Joseph; Sokoloff, David R. (2006)
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Towards a comprehensive strategy for the effective and efficient management of industrial pollution along the Atlantic Coast of Cameroon - Alemagi, Dieudonne (2006)
This dissertation closely examines industrial pollution along the Atlantic coast of Cameroon. In recent years, there has been the formulation of both governmental initiatives and corporate voluntary practices with the view of curbing industrial pollution along the coast of Cameroon. However, a majority of studies have failed to ascertain the extent to which these initiates and practices have been successful in addressing industrial pollution, which is undoubtedly fundamental to policy makers in the decision making process. Therefore, this thesis attempts to bridge this major gap by examining both governmental and voluntary corporate practices vis-a-vis industrial pollution along the polluted coast of Cameroon. The thesis analysis efforts formulated by the government of Cameroon to mitigate industrial pollution. It identifies constraints to Environmental Impact Assessment (EIA) practice in Cameroon. Environmental management system (EMS) initiatives adopted by industries along the coast of Cameroon that has been hitherto ignored is unveiled as well in this thesis. Furthermore, a more compelling case is made by addressing the drivers, benefits and barriers stemming from EMS implementation by these industries. A robust reflexive methodological research strategy is developed and utilized both qualitative and quantitative data collected from unstructured interviews, questionnaire based surveys, personal observations, relevant literature, consultancy reports and documentation form governmental departments. Analysis of these data facilitates detailed discussion of both governmental initiatives and corporate environmental management systems.The thesis contends that there is an urgent need to complement governmental policy and regulations with corporate voluntary environmental management systems. It purports that efforts made by the government of Cameroon to address industrial pollution have had minimal impacts on industrial pollution along the coast of Cameroon and submits that the EMS process in these industries is still at its infancy. Moreover, it is argued that a plethora of barriers still prevail that deter a rigorous implementation of EMS in these industries. On the basis of this, the thesis advances a comprehensive strategy for the effective and efficient management of industrial pollution along the coast of Cameroon and emphasizes that a holistic or concerted approach from all stakeholders is absolutely mandatory for the successful implementation of the recommended strategies.
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The role of education in socio-economic development of countries: issues for Uganda - Alhas, M.N. (2006)
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An Anthropocentric Approach to Saving Biodiversity: Kenyan Pupils' Attitudes Towards Parks and Wildlife - Ali, Ibrahim M. (Applied Environmental Education & Communication, 2006)
This study used an unobtrusive attitude survey and questionnaires to investigate Kenyan pupils' attitudes towards parks and wildlife. The positive attitudes found result from their understanding of the link between these resources and their own wellbeing. The sentiments about parks and wildlife expressed by the pupils are an extraction of the prevailing world-view which they bring to the classroom from their homes. This perception is not antienvironment or antiecological. It is a perception constructed from the social realities of parks and wildlife within their society. Thus, pupils' attitudinal profiles about parks and wildlife can be described as being mainly constituted by the Dominant Social Paradigm (DSP). This DSP becomes the culture around which biodiversity is valued and conserved. It is therefore a form of anthropocentricism that might help to safeguard the ecological balance and landscape in rural Africa.
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Optimizing learning and education in Africa - the language factor: a stock-taking research on mother tongue and bilingual education in Sub-Saharan Africa - Alidou, Hassana; Boly, A.; Brock‐Utne, Birgit; Diallo, Y.S.; Heugh, Kathleen; Wolff, H. Ekkehard (2006)
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Mabel Shaw and the education of girls in Central Africa - Allen, Julia M. (History of education researcher, 2006)
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Structural Reform Measures and Primary School Enrollment in Cameroon - Aloysius, Njong Mom; Kamguia, Jean M. (Journal of Sustainable Development in Africa, 2006)
Although Cameroon recorded in increase in primary school enrolment rates in the 1970s and 1980s, there was a decrease in the 1990s in spite of a 3% yearly average increase in the population of school age. The fact that this drop in the rate of schooling coincided with an economic recession and the implementation of the Structural Adjustment Programme (SAP) seems to suggest that the austerity measures were at the root cause of the falling enrolment rates. Using time series data from Cameroon, the paper shows that adjustment policy instruments, which often target macroeconomic indicators did adversely influence primary school enrolment. It is therefore recommended that SAPs should be reformulated so as to jointly promote growth and school enrolment.
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Chapter 2 Relations between climate variability in the Mediterranean region and the tropics: ENSO, South Asian and African monsoons, hurricanes and Saharan dust - Alpert, Pinhas; Baldi, Marina; Ilani, Ronny; Krichak, S. O.; Price, Colin; Rodó, Xavier; Saaroni, Hadas; Ziv, Baruch; Kishcha, Pavel; Barkan, J.; Mariotti, Annarita; Xoplaki, Elena (2006)
The Mediterranean climate is affected by several tropical and subtropical systems as illustrated by some evidence presented in this chapter. These factors range from the El Nino Southern Oscillation (ENSO) and tropical hurricanes to the South Asian Monsoon and Saharan dust. This leads to complex features in the Mediterranean climate variability. It reviews some tropical and subtropical teleconnections to the Mediterranean climate. It discusses the South Asian Monsoon (SAM), which is a key factor influencing the climate of the eastern and central Mediterranean. It causes high variability in sea level pressure (SLP) over Arabia and the Middle East with high pressures in winter and low pressures in summer. The adjustment to the SAM couples the falling pressure and land temperature over the Indian subcontinent/Asia Minor with rising pressure and temperature over the Persian Gulf and Iraq. Red Sea Trough intrusions into the Eastern Mediterranean and the Saharan dust are also discussed in the chapter.
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The language of education, literacy and self identity: implications for Tanzania - Alphonce, N. (Papers in Education and Development, 2006)
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The Early-Cambrian Boho volcano of the El Graara massif, Morocco : Petrology, geodynamic settting and coeval sedimentation. - Álvaro, J. Javier; Ezzouhairi, Hassan; Vennin, Emmanuelle; Ribeiro, M.L.; Clausen, Sébastien; Charif, Abdel; Ayad, N. Ait; Moreira, M. E. (HAL (Le Centre pour la Communication Scientifique Directe), 2006)
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The Nigerian Educational System and Returns to Education - Amaghionyeodiwe, Lloyd Ahamefule; Osinubi, Tokunbo Simbowale (International journal of applied econometrics and quantitative studies, 2006)
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The Nigerian Educational Systems and Returns to Education - Amaghionyeodiwe, Lloyd Ahamefule; Osinubi, Tokunbo Simbowale (International journal of applied econometrics and quantitative studies, 2006)
While each tier of education has at various times been the concurrent (joint) responsibility of both Federal and state governments, the former has historically been much more involved at the post secondary level. The shares of Federal Government recurrent and capital expenditures by level of education between 1996 and 2002. Over the period, the share for the (24) Federal universities has varied between roughly 40 and 50 percent of total Federal expenditures, while those for the (16) polytechnics and (20) colleges of education have remained fairly constant (apart from one year) at around 17 percent and 11 percent respectively. Overall, during the whole period, the tertiary education sub sector has received between 68 percent and 80 percent of the total Federal expenditures for education.
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From Region to Countries: Engineering Education in Bahrain, Egypt, and Turkey - Amery, Hussein A.; Downey, Gary Lee; Lucena, Juan (2006)
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Facial Nerve palsy: the Experience at a Nigerian Teaching Hospital - Amusa, Y B; Akinpelu, Olubunmi V.; Alabi, G H; Komolafe, Morenikeji; Lasisi, O.A.; Komolafe, Edward; Adeolu, AA; Olateju, SO; Olaogun, Matthew O.B.; Faniran, O O (2006)
Background: We observed at our center that facial nerve palsy (FNP) presented in crops at a particular season of the year and was usually associated with emotional stress on the patient. Objective: The aims of this study were to evaluate the aetiology, and the management options for patient with facial nerve palsy in our institution Materials and Methods: The medical charts of all the patients that had FNP over the 16-year period (1988-2003) were retrospectively reviewed. The demographic data, aetiology and the management outcome of each patient were noted. The data were analyzed using SPSS Version 11 software and results were presented using simple frequency, percentages and charts. Results: There were 104 patients with a male: female ratio of 1.4:1. All age groups were affected with the peak prevalence in the third decade of life. Bell's palsy accounted for 50 (48.1%), inflammatory ear diseases 23(22.1%), trauma 14(13.5%), cerebral infarction 7(6.7%) malignancies 4(3.8%) and post grand-mal seizure in 2(1.9%). Unilateral FNP was seen in 93 (90%) of cases while bilateral paralysis was seen in 4 (3.8%). All the patients were treated conservatively and had physiotherapy. Full recovery occurred in 80% of the cases, 5% had partial recovery while in 15% the outcome was unsatisfactory. Corneal ulceration was seen in 5(4.8%). Conclusion: Bell's palsy was the most common cause of FNP in our center. There was need for surgical rehabilitation procedures in the management of FNP in this environment. This will ensure satisfactory outcome in all patients. Keywords : Bell's palsy, facial nerve palsy, otitis media, corneal ulceration Nigerian Journal of Otorhinolaryngology Vol. 3 (2) 2006: pp. 72-76
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An investigation of interpersonal relationships between management and lecturers in a College of Education in Namibia - Amushigamo, Angelina Popyeni (2006)
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Incidence of and factors associated with meconium staining of the amniotic fluid in a Nigerian University Teaching Hospital - An, David; Njokanma, OF; Iroha, E O (Journal of Obstetrics and Gynaecology, 2006)
SummaryThis study was conducted to determine the incidence of meconium staining of the amniotic fluid (MSAF) and its associated factors in a Nigerian teaching hospital. Perinatal data on 80 consecutive live, singleton infants of booked mothers born through meconium-stained liquor from March – June 2003 were analysed and compared with babies born through clear liquor. The incidence of MSAF was 20.4% for 393 deliveries. The rate increased with gestational age: no case was found below 37 weeks (p = 0.001). Primiparity, prolonged rupture of fetal membranes and obstructed labour were more often associated with MSAF (p = 0.005, p = 0.0013 and p = 0.0000002, respectively) as were tachycardia or bradycardia and low Apgar scores (p = 0.0000001 and p = 0.046, respectively). It is concluded that meconium-staining is common. It is related to gestational maturity and stressful peripartum conditions and associated with adverse symptomatology in the fetus and newborn.
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Educating teachers, the ethical dimension of teacher professionalism in Tanzania - Anangisye, William-Andey Lazaro. (2006)
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Delivering services to the poor : An assessment of the capacity to deliver education, health, and water services to local communities in Ghana - Anani, Kofi; Darlan, Guy B. (2006)
This needs assessment sought to answer the question, how can the Ghanaian government's capacity to deliver Education, Health, and Water/Sanitation services to the poor at the level of local communities be most effectively strengthened? The assessment was conducted in 12 communities located in the Volta and Eastern Regions, using a participatory approach to identifying capacity-building needs called the Capacity Enhancement Needs Assessment (CENA). While addressing traditional capacity factors such as the skills and knowledge levels of the actors concerned, the CENA approach focuses mainly on the institutional environment, because institutions are frameworks of rules, procedures, and arrangements that can either provide incentives for action or constraints that impede actions. The five-step process of the CENA approach led to several main findings. First, it appears that the government still hesitates to fully implement its decentralization policy. Officials at the district levels have no authority to make critical decisions, which leads to delays in actions on important issues and affects release of budgetary allocations, payment of salaries, and allowances and benefits due to staff. Political interference in decision and policy making in Education is frequent. A second capacity constraint linked to the institutional environment stems from the lack of clarity of the government policies in the three sectors. As a result, the policies tend to be interpreted differently by the different actors concerned (when they are not completely misunderstood by the intended beneficiaries). A third capacity constraint has to do with the regulatory framework. The rules and directives to help guide the different actors involved in the complex collective actions that the delivery of services to the poor requires are often inadequate. A fourth capacity constraint exposed by the CENA stems from the confusion about the roles of key actors; this confusion is made worse by the friction between the modern system of governance that the government superimposed on the traditional governance arrangements. The absence of a clear demarcation line of authority between traditional chiefs and elected District Assembly officers was the example most often mentioned. A fifth institutional weakness relates to organizational arrangements. For example, the community is underrepresented in the current decision-making and management arrangements in the three sectors, particularly at the district level. In order to improve community voice, representatives of the various community management teams should be adequately represented at the district level in the different sector departments.
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Coping with Meaning Changes in a West African English Language Classroom - Anchimbe, Eric A. (2006)
This illustrative paper presents some of the common semantic changes that have taken place in English in West Africa. It uses findings made by various researchers in the past two decades to situate the place of the external environment to the acquisition and use of a language – especially one foreign to it as English is. Although English in West Africa is taught almost exclusively by West Africans, it is sometimes important to have a broad base understanding of the West African environment in order to cope properly with these challenges especially in an English language class. This is because many of these semantic changes, some identified below, are influenced by the sociocultural environment or the new ecology within which the language now finds itself. This ecology is composed of a multitude of native African languages, a predominantly similar Pidgin English and several languages of wider communication. These languages are used in a complex framework of individual multilingualism that compels people to make use of several languages (in some cases up to three) in the course of one day.
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Socio-pragmatic Constraints to Nativeor Indigenous Language Education in Cameroon - Anchimbe, Eric A. (2006)
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Microfinance in Burkina Faso : An evaluation of the Credit with Education program for women - Anderman, Elsa; Kropp, Stina (2006)
In this paper we are exploring the field of microfinance; financial services given to poor and low-income individuals who do not have access to formal financial markets. The purpose of our study is ...
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Singin' in a strange land: An ethnographic inquiry of academic disidentification among African-American male elementary students in the urban public school - Anderson, Anne B. M. (2006)
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Potential impacts of climate change on $2-a-day poverty and child mortality in Sub-Saharan Africa and South Asia - Anderson, Edward (2006)
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Report on the current status of Radiologist Training in South Africa. - Andronikou, Savvas; Sj, Przybojewski; Beningfield, Steve; Moosa, Shabir; Vadachia, Y; Sb, Griffith-Richards; Strachan, Mark W. J.; H, von Bezing (2006)
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Prevalence of depressive symptoms amongst pulmonary tuberculosis patients at the University of Nigeria teaching hospital, Enugu - Aniebue, PN; Okonkwo, Kob (DOAJ (DOAJ: Directory of Open Access Journals), 2006)
Objective : To ascertain the existence and prevalence of depressive symptoms amongst Pulmonary Tuberculosis patients. Materials and Methods : A consecutive recruitment of 105 patients affected by tuberculosis seen at the chest clinic of University of Nigeria Teaching Hospital (U.N.T.H) over a six-week period was done. Pre-tested structured questionnaires as well as the Zung Self rating depression scale were used to collected information from these patients. Results : The age of respondents ranged from 15-80 years with a mean of 36.7 ±14.4 years. Forty-four (41.9%) patients studied had depressive symptoms. Being widowed or single, increasing age, unemployment, duration of illness , duration of treatment and being accompanied to hospital increased the prevalence of depressive symptoms amongst TB patients. However unemployment, being accompanied to hospital and duration of treatment significantly increased prevalence of depression in affected patients. Conclusion : Depressive symptoms do occur amongst TB patients. A high index of suspicion should be maintained by medical practitioners who manage TB patients for easy detection and prompt treatment of depressive symptoms. Keywords : Depression; Tuberculosis Journal of College of Medicine Vol. 11 (2) 2006: 120-124
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Children, Education and Sustainable Development in Lesotho - Ansell, Nicola (2006)
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Forming, storming, norming and performing : transformation of labour relations in the South African automobile industry - Anstey, Mark (South African Journal of Labour Relations, 2006)
This article analyses the transformation of labour relations in South Africa's automobile industry in the context of international trends in the industry and South Africa's political transition and drive to achieve growth through integration in the global economy. The strategic choices of auto manufacturers, organised labour and successive governments which shaped the industry are mapped through a formative phase (1920-1974) during which the industry grew in a context of racial corporatism and protectionist policies; a period of storming (1975-89) as the industry became a site of struggle in South Africa's political transition; and a norming phase (1990-2004) in which parties have redesigned relations to ensure competitiveness in the global economy. Automobile production is now at a record high in the context of export-oriented government policies, an investment surge and new agreements between employers and unions. The transformation has, however, been difficult, and in the light of a fast changing environment may be hard to sustain.
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Community-based tourism and socio-culture aspects relating to tourism : A Case Study of a Swedish student excursion to Babati (Tanzania) - Ånstrand, Melker (2006)
This report is the result of the course, Environment and Development in the South, at University of Sodertorn in Stockholm, Sweden. The report is about “new tourism” especially community-based tour ...
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Profile of Male Office Management Learners in a Non-Traditional Male Occupation: A South African Perspective - Antwerpen, Sumei van (The International journal of diversity in organisations, communities and nations, 2006)
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THE POLICIES AND POLITICS OF MASSIFICATION OF UNIVERSITY EDUCATION IN NIGERIA, 1952-2000 - Anyanwu, Ogechi E. (2006)
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ENGENDERING WILDFIRE POLICY IN GHANA: LEARNING FROM THE FEMININE PRINCIPLE - Apusigah, Agnes Atia (2006)
The paper entails a gender analysis of the wildfire policies of 1983, 1990 and 2005 of Ghana. This has taken the form of the analysis of documented sources such as policy documents, reports and other secondary data on wildfire and related issues in Ghana
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Relationship among Emotional Intelligence, Parental Involvement and Academic Achievement of Secondary School Students in Ibadan, Nigeria - Aremu, Oyesojl A; Tella, Adeyinka; Tella, Adeyinka (Essays in Education, 2006)
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Evaluation of the Implementation of the Gifted Education Programme in Nigeria: Implications for Counselling - Arinze, Adaobi Gloria (2006)
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Globalization and the Problems and Prospects of Teaching and Learning of Yoruba as a Second Language (L 2 ) in Colleges of Education in Nigeria - Arohunmolase, Oyewole (2006)
The teaching and learning of Yoruba as a second language in Nigeria and as a foreign language in Britain, United States of America (USA), Germany, and many other countries all over Europe and the world has extended the frontiers of knowledge in the teaching and learning of Yoruba language. Many people in Nigeria and in the above named countries all over the world are interested in knowing the spoken form of Yoruba, its literature, and its culture. The Federal Government in Nigeria’s policy on the teaching and learning of Yoruba L 2 in Colleges of Education is to see that people in Nigeria live in unity and harmony as one indivisible, indissoluble, democratic, and sovereign nationals founded on the principles of freedom, equality, and justice with other ethnic groups. Government also, in the National Policy on Education (NPE), Stresses the importance of Language as a means of promoting social interaction and national cohesion; and presenting cultures. Therefore, every child in Nigeria shall learn the language of the immediate environment. Furthermore, in the interest of national unity it is expedient that every child shall be required to learn ONE of the THREE Major Nigerian Languages; Hausa, Igbo, and Yoruba (NPE1998: 8). This view of every child being required to learn one of Hausa, Igbo, or Yoruba is a laudable policy statement by the government in its efforts to see that, these languages are taught and learnt as second languages in Nigeria (NL 2 ). This paper examines the global approach to the teaching and learning of Yoruba as a second language (L 2 ) in Colleges of Education in and the problems and prospects of the teaching of this language as L 2 in Nigeria.
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Final Report for the Success of African American Students (SAAS) in Independent Schools project - Arrington, Edith G.; Stevenson, Howard C. (2006)
The Success of African American Students (SAAS) in Independent Schools was a collaborative, longitudinal, mixed-method research project focused on investigating and understanding the variety of social, emotional, and institutional factors that were thought to influence how Black students navigate the independent school environment. SAAS involved researchers from the University of Pennsylvania (Penn) Graduate School of Education working with faculty and staff from several Philadelphia area independent schools. The SAAS project was supported by five years of funding from the National Institute of Mental Health (NIMH). Finally, SAAS utilized qualitative methods such as focus groups and semi-structured interviews as well as quantitative methods such as questionnaire surveys and behavioral observations.
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Issues and Process in Change Implementation in Ethiopia: Learning from Two Case Studies - Assefa, Gezaee (2006)
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Training in banking and finance in Africa: Update, challenges and prospects - Atindéhou, Roger B. (2006)
This paper provides an update on education and training in banking and finance in Africa. It analyses the opportunities and challenges faced by African banks with regard to the training of their human resources. Globalisation of financial markets, regulation, increase in customer needs and technology progress introduce some changes in the business operations of banking and finance. As a consequence, African banks will be forced to adopt development strategies based on permanent efficiency seeking and a permanent review of their working methods in order to meet the requirement related to their business operations. This would require better targeted training programs that meet their needs and that are appropriately carried out and followed up. The implementation of these training programs would be facilitated by the establishment of a co-operation framework and of a dialogue between African banks and national and regional training centres.
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A Policy Analysis of the Financing of Tertiary Education Institutions in Ghana: An Assessment of the Objectives and the Impact of the Ghana Education Trust Fund - Atuahene, Francis (2006)
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The Effect of administrative practices on Kenya Certificate of primary education performance in Maseno division, Kisumu district. - Awiti, John O (2006)
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Teaching strategies: their effects in performance in Geography in selected public secondary Schools Nairobi Province of Kenya - Ayako, Lina (2006)
A thesis submitted in partial fulfilment for the Requirements of the degree of master of education, Department of Educational Communication and Technology, School of Education Kenyatta University
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A Rethinking of Prosperity Teaching in the New Pentecostal Churches in Nigeria - Ayegboyin, Deji (Black Theology, 2006)
This article, which is based on a research study in Nigeria, evaluates prosperity theology, which has gained much currency all over Africa. The article takes issue with the doctrine because it raises some crucial and somewhat awkward questions for all concerned. The teaching lacks a consensus definition; it is weakly theorized, could be unscriptural and seems oblivious to some significant features in the early church as illustrated in the Acts of the Apostles. The final goal of the article is to suggest a reconstruction of prosperity theology, which will evolve one that is unquestionably scriptural and contextual.
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Capsid control for organic cocoa in Ghana : results of participatory learning and action research - Ayenor, G.K. (2006)
Cocoa is an important foreign exchange earner for Ghana. However, compared to Ivory Coast and Malaysia, two other major producing countries, yields are extremely low. The causes of low yields are many. They inc!ude low producer price offered until recently by the government costs of labour, poor tree husbandry practices, and pest and diseases. The recent increase in producer price has rekindled farmers' interest in measures that can help them address low yields especially in pest and disease control. Cocoa Research Institute of Ghana has developed and disseminated a number of recommendations, but less than five percent of cocoa farmers have adopted those, It is believed that one of the major problems is the application of conventional research models through linear processes of technology transfer. With the view to improve research uptake and use, we adopted technographic and diagnostic studies followed by participatory technology development. Hence, we tried an interactive participatory approach focusing on alternative technology generation, development and delivery to other cocoa farmers. Capsids (Sahlbergella singularis and Distantiella theobroma (Heteroptera: Miridae) emerged as the most serious biological production constraints. Therefore, in this study we addressed the problem of capsids in cocoa. We did this within Brong-Densuso area, in the Eastern region of Ghana. With 'free' pesticides spraying by government, organic marketing arrangements between an American company and the cocoa farmers' association collapsed. Thus, we had to explore alternatives in order to sustain farmers' motivation to use the non-chemical pest management technologies. Therefore, the overall objective was to facilitate and develop, together with farmers, Integrated Pest Management methods to control capsids in an organic production system of cocoa. This objective was pursued by grounding the research in the needs and opportunities of farmers through a diagnostic process and by systematic blending of indigenous and formal knowledge. The focus was not only on technical improvements, but also on finding new social and institutional arrangements, such as more effective approach for information sharing and an alternative supply marketing chain for organic farmers.
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Gender Analysis of Student Enrollment and Academic Staff in University of Ado-Ekiti, Nigeria: Implications for Women Emancipation - Ayodele, Joseph Babatola; Popoola, Afolabi; Akinsola, Mojeed Kolawole (African Symposium: An On-Line African Educational Research Journal, 2006)
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b'UNDP Climate Change Country Profiles: Benin' - b'McSweeney, C.'; b'New, M.'; b'Lizcano, G.' (2006)
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b'UNDP Climate Change Country Profiles: Ghana' - b'McSweeney, C.'; b'New, M.'; b'Lizcano, G.' (2006)
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Towards a development and use of Internet Web and Information Communication Technologies for veterinary medicine education in Nigeria. - Babalobi, Tayo; Westhuizen, Ewald van der; Croft, Vicki (2006)
Various professions, such as accountancy, medicine, engineering and law, have developed and utilized the potentials and capabilities of the Internet in professional education, training, research and practice. This is by utilizing Internet Web Communication Technologies (WCT), the computers/computer networks of various Information Communication Technologies (ICT), and the development of an electronic libraries/resource base. The veterinary profession, over the past decade or so, has also utilized these facilities. However, the development and use of ICT/WCT and electronic libraries for veterinary medicine is mainly limited to the developed countries like the USA, UK and other European countries. It remains, largely an “African Dream”. This could be ascribed to the low adaptability/affordability of the Internet culture and a low level of awareness of these electronic facilities in African countries. Nigeria has five officially recognized veterinary faculties, with three others in the offing. The availability of self-owned Internet links by these universities is a recent phenomenon. However, many academics had utilized private commercial Internet facilities, a relatively expensive venture. Thus, none of the veterinary faculties in Nigeria is engaged in corporate utilization of the WCT/ICT facilities in veterinary education. Also, although the theme at the 2001 Congress of the Nigerian Veterinary Medical Association, was ”Advances in Information Technology: Impact on the Veterinary Profession”, apart from an invited speaker, only one paper, presented by this author, was strictly relevant on the theme. Apart from the low adaptability/affordability and the apparent lack of awareness, there are three major limitations to the development and use of ICT/WCT/veterinary electronic libraries/ resource base in veterinary medicine in Nigeria. These are the need for training/ retraining of veterinary informatics personnel and acquisition of relevant hardware/software, poor power supply and the development of sufficient/relevant local veterinary electronic libraries. The Faculty of Veterinary Medicine, University of Ibadan, which was recently designated a Nigerian Center of Excellence in Veterinary Public Health and Preventive Medicine by the Post-Graduate College of Veterinary Surgeons Nigeria, has the human and intellectual capacity for the application of ICT and WCT to veterinary education and ongoing research in transboundary and zoonotic tropical diseases. The Faculty eagerly looks forward to such international collaborative support to overcome existing limitations, in its mission for the application of ICT and WCT to veterinary education, research and practice in Nigeria. Introduction The Internet is arguably one of the most significant technological developments of the late 20th century. Initially conceived in the seventies to act as a nuclear attack resistant method for exchange of scientific information, the Internet was deployed for linking research agencies and universities. Its interactive potential as the Worldwide Web created new opportunities which enabled information communication worldwide. It is now being employed as a tool for learning, teaching and research in many professions at preand postgraduate levels in many universities, especially in the advanced countries of Europe and the Americas. Also, a number of websites are dedicated to veterinary medicine research and education resources Internet use in Africa The use of the Internet facilities and opportunities in Africa is still at an abysmally low level. Comparing the performance of Africa with other regions of the world (Table 1), Africa has the poorest Internet performance; the performance is a factor of 30 below that of Europe, for example. Even Uganda (one of the better performing African countries) is at the same state that Europe was at in 1995, and the trends show Africa is falling behind other regions (Cottrell and Canessa, 2003).
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ECONOMIC THOUGHT ABOUT PRIVATE SECTOR EDUCATION: POLICY IMPLICATIONS FOR MANAGEMENT OF UNIVERSITIES IN AFRICA - Babalola, Joel B.; Tayo, Ademola S.; Okerdiran, A.; Ayeni, A.O.; Adedeji, Segun O. (The Turkish Online Journal of Distance Education, 2006)
This study provides relevant economic ideas that can assist Nigeria and other African countries in making innovative policies at privatizing university education. A review of the education market scene on the continent provides an imperfect market with adverse consequences occasioned by inadequate information and unbridled competition. Advocating a joint role for sharing the costs and benefits of university education between government and private sectors, the study suggests a four-policy option for adoption by Nigeria and other African countries. These are, in ascending order of importance: regulated private, subsidized private, competitive private, and complementary private systems of university education Using the Backcock University in Nigeria as an example, this paper demonstrates the positive managerial influence of a competitive and complementary system of private university. Nevertheless, to forestall market failure, this study rounds off by pointing out the reformatory, regulatory and redemptive roles of government in the management of private universities in Nigeria and other African countries.
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Assessment and quality assurance procedures in open and distance learning (ODL): the case of the Open University of Tanzania - Babyegeya, Emmanuel (2006)
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Teacher education in Tanzania: development and prospects - Babyegeya, Emmanuel (2006)
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Refusals in Arabic: Egyptian native speakers vs. American learners of Arabic as a foreign language - Badr, Rasha M Abdel Moneim (2006)
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Advocacy groups and advocacy activities in the education of visually impaired and blind people in Tanzania - Bagandanshwa, E.T.T. (2006)
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Technologies deployed by visually impaired and blind people in Tanzania to access information - Bagandanshwa, E.T.T. (2006)
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Comparing the experience of Chinese and West African students at a British university: findings from a survey. - Bailey, Carol (2006)
This report presents some of the findings from a survey undertaken over the academic year 2005/6 at the University of Wolverhampton, with the aim of discovering as much as possible, from a range of perspectives, about the experience of international students at the University. To limit the scope of the investigation, the survey focussed on three nationalities/regions: a mature and well-researched market (mainland China), and two emerging and little-researched markets (India and West Africa, i.e. Nigeria, Ghana, Cameroon). Because no Indian students were available for interview, this paper gives the findings for Chinese and West African students only.
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Financing higher education in Uganda - Bakkabulindi, F.E.K. (2006)
The Role of Higher Education in Uganda In Uganda the term higher/tertiary education refers to the level of education beyond full secondary education (i.e. after senior six). The category includes universities which offer courses leading to the award of degrees in addition to diplomas and certificates. Non-university higher/tertiary institutions (e.g. national teachers' colleges ,Uganda colleges of commerce, Uganda technical colleges) do not, independently, award degrees (Tiberondwa,2001 : 187 ;Uganda Government,2001 :9).
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Globalization, Social Justice and Education in Africa: Neoliberalism, Knowledge Capitalism in Sub-Saharan Africa - Banya, Kingsley (World Studies in Education, 2006)
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The unique volcanic type of Syria Planum, Mars: Geophysical analysis using Mars Express - HRSC data - Baptista, A. R.; Mangold, N.; Ansan, V.; Lognonné, Philippe (epsc, 2006)
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Factors affecting the teaching and learning of English in secondary schools in Kenya: perspectives on training, policy and practice - Barasa, Peter L. (2006)
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Work engagement of academic staff in South African higher education institutions - Barkhuizen, Nicole; Rothmann, Sebastiaan (Management Dynamics : Journal of the Southern African Institute for Management Scientists, 2006)
The objectives of this study were to assess the psychometric properties of the Utrecht Work Engagement Scale (UWES) for academic staff in South African higher education institutions, and to investigate differences between the work engagement of the different demographic groups. A cross-sectional survey design was used, with stratified random samples (n = 595) taken of academics in six South African higher education institutions. The UWES and a biographical questionnaire were administered. Structural Equation M odelling confirmed a three-factor model of work engagement, consisting of three dimensions, namely Vigour, Dedication and Absorption. The three scales of the UWES showed acceptable internal consistency. Statistically significant differences were found between the work engagement of academics with different job levels and qualifications.
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The Influence of Science Teacher Preparation Programs on Instructional Practices of Beginning Primary School Teachers in Malawi - Barksdale, Mary Alice; Niles, Jerome A.; Tlou, Josiah (2006)
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African teacher narratives in comparative research - Barrett, Angeline M (Symposium Books, 2006)
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Coherence, deference and difference: Primary school teacher identity in Tanzania - Barrett, Angeline M (2006)
This paper applies Derrida’s concept of ‘differance’, as interpreted by Stuart Hall (2003), to the problem of theoretically representing the changing identity of a diverse teaching force. It is based on findings of an interpretative study into primary school teacher identity in Tanzania, in which qualitative data was collected through semistructured interviews and school case studies. The findings are presented as a typology of teacher identity types and discussed in relation to other studies of teacher identity, discourses or professionalism carried out in Sub Saharan Africa (Jessop & Penny, 1998; Welmond, 2002) and in Britain (Osborn, et al., 2000; Ball, 2003). In order to avoid ‘fixing’ artificial identities, attention is given to fluidity of boundaries between the ‘types’ of Tanzanian teacher identity and the perpetual re-creation of new identities. The concept of ‘differance’, with its dual meaning of difference and temporal deference, is applied to a description of how younger generations of teachers ‘defer to’ older identities, even as they adapt them in response to changing social and educational contexts. Policy implications are drawn for teacher management and education in Tanzania. Differance is also applied to conceptualising how international agendas, translated through policy, programmes or initiatives, effect change in teacher practice and professionalism.
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Universal Primary Education, Uganda. - Bategeka, Lawrence; Okurut, Nathan (2006)
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Syracuse University Archaeological Field School Elmina, Ghana July 1-14, 2007 - Battle-Baptiste, Whitney (African Diaspora Archaeology Newsletter, 2006)
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Model language for exceptions and limitations to copyright concerning access to learning materials in South Africa - Baude, C.; Hofman; Katz; McDaniel; Rens; Riley, A. (2006)
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Model language for exceptions and limitations to copyright concerning access to learning materials in South Africa - Baude, William; Hofman, Julien; Katz, Eddan; McDaniel, Katherine; Rens, Andrew; Riley, Carley (South African Journal of Information and Communication, 2006)
South Africa's current copyright law, the apartheid-era Copyright Act of 1978, remains largely indifferent to development objectives such as increasing public access to educational materials. While it must comply with international copyright law, the Act fails to fully exploit the flexibilities available in the World Trade Organisation's (WTO's) Agreement on Trade-Related Aspects of Intellectual Property Rights (TRIPS). In this article, we present proposed model language which could be used to incorporate exceptions and limitations to copyright into South African copyright law. We give provisions for fair use/fair dealing in education, adaptation of material for the disabled, and translations of material. Our proposed exceptions would greatly increase public access to learning materials while remaining within the boundaries of the three-step test of article 13 of TRIPS governing exceptions to copyright. A comparative analysis of other national copyright solutions is offered for each provision.
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Effects of Education on Determinants of High Desired Fertility: Evidence from Ugandan Villages - Bauer, Michal; Chytilová, Julie; Streblov, Pavel (Social Science Research Network, 2006)
High desired fertility is an important factor contributing to the population explosion in sub-Saharan Africa. On a broad sample of 910 respondents from the rural areas of Uganda this paper assesses the impact of health risks, economic contributions from children, traditional community institutions and unequal position of women on desired fertility levels. The paper further scrutinizes how these determinants are affected by education.
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Correlates of the Intention to Remain Sexually Inactive Among Underserved Hispanic and African American High School Students - Bazargan, Mohsen; West, Kimberly (Journal of School Health, 2006)
Abstract: The objective of this study was to apply the Information‐Motivation‐Behavior (IMB) theoretical framework to examine the correlates of the intention to remain sexually inactive among Hispanic and African American high school students. This study utilized a cross‐sectional survey of high school students. The setting was the unified school districts in the County of Los Angeles, California. The participants comprised a geographically defined convenience sample of 502 Hispanic and African American high school students. This study found that only 50% of this sample reported that they plan to remain sexually abstinent until they graduate from high school. Another 21% rejected the notion of remaining abstinent, and 29% were uncertain about their intention to engage in sexual activities before they graduate from high school. Male and African American students were less likely than their female and Latino counterparts to report an intention to remain sexually inactive. Using multinomial logistic regression and controlling for demographic characteristics, this study documented that students with (1) a higher level of perceived peer pressure, (2) a lower level of behavioral and refusal skills for avoiding sexual activity, (3) a more positive attitude toward practicing safe sex, and (4) a lower level of perceived pregnancy repercussions were less likely to claim to remain sexually inactive. The data from this study support the IMB model, which suggests that intervention programs focusing on knowledge alone are inconsequential in altering the intentions of adolescents with respect to their decision to engage in sexual activity. Intervention programs should focus on encouraging youth to postpone sexual activity by reducing peer pressure and building self‐efficacy through enhancing motivations and culturally appropriate behavioral skills. (J Sch Health. 2006;76(1):25‐32)
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Composing Academic Identities: African-American Students as Language Researchers - Bean, Janet (The International Journal of Learning: Annual Review, 2006)
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Imagined power and abuse of administrative power in education in South Africa - Beckmann, Johan; Prinsloo, Justus G. (Journal of South African Law / Tydskrif vir die Suid-Afrikaanse Reg, 2006)
In this article we use the concept imagined first used in the field of education law in South Africa by Hattingh J in the Suid-Afrikaanse Onderwysersunie case, to facilitate a discussion of the abuse of administrative power by educational authorities. We briefly define the rule of law, and the location of legislative and administrative power in education in terms of the South African constitution and other law. We then analyse a few seminal cases relating to the location and exercise of power, before turning our attention to possible constitutional and legal remedies of problems and some conclusions. The cases in the field of education have been selected to highlight power issues relating to the appointment of educators and the powers of school governing bodies in connection with such appointment, as well as financial accountability and the disciplining of learners or students. In order to save space we omitted certain cases that could have been selected for scrutiny.
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Status of oil pollution in sediment samples from the Aden Coast, Yemen - Bedair, Hassan M.; Saeed, Mahyoub A.; Al‐Saad, Hamid T. (International journal of food, agriculture and environment, 2006)
Sediment samples from nine stations (1-9) along the Coast of Aden, Yemen, were analyzed utilizing spectrofluorometry technique in an attempt to estimate the levels of petroleum hydrocarbon residues. The results obtained were sought to provide a baseline data for the estimation of petroleum hydrocarbon pollution level in the Aden Coast. The results obviously indicated a degree of oil pollution, however, still lower in magnitude when compared with status in some other regional sites. The obtained levels of petroleum hydrocarbons ranged from 0.28 µg/g (sediment dry weight) at Station 4 to 26.24 µg/g (sediment dry weight) at Station 7. In order to give a better evaluation of the petroleum hydrocarbon levels in the sediments, the total organic carbon (TOC) percentage and grain size analyses were done by granulometry technique on selected slips of the bulk sediments obtained for this purpose. The mean percent TOC estimations ranged from 0.2 at Station 4 to 1.15 at Station 7. The mean values obtained in this study indicated that the petroleum hydrocarbon levels in the sediment samples of the Aden Coast are lower than the levels in sediment samples obtained with similar methodology and analyses in some of the Gulf States and countries in close vicinity of the region. It is, therefore, recommended that a continual, vigilant program for oil pollution detection is adopted to facilitate accurate determination of the petroleum hydrocarbon levels and sources in the air, water, land and sediments of the Aden Coast, where the major pollution sources may involve tanker and boat discharges and activities, municipal sewage and rural run-off from land. Also, discharges and effluents from oil refineries, electricity generating station and industrial activities into the Aden Coast are obvious. Nevertheless, the data obtained with this study is vital as baseline information, at least at this stage for any prospective pollution detection program to be established in the area.
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A preliminary literature overview of open learning at the Central University of Technology, Free State, South Africa - Beer, K. De; Bezuidenhout, J (Progressio, 2006)
To achieve all its differentiated academic goals within a new higher education landscape in South Africa, the Central University of Technology, Free State (CUT), South Africa, will have no option but to abide by the context and practices of open learning. Open learning subscribes to the political concept in the modern idiom of the new democratic dispensation of South Africa. It is more open, which enhances access for more students and also adult learners by removing unnecessary barriers to higher education career paths. Simultaneously it provides students with a reasonable chance of success at a higher education institution system focused on their specific needs situated in the multiple areas of study (SAIDE 1997, 4). The problem, however, is still to bridge many aspects from the former to the new dispensation. After all, that is why urgent research is necessary to clarify the remaining inconsistencies.
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Goitre in a Teaching Hospital in North Western Ethiopia - Bekele, Abebe; Osman, Mensur (East and Central African Journal of Surgery, 2006)
Back ground: The endemicity of goitre in Ethiopian high lands has been well established. There are however few studies done in the country, especially the study area, on the pattern and surgical management of goitres. This study was aimed at determining the pattern and surgical management of goitres in patient seen at Gondar College of Medical Sciences (GCMS), a teaching and referral Hospital, North Western Ethiopia. Methods: A prospective study of 80 patients with goitres was done between December 2003 and August 2004. The patients’ history, physical findings and relevant laboratory results were recorded using a standard uniform format. Operative findings, postoperative course and follow up information were noted. The results were compiled and analyzed using computer statistical software. Results: The male to female ratio was 1: 4.7. The mean duration of illness was 8.8 years. A total of 78.8% of the patients had a Grade III goitre. Cosmetic disfigurement and respiratory symptoms were the leading reasons for hospital visit. Simple goitres, thyroid carcinoma and toxic goitres occurred in 80%, 11.3% and 6.25% of the patients respectively. The incidence of thyroid carcinoma was found to be higher compared to other studies in Ethiopia, Africa and Asia. Clinical evaluation was found to be valuable in identifying patients with toxic goitres. Seventy-five (93.8%) of the cases were treated surgically. The weight of thyroid tissue removed ranged between 20-1200 grams (Mean=320 grams). Blood transfusion was required in twelve patients for significant intra operative bleeding and four patients required tracheostomy post operatively. Three patients died. Blood group O+ was found to be frequently associated with goitre. Conclusion: Most of our patients know very little about the cause and treatment options of goitre. FNAC examination of the thyroid gland is found to be a very useful, cost effective and reasonably accurate diagnostic tool and we recommend its routine use. However, we discourage the routine determination of thyroid function tests in all patients, unless indicated by a suggestive clinical index score for thyrotoxicosis, especially in health facilities where these tests are scarcely available. We recommend further clinical and community based studies to assess reasons for the high incidence of thyroid carcinoma.
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Assessment and curriculum goals and objectives : evaluation of the systemic impact of the SSSCE on the senior school Social Studies curriculum in Ghana - Bekoe, Samuel Ofori (2006)
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Recruiting undergraduate students in South Africa - towards a relationship orientation - Beneke, Justin (2006)
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An empirical analysis of factors affecting enrolment in secondary schools in Kenya - Bengal, Evelyn Iminza (2006)
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Will I Ever Teach? Latino and African American Students’ Perspectives on PRAXIS I - Bennett, Christine; McWhorter, Lynn M.; Kuykendall, John A. (American Educational Research Journal, 2006)
This longitudinal study examined the PRAXIS I experiences of African American and Latino undergraduates seeking admission into teacher education at a Big Ten university. Participants were 44 students selected from a larger sample enrolled in a recruitment and support program aimed at members of underrepresented minority groups. The theoretical framework included ethnic identity development, stereotype threat, cultural continuity/discontinuity, and bias in standardized testing. Findings showed differences between Latino and African American students who took PRAXIS I and gender and socioeconomic differences within each ethnic group. Three “composite portraits” revealed similarities and differences across race, class, and gender and evidence that PRAXIS I is an inequitable admissions tool.
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Multilingualism, Cultural Identity and Education in Morocco: Moha Ennaji - Bentahila, Abdelâli (Journal of Multilingual and Multicultural Development, 2006)
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How effective are poor schools? Poverty and educational outcomes in South Africa - Berg, Servaas van der (RePEc: Research Papers in Economics, 2006)
Massive differentials on achievement tests and examinations reflect South Africa’s divided past. Improving the distribution of educational outcomes is imperative to overcome labour market inequalities. Historically white and Indian schools still outperform black and coloured schools in examinations, and intraclass correlation coefficients (rho) reflect far greater between-school variance compared to overall variance than for other countries. SACMEQ’s rich data sets provide new possibilities for investigating relationships between educational outcomes, socio-economic status (SES), pupil and teacher characteristics, school resources and school processes. As a different data generating process applied in affluent historically white schools (test scores showed bimodal distributions), part of the analysis excluded such schools, sharply reducing rho. Test scores were regressed on various SES measures and school inputs for the full and reduced sample, using survey regression and hierarchical (multilevel) (HLM) models to deal with sample design and nested data. This shows that the school system was not yet systematically able to overcome inherited socio-economic disadvantage, and poor schools least so. Schools diverged in their ability to convert inputs into outcomes, with large standard deviations for random effects in the HLM models. The models explained three quarters of the large between-school variance but little of the smaller within-school variance. Outside of the richest schools, SES had only a mild impact on test scores, which were quite low in SACMEQ context.
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The Saghro Cainozoic volcanic field (Anti Atlas, Morocco): peralkaline lavas along a cratonic boundary - Berger, Julien; Ennih, Nasser; Liégeois, Jean-Paul; Mercier, J.; Demaiffe, Daniel (2006)
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Does Caring Matter?: A Qualitative Study of Urban African American Alternative School Students Perceptions of Their School Experiences, Past and Present - Berger, Victoria (2006)
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Adult education in Tanzania: a neglected species? - Bhalalusesa, Eustella (Journal of Adult Education, 2006)
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AIDS epidemic and the psychological well-being and school participation of Ethiopian orphans - Bhargava, Alok (RePEc: Research Papers in Economics, 2006)
AbstractThis paper modeled the proximate determinants of the scores on 60 items from Minnesota Multiphasic Personality Inventory-2 (MMPI) and of school participation of approximately 1,000 children who had lost their mothers due to AIDS and from other causes using the data from a survey in Ethiopia. The scores on MMPI items reflecting emotional and social adjustment, and school participation before and after maternal deaths were modeled in a multi-disciplinary framework incorporating the time sequence of events. The main findings were that while AIDS orphans scored lower on MMPI items, variables such as presence of the father, household income, feeding and clothing conditions, and attitude of the fostering family were significant predictors of children's scores. Secondly, girls were at a disadvantage in terms of the scores on MMPI items. Third, variables such as income and good feeding and clothing conditions were significant predictors of school participation. Fourth, school participation before maternal death was an important predictor of subsequent school participation probabilities. An ordinal regression model was estimated to address certain methodological problems. Overall, the results indicated that economic subsidies to fostering households would enhance child welfare in Ethiopia.
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Developing reading strategies in higher education through the use of integrated reading/writing activities : a study at a university of technology in South Africa. - Bharuthram, Sharita (2006)
Higher education in South Africa faces severe challenges due to the under preparedness of many students entering the system. Research (Perkins 1991; Pretorius 2000, 2005; Balfour 2002) has shown that many students who enter higher education do not have the required academic literacy knowledge and strategies to engage meaningfully with the relevant texts in their disciplines. A major obstacle to students’ success is their limited reading strategies. A significantly large number of students are not able to read at the appropriate grade and/or age level. Yet, reading is one of the most important academic tasks encountered by students. This thesis focuses on the use of reading strategy interventions together with integrated reading/writing activities to enhance reading comprehension. The study is located at the Durban University of Technology, using as participants the students who were registered on the first year extended Dental Technology programme in 2004. The interventions are implemented through an action research project. The piloting phase of the interventions reveals the need for an understanding of the students’ backgrounds in, amongst others, their reading and writing practices, attitudes, approaches to learning, and motivational factors. Consequently, the action research project was conducted in parallel with an ethnographic inquiry into students’ reading worlds and practices. Given that reading and writing are complementary processes whereby the enhancement of the one has a positive effect on the other, the ethnographic inquiry also explores students’ attitudes and practices towards writing. Using the ideological model (Street 1984) and, in particular, the new literacy approach to teaching and learning as a framework for the thesis, I argue that the students’ early childhood and schooling experiences of reading and writing impact on their current attitudes and practices. I further suggest that for children from disadvantaged backgrounds learning and retaining literacy is more difficult than for children from advantaged, middle class backgrounds. The ethnographic inquiry involved a series of interviews with students, as well as a questionnaire to ascertain students’ attitudes and practices towards reading and writing. In addition, a questionnaire was designed for lecturers to obtain their attitudes and
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Quality assurance in open distance education-towards a culture of quality: a case study from the Kyambogo University, Uganda - Binns, Felicity; Otto, Aron Yona (2006)
This case study considers the quality assurance practices at the recently established Kyambogo University (KYU) in Uganda. In a resource-poor environment, practices have developed that put the learner at the centre of efforts to provide quality materials and learner support through the “culture of care.” This leads to the conclusion that the ideology of an institution and the putting of this ideology into practice are key factors in establishing quality assurance.
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Some Methodological Issues with Reconstructing Justice in Post-Conflict Situations (Training Judges in Afghanistan, Congo and Timor Leste) - Blanchi, Gilles (2006)
Reconstruction of the judicial sector and consequently reestablishment of the rule of law is one of the most urgent challenges faced by those delivering technical assistance in post-conflict areas. Post-conflict situations, in spite of the tragedies that have occurred, represent unique opportunity for general population to participate in the rebuilding of the justice sector. Reconstruction of the justice system is a monumental task. By definition the target population is extremely sensitive. Justice sector reconstruction projects necessarily incorporate a significant component of training for the judiciary. The population of a post-conflict country wants and expects a speedy restoration of Justice. Commentators have sometimes referred to the difficulty of promoting democracy and good governance and to the fact that results are far from certain. Donor agencies in particular, acknowledge the fact that 'exporting democracy' is not necessarily welcome everywhere because it may be perceived as conflicting with some local traditions or values. Keywords: donor agencies; judicial sector; justice system; post-conflict situations
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Antiretroviral therapy improves cognitive impairment in HIV~+ individuals in subSaharan Africa - Bld, B (2006)
BACKGROUND:Highly active antiretroviral therapy(HAART)can improve cognitive performance in some patients with HIV-associated cognitive impairment in the United States.The effect of HAART on HIV dementia in sub-Saharan Africa is largely unknown.OBJECTIVE:To evaluate neuropsychological test and functional performance in HIV+individuals after 3 and 6 months of HAART in Uganda.METHODS:Twenty-three HIV+individuals receiving HAART also received a detailed clinical history,neuropsychological testing,and a functional assessment.Follow-up evaluations were performed at 3 and 6 months after baseline.Longitudinal changes in the HIV dementia stage,the mean Z score for each neuropsychological test,and the Karnofsky Functional Performance Scale were evaluated at 3 and 6 months.RESULTS:The mean(SD)CD4 cell count improved from 71(15)at baseline to 161(30)at 3 months(p = 0.005)and 222(46)at 6 months(p 0.001).Improvements were found in the Memorial Sloan Kettering HIV dementia stage and in tests of verbal memory,psychomotor speed,and executive functioning after 3 and 6 months of HAART(p 0.001 at 6 months for each neuropsychological test).There was also improvement in the Karnofsky Functional Performance Scale at both 3 and 6 months after the initiation of HAART(p 0.001).CONCLUSION:Highly active antiretroviral therapy(HAART)can be associated with improvement in neurocognitive and functional performance in HIV+individuals in sub-Saharan Africa.These results suggest that HAART,if available in areas with limited resources in sub-Saharan Africa,should be provided for patients with HIV-associated cognitive impairment.
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Higher Education and Economic Development in Africa - Bloom, D. M.; Canning, David; Chan, Kevin (2006)
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The draft Botswana ICT policy and its implications for quality distance education delivery - Boitshwarelo, Bopelo (2006)
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Towards quality distance education in higher education in Africa : the ICT approach - Boitshwarelo, Bopelo (Mosenodi, 2006)
This paper explores the potential that ICT -mediated distance education has in increasing access to quality higher education in Africa. The need for ICT-mediated education is justified by the fact that conventional methods are not meeting the demands for higher education in Africa. In addition to increasing access, the paper recognizes that ICT can increase the quality of distance education delivery and highlights currency, accuracy, interactivity and relevance as important attributes of content transmitted through ICT-supported learning environments. The paper also identifies the challenges associated with using ICT for education in Africa and suggests solutions based on principles of good practice. A final focus is made on Botswana with respect to the potential that the Draft National ICT policy holds for distance education in higher education in this country.
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Training of Professional Psychologists for Africa: Community Psychology or Community Work? - Bojuwoye, Olaniyi (Journal of Psychology in Africa, 2006)
If the practice of psychology is to be relevant to environmental realities and context sensitive then conscious consideration must be given to the psychology training programme. Training programmes should give due recognition to the historical, political, social, economic and cultural contexts of human behaviours so as to understand how these interacting contexts may contribute to placing people at risk for ill-health. The main aim of this article is to present an analysis of African environmental realities to which training programmes in psychology must respond. In view of the under-utilization of psychological services within healthcare systems in many parts of Africa, this article also provides some suggestions for the development of appropriate training and practice modalities that may be geared towards effective healthcare service delivery in Africa.
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Sources of Air Pollution and Strategies for Its Management In The Nigerian Urban Cities - Bolaji, Bukola Olalekan (2006)
Society‟s ability to cause major changes in the atmosphere, and other elements of the environment, is a recent phenomenon, strongly influenced by demography and technological development[1]. Primitive peoples, for example, being few in number and operating at low energy levels with only basic tools did very little to alter their environment. The characteristically low natural growth rates of the hunting and gathering groups who inhabited the earth in prehistoric time ensured that populations remained small. This combined with their nomadic life-style and the absence of any mechanism other than human muscle by which they could utilize the energy available to them, limited their impact on the environment[
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The Impact of Investments in ICT, Health and Education on Development : A DEA Analysis of Five African Countries from 1993-1999 - Bollou, Felix; Ngwenyama, Ojelanki; Morawczynski, Olga (2006)
The Impact of Investments in ICT, Health and Education on Development : A DEA Analysis of Five African Countries from 1993-1999
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Unions, training and development: a case study of African seafarers and the International Transport Workers' Federation (ITF) - Bonnin, Debby; Ruggunan, Shaun; Wood, Geoffrey (South African Journal of Labour Relations, 2006)
This article highlights the problems facing organised labour in highly globalised and poorly regulated industries and, through a case study of a union-initiated training programme in the shipping industry, seeks to shed further light on the role and potential of unions in promoting human resource development. More specifically, the authors investigate the relative success of the pilot scheme of the International Transport Workers' Federation in upgrading the skills of African seafarers in southern Africa. While the initiative did result in a number of African seafarers being able to upgrade their qualifications to international standards, a number of serious difficulties were encountered, stemming from the top-down nature of the scheme, a lack of internal democracy, and limited attention being accorded to labour market realities. It is concluded that although the current crisis of demand for African seafarers may be partially ameliorated by focused skills development initiatives, it can only be redressed by comprehensive policy interventions, involving the state, the international labour movement, regional unions and employers.
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A clarification of forgiveness amongst African students - Booysen, Marlé (2006)
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[The environmental education in the Portuguese-speaking context: the case of Cape Verde [West Africa]] - Borges, Ana Paula Oliveira (2006)
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Repositioning higher education in Nigeria : proceedings of the Summit on Higher Education in Nigeria - Borishade, Babalola; Okebukola, Peter Akinsola (2006)
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Evaluating the Women Entrepreneurship Training Programme: A South African study - Botha, Melodi; Nieman, Gideon; Vuuren, Jurie Jansen Van (2006)
The paper addresses the lack of training and education as it is seen as South African entrepreneurs most severe barrier, especially for previously disadvantages individuals such as women. Therefore, the purpose of this paper is to introduce and evaluate the Women Entrepreneurship Programme (WEP) as a training intervention. The WEP will be evaluated by measuring the skills transfer that took place and whether the participants’ business performances increased after the intervention. The sample consists of 180 women entrepreneurs where 116 respondents form the experimental group and 64 respondents, the control group. Factor analysis is executed to confirm the validity and reliability of the measuring instruments used. The Chi-square test, t-test for independent samples, t-test for paired samples, MannWhitney test, and Wilcoxon matched-pairs test are used to present the statistically significant differences between the experimental and control groups.
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Broadening Access to Primary Education: Contract Teacher Programs and Their Impact on Education Outcomes in Africa – An Econometric Evaluation for Niger - Bourdon, Jean; Frölich, Markus; Michaelowa, Katharina (2006)
For Sub-Saharan Africa as a whole, but particularly for countries in the Sahel zone, full primary enrolment and completion at acceptable quality as codified in the Millennium Development Goals and the Education for All objectives still remains a major challenge. In order to enhance education supply, many of these countries have launched large scale teacher recruitment programs in recent years, whereby the teachers are no longer engaged in civil servant positions, but on the basis of fixed-term contracts typically implying considerably lower salaries and a sharply reduced duration of professional training. While this policy has led to a boost of primary enrolment, stakeholders in the education system generally fear an important loss in the quality of education. Using data from the Program on the Analysis of Education Systems (PASEC) for Niger in 2000/2001, we show that once confounding factors are controlled for, the performance of contract teachers is not generally worse than the performance of other teachers. Matching students taught by contract teachers to those taught by civil servants provides no significant evidence of an advantage of the latter in grade 5. In grade 2, there is evidence for a sizeable advantage of traditional teachers - but only as long as job experience is not appropriately taken into account. Given the strong impact on enrolment and the generally insignificant effect on education quality, the overall assessment of the program remains clearly positive.
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Broadening Access to Primary Education: Contract Teacher Programs and Their Impact on Education Outcomes in Africa – An Econometric Evaluation for Niger - Bourdon, Jean; Frölich, Markus; Michaelowa, Katharina (RePEc: Research Papers in Economics, 2006)
For Sub-Saharan Africa as a whole, but particularly for countries in the Sahel zone, full primary enrolment and completion at acceptable quality as codified in the Millennium Development Goals and the Education for All objectives still remains a major challenge. In order to enhance education supply, many of these countries have launched large scale teacher recruitment programs in recent years, whereby the teachers are no longer engaged in civil servant positions, but on the basis of fixed-term contracts typically implying considerably lower salaries and a sharply reduced duration of professional training. While this policy has led to a boost of primary enrolment, stakeholders in the education system generally fear an important loss in the quality of education. Using data from the Program on the Analysis of Education Systems (PASEC) for Niger in 2000/2001, we show that once confounding factors are controlled for, the performance of contract teachers is not generally worse than the performance of other teachers. Matching students taught by contract teachers to those taught by civil servants provides no significant evidence of an advantage of the latter in grade 5. In grade 2, there is evidence for a sizeable advantage of traditional teachers - but only as long as job experience is not appropriately taken into account. Given the strong impact on enrolment and the generally insignificant effect on education quality, the overall assessment of the program remains clearly positive.
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Modern Arabic Education in Mali: The Madrasas and Corresponding Higher Arabic Education - Bouwman, Dinie (Mande Studies, 2006)
Modern Arabic Education in Mali: The madrasas and Corresponding Higher Arabic Education Dinie Bouwman Arabic.traditionaleducation.istaughtToIslamicaonmuchalargeeducation,largerscaleextent,inthecontemporaryArabiclegacyisoftaughttheMali,inmedievalaandmodernnotIslamiconlyArabicin traditionalIslamiceducation,thelegacyofthemedievalIslamic .education.Toamuchlargerextent,ArabicistaughtinamodernArabic schoolformcalledmadrasa,whichdevelopedundertheinfluenceofFrench educationattheendofthecolonialperiod.InthesemodernArabicschools, ratherthanintraditionalIslamiceducation,thearabisantsofcontemporaryMali aretrained.BothsystemsofeducationnotonlyleadtodifferentlevelsinArabic proficiency.TheyalsohaveprincipallydifferentparadigmsoftheroleofArabic knowledgeintheIslamicsciences,whichbecomesapparentinhowbothsystems approach,transmit,andemployknowledgeofArabicandIslam.Elsewherein thisissue,TamarigivesadetailedaccountoftraditionalIslamiceducationinher articletitled"L'EnseignementIslamiqueTraditionneldeNiveauSupérieur: Cursus,Pédagogie,ImplicationsCulturellesetPerspectivesComparatives".In thisarticle,Iexploretheset-upandcontentsofmodemArabieeducationinthe privatemadrasasandcorrespondinghigherArabiceducation. PubliceducationinMaliisentirelyorientedtowardtheFrenchlanguage andculture,alegacyfromtheregion'speriodasaFrenchcolony.Bycontrast, Arabichardlyplaysaroleinpubliceducationandpubliclife.Itdoesnotserveas agenerallanguageofcommunication,andanArabiceducationscarcelyopensup remunerativecareerperspectives.TheroleofFrenchineducationissodominant thatArabiceducationisnotevenmentionedinsomeoftheliteratureconcerning educationinMali.Foreignresearchersandfundingpartnersareoftennotaware' ofitssignificance.Andyet,inviewoftheapparentlyminorroleofArabicinthe contemporaryMaliansociety,aratherlargeproportionofparentsoptsforan Arabiceducation.Some30%ofschool-goingchildreninMaliareenrolledin madrasas(bytheestimatesofgovernmentofficials),andanotherunknownbut estimatedlargeproportionreceivesatraditionalIslamiceducation. ThemostcomprehensiveanddetailedresearchonthemadrasasinMalihas beendonebyBrenner.Inhiswork,Brennerfocusesonthemeaningofthe madrasamovementforthedevelopmentofIslamicidentitiesinthecolonialand postcolonialperiodupto1991.Fromamainlyhistoricalapproach,Brenner givesadetailedaccountoftheexpansionofmadrasaeducation.Heexploresthe dialecticrelationbetweenthegrowthofthemadrasamovementontheonehand, andthechangesinpolicyandsocietyvis-à-visIslamiceducationontheother hand.Hisworkondifferentsocio-politicalaspectsofIslamiceducationinMali culminatedinhisControllingKnowledge:Religion,PowerandSchoolingina WestAfricanMuslimSociety(2000).Thebookisasynthesisofthegreaterpart MandeStudies8(2006)pp.63-94 64 Dinie Bouwman of his work. He offers comprehe Islamic education in Mali, such as t Islamic education in the Fulfulde m the French during the colonial p educational reform movement, of policy toward Islam and Islamic edu finally, the development of Mu independent Mali. For the preparati valuable work of Brenner. The present article is based on my dissertation,1 for which I conducted altogether one year of fieldwork in Mali between 1999 and 2003. The results of my research are fully based on the accounts of my informants and my own observations, and, of minor importance, on several written documents and quantitative data I obtained from student surveys. My approach consists of a qualitative research based on non-directive in-depth interviews and nonparticipating observation. I analysed my data through induction, i.e. generalizations that represent common points in accounts of informants that I consider to constitute significant elements of the overall picture. Before I present and discuss the results of my own research (paragraphs 3 and 4), in the next paragraph I will give a short overview of the development of modern Arabic education in Mali based mainly on the work of Brenner. l.Beginnings and Present Context of Madrasa Education Madrasas are private Islamic schools with Arabic as the predominant language of instruction and secular subjects taught next to religious ones. The term "madrasa", Arabic for "school", derives its meaning in the context of Mali from Arabic-speaking countries in the late 19th century, where it designated institutions of elementary and secondary education similar to Western models.2 The term was first employed in the region of Mali at the beginning of the 20th century for colonial schools in Djenne and Timbuktu, where Arabic and French were taught together with religious and secular subjects. These so-called "French" madrasas were set up by the French colonial administration as part of their policy vis-à-vis Islam. The new Islamic madrasas differ from the "French" madrasas of colonial times in that they are private schools established by local initiatives that aim, first and foremost, at the teaching of Arabic and Islam. They were meant to directly oppose the educational domination of French-language schools (Brenner 1991b:63 and 1993a: 164-165,167; Tamari 1996:38 and 2002:96). The first two private Islamic madrasas were established in Kayes and Segou in 1946, but the Kayes madrasa was closed again in 1953 by the colonial administration. The madrasa in Segou was the first effective, lasting initiative towards madrasa education. It was founded by al-Hajj Saada Toure and provided a model for the many madrasas that followed (Brenner 1985: 5-6). The Modern Arabic Education in Mali 65 motivation for the pioneers of madrasa education was tha unfavorably traditional Islamic education and its teaching with those of the colonial French schools. Saada Toure had b the traditional Islamic and the French educational system French after only four years of study in French school, Islamic education he did not learn to speak or understand A years of study. He considered the teaching methods and m reasons for this difference and decided to reform traditio through new and more efficient teaching methods. Toure pedagogical theories of language acquisition and he then d the teaching of Arabic, which he formalized in several te applied in madrasas throughout Mali (Brenner and La 1986:5-6; Cissé 1992:124-126). In Toure's madrasa, Arabic was taught and employe instruction from the 1st class. He added secular subjec history, mathematics and science to the...
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Language, School Functioning, and Behavior Among African American Urban Kindergartners - Bowman, Margo; Barnett, Douglas; Johnson, Alex F.; Reeve, Kirsti (Merrill-palmer Quarterly-journal of Developmental Psychology, 2006)
Significant relations among language impairments, academic difficulties, and behavioral problems have been well established in previous research, primarily with impaired children or non-minority samples. However, how and why these three developmental domains tend to co-vary has received only limited attention. Preliminary research suggests that academic deficiencies mediate the relation between language impairments and problem behavior. This study assessed 97 urban African American kindergarten children (mean age = 5.98, SD = .33) on measures of language impairment, school functioning, and behavior problems to examine potential processes linking these areas of functioning. Similar to previous research, all three factors correlated significantly with one another. Children with language problems were more likely to have problems with school functioning, and school functioning mediated the relation between language and behavior problems. Additionally, poor frustration tolerance moderated the relation between language impairment and behavior problems. Implications and limitations are discussed.
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Language, School Functioning, and BehaviorAmong African American Urban Kindergartners - Bowman, Margo; Barnett, Douglas; Johnson, Alex F.; Reeve, Kirsti (Merrill-palmer Quarterly, 2006)
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A continuing professional development framework for medical laboratory technologists/technicians in South Africa - Brand, Catharina Elizabeth (2006)
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The Rejection of Formal Education in the 5 th Region of Mali - Breedveld, Anneke (Mande Studies, 2006)
The Rejection of Formal Education in the 5™ Region of Mali Anneke Breedveld Our Perspective Onethatschoolday,seemedlifeOusman,intoDjenne.1beourpartHe11of-year-oldparticularlythecurriculum.self-appointedelaboratedFreshfromonguide,theEurope,regulartolduswebeatingsaboutwere schoollifeinDjenne.1Heparticularlyelaboratedontheregularbeatings thatseemedtobepartofthecurriculum.FreshfromEurope,wewere stunned,andexpressedourdisagreementwithsuchpractices.Buttheladstoodup tousandarguedthatitwas"good"thatpupilswerebeatenbecause:"weAfricans needtobebeatenotherwisetheknowledgedoesnotenterourstupidbrains." Ousmanwasobviouslyquotinghisteacher;wedidnotknowwhattoreply. ThisincidenthascolouredourperceptionofeducationinMali.Inour view,moreofthissametreatmentcouldcertainlynotbeanimprovementofa child'slifeandfuture.Wewouldadvocatesucheducationfornoone,ratherthan forall}Couldcaretakersbeblamedfornotsendingtheirchildrentoschoolin thesecircumstances?Webecameinterestedinthemotivesforrejectingformal education,especiallyintheregionofMopti(knownas"the5thregion"),wherewe stayedforsomeprolongedperiodsbetween1987and2001. PuzzlingData SearchingontheinternetforsomedataonenrolmentratesinMali,wecame acrossamapshowingtheregionaldifferencesinschoolattendance(seemapon nextpage).BeinginterestedintheregionaroundMoptiwewereimmediately struckbythefactthatthisregionshowedsomeverylowenrolmentfigures,with only32%oftheboysand21%ofthegirlsenrolled.Infact,thefiguressuggested thatintermsofpercentages,thisregionhasthelowestenrolmentratesofthe wholeofMali:lowerthanthemoreaffluentcapitalandsouthernregions,butalso lowerthanthevastnorthernsemi-desertregionsofGao,KidalandTombouctou. ForthesakeofclaritythefiguresprovidedbythemaparelistedbelowinTable1 (seenextpage)indescendingorder. ThefiguresofnootherregionarelowerthanthatoftheMoptiregion.Yet the5thregionhasampleschools.Itisinsomeplacesquitedenselypopulated,and hassomepopulationcentreswithadefiniteurbanculture-aspectsthatareoften associatedwithhigherenrolmentrates(e.g.girlseducation.org2002).Thereis alsoaconsiderableandintensiveinteractionwiththerepresentativesofthe westernworldasitistheregioninwhichthemajortouristattractionsofMali (DjenneandtheDogonFalaise)arelocated,anditprobablyreceivesmoretourists thantherestofthecountrytogether.3Themanyschoolsarenotreally overcrowded,andformostchildrentheschoolsareatareasonabletravelling distancefromhome.Sowhyaresofewchildrenattendingschoolinthisregion? MandeStudies8(2006)pp.145-168 146 Anneke Breed veld Table 1: Regional Disparities in Boys' and G Region boys girls Capital area of Bamako 137% 147% Koulikoro 68% 47% Kayes 54% 37% Sikasso 54% 35% Segou 51% 24% Kidal 44% 29% Tombouctou 34% 36% Gao 33% 22% Mopti 32% 21% Data : Ministry of Basic Education, Ma Source : http://www.girlseducation.org GirlsEdResources/main.asp - Accesse In this article we suggest some explan drawing also on our own observations several periods of field work from 1 987 to concerning the figures presented. Gross Enrolment Versus Net Enrolment When studying the figures in the table, the first thing to strike the uninitiated is probably the 100% plus figure that is calculated for the enrolment in the Bamako area - surely this must be a mistake? Well, it is not. This remarkable figure is due to the difference between gross enrolment and net enrolment. The gross enrolment rate is the ratio of the number of children of schoolgoing age compared to the number of children actually going to school. The gross enrolment percentage for primary education can be above 100% when there are many children above the official school going age still attending primary school. In Mali (as elsewhere in Africa) children often do not start school at the required age but some years later, and because the teaching method used is not ideal,4 many children often repeat classes. It is therefore not uncommon to find a pupil of 18 years old in the 6th grade. This is demonstrated by the following information we gathered (based on interviews and research into the schools' administration) in a school in Diondiori in the Mopti region. The table below shows the age of the children attending that school in the year 2000. In this school in Diondiori 82 out of the total of 182 pupils were above the school going age, that is 45%. In the hypothetical case that the village of Diondiori only has 100 children in the school going age, it is thus possible to calculate the gross enrolment rate by comparing the actual number of children going to school (182) with the total number of children of school going age (100). This would result in an enrolment figure of over 100%, in this case 145%. Therefore, the figures of 137% for the boys and 147% for the girls provided in Table 1 above The Rejection of Formal Education 1 47 Table 2: Age of School-going Children in the Primary Scho in 2000. Age Number of boys Number of girls Total 7 1 3 4 8 9 7 16 9 11 7 18 10 17 16 33 11 9 7 16 12 8 5 13 13 10 9 19 14 12 11 23 15 3 4 7 16 3 9 12 17 1 45 18 8 8 16 92 90 indicate that m in the capital Net Enrolment Because gross Education for rate has been i The net enrolm olds actually go society. So chi account when calculation requ children regist contrast to Eur in a child's lif Often, neither how old the ch because a birth baby will surv convenient mo when parents h have forgotten 148 Anneke Breed veld The exact net enrolment figure is therefore of course, never be more than 100% and is alw instance, the net enrolment rate in Mali in 1 enrolment rate of the same year was 32%. Th clearer picture of the number of children of s on school. The above mentioned gross enrolme that "only" 68...
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Doctors in a Divided Society: The Profession and Education of Medical Practitioners in South Africa - Breier, Mignonne; Wildschut, A. (2006)
Many of the goals of South Africa's new democracy depend on the production of professionals who have not only the knowledge and skills to make our country globally competitive, but also a commitment to working and living here. Despite numerous reforms, the South African health system, ten years into democracy, remains divided: first world private care that ranks with middle income countries internationally at the one end, and at the other extreme, in the rural public sector in particular, conditions that are superior only to the poorest of African countries. Much work has been done to change medical school curricula in line with the primary health-care focus of government policy, and international trends towards problem-based learning. The student profile in medical schools is now not only more representative of the demographics of South Africa, but also reveals a significant increase in female students. Whether these students will stay in the country after graduating, and serve where they are needed most, remains to be seen. This study on the medical profession and its related education programmes considers the multiple worlds of medical practice in South Africa ten years into democracy, from a number of perspectives. First, it presents the major problem facing government - the skewed distribution of medical doctors across public/private, rural/urban divides - and consider its recent attempts to rectify the imbalances. Secondly, it presents the universities' responses to the equity and redress demands of government policy: changing profiles of medical students and graduates and new curricula to meet the profile of the 'basic' doctor who is willing and able to serve the needs of a transformed South Africa. Finally, it focuses on two medical schools to explore these issues in greater depth. At UCT, the authors explore the travails of transformation at a long-established medical school and discover some interesting implications in the field of gender. At the University of the Transkei (now Walter Sisulu University), they explore what is arguably the most concerted attempt in the country to produce rural doctors and raise questions about the success of this initiative and the survival of the medical school. The study concludes that there has been progress in the admission of black students to formerly white institutions although Africans are still underrepresented. Gender transformation has been so significant that women students are generally in the majority, but whether the universities are managing to graduate more doctors who are prepared to work in the public and rural service, remains a moot point.
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On the achievement of local conscience in the globally competent: the dilemma in the education of medical doctors in South Africa - Breier, Mignonne; Wildschut, A. (2006)
Paper presented at the Social Sciences in an African Context Conference, Birchwood Conference Centre, Benoni, 27-29 September
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The scope for German dual vocational training in the Egyptian hotel industry - Breitbach, Daniel (2006)
Since the introduction of German dual vocational training programmes to the Egyptian education system in the early 1990s, despite the high profile of tourism's role as one of Egypt’s most important economic sectors, the Egyptian-German Hotel School Paul Rahn in El Gouna is the only example of a dual vocational based school in the country’s hotel sector. Its mission has been defined as the provision of qualified staff for the hotel industry and providing career opportunities to young people, mainly from financially disadvantaged families. Setting out from this background, this thesis aims at analyzing the scope for German dual vocational training in the Egyptian hotel industry by evaluating its success and acceptance as well as the hotel school's potential of becoming a role model for the systematic introduction of hotel related studies on a national basis. The evaluation of the school's performance shows that although there are still numerous and serious weaknesses to be overcome in the daily school operation, student selection and quality, the school's overall concept has gained the hotel industry’s unquestionable support so that the basis for its future success has been laid. However, severe shortcomings still exist in the realization of the school's mission of supporting financially weak students: it will be illustrated with the help of a field study among El Gouna Hotel School students that the majority of students do not originate from poor and modest social backgrounds but well-established families from the upper lower classes; their children are generally not interested in a long term career in the hotel industry resulting in many post graduation drop outs. However, especially for children from poorer families the analysis of the hotel school graduates' income situation and career development indicates that the school has the potential to act as an excellent tool for poverty alleviation and social stabilization by significantly contributing to the improvement of its former students' and their families' financial situation and career development. When overcoming its current weaknesses and enabling young people from financially disadvantaged backgrounds to enrol, the school will effectively be able to serve both as a national role model for high quality hotel training and provide attractive future perspectives for Egypt's younger generations for non-university entry level positions.
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Whose Education for All?: The Recolonization of the African Mind - Brock‐Utne, Birgit (2006)
Preface, Introduction, Part I: Establishing Education Policies for Sub-Saharan Africa: A Critique 1. Whose Education for All? 2. Education Policies for Sub-Saharan Africa as Viewed by the World Bank 3. The Formulation of Educational Policies and the Coordination of Aid - Some Examples Part II: African Culture and the Content of Schooling 4. A Renewed Curriculum Dependency? 5. Education for All - In Whose Language? 6. Language of Instruction in Tanzania and Namibia Part III: A Life After Jomtien for the African Universities? 7. Globalisation for Learning - Whose Globe and What Learning? - The Role of the African Universities 8. Africanisation of the Universities of South Africa 9. Yes, Whose Education Is It?
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African American Student Development and Retention - Brooks, Ariana M. (2006)
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Training over rechten van vrouwen in Rwanda - Brouwer, A.L.M. de; McLemore, M. (2006)
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Climate change and climatic variability in West Africa - Bruijn, Mirjam de; Dijk, J.W.M. van (2006)
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Farmer Field School Effectiveness for Soil and Crop Management Technologies in Kenya - Bunyatta, David K.; Mureithi, J.G.; Onyango, Christopher A.; Ngesa, Frederick Ugwe (Journal of International Agricultural and Extension Education, 2006)
The Farmer Field School (FFS) approach is gaining prominence as an extension approach but its usefulness in influencing farmers to understand and uptake new technologies is still a question lingering in the mind of many FFS practitioners. This study was conducted to determine the effectiveness of the approach in knowledge acquisition, adoption and dissemination of soil and crop management (S&CM) technologies among small-scale farmers in Kenya. Eight technologies were scaled-out using the approach and the conventional extension methods. A survey with an ex-post facto design was employed with a sample frame consisting of 940 farmers. A sample of 60 FFS graduates and 60 non-FFS (NFFS) farmers was chosen for the study. There was a significant difference in knowledge acquired in S&CM technologies by FFS compared to NFFS farmers. About 50% of FFS farmers had acquired high to very high level of the knowledge of all the eight technologies disseminated while the majority (>80%) of the NFFS farmers had acquired less than 50% of the same knowledge. About 45% of the FFS farmers had adopted 50% of the technology components while only 17% of NFFS farmers had adopted the same percentage of the technology components. The FFS participants were significantly (P<0.05) better disseminators of S&CM technologies than the non-FFS farmers. It was recommended that all stakeholders in agricultural development in Kenya be sensitized on the potential effectiveness of FFS methodology in scaling-up agricultural technologies and also monitor how the application of knowledge acquired by FFS farmers is impacting on their livelihoods.
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Factors influencing the college choice of African-American students admitted to the College of Agriculture, Food and Natural Resources - Burns, Marvin J. (2006)
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Policies for reducing agricultural sector vulnerability to climate change in Mali - Butt, Tanveer; McCarl, Bruce A.; Kergna, Alpha (Climate Policy, 2006)
Abstract The Mali agricultural sector and the country's food security are potentially vulnerable to climate change. Policies may be able to mitigate some of the climate change vulnerability. This article investigates several policy changes that may reduce vulnerability, including climate-specific and other policies. The policy set includes migration of cropping patterns, development of high-temperature-resistant cultivars, reduction in soil productivity loss, cropland expansion, adoption of improved cultivars, and changes in trade patterns. When all policies are considered together, results under climate change show an annual gain of $252 million in economic benefits as opposed to a $161 million loss without policy adjustment. Simultaneously, undernourishment is reduced to 17% of the Malian population as compared with 64% without policy adjustment. We also find tradeoffs in cases between economic benefits and undernourishment. Policies are also studied individually and collectively. Overall, the results indicate that policy can play an important role in reducing climate change vulnerability in Mali.
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Disability and human rights: The South African Human Rights Commission. In B. Watermeyer, L. Swartz, T. Lorenzo, M. Schneider, & M. Priestley (Eds.). - C, Mclain Nthlapo; Watermeyer, Brian; Schneider, Martha (2006)
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The transformative agenda of Educational Linguistics for English language teaching in Africa. - C, Van der Walt (2006)
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Rampant caries experience in a Nigerian teaching hospital population - Ca, Alford; Nasir, WO; D, Ola (Nigerian Postgraduate Medical Journal, 2006)
A prospective study to find out the prevalence, pattern of distribution of rampant caries in patients treated at the outpatient clinic of the Dental Hospital, Obafemi Awolowo University Teaching Hospital Complex ( OAUTHC) Ile - Ife, Nigeria.A total of 403 child patients aged 1 to 5 years who attended the hospital from January 1998 to December 2002 were examined by the authors. Questionaires were given to the parents or guardians to complete.The sample consisted of 213 males (52.8% ) and 190 females (47.2% ). Twenty two children (15males, 7 females) presented with rampant caries which was not statistically significant P >0.5. The prevalence of rampant caries was 5.5% . The peak age incidence was 4 years. More boys suffered rampant caries than girls with boy to girl ratio of 2:1. The pattern of distribution showed that the labial surfaces of the maxillary incisors were affected in all the patients. Five patients had proximal caries out of which mandibular primary incisors of 3 children were involved and one child presented with palatal caries of the maxillary primary incisors.The Dental Hospital, OAUTHC has experienced increased in number of rampant caries patients. Therefore emphasis on prevention of caries in suburban Nigerian children in Ile-Ife should be stepped up before it constitutes a significant oral health problem.
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Entrepreneurship Education for the African Informal Sector - Cader, Hanas A.; Norman, David (Chapters, 2006)
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Review of All American Yemeni Girls: Being Muslim in a Public School by Loukia K. Sarroub - Cainkar, Louise (Anthropology & Education Quarterly, 2006)
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Surface deformation associated with Mw 6.4, 2004 February 2004 Al Hoceima, Morocco, earthquake deduced from InSAR : Implications for the active tectonics along North Africa - Çakır, Ziyadin (2006)
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Surface deformation associated with Mw 6.4, 2004 February 2004 Al Hoceima, Morocco, earthquake deduced from InSAR : Implications for the active tectonics along North Africa - Çakır, Ziyadin (2006)
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Kinematics of the East African Rift from GPS and earthquake slip vector data - Calais, E.; Ebinger, C. J.; Hartnady, Chris; Nocquet, Jean‐Mathieu (Geological Society, London, Special Publications, 2006)
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Understanding Parental Involvement in a Multi/intercultural Context: A Case-story of a "Coloured" School in South Africa - Carignan, Nicole; Pourdavood, Roland G.; King, Lonnie C. (The International Journal of Learning: Annual Review, 2006)
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Teaching Community Psychology into Obscurity: A Reflection on Community Psychology in South Africa - Carolissen, Ronelle (Journal of Psychology in Africa, 2006)
The terms “community” and “community psychology” need to be examined within the context of human diversity in order to understand the apparent marginalisation of community psychology in South Africa. Community psychology might be marginalized as the term “community” tends to be associated with black, poor individuals. Current teaching practices in community psychology in South Africa may unwittingly reinforce these stereotypes by having predominantly junior, black and female staff teach community psychology, by generally introducing community psychology at post-graduate level only, and by making community psychology courses predominantly elective. These common teaching practices might contribute to producing raced, gendered and classed student perceptions of community psychology which would devalue psychological activity in communities as less important than individual psychotherapeutic practice in middle class communities. South African psychology would be better able adequately prepare psychologists for public mental health service with a more thoughtful infusion of community psychology teaching into most graduate programmes. Some of the ways in which our teaching can challenge our own and others' views about community psychology in local and international perspectives are discussed.
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"We Are Made Quiet by This Annihilation": Historicizing Concepts of Bodily Pollution and Dangerous Sexuality in South Africa - Carton, Benedict (International Journal of African Historical Studies, 2006)
UNokufa Whenever I tried to visualize you, Death, . . . I thought I saw you lurking in darkness, . . . Then you appeared, and families were scattered And many alas, were lost to us forever! . . . Again I cry, alas! For have I not seen The children of Sihlonono Dying in their prime? Have I not watched, behind a screen of shrubs, The daughters of our scattered tribes Abandon struggle to keep their maidenhood And quench lust of youths who were their kindred. -Benedict Wallet Vilakazi (1935)1 It has become a sad truism that black youths comprise of most vulnerable risk groups in South Africa. Their rising rate of HIV infection is ascribed, in part, to chronic unemployment, which afflicts post-apartheid society and frustrates their pursuit of modernity. In this milieu transactional sex becomes a vital source of income and commodities.2 Such quests, in turn, stoke rumors that fertile women with multiple partners spread fatal bodily pollution, umnyama, in provinces hit hard by AIDS KwaZulu-Natal. This charge of promiscuity embodies a prominent concept in Zulu cosmology-dread of misfortune that can be transferred through intimacy. It also evokes a colonial idea that African sexuality is debased and menacing. The latter accusation triggers conspiracy theories that blame whites for hatching AIDS.3 Some observers of pandemic have asserted that these attributions reflect novel responses to a scourge defying local explanation.4 B. W. Vilakazi's 193S poem, mourning those dying in their prime and the lust of youths, begins to tell a different story. A revered Zulu intellectual, Vilakazi grew up in colonial Natal learning dramaturgies of of old. A decade before his birth in 1906, his parents lived through rinderpest epizootic. By 1897, this virulent virus had left veil strewn in carcasses and cattle kraals emptied of every ox, cow, or calf their owner possessed.5 Four decades later, Vilakazi compiled a comprehensive lexicon for a massive Zulu-English dictionary. The term for death, ukufa, precedes definitions alluding to epidemic, indecent appetite, diseased cattle, and one vicious person [who] will infect a whole community. One key noun for rinderpest explains how livestock perished like flies, an apocalyptic vision summarized in ukufa idiom, zabulawa ngukufa iathi qimu: 'They were destroyed by epidemic, collapsing everywhere.6 Vilakazi's etymologies confirm that words describing catastrophic death had already been enfolded into Zulu language. The similarities between AIDS and rinderpest extend beyond linguistics. Both outbreaks progressed from localized epidemics to transcontinental pandemics, generating alarm within Western medical establishment.7 They also highlighted unrelenting social and physical stresses on African families and attendant restlessness of their youths. The epizootic first infiltrated Horn in 1880s after invading Italian forces shipped rinderpest-infected cattle from India (where virus was endemic) to Somalia.8 Rinderpest then advanced inexorably to South Africa by 18%. Along way, it eradicated entire herds, destroying bridewealth cattle (known in Zulu as ilobolo) that upheld traditional African customs regulating fertility. In absence of ilobolo, which sealed nuptial negotiations sanctioning reproduction, Zulu-speaking youths at turn of twentieth century increasingly engaged in premarital intercourse, accelerating a trend that gained momentum with mounting labor migrancy. Such transgressions worried elders who tried to safeguard sexual norms and buoy their sinking world of domestic patriarchy. After British conquest of Zululand in 1879, white authorities imposed heavier taxes on homesteads and appropriated more land from chiefdoms. Shrinking native reserves yielded fewer crops, which propelled youths to seek wages in colonial economy. …
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Making up for lost time : young African refugees in Western Sydney high schools - Cassity, Elizabeth; Gow, Greg (2006)
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Exploring girls' education and Vodoun in Bopa, Benin - Cave-Lewis, Brett L. (2006)
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The demise of student movement in higher education institutions in South Africa: a case study of UKZN - Cebekhulu, Michael; Elías; Mantzaris; Nhlapho, Evan (2006)
In South Africa there is a need to establish a common understanding on the contextualization of the role and purpose of higher education and its impact on society in general. More importantly there is a need to more clearly define and articulate the role and nature of student activism in the broader transformation processes taking place in South Africa. The central issue of this article, therefore, is to examine the role and purpose of education as one that should be accessed in terms of its relation to the political economy and ideological hegemony of the ruling elite, development, teaching, learning and research. Though the role and purpose cannot only be restricted nor influenced by the above facts alone, the relationship between political economy and education remains of primary importance. The University of Kwa-Zulu Natal (UKZN) will be the case study upon which this paper is based.
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The nature and extent of scientific literacy themes coverage in Zambian high school biology curriculum - Chabalengula, Vivien Mweene (2006)
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Establishing the Secretariat for the African Decade of Persons with Disabilities. In B. Watermeyer, L. Swartz, T. Lorenzo, M. Schneider, & M. Priestley (Eds.) - Chalklen, S; Lp, Swartz; Watermeyer, Brian (2006)
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People, Times, Law School Leadership Join to Launch South Africa Program - Chambers, David L. (2006)
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The educational pipeline and the future professorate: Who will teach California?s and the nation?s Latino and African American college students? - Chapa, Jorge (2006)
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Teaching Shona in English/Shona: ideological challenges and implications: whither University of Zimbabwe (UZ) and Masvingo State University (MASU)? - Chapanga, Evans; Makamani, Rewai (Zimbabwe Journal of Educational Research, 2006)
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A review of climate change scenarios and preliminary rainfall trend analysis in the Oum Er Rbia Basin, Morocco - Chaponnière, Anne; Smakhtin, Vladimir (RePEc: Research Papers in Economics, 2006)
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Teachers’ gendered identities, pedagogy and HIV/AIDS education in African settings within the ESAR - Chege, Fatuma N. (Journal of Education, 2006)
This article uses data selected from two studies in countries of the Eastern and Southern Africa Region (ESAR), namely, Botswana, Kenya, Rwanda, South Africa, Tanzania, Zambia and Zimbabwe, to explore how teachers used gender to construct their identities and those of their students. It demonstrates the role of perceived models of African masculinities and femininities in the lives of teachers and how these were contrived to sexualise girls and construct them, not only as inferior to boys but also, as objects of sexual ridicule. We see how female and male students negotiated gendered and sexual identities in the school and in HIV/AIDS classes in ways that often threatened teacher image and confidence, often undermining classroom participation. The article analyses the gendered dynamics of school and classroom life, highlighting educational implications, identifying gaps for further research and suggesting strategies that could help transform HIV/AIDS education classes, making them relatively more empowering for teachers and students.
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Girls’ and Women’s Education in Kenya Gender Perspectives and Trends - Chege, Fatuma N.; Sifuna, Daniel N. (2006)
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A study of the sponsor involvement in the management of public secondary schools in Koibatek District, Kenya - Chemobo, Gilbert Kipsisin (2006)
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Training needs of public secondary school headteachers in Nandi South District, Kenya - Cheruiyot, Daniel K (2006)
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The role of Zambian humanism in the development of plural religious education in Zambia, 1972 to 1990 - Cheyeka, Austin M. (African Social Research, 2006)
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The role of Zambian humanism in the development of plural religious education in Zambia, 1972 to 1990 - Cheyeka, Austin M. (African Social Research, 2006)
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Religion Education and the Transformational State in South Africa - Chidester, David (Social Analysis, 2006)
In 2003, after more than 10 years of policy debate and public controversy, the South African minister of education announced a new policy for religion and education that distinguished between religious interests, which are best served by religious communities, and educational objectives for teaching and learning about religion, religions, and religious diversity that should be served by the curriculum of public schools. This article locates South Africa's new policy for religion and education in relation to attempts to redefine the role of the state in the transition from apartheid to democracy. The policy emerged within a new constitutional framework, which ensured freedom for religious expression and freedom from religious discrimination, but also within the context of state initiatives to affirm cultural diversity and mobilize unifying resources for social transformation. Accordingly, this article examines South Africa's policy for religion and public education as an index for understanding post-apartheid efforts in redefining the state as a constitutional, cultural, and transformative state.
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Educator misconduct : a study of labour relations in public schools in Namibia - Chikamhi, Paul (2006)
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Negotiating roles and responsibilities in the context of decentralised school governance : case study of one cluster of schools in Zimbabwe. - Chikoko, Vitallis (2006)
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A controversy over curriculum reform: experiences of primary and secondary school learners in Tanzania - Chilumba, Jerome Juma (2006)
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Capacity building in higher education in Mozambique and the role played by co-operating foreign agencies: the case of the World Bank - Chilundo, Arlindo (2006)
The main purpose of this paper is to shed light on the Mozambican experience of designing higher education projects for submission to international partners in the request for funding.  The author maintains that ownership of higher education policy depends on involving all major stakeholders in the country, including all higher education institutions.  This constitutes the milestone leading to a successful design of projects.  A national higher education strategic plan is necessary to ensure a good conception of projects that could be funded by the World Bank.  The paper provides an overview of the process leading to the Higher Education Project (HEP-1), a World Bank project, its components and implementation.  In conclusion the author emphasises the reforms that the HEP-1 project had brought about within the higher education sector, in particular, legislation.
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Nature and Prevalence of Childhood Sexual Abuse Among High School Girls and College Students in Zimbabwe - Chiroro, Patrick; Viki, Tendayi G.; Frodi, Ann; Muromo, Tinashe; Tsigah, Alwin (Journal of Psychology in Africa, 2006)
The study investigated the nature and prevalence of self-reported childhood sexual abuse (CSA) among a sample of Zimbabwean girls and college students. A total of 1059 high school girls and college students with a mean age (M = 18.31, SD = 3.66) participated in study. Overall, a CSA prevalence rate of 41.26% was found. The highest CSA prevalence rate was found among respondents who resided on commercial farms and mines (53%). Respondents who lived with their biological parents during childhood were significantly less likely to be sexually abused than were respondents who lived with non-parents such as uncles and brothers-in-law. Only 7.22% of the perpetrators were strangers. This study shows that sexual abuse of children in Zimbabwe is rampant, multifaceted, and linked to cultural factors that must be addressed as part of efforts to confront this scourge.
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Tracking racial desegration in South African schools - Chisholm, Mohammad; Sujee, Linda (Journal of Education, 2006)
The purpose of this paper is to examine what the national Education Management Information Statistics database is able to tell us about the racial desegregation of schools and to compare this with findings from qualitative research. Examining challenges in the data and using simple statistical techniques to analyse a dataset for 2001, the paper shows that overall patterns appear to confirm the findings of qualitative research that there has been more movement from and integration of African learners into schools previously defined as Indian and Coloured; that schools previously defined as white remain largely so and that the statistics for the Western Cape on race provide an interesting contrast with other provinces. The article shows how diverse the picture is provincially and raises questions about race-based statistics and what they can and cannot tell us about the role of schools in changing broader racial and class identities.
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The social deprivation of teachers in Italy, Belgium, Cyprus, Libya - Chistolini, Sandra (2006)
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Special Education in Zimbabwe: Issues and Trends. - Chitiyo, Morgan (The Journal of the International Association of Special Education, 2006)
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Integration of instructional technology by university lecturers in secondary school teacher education programs in Zimbabwe: An exploratory study - Chitiyo, Rodwell (2006)
INTEGRATION OF INSTRUCTIONAL TECHNOLOGY BY UNIVERSITY LECTURERS IN SECONDARY SCHOOL TEACHER EDUCATION PROGRAMS IN ZIMBABWE: AN EXPLORATORY STUDY by Rodwell Chitiyo In the context of continuous innovations in information and communication technology (ICT) and its impact on higher education, this descriptive study explores the state of instructional technology (IT) integration by university lecturers in pre-service secondary school teacher education programs in Zimbabwe. Specifically, the study examines how the lecturers conceptualize IT integration, how they integrate IT into their instruction, the support given by their institutions, and the constraints they face. The qualitative methodology used is basic or generic in nature (Merriam, 1998). Twenty-one lecturers in the colleges of education at 3 universities participated. The 3 data collection methods used are questionnaires, interviews and analysis of documents. Analysis of data was inductive and Miles and Huberman’s (1994) interactive data analysis model was employed. Findings show that the conceptualization of IT and its integration by the majority of the lecturers was largely as hardware in nature, with focus put on viewing technological tools as audiovisual aids. Lecturers with qualifications in educational technology (ET) viewed IT and its integration from what Schiffman (1995) calls a narrow systems view. Most of the lecturers used technological tools for illustrating key points in their lecture delivery and lecturers who used computers used these for lecture preparation. Lecturers’ computer proficiency and competencies were at the basic level in Internet usage, with little confidence shown in basic productivity software skills and in IT integration tasks and processes. The lecturers’ integration of IT was at the Entry and Adoption stages (Dwyer, Ringstaff and Sandholtz, 1991). Institutional support was characterized by poor availability and access to appropriate technological tools by both lecturers and students, and in the context of a hyper-inflationary operating environment, constraints ranged from lack of institutional funding, to the absence of an IT integration policy framework, and lack of appropriate initial and continuous staff development. This study is part of the genesis of instructional technology research in the Zimbabwean context. It is hoped that insights gleaned will influence policy, practice and future research. From a global perspective, this study will add to the limited knowledge and literature on instructional technology integration in “developing” and/or low-income countries like Zimbabwe. INTEGRATION OF INSTRUCTIONAL TECHNOLOGY BY UNIVERSITY LECTURERS IN SECONDARY SCHOOL TEACHER EDUCATION PROGRAMS IN ZIMBABWE: AN EXPLORATORY STUDY by Rodwell Chitiyo
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The Potential for Virtual Library Services to Promote Teaching and Research and Reduce the Digital Divide: A Case Study of the University of Malawi - Chiweza, Diston (2006)
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O03 The role of technology for teaching in pharmacology in Africa and the developing world - Christiaan; Brink; Douglas; Oliver, Oliver (中国药理通讯, 2006)
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Globalisation and the 'knowledge society' some implications for developing teachers for rural education in South Africa - Christie, Pam (2006)
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EVALUATING ICT FOR EFFECTIVE IMPLEMENTATION IN TERTIARY EDUCATION IN NIGERIAN - Chukwunonso, Franklyn (2006)
Higher education is approaching the point at which Science and Technology particularly Information and Communication Technology (ICT), plays a part in nearly all phases of the educational process. Every institution of higher learning uses computers in their educational programs. In many institutions, this information technology (IT) revolution has taken place without institutional policies in place. The potential educational uses of the Internet and World Wide Web add urgency to the need for institutional policies that protect the interest of participants while assuring the best educational use of these expensive resources. But one cannot be sure that all the new computers and networks appearing in classrooms will really make a difference for learners. It is still uncertain that the money and time invested in them makes a difference. What criteria to be used and how to measure success are some of the questions that raise additional questions about differences in the way we use technologies. For every success story, there are other stories about problems or unanticipated negative effects. It is so often observed that new technologies remain underused or misused. These are some of the issues this paper will consider with respect to information technology and technological values, virtues and developments in tertiary education in Nigeria.
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