Primary school achievements and the Millenium Development Goals in Africa - James, Jeffrey (International Journal of Continuing Engineering Education and Lifelong Learning, 2006)
In the existing literature, the relationship between variations in educational achievements at a given grade level, tends to be divorced from the question of how such achievements are translated into those Millenium Development Goals (MDGs) that involve primary education. This paper seeks to bridge this gap by studying both issues on the basis of a data set for nine African countries, that contains test scores for grade 4 students in each country. Using a simple graphical technique, these scores are then plotted against three MDGs, yielding an overview of the performance of the nine countries at each phase of the process as a whole.
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Elemental Concentrations of Total Suspended Particulate Matter in Relation to Air Pollution in the Niger Delta of Nigeria: A Case Study of Warri - James, M.; Ndiokwere, Chinaka L. (Trends in applied sciences research, 2006)
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Primary school achievements and the MDGs in Africa - James, M.J. (RePEc: Research Papers in Economics, 2006)
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Primary school achievements and the MDGs in Africa - James, M.J. (Other publications TiSEM, 2006)
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The representation of the teacher in African fictional proze - Jansen, Ena; Neervoort, H. (2006)
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Impaired Vascular Reactivity in African-American Patients with Type 2 Diabetes Mellitus and Microalbuminuria or Proteinuria Despite Angiotensin-Converting Enzyme Inhibitor Therapy - Jawa, Ali; Nachimuthu, Senthil; Pendergrass, Merri; Asnani, Sunil; Fonseca, Vivian (The Journal of Clinical Endocrinology & Metabolism, 2006)
Microalbuminuria, an early indicator of diabetic nephropathy that reflects other vascular abnormalities, usually improves or resolves with angiotensin-converting enzyme inhibitor (ACEI) therapy. Persistent microalbuminuria despite ACEI therapy may be associated with poor prognosis for cardiovascular disease and mortality. African-Americans are reported to respond less well to ACEI and are at increased risk of disease progression.We compared flow-mediated dilatation (FMD) and nitroglycerine-dependent dilatation (NDD) in African-American diabetic subjects with persistent microalbuminuria (n = 35) despite ACEI therapy and those in whom microalbuminuria had resolved (n = 15). The two groups were not statistically different in terms of blood pressure, age, sex, lipids, and hemoglobin A1c. FMD was reduced in the microalbuminuria group, compared with subjects without microalbuminuria (4.2 vs. 11.4%; P < 0.0001). Similarly, NDD was reduced in the microalbuminuria group, compared with subjects without microalbuminuria (10.8 vs.16.6%; P = 0.011). The FMD in African-American patients with persistent microalbuminuria was also significantly lower than in clinically similar Caucasian patients whose microalbuminuria had persisted despite ACEI therapy (4.2 vs. 7.5%; P = 0.03). On multiple regression analysis, persistent microalbuminuria is the only predictor of abnormal endothelial function in these patients.Our study clearly demonstrates that African-American type 2 diabetic subjects with persistent microalbuminuria have severely impaired FMD and NDD, compared with matched patients who had microalbuminuria that was eliminated by ACEI. This may explain the poor prognosis for cardiovascular disease in patients who have persistent microalbuminuria. Alternative strategies for reducing microalbuminuria in high-risk patients who do not respond adequately to ACEI therapy such as African-Americans are needed.
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Changes in African American Urban High School Principals' Leadership Behaviors in an Era of No Child Left Behind - Jefferson, Johnathan T. (2006)
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'Re-Islamising' Palestinian Society 'From Below': Hamas and Higher Education in Gaza - Jensen, Michael Irving (Holy Land studies, 2006)
ABSTRACT This essay is a contribution to the fi eld of studies that explores how Islamist movements promote social and educational activities ‘from below’. It approaches the issue of Islamism and higher education through the efforts of the Palestinian Islamic Resistance Movement (Hamas) and its reformist educational activities at the Islamic University of Gaza, which is a major stronghold of the movement. The essay illustrates how the university defi nes and understands its role in Palestinian society. It offers empirical data and further insights into the ways in which young students respond to and absorb the leadership's efforts to carry out what might be described as the ‘re-Islamisation’ processes of Palestinian society ‘from below’: the Islamic state in Palestine would be the result of a gradual, incremental process of ‘re-Islamisation’, to be achieved primarily by education and social action ‘from the bottom up’.
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Exploring the Research-Policy Linkage: The Case of Reforms in Financing Primary Education in Tanzania - Jerve, Alf Morten (2006)
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Chemical Engineering Education in a developing country : A South African Perspective. - Jh, Knoetze (2006)
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Higher Education in African Poverty Reduction Strategy - Ji, Wei (Comparative Education Review, 2006)
At the beginning of the new century,higher education in Africa faces some problems.Poverty Reduction Strategy has for some time neglected the importance of higher education in relieving poverty.Along with the global shift,every nation strengthens the development of higher education in Poverty Reduction Strategy and carries out some corresponding reforms.In knowledge-based economy,higher education in Africa goes from mar- gin.to the center.Higher education is especially significant in economic development and relieving poverty.The relationship between higher education and economic development is multidimensional and interactive.Higher ed- ucation should keep a flexible relationship with economic development and avoid restraining the economic devel- opment.
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Struggling for quality in education in war-ridden Liberia : a review of the educational activities of the Salvation Army in Liberia - Johannessen, Øystein Lund (2006)
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A National Dilemma: African American Students Underrepresented in Advanced Mathematics Courses. - Johnson, Clarence Sholé; Kritsonis, William Allan (2006)
A lack of access to educational opportunities has been a reality for African American students. As a result, America’s schools are facing a national dilemma. African American students are significantly underrepresented in advanced mathematics courses. One of the most segregated places in American society is the mathematics classroom. African American students have less access to advanced study in mathematics than before the mid-1960s. Research by Powell (1990) does suggest that inadequate career guidance in high school contributes to the underparticipation of African American students in science and mathematics. The authors believe that teachers and administrators must exhibit high expectations and provide opportunities for African American students in advanced mathematics courses .
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The National Dilemma of African American Students: Disparities in Mathematics Achievement and Instruction. - Johnson, Clarence Sholé; Kritsonis, William Allan (2006)
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Alcohol issues and South Asian / African Caribbean communities: Improving education, research and service development (Final report #28) - Johnson, Mark; Menzies-Banton, P.; Dhillon, Harjot; Subhra, V.; Hough, Johan (2006)
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The Relation of Ethnic Identity, Racial Identity, and Race-Related Stress Among African American College Students - Johnson, Samoan; Arbona, Consuelo (Journal of College Student Development, 2006)
The purpose of this study was to explore to what extent ethnic identity and racial identity are related constructs among African American college students by examining (a) the association of racial identity to ethnic identity and (b) the relative and unique contribution of both constructs to race-related stress. Participants were 140 college African American college students (about 70% females) enrolled in two universities in a major city in the Southwest United States. Participants age ranged from 17 to 58 years (M = 24, SD = 6.8). In terms of educational level, 10% of the students were freshmen, 17% sophomores, 24% juniors, 19% seniors, 21% graduate students, and 9% did not indicate their year in school. The following assessment instruments were used: Black Racial Identity Attitude Scale (BRIS-B) (Parham & Helms, 1081), the Multigroup Ethnic Identity Scale (MEIM) (Phinney, 1992), and the Index of Race-Related Stress, Brief version (IRRS-B) (Utsey, 1999). Endorsement of preencounter racial attitudes was negatively related to ethnic identity achievement, whereas endorsement of internalization racial attitudes was positively related to ethnic identity. Results also indicated that racial identity attitudes were related to the stress associated with experiences of racism at the cultural and individual level, whereas ethnic identity was not associated to race-related stress. Ethnic identity did not moderate the relation of racial identity to race-related stress.
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African novels in Canadian schools: access, reception and cultural mediation - Johnston, Ian (Bookbird: world of children's books, 2006)
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Higher Education Finance and Accessibility: Tuition Fees and Student Loans in Sub-Saharan Africa. - Johnstone, D. Bruce (2006)
“Revenue supplementation” in higher education refers to shifting higher education costs away from relying mainly (sometimes virtually exclusively) on government, or the taxpayer, and toward parents, students, philanthropists, businesses, and other sources. “Cost-sharing” refers more specifically to requiring that parents and students pay all or most of tuition, lodging, and food costs, and other fees, as well as lessening the value of grants or raising the effective interest rate on student loans. This article identifies some of the historic resistance to cost sharing as well as its rationales—the most compelling of which is the sheer need for revenue, coupled with the increasing unlikelihood that African governments can raise enough revenue by taxation to meet currently underfunded social needs and simultaneously provide substantially more to meet the rising costs of higher education. The article identifies some limitations to the “dual-track” tuition policies in East Africa and some reasons for the many failures African countries have experienced with student loan programs. It cautions against the prevailing fascination with income-contingent loans and makes recommendations, drawn both from theory and from the few empirical examples of “things that work.”
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Intergenerational Transmission of Poverty in Sub-Saharan Africa - A Select Annotated Bibliography with Special Reference to Irreversibilities Associated with Poor Nutrition, Health and Education - Jones, Briony; Moore, Karen (Social Science Research Network, 2006)
This annotated bibliography forms part of CPRC's Phase 3 foundational research theme Empirical Methods for Studying Intergenerational Transmissions of Poverty (IGT), which attempts to identify the extent to which such processes occur, the nature and reversibility of such processes in different contexts and occurring at different times, and the range of factors that increase the likelihood that poverty is passed from one generation to the next. This annotated bibliography is divided into sections corresponding to key themes in the IGT literature, and is structured as follows: - IGT Research Online - Definitions, Concepts and Frameworks - Methods for Investigating IGT Processes - Health, Nutrition and Irreversibilities in Child Development - Education, Training and Reversals in Poverty Trajectories - Intergenerational Transmission of Poverty in Sub-Saharan Africa (This section deals specifically with relevant, recent texts examining poverty processes in sub-Saharan Africa not included in previous sections, with an emphasis on agricultural livelihoods, conflict, ageing, street children, and social capital.) The annotated bibliography is indexed by keyword, country/region, and author.
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Renin-angiotensin system genes and exercise training-induced changes in sodium excretion in African American hypertensives. - Jones, Jennifer M.; Park, Jung Jun; Johnson, Jennifer J.; Vizcaino, D; Hand, Brian D.; Ferrell, Robert E.; Weir, Matthew R.; Dowling, Thomas C.; Obisesan, Thomas O.; Brown, Michael D. (PubMed, 2006)
To determine whether angiotensin-converting enzyme (ACE) and angiotensinogen (ACT) genotypes could predict changes in urinary sodium excretion in response to short-term aerobic exercise training (AEX).Longitudinal intervention.The study was conducted at the University of Maryland at College Park and at Baltimore, and the University of Pittsburgh General Clinical Research Center.31 (age 53 +/- 2 years) sedentary, hypertensive (146 +/- 2/88 +/- 2 mm Hg) African Americans.Aerobic exercise training (AEX) consisted of seven or eight consecutive days, 50 minutes per day, at 65% of heart rate reserve. Participants underwent a 24-hour period of ambulatory blood pressure (BP) monitoring and urine collection at baseline and 14-18 hours after the last exercise session.Angiotensiongen (AGT) M235T and ACE I/D genotype and sodium excretion and ambulatory BP.Average sodium excretion for the entire group independent of genotype increased after AEX (108 +/- 9 vs 143 +/- 12 mEq/day, P=.003). Sodium excretion significantly increased after exercise training in the ACE II (114 +/- 22 vs 169 +/- 39 mEq/day, P=.04), but not in the ID (100 +/- 8 vs 133 +/- 17 mEq/day, P=.12) or DD (113 +/- 18 vs 138 +/- 11 mEq/day, P=.13) genotype groups. In the II genotype group, the increase in sodium excretion was significantly and inversely correlated with decreases in 24-hour diastolic (r= -.88, P=.02) and mean (r= -.95, P=.004) BP. The ACT TT and MT+MM genotype groups similarly increased their sodium excretion by 34 +/- 16 (P=.05) and 37 +/- 17 (P=.05) mEq/day respectively.These results suggest that African American hypertensives with the ACE II genotype may be more susceptible to sodium balance and BP changes with exercise training compared with those with the ID and DD genotypes.
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WORK ENGAGEMENT OF ACADEMIC STAFF IN HIGHER EDUCATION INSTITUTIONS IN SOUTH AFRICA - Jordaan, Girtie; Ba, Hons; Rothmann, Sebastiaan; Mark, Mark; Christ, Jesus; Rothmann, Ian (2006)
The objectives of this study were to assess the psyclionietric properties of the Utrecht Work Engagement Scale (UWES) for academics in South African higher education institutions and to investigate the relationship between engagement, job demands and job resources. A crosssectional survey design was used. Stratified random samples (N = 471) were taken of academic staff in three higher education institutions in Soutli Africa. The UWES and the Job DemandsResources Scale (JDRS) were administered. Exploratory factor analysis of the UWES resulted in one factor, namely Work Engagement. Five factors were extracted on the JDRS, namely Organisational Support, Growth Opportunities, Communion, Overload and Job Insecurity. The scales showed acceptable reliabilities. The results showed that organisational support and growth opportunities predicted 65% of tlie variance in work engagement.
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Learning, linking and participating : transmitting African music in Australian schools - Joseph, Dawn (2006)
Considered in this paper is the concept of changefor practising teachers who are teaching and learning African music in Melbourne, Australia. African music and culture is seen as an effective way for these teachers to experience a cross-cultural odyssey through both social and situated learning. This chapter reports on a music project where teachers perceived African music to be an effective way to leam link and participate with a new music and culture. The chapter summarises pertinent findings relating to why and how teachers are engaging with African music.
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Managing Change without Sacrificing Quality: Music Teaching and Learning at South African Tertiary Institutions - Joseph, Dawn (Australian journal of music education, 2006)
After the jubilation of the first democratic election in 1994, South African educational settings were faced with the challenge to rethink curriculum, content and delivery as part of its nation building process. Education continues to be a major player in stimulating wider change in society and is one arena where change may be readily facilitated. Changing the style and practice of teacher education programs remains a key feature in the transformation process. Twelve years on, curriculum, has undergone reform in terms of Outcomes Based Education (OBE)? Revised National Curriculum Statement (RNCS) of 2002, accordingly, universities continue to prepare teachers for multicultural classrooms. Universities are now challenged to manage increased student intake (quantity) for teacher education programs without having to sacrifice quality for teacher education. This article focuses only on The University of Pretoria, a city university previously known as a traditional Afrikaans university situated in the greater Johannesburg area in South Africa. Through interview data with two music educators at this university, I present some of the current trends and challenges that tertiary music educators face in preparing music teachers in South Africa. This article also outlines a paradigm shift in the curriculum and argues for a holistic music education, one that endorses most of the major cultures and musics in South Africa. The question I pose is how then do we effectively manage change at tertiary level without sacrificing quality when preparing future music teachers to meet the needs and challenges of the curriculum and society.
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Morality and education: overcoming constraints towards achievement in moral education in Kenyan schools - Josephine, M. (2006)
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THE QUEST FOR DEEP DEMOCRATIC PARTICIPATION: SCHOOLS AS DEMOCRATIC SPACES IN THE POST – COLONIAL BOTSWANA - Jotia, Agreement Lathi (2006)
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The effects of Free Primary Education on the quality of Education in Kenya: A report of the Kenya national Union of Teachers (KNUT) and Education International (EI)EFA Action Research Project - Jumba, Akala; Ogula (2006)
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Moral Education of Scribes in Ancient Egypt - Jun-na, Ding (Journal of Environmental Management College of China, 2006)
The scribe is a class with good ethics and culture in ancient Egypt.For the aim of moral education,teachers who train scribes ask the students to copy the instruction literatures.This paper involves the traditional moralities including humility,patience,godliness and loyalty to the throne,justice and no greed,and some daily action criterion to the aged,to the superior,to the week and others.
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Regional climate change and the impact on hydrology in the volta basin of West Africa - Jung, Gerlinde (Wissenschaftliche Berichte FZKA, 2006)
The Volta Basin is a climate sensitive, semi-arid to sub-humid region in West Africa. Livelihood of the population is mainly dependent on agriculture and therefore highly vulnerable to rainfall variability and climate change. For an investigation of the impact of a possible global climate change to regional climate and surface, as well as sub-surface hydrology in the region of the Volta Basin. coupled regional climate- hydrology simulations were performed. Therefore. the mesoscale meteorological model MM5 was set up, fully coupled to a 1-dimensional SVAT (Soil Vegetation Atmosphere Transfer) model. to account for soil-atmosphere feedback mechanisms. After a validation was performed. MM5 was used as a regional climate model to simulated two 10-years time slices: 1991-2000 and 2030-2039. The emission scenario IS92a out put of the global climate model ECHAM4 was downscaled dynamically, to a final resolution of 9km. for the Volta Basin. These regional climate simulations were then coupled to the physically based, distributed hydrological model WaSiM. after the calibration and adaptation of the hydrological model to the study region. A comparison the GCM output, as well as the RCM output for present-day climate simulation to observations showed a wet bias over the Sahel and a sufficient accuracy in temperature representation for the ECHAM4, present-day simulation (1961-1990). In the regional climate simulations, the displacement of the Inter Tropical Discontinuity (ITD) to the North at the beginning of the rainy season, as well as the displacement South, at the end occur too early. Rainfall also showed a negative deviation along the coast but a sufficient accuracy in the Volta Basin. The results of the MM5 and WaSiM simulations show an annual mean temperature increase by 1.2-1.3°C in West Africa and the Volta Basin. This temperature change significantly exceeds inter-annual variability. Mean annual precipitation increases for both, tlie sahelian and the coastal region of West Africa. Averaged over the region of the Volta Basin. this increase is about 5%. Only in tlie Sahel, tlie mean annual change signal exceeds simulated inter-annual variability. Spatially the increase is highly heterogeneous. reaching from - 20% to +50% A dipole pattern of rainfall variability in the Saliel and the Guinea Coast region was detected for June and July. An overall increase in precipitation was found for September, and a strong decrease for April. Causes for the rainfall variability were found in the dynamics of the Tropical Easterly Jet (TEJ). the African Easterly Jet (AEJ) and in the position of tlie ITD. For the Volta basin it is demonstrated. that the decrease in April at the beginning of the rainy season is not only connected to smaller rainfall amounts, but also to a delay in tlie onset of the rainy season. In addition, inter-annual variability in tlie Volta Basin increases in the early stage of the rainy season, while annual mean aridity in the Volta Basin does not change significantly. No significant changes in discharge follow the precipitation decrease at tlie onset of tlie rainy season. During the rainy season, most of the surplus rainfall evaporates, due to the increase in potential evaporation, as a consequence of higher near surface air temperatures. The study demonstrates tlie ability of tlie coupled modelling system to reasonably simulate West African climate and hydrology conditions. For the selected scenario and time slices. the change signal in precipitation, as well as surface and subsurface hydrology variables lies with few exceptions, within the range of inter-annual variability, whereas temperature shows a clear increase.
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The Economic Impact of Climate Change on Kenyan Crop Agriculture.... - Kabubo-Mariara, Jane; Karanja, Fredrick K (2006)
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The Economic Impact of Climate Change on Kenyan Crop Agriculture: A Ricardian Approach. CEEPA Discussion Paper No. 12, Centre for Environmental Economics and Policy in Africa, University of Pretoria. - Kabubo-Mariara, Jane; Karanja, Fredrick K (2006)
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Code switching in Tanzanian classrooms: asset or liability? - Kadeghe, Michael (Papers in Education and Development, 2006)
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Teacher motivation and incentives in Malawi - Kadzamira, Esme (2006)
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Challenges of teacher education in the twenty first century: the Kenyan experience - Kafu, Patrick A. (2006)
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Parental involvement in the education of their children : a case study of one government primary school in Addis Ababa, Ethiopia - Kahsay, Abebech Negash (2006)
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Building Material Aspects in Earthquake Resistant Construction in Western Uganda - Kahuma, A.K.; Kiggundu, Badru M; Mwakali, Jackson A.; Taban-Wani, G. (2006)
This paper is based on the construction materials aspects in the development of low cost design for earthquake resistant shelter development in Western Uganda under the Support to Earthquake Disaster Project in the Ministry of Works, Housing and Communications. This was a partial fulfillment of the recommendations by the Government in response to the 1994 Kisomoro earthquake that left nine people dead, several injured and property loss worth US$ 60,000,000 in Kabarole District. The National Earthquake Disaster Task Force was required to come up with a low cost earthquake resistant design and develop corresponding builders’ manuals. The cost reduction of any design could only be achieved through use of low cost materials and these are none other than vernacular (locally available materials), only if their structural characteristics were known. The study area comprised the districts of Bundibugyo, Kabarole, Kasese, Kamwenge and Kyenjojo. These districts are located in the northern part of the Western branch of the East African Rift System (EARS). Although, the region has been experiencing moderate (5.0 ≤ M ≤ 6.5) earthquakes, some of them have caused damages in the region. These include the Tooro and Kisomoro earthquakes of 1966 and 1994, respectively. This report was based on an investigation of structural characteristics of locally available (both conventional and traditional) building materials and evaluation of their structural performance under static and dynamic loads (a simulation of an earthquake environment). The results obtained enabled the use of low cost materials quality characteristics and rules of thumb techniques in the development of earthquake resistant structural designs, development of retrofitting strategies for damaged structures that need repair/renovation and development of a builders’ manual that would benefit all in an earthquake prone Uganda for construction of: Temporary structures – traditional houses, mainly built out of locally available and unprocessed materials Semi-permanent structures – shelters usually roofed with CGI sheets, walls built out of mud and wattle (sometimes plastered) and floors made out of normal concrete or compacted ground either finished with vernacular binders-sand screed or covered with woven materials, etc. Permanent structures – these are houses built out of processed materials using skilled labour.
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General or Vocational Education? Evidences from the Returns to Education in Tanzanian Manufacturing Firms - Kahyarara, Godius; Teal, Francis (2006)
Although the debate over the returns to vocational versus general education has become an important research in education, adequate empirical work in Africa is still lacking. We add new evidence to this debate by comparing returns to vocational and general education of workers in Tanzanian manufacturing firms. Whereas most of the previous evidences are based on cross sectional data, this paper provides a comparison of the returns to general and vocational education using firm level panel data with substantial information that allows a control for time invariant firm attributes, endogeneity of education and other worker- firm characteristics. Findings of this paper are that general education is more rewarding than vocational education and on the job training. The marginal rates of returns to one year of education ranges between 4.8 and 17.5 percent compared to the rates of returns to one year of vocational education that ranges between 1.4 and 2.8 percent. The results are stable even after we control for endogeneity, firm- worker characteristics and firm fixed effects. Therefore we reject the hypothesis that returns to vocational training are higher than the returns to general education. The paper also shows that at high level of general education unemployment in the Tanzanian labour market is low. Based on this paper's findings vocational education cannot substitute general education. Hence it is justifiable for individuals to acquire more of general education and acquire vocational education and training after general education. There is economic rationale for allocating more resources to the general education.
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Negotiation, participation, and the construction of identities and autonomy in online communities of practice : a case study of online learning in English at a university in South Africa. - Kajee, Leila (2006)
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The Uganda we want based on the common good of all: reflections of a superannuated university don on the purpose of education - Kajubi, W. Senteza (2006)
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Provision of alternative basic education to out-of-school children for urban areas of Kampala, Uganda : the BEUPA case : research note - Kakembo, Hannah (Southern African Review of Education with Education with Production, 2006)
Owing to socio-economic and other related barriers, a large number of children in Uganda do not access primary school education, despite the existence of the Universal Primary Education Programme. To cater for out-of-school children of primary school age in poor urban areas of Kampala, the government set up Basic Education for Urban Poverty Areas (BEUPA), a non-formal education project. This project has established 72 learning centres in 70 of the 97 parishes of Kampala, trained over 170 instructors, interacted with over 1 500 community members and reached over 5 800 children. For this paper, qualitative data has been gathered through interviews and interactions with Kampala learners, community members, instructors and education officials. The paper finds that BEUPA in Kampala has been challenging to implement, as it deals with disadvantaged children. It stresses that for government to succeed in delivering non-formal education programmes, it is vital that local communities champion the process and there must therefore be determined efforts to educate these communities in this respect. The paper recommends a child rights and responsibility-based approach to development and encourages guidance, counselling and the provision of life and entrepreneurial skills.
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Drought-prone community-based natural resource management in Sudan - Kalame, Fobissie Blese; Luukkanenen, Olavi; ElSiddig, Elnour; Glover, Edinam K. (Unknown host publication, 2006)
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The implementation and outcomes of a voluntary counseling and testing (VCT) programme in a secondary school in Kigali, Rwanda. - Kamanzi, D. (2006)
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Knowledge and practices of smoking among students in a South African University residence - Kamanzi, D.; Adejumo, Olusola Adedeji (Africa journal of nursing and midwifery, 2006)
Worldwide, tobacco consumption constitutes a threat to the health of smokers as well as to non-smokers, among the youth in particular. This quantitative descriptive study investigated the extent of smoking among students in the University of Natal Durban (now University of KwaZulu-Natal campus residences and evaluated their knowledge of smoking habits. A representative sample of 194 students was randomly drawn from a population of 1934 students who lived in University of Natal Durban campus residences for the year 2001. As many as 88.1% of the questionnaires distributed by the researcher were completely and returned. The findings showed a proportion of 25.7% (44 students) smokers, among whom 56.7% were males and 43.3% were females. The harmful effect of tobacco was sufficiently known by the respondents (92.9%) but specific diseases caused by tobacco consumption were insufficiently known. Pleasure was the most frequent reason given for smoking by 59.6% of the respondents. Smokers' friends played a big role (40%) in smoking initiation. The age of starting to smoke was earlier (14-16 years) for males than the 17-19 years for females. A proportion of 33.9% of non-smokers lived with regular smokers that increased a number of the population at risk of diseases caused by smoking habits, including passive smoking.
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Language rights for Khoesan-speaking pupils in Botswana: personality and territoriality models considered - Kamwendo, Gregory (Pula: Botswana Journal of African Studies, 2006)
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Work-Integrated Learning Options in Botswana - Kapfumvuti, Martin (2006)
The article discusses the implications of the Outcomes Based Education (OBE) approach for curriculum development in Botswana. The need for work-integrated curriculum design to ensure that assessment criteria and instruments match the intellectual academic programs is highlighted.
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Unfolding women's lives : social factors that shape the leadership approaches of women school principals in Kenya - Kariuki, Caroline Wanjiru (2006)
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A study to investigate the use of Information and Communication Technologies( ICTs) in primary Teachers Training Colleges in Kenya - Kariuki, Catherine (2006)
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Girls participation in free primary education among the pastoral nomadic communities in Kenya - Karuti, SL (2006)
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Teacher practices and verbal interaction in primary school classrooms in Botswana - Kasule, Daniel; McDonald, Ria (Language Matters, 2006)
Abstract This article reports the results of fifteen randomly selected English lessons (eight in Standard 6; one in Standard 5; and six in Standard 4) observed in primary schools in Botswana. It was hypothesised that pupils had limited opportunities for meaningful verbal interaction in the classroom. Analyses were made on transcribed lesson data to determine the nature of verbal interaction, the questions asked in the classroom, the language error-correction techniques used, and the teaching attributes of the teachers. All these analyses confirmed the hypothesis to be true. The results were then collated and typical characteristics of primary school English language classrooms in Botswana were identified. It appears that an interactive model of pedagogy is, however, still wanting in the English language classrooms, despite the popularity of in-service programmes on communicative teaching for teachers.
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Practice Innovations: Language Practitioners in (South African) Classrooms - Kathard, Harsha; Pillay, Mershen (The International journal of learning (Online), 2006)
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Vandalism in Namibian schools and hostels: The case of Otjozondjupa and Kunene educational regions - Katjita, Lydia (2006)
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Equity and English in South African Higher Education: Ambiguity and Colonial Language Legacy - Katunich, John (2006)
In the new South Africa, higher education now operates under a mandate of transformation to extend access and equity to racial and ethnic groups previously denied access under apartheid. However, at the same time, there is little movement at historically English-medium universities to effect change that would move away from current English-mainly or English-only language policies. Indeed, expanding use of English in tertiary education has been recognized as a component of equity: Afrikaans-medium instruction at university is seen as unfairly benefiting white Afrikaner students while mother-tongue instruction beyond basic education is associated with apartheid-era mother-tongue policies that limited access for blacks.1 Yet hegemonic use of English in educational spheres is questionable not only in the light of constitutional rights to language and education, but also because such monolingualism can reproduce a neo-colonial social structure that leaders of post-apartheid South Africa are committed to overturn. Moreover, decisions by educational institutions to prescribe English-only or English-mainly practices can be read as a form of method, i.e. they are top-down, centralized, and universal; this too operates as a persistent mode of colonialism (Kumaravadivelu, 2003, 2005).
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Race, Language, and Education in Post-apartheid South Africa - Katunich, John (北九州市立大学外国語学部紀要, 2006)
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Implementation Of HIV I Aids Workplace Programmes: The Case Of Teachers Service Commission - Kenya - Katuva, Roda M (2006)
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Patterns of resource allocation and their impact on students' performance in mathematics and sciences in KCSE in Igoji division, Kenya - Kaume, Peter T (2006)
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Foreign training of academic staff and capacity building in higher education institutions in Rwanda - Kayitankore, Bernard Narcisse (2006)
During the 1994 genocide in Rwanda, not only physical assets were eroded but more importantly, human capital were destroyed and left the country living hardly on qualified personnel at almost all levels of the economy to play a meaningful development role. While capacity building is needed in many sectors of the economy, it is especially important in the education sector.  This study focuses on one particular issue namely to what extent sending academic staff for training in foreign countries can effectively contribute to capacity building in Rwandan higher education institutions (HEI). Various options exist to improve a strategy to build capacities in higher education institutions; amongst others is the training of human resource which is the most important of all.  In order to investigate the above, both qualitative and quantitative methods were used.  Techniques such as documentation, semi-structured interview, questionnaire and direct observation were also used in order to reach the research objectives.  With regard to the main question of this study, findings reveal that funding academic staff for foreign training is believed to effectively contribute to capacity building in Rwandan higher education. As respondents explain, academic staff sent for training in foreign countries acquires new knowledge that is needed to build the country. This gained knowledge is spread all over the country through teaching at universities where most sectors of the country find their human resources. Being open minded, trained academic staff will be able to update his knowledge and therefore train in turn his students accordingly.  However, findings inform also that Rwandan HEI are faced with multiple problems amongst others the problem of defining the real institutional needs for appropriate training. In this regard, findings suggest that for the training to be effective in Rwandan HEI there is a need of putting in place appropriate mechanisms and assessing institutional needs before training a person and training according to those specific needs in order to help the process of capacity building being more effective.
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Consumption Smoothing? Livestock, Insurance and Drought in Rural Burkina Faso ⁄ Journal of Development Economics, 79(2006) pp.413-446 - Kazianga, Harounan; Udry, Christopher (2006)
This paper explores the extent of consumption smoothing between 1981 and 1985 in rural Burkina Faso. In particular, we examine the extent to which livestock, grain storage and interhousehold transfers are used to smooth consumption against income risk. The survey coincided with a period of severe drought, so the results provide direct evidence on the effectiveness of these various insurance mechanisms when they are the most needed. We find evidence of little consumption smoothing. In particular, there is almost no risk sharing, and households rely almost exclusively on self-insurance in the form of adjustments to grain stocks to smooth out consumption. The outcome, however, is far from complete smoothing. Hence the main riskcoping strategies which are hypothesized in the literature (risk sharing and the use of assets as buffer stocks) were not effective during the survey period.
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The Structure and Evolution of the East African Rift System in the Afar Volcanic Province - Kendall, Michael; Pilidou, S.; Keir, Derek; Bastow, I. D.; Stuart, G. W.; Avele, A (2006)
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MULTIMODALITY AND ENGLISH EDUCATION IN UGANDAN SCHOOLS - Kendrick, Maureen; Jones, Shelley; Mutonyi, Harriet; Norton, Bonny (English Studies in Africa, 2006)
(2006). MULTIMODALITY AND ENGLISH EDUCATION IN UGANDAN SCHOOLS. English Studies in Africa: Vol. 49, No. 1, pp. 95-114.
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Self-Taught: African American Education in Slavery and Freedom - Kennedy, Thomas C.; Williams, Heather Andrea (The Arkansas historical quarterly, 2006)
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Profiles of talent: Case studies of high-ability African American students in an urban elementary school - Kerison, Cheryl R (2006)
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Tanzania Teachers' Union : pay, politics, and performance - Kerr, Stephen Bromham (2006)
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Rethinking Workers' Education in Africa - Kester, K. O.; Adeyeye, Olufemi J. (2006)
The employment patterns and trends as well as technological changes have been the most important factors in broadening the need to rethink workers' education in Africa. Workers' education more than before, now has a particularly critical role to play in the various Africa rapidly changing societies by providing knowledge and information that the working class people need in order to cope with the changing conditions. Obviously, the role of workers' education in Africa assumes greater and greater importance. Wide ranges of capabilities are required nowadays to deal with emerging technological challenges. This shift of emphasis involved in looking at 'wider education' or 'development education' for increased sociooolitical and economic roles rather than 'education for industry' or 'technical utilitarian education', immediately makes it clear that the task is vast and challenging, requiring a new perspective. It is on this basis, that this paper therefore attempts the possibility of rethinking workers' education as constituting the most important form of human capital formation in African countries. Thus a rejuvenated, complicated, comprehensive and highly integrated facet of workers' education is seen as a key factor in creating an African labour force that will be able to play an effective role in the development of the various African nations.
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Measuring and Targeting Internal Conditions for School Effectiveness in the Free State of South Africa - Kgaile, Abraham; Morrison, Keith (Educational Management Administration & Leadership, 2006)
A questionnaire-based methodology for constructing an overall index of school effectiveness is reported, focusing on within-school conditions of schools, which is currently being used in the Free State of South Africa. The article reports the construction and use of a straightforward instrument for measuring the effectiveness of key aspects of the conditions for school effectiveness in the Free State, using a variety of dimensions. It indicates how this instrument can identify where to intervene in improving schools in order to gain the maximum return on investment of time, effort, development activity and support. The instrument provides aggregated and disaggregated data for individual schools, groups of schools and whole districts, both at a single point in time and over time, thereby enabling the most economical and beneficial development to be planned for targeted individual schools and groups of schools. It enables users to identify the key drivers of the internal school conditions for effectiveness, development and change in schools.
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The challenge to a global model of education : the case of Muslim private schools in South Africa. - Khan, Zainonisa. (2006)
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Factors That Hindered Access To Reproductive Health Services By Internally Displaced Pastoralists In Kenya During The Drought Of 2000 - Khasakhala, Anne (2006)
Keywords: openalex:import

Use and non-use of selected senior secondary school libraries in Manzini, Swaziland. - Khumalo, Lokuqala Joyce. (2006)
The use and non-use of school libraries depends on their existence or lack thereof, the quality and accessibility of their collections, their relevance to current curricula and on the availability of a teacher librarian and the teaching of information skills. These are but a few of the factors that influence the use of school libraries. The aim of the present study was to investigate the use and non-use of selected senior secondary school libraries in Manzini, Swaziland. The study population consisted of 294 Form 4 learners, eight principals and eight teacher librarians. A self-administered questionnaire was used to investigate the learners' use and non-use of school libraries, reasons for their use and non-use and the problems they encountered in the use of school libraries. Two interview schedules were used to elicit background information from teacher librarians and principals on their views of the role of school libraries, the use and non-use of school library materials by learners, the role of teacher librarians in encouraging learners to use the school library collections and the barriers that hindered the effective use of school libraries. Questionnaire results were quantitatively analysed and presented in terms of tables and graphs. Interview results were analysed qualitatively. Interpretation of the results revealed heavy use of novels and very low use of materials related to the syllabus. Lack of relevant materials, absence of a library period, lack of qualified staff and lack of appropriately built libraries contributed to the non-use of the school libraries. Recommendations for possible future improvement of the school libraries, in light of the results of the survey and the literature review, are discussed. Acknowledgements I would like to record my gratitude to the following people: I want to thank God, for filling my life with goodness and allowing me to walk in divine favour every day. I would also like to thank Pastor Emma Whyte, for spiritual guidance. My supervisor, Ms Ruth Hoskins, for her professional, untiring assistance and guidance throughout the writing of this study. Academic staff of the Information Studies Department, University of KwaZulu-Natal, for their contributions at the proposal writing stage. Form 4 students, principals and teacher librarians and library assistants of the schools under study for completing the questionnaire and the interviews. My colleagues, Pastor Cornelius Simba, Vusani Dlamini and Kenneth Gwadze, for assisting me with SPSS. My sister in-law, Mrs Futhi Dlamini, for photocopying the questionnaire. My Director, supervisor and training officer, for giving me the opportunity to further my studies. The Swaziland Government, through The Ministry of Public Service and Information, for paying for my studies.
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The effects of teacher burnout in a school curriculum : a case study of community Junior Secondary schools in the Southern region of Botswana - Khunwane, Emmah Ntlhapisang (2006)
Keywords: openalex:import

Educational Services for Students with Mental Retardation in Kenya. - Kiarie, Mary W. (International journal of special education, 2006)
Research pertaining to issues on educational services for individuals with disabilities in developing countries is scarce. The purpose of this article is to two fold: first, to contribute to the already existing literature, and, secondly, and perhaps more importantly, to provide a foundation for prospective readers to better understand literature regarding educational services for students with mental retardation. This article guides the reader to understand the perspectives towards students with mental retardation, discusses the definition and causes of this condition, and discusses issues pertaining to the identification, assessment and evaluation of these students in Kenya. The core of the article contains a discussion of the various placement options available for this population along with the curriculum in operation in the various settings. Existing barriers to effectively serving this population in Kenya and in other developing countries is also discussed.
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Plans for Inclusive Education in Kenya: A Comparative Overview - Kiarie, MW (2006)
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HIV/AIDS and Teachers in Kenya - Kimani, M (2006)
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HIV/AIDS and teachers in Kenya : the results of a baseline survey - Kimani, Murungaru; Kiragu, Karusa; Mannathoko, Changu; Eastern, Unicef.; Equality, Southern Africa Regional Office. Basic Education Gender (2006)
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Initiatives to embrace inclusive education : teachers' attitudes towards the inclusion of learners with special needs into regular schools in two districts in Kenya - Kimani, Paul Kamau (2006)
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The Human Security Impact of Education in Rwanda (Fellowship Policy Brief) - King, Elisabeth (2006)
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Post-Basic Education and Training for Growth and Poverty Reduction. Current Challenges from 40 Years of Kenya 's Policy History. PBET Policy Brief No 2: February 2006 - King, Kenneth (2006)
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Post-Basic Education and Training for Growth and Poverty Reduction.Towards a History of Policy in Kenya 1963-2005. Post-Basic Education and TrainingWorking Paper Series - Nº5 - King, Kenneth J. (2006)
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Self-Taught: African American Education in Slavery and Freedom - King, Wilma (American historial review. Clases I, 2006)
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Factors affecting effective teaching and learning in early childhood education in Keiyo District, Kenya. - Kipchumba, Mary Francesca (2006)
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Mainstream primary school pupils' attitudes towards integration with the disabled in Western Province of Kenya - Kipruto, John; Misigo, Bernard L.; Simiyu, C.W. (2006)
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Preferred language of instruction in schools in South Africa: findings from the South African Attitudes Survey (SASAS) - Kivilu, J.M. (2006)
Paper presented at the conference organized by Limpopo Legislature on Language Policy in Schools, held at the Ranch Hotel, Polokwane, 1 December
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The future is not so bleak : challenges with recognition of prior learning (RPL) systems and processes at the University of South Africa (Unisa) - Kizito, Rita (2006)
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The future is not so bleak : challenges with recognition of prior learning (RPL) systems and processes at the University of South Africa (Unisa) - Kizito, Rita (2006)
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The Emperor's New Clothes? : 'Child participation' in the Ethiopian school context - Kjørholt, Ane Marta Hagen (2006)
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The Emperor's New Clothes? : 'Child participation' in the Ethiopian school context - Kjørholt, Ane Marta Hagen (2006)
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The Glover School Historic Site: Rekindling the Spirit of an African American School Community - Klugh, Elgin (2006)
Several groups of African Americans seeking to preserve and advance the educational history of their communities, and also seeking facilities to offer various kinds of educational and community programming, have focused their efforts on the buildings that once served as segregated schoolhouses. These schools, generally known as Rosenwald Schools, symbolize an important part of African American cultural history.1
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Publishing educational materials for institutions of higher education in Kenya: challenges and prospects - Kobia, J.M. (2006)
Keywords: openalex:import

Effectiveness of teachers’ resources centres : A case study of TRCs in Kilimanjaro regions in Tanzania - Koda, Gadi (2006)
Available in print form, East Africana Collection, Dr.Wilbert Chagula Library, (THS EAF LB1745.K6)
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Students’ perception of the guidance and counseling programme A Comparative Study Between Secondary School Boys and Gills in Kericho District, Kenya - Koech, Esther (2006)
Keywords: openalex:import

Renunciation of Will in the Monastic School of Gaza - Kofsky, A. (Liber annuus - Studium Biblicum Franciscanum, 2006)
From the outset of Christian monastic history, renunciation was universally considered an initial step along the ascetic path. In various circles of early monastic tradition there were different emphases on renunciation. In contrast to anchoritic monasticism, which felt less threatened by the dangers of personal will, coenobitic monasticism placed paramount importance on social cooperation and obedience. Close examination of the place of this topic in the paideia of early monastic literature reveals a shift in its importance and centrality that can be clearly traced in the various phases of the monastic school of Gaza. It developed a special emphasis on extreme self-renunciation, achieving its apogee in this circleʼs late coenobitic forms and epitomized in the second half of the sixth century in the Life of Dositheus, the disciple of Dorotheus.
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E-Learning in Cameroon: Stand and Perspectives. - Kolyang (DeLFI, 2006)
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Distance to School, School Attendance and Child Labor Evidence from Rural Tanzania - Kondylis, Florence; Manacorda, Marco (2006)
This paper uses micro data from the 2000/01 Household Budget Survey to study the effect of variations in the household self-reported distance to the closest primary school on school and work decisions of children age 5-16 in rural Tanzania. We use a variety of specifications that control for village fixed effects, distance to other infrastructures and observed household characteristics, as well as an instrumental variable strategy that controls for measurement error in self-reported distance. Our results suggest that a rise in travel time to school tends to reduce the probability of combining work and school and to increase the probability of full time work, hence lowering overall school attendance. However we find that distance to school does not affect overall children's participation in the labor market.
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Challenges facing the financing of education in developing countries in the 21st century: a case of Kenya - Kosgei, Z.; Julius, Mwalimu; Chepkurui, R. (2006)
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The Roles of Information, Communication, Technology, and Education in Achieving the Millennium Development Goals: Toward an African Knowledge Network A Research Report in Support of the Millennium Villages Project and the People of Sauri, Kenya - Kozma, Róbert (2006)
Keywords: openalex:import

National Qualifications Frameworks: Building Bridges between Education and Training Systems? Experiences from Selected African Countries - Krönner, Hans (2006)
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'Learning' through networks in South Africa - Kruss, Glenda (2006)
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Cross-culture learning and knowledge transfer between Western and African firms : some Ghanaian evidence - Kuada, John (African Journal of Business and Economic Research, 2006)
This paper discusses the factors that influence inter-firm learning processes within an African context drawing on a set of empirical evidence from Ghana to provide illustrate of these processes. Three factors have been identified as have significant influence in the knowledge transfer process: (1) cultural sensitivity, (2) transfer and learning capacity of partners, and (3) the strategic importance and uniqueness of the relationships. The evidence also highlights the importance of inter-cultural communication skills in the knowledge transfer process.
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Methodism in South Africa : the teaching ministry of five native mission agents - Kumalo, Simanga (2006)
Very little is said about the unique contribution of Methodist native mission agents into teaching of the Christian faith in their communities. These were people such as Samuel Mathabathe a native preacher from the Northern Transvaal who, in 1869, began work within his community and founded the first Methodist Church there. Robert Mashaba who founded the Methodist Church in Mozambique, and Daniel Msimang who founded Methodism in Swaziland. If it were not for these native mission agents, Methodism would not have become one of the largest denominations in South Africa. However books, pamphlets and records of the church tell of the heroic work that was done by white missionaries from Europe in planting the church among often unwilling and very pagan people. If the native mission agent is mentioned at all it is only in passing or they are seen as probationers or assistants to the white missionary who were the “missionaries par excellence”. This gives the impression that the work of evangelisation and teaching of the Christian faith relied almost exclusively on missionaries. Little or sometimes nothing is said about the fact that in other communities the missionaries found thriving churches and schools that had been going on for decades, after having been initiated by native mission agents. Thus the history of the missionary enterprise in Africa is one-sided and wrong – especially when it comes to Christian education. The purpose of this article is to make a small contribution to the correction of that history by telling the stories of five of these native mission agents and their contribution to the teaching of Christian education in their communities.
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Religious Pluralism and Religion Education in South Africa - Kumar, P. Pratap (Method & Theory in The Study of Religion, 2006)
© Koninklijke Brill NV, Leiden, 2006 Method & Theory in the Study of Religion Also available online – www.brill.nl 18, 273-293 RELIGIOUS PLURALISM AND RELIGION EDUCATION IN SOUTH AFRICA P. P ratap K umar 1. Introduction A few years ago Charles Long, one of the most distinguished Black historians of religions in America, narrated an anecdotal incident during one of his visiting lectures at the University of Cape Town. A young African immigrant was walking along in one of London’s busy market places. An Englishman asked him, “What are you doing here?” The African replied, “Well, your forefathers were in
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Management of educators' absenteeism in South African schools with specific reference to schools in Mafikeng Area Project Office - Kunjunjukutty, Thundiyil George John (2006)
Keywords: openalex:import

Impact of part-time private practice on Medical Education in Kenya-a personal opinion - Kuremu, Robert T. (2006)
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Will African Agriculture Survive Climate Change? - Kurukulasuriya, Pradeep; Mendelsohn, Robert; Hassan, Rashid M.; Benhin, James; Deressa, Temesgen; Diop, Mbaye; Eid, Helmy Mohamed; Fosu, K.Y.; Gbetibouo, Glwadys Aymone; Jain, Suman; Mahamadou, Ali; Mano, Reneth; et al. (The World Bank economic review (Print), 2006)
Abstract Measurement of the likely magnitude of the economic impact of climate change on African agriculture has been a challenge. Using data from a survey of more than 9,000 farmers across 11 African countries, a cross-sectional approach estimates how farm net revenues are affected by climate change compared with current mean temperature. Revenues fall with warming for dryland crops (temperature elasticity of −1.9) and livestock (−5.4), whereas revenues rise for irrigated crops (elasticity of 0.5), which are located in relatively cool parts of Africa and are buffered by irrigation from the effects of warming. At first, warming has little net aggregate effect as the gains for irrigated crops offset the losses for dryland crops and livestock. Warming, however, will likely reduce dryland farm income immedia-tely. The final effects will also depend on changes in precipitation, because revenues from all farm types increase with precipitation. Because irrigated farms are less sensitive to climate, where water is available, irrigation is a practical adaptation to climate change in Africa.
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Will African Agriculture Survive Climate Change? - Kurukulasuriya, Pradeep; Mendelsohn, Robert; Hassan, Rashid M.; Benhin, James; Deressa, Temesgen; Diop, Mbaye; Eid, Helmy Mohamed; Fosu, K.Y.; Gbetibouo, Glwadys Aymone; Jain, Suman; Mahamadou, Ali; Mano, Reneth; et al. (The World Bank economic review (Print), 2006)
Abstract Measurement of the likely magnitude of the economic impact of climate change on African agriculture has been a challenge. Using data from a survey of more than 9,000 farmers across 11 African countries, a cross-sectional approach estimates how farm net revenues are affected by climate change compared with current mean temperature. Revenues fall with warming for dryland crops (temperature elasticity of −1.9) and livestock (−5.4), whereas revenues rise for irrigated crops (elasticity of 0.5), which are located in relatively cool parts of Africa and are buffered by irrigation from the effects of warming. At first, warming has little net aggregate effect as the gains for irrigated crops offset the losses for dryland crops and livestock. Warming, however, will likely reduce dryland farm income immedia-tely. The final effects will also depend on changes in precipitation, because revenues from all farm types increase with precipitation. Because irrigated farms are less sensitive to climate, where water is available, irrigation is a practical adaptation to climate change in Africa.
Keywords: openalex:import

Will African Agriculture Survive Climate Change? - Kurukulasuriya, Pradeep; Mendelsohn, Robert; Hassan, Rashid M.; Benhin, James; Deressa, Temesgen; Diop, Mbaye; Eid, Helmy Mohamed; Fosu, K.Y.; Gbetibouo, Glwadys Aymone; Jain, Suman; Mahamadou, Ali; Mano, Reneth; et al. (The World Bank economic review (Print), 2006)
Abstract Measurement of the likely magnitude of the economic impact of climate change on African agriculture has been a challenge. Using data from a survey of more than 9,000 farmers across 11 African countries, a cross-sectional approach estimates how farm net revenues are affected by climate change compared with current mean temperature. Revenues fall with warming for dryland crops (temperature elasticity of −1.9) and livestock (−5.4), whereas revenues rise for irrigated crops (elasticity of 0.5), which are located in relatively cool parts of Africa and are buffered by irrigation from the effects of warming. At first, warming has little net aggregate effect as the gains for irrigated crops offset the losses for dryland crops and livestock. Warming, however, will likely reduce dryland farm income immedia-tely. The final effects will also depend on changes in precipitation, because revenues from all farm types increase with precipitation. Because irrigated farms are less sensitive to climate, where water is available, irrigation is a practical adaptation to climate change in Africa.
Keywords: openalex:import

Will African Agriculture Survive Climate Change? - Kurukulasuriya, Pradeep; Mendelsohn, Robert; Hassan, Rashid M.; Benhin, James; Deressa, Temesgen; Diop, Mbaye; Eid, Helmy Mohamed; Fosu, K.Y.; Gbetibouo, Glwadys Aymone; Jain, Suman; Mahamadou, Ali; Mano, Reneth; et al. (The World Bank economic review (Print), 2006)
Abstract Measurement of the likely magnitude of the economic impact of climate change on African agriculture has been a challenge. Using data from a survey of more than 9,000 farmers across 11 African countries, a cross-sectional approach estimates how farm net revenues are affected by climate change compared with current mean temperature. Revenues fall with warming for dryland crops (temperature elasticity of −1.9) and livestock (−5.4), whereas revenues rise for irrigated crops (elasticity of 0.5), which are located in relatively cool parts of Africa and are buffered by irrigation from the effects of warming. At first, warming has little net aggregate effect as the gains for irrigated crops offset the losses for dryland crops and livestock. Warming, however, will likely reduce dryland farm income immedia-tely. The final effects will also depend on changes in precipitation, because revenues from all farm types increase with precipitation. Because irrigated farms are less sensitive to climate, where water is available, irrigation is a practical adaptation to climate change in Africa.
Keywords: openalex:import; openalex:yes

Will African Agriculture Survive Climate Change? - Kurukulasuriya, Pradeep; Mendelsohn, Robert; Hassan, Rashid M.; Benhin, James; Deressa, Temesgen; Diop, Mbaye; Eid, Helmy Mohamed; Fosu, K.Y.; Gbetibouo, Glwadys Aymone; Jain, Suman; Mahamadou, Ali; Mano, Reneth; et al. (The World Bank economic review (Print), 2006)
Abstract Measurement of the likely magnitude of the economic impact of climate change on African agriculture has been a challenge. Using data from a survey of more than 9,000 farmers across 11 African countries, a cross-sectional approach estimates how farm net revenues are affected by climate change compared with current mean temperature. Revenues fall with warming for dryland crops (temperature elasticity of −1.9) and livestock (−5.4), whereas revenues rise for irrigated crops (elasticity of 0.5), which are located in relatively cool parts of Africa and are buffered by irrigation from the effects of warming. At first, warming has little net aggregate effect as the gains for irrigated crops offset the losses for dryland crops and livestock. Warming, however, will likely reduce dryland farm income immedia-tely. The final effects will also depend on changes in precipitation, because revenues from all farm types increase with precipitation. Because irrigated farms are less sensitive to climate, where water is available, irrigation is a practical adaptation to climate change in Africa.
Keywords: openalex:import; openalex:yes

Will African Agriculture Survive Climate Change? - Kurukulasuriya, Pradeep; Mendelsohn, Robert; Hassan, Rashid M.; Benhin, James; Deressa, Temesgen; Diop, Mbaye; Eid, Helmy Mohamed; Fosu, K.Y.; Gbetibouo, Glwadys Aymone; Jain, Suman; Mahamadou, Ali; Mano, Reneth; et al. (The World Bank economic review (Print), 2006)
Abstract Measurement of the likely magnitude of the economic impact of climate change on African agriculture has been a challenge. Using data from a survey of more than 9,000 farmers across 11 African countries, a cross-sectional approach estimates how farm net revenues are affected by climate change compared with current mean temperature. Revenues fall with warming for dryland crops (temperature elasticity of −1.9) and livestock (−5.4), whereas revenues rise for irrigated crops (elasticity of 0.5), which are located in relatively cool parts of Africa and are buffered by irrigation from the effects of warming. At first, warming has little net aggregate effect as the gains for irrigated crops offset the losses for dryland crops and livestock. Warming, however, will likely reduce dryland farm income immedia-tely. The final effects will also depend on changes in precipitation, because revenues from all farm types increase with precipitation. Because irrigated farms are less sensitive to climate, where water is available, irrigation is a practical adaptation to climate change in Africa.
Keywords: openalex:import

Outcome of twin pregnancies in a Nigerian Teaching Hospital - Kuti, Oluwafemi; Owolabi, AT; Fasubaa, OB (Tropical journal of obstetrics and gynaecology, 2006)
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The economics of tertiary education: a decade of experimenting with tertiary reforms and cost sharing therapies in Ghana - Kuu-ire, S. M. A. (Legon Journal of the Humanities, 2006)
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Swaziland : toward an effective education for global citizenship - Kwansah‐Aidoo, Kwamena; Djokoto, Joyce M (2006)
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Patterns of Internet use among university students in Ghana - Kwansah‐Aidoo, Kwamena; Obijiofor, Levi (2006)
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Kenya: Strengthening teacher education in HIV and AIDS - Kyalo, Ncb (2006)
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Mitigating the Impact of HIV and AIDs in Teacher Training Colleges in Kenya - Kyalo, Ncb (2006)
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You will know these things when you are older”: The Challenge of imparting sexual Education in Kenyan Schools - Kyalo, Ncb (2006)
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Entrepreneurship education: can universities in Uganda meet the challenge? - Lalango, O.J. (2006)
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When NGOs Substitute for State Primary Schools in Rural Morocco - Lamarkbi, Nadia; Micheaux, Elsa Lafaye de (Mondes en développement, 2006)
Illiteracy and low enrollment rates remain acute social problems in contemporary Morocco. To improve official data, the government had to open the market for primary education in rural areas to NGOs. This paper highlights the content of this new type of schooling through fieldwork conducted on Zakoura Foundation schools. It concludes that the low level of curricular achievement is linked to the NGOs' own constraints.
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Being HIV and AIDS affected : how it affects the school life of an African female adolescent learner in KwaZulu-Natal. - Lamming, Helen. (2006)
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What factors influence the academic success of Liberian high school students - Lang, Jane (2006)
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The constitution of the field of higher education institutions in Mozambique - Langa, Patrício V. (2006)
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"A Little Bit like a Volcano"-The United Progressive Party and Resistance to One-Party Rule in Zambia, 1964-1980* - Larmer, Miles (2006)
Introduction Studies of political parties that came to power in newly independent African states have frequently assumed that they, to a large degree, reflected a consensual nationalist popular consciousness, and a relative lack of social differentiation, in the countries which they governed. In this regard, it has generally been accepted that the ruling United National Independence Party (UNIP) represented the progressive aspirations and expectations held by Zambiens, at least in the years immediately after independence. While Gertzel, Baylies, and Szeftel identified important foci of opposition to and within UNIP, their contemporaneous research did not describe the extent and range of such opposition, in particular the degree to which UNIP was preoccupied about such challenges.1 My research has uncovered evidence of significant and ongoing discontent within, and opposition to, the United National Independence Party and its policies and practices.2 This weakness in the existing literature reflects a tendency amongst political scientists to take official declarations by the state and ruling party at face value, and to take the political temperature of the country at an institutional level, for example in the analysis of voting patterns during elections.3 Developmentalist literature, generally assuming that the failure of newly independent African governments to meet popular demands resulted primarily from the incapacity of postcolonial states, tends accordingly to place such popular demands outside the realm of political legitimacy and analysis.4 This disregards the centrality of such expectations in anticolonial movements, in particular the promises of nationalist politicians seeking to mobilize popular opposition to colonial rule. This is not to argue that all the aspirations of the peoples of postcolonial Zambia (or indeed elsewhere), could have been met by UNIP or any of its political opponents. However, the impact of these failures was not simply the result of a technical incapacity, but rather the result of political decisions that were contested within and outside UNIP. Such expectations were implicitly predicated on the significant redistribution of wealth, both nationally and internationally. While the feasibility of such a radical approach is of course doubtful, the failure of UNIP to seek any such change to its position in the international economic order had profound political consequences. Historical analysis therefore requires an assessment of the impact of such decisions on Africans whose support for nationalist movements was predicated on promises of radical postcolonial political and economic change. Evidence from the recently opened UNIP archives demonstrates that the ruling party was by no means hegemonic in Zambian political life, before and after the declaration of the one-party state in December 1972. The United Progressive Party (UPP) presented the most effective challenge to UNIP hegemony, during its brief period of legal existence in 1971-72; it was banned with the introduction of the one-party state, and its leaders detained. The UNIP archives, and interviews with thirty-five former UPP leaders and activists, demonstrates that UPP activists continued to organize secretly throughout the 1970s within and outside UNIP, presenting periodic challenges to the ruling party, and partially expressing widespread opposition to it amongst significant sections of the Zambian population. The archives provide clear evidence of the extent of the resultant damage to UNIP in its core areas of pre-Independence support. This support rested on popular expectations of significant social and economic development, based on the promises made by UNIP leaders before and after independence. Despite significant developmental achievements in the 1960s, these expectations never came close to being met. Growing discontent expressed itself in a complex combination of regional and social forms, and culminated in the establishment of the UPP. …
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Unravelling the linkages between the millennium development goals for poverty, education, access to water and household water use in developing countries: Evidence from Madagascar - Larson, Bruce A.; Minten, Bart; Razafindralambo, Ramy (Journal of Development Studies, 2006)
Abstract All members of the United Nations have pledged to meet eight Millennium Development Goals (MDGs) by the year 2015. This study looks at the MDG objectives and linkages between poverty, education, access to water, and household water use based on primary data collected in Madagascar. We find strong links between these MDGs. Better educated and higher income households rely significantly more on private water supplies and use significantly more water. Econometric results show that, for poorer households who rely on public sources, improving access to public water taps (by reducing the distance to such a water source) would not alter dramatically water use patterns. Improved access does free up a significant amount of time that could contribute to poverty reduction. The willingness of households to pay for improved access is very price sensitive, probably because of the liquidity constraints of these households.
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Hybrid e-learning for Rural Secondary Schools in Uganda - Lating, Peter Okidi (2006)
This licentiate thesis is concerned with the development of appropriate tools and implementation of hybrid e-learning to support science and mathematics education of female students in typical rural advanced-level secondary schools. In Uganda few rural female students participate in technology and engineering education in tertiary institutions because they perform poorly in science and mathematics subjects at advanced secondary school level of education. Rural secondary schools in Uganda are usually very poor and financially constrained schools. Generally, such schools have non-functional science laboratories and libraries. They also have difficulty in attracting and retaining qualified science and mathematics teachers, especially at advanced level of secondary education. The financial situations of the schools make capital investments in science infrastructures like laboratories and libraries impossible. Fortunately, such schools can afford to acquire computers preferably with multimedia capabilities. Hybrid e-learning can be introduced in such disadvantaged schools to support science and mathematics education. The main delivery tools under hybrid e-learning are the CD-ROMs due to their superior advantages over other portable storage devices: big memory capacity, high data transfer rate, multimedia capability and widespread standardization. Used computers with inferior capabilities that are being sold to rural schools cheaply are not useful for educational purposes. The cost of acquisition is low but the total cost of ownership is extremely high. The costs of Internet installation, bandwidth, commercial platforms and web-hosting make introduction of pure e-learning in Ugandan schools not viable, even in educationally elite secondary schools. Hybrid elearnin is the only realistic option in the complex financial situation of Ugandan secondary schools. Experience has shown that where there is Internet presence for use in education, open source web-hosting providers and open source platforms must be used. They are cheap and affordable even by poor rural secondary schools. Hybrid e-learning tools were developed to support such Ugandan schools using participatory methodology. The thesis is organized in three parts. Part I consists of six chapters including background information, concept discussions, problem statement, research questions, objectives of the study and research location. A justification of the use of participatory methodology in the research is also made in part I. Part II includes the four papers upon which the thesis is based. Part III contains a brief summary of the papers, conclusions and future research.
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Design and Development of Interactive Multimedia CD-ROMs for Rural Secondary Schools in Uganda - Lating, Peter Okidi; Kucel, Samule Baker; Trojer, Lena (2006)
The paper discusses the design and development of interactive multimedia CD-ROMs for advanced-level secondary school Physics and Mathematics for use by the disadvantaged rural female students in the rural district of Arua. Multimedia content of the CD-ROMs was developed at a Workshop of advanced level secondary school Physics and Mathematics teachers from the district in September, 2005. The Interface design and production of the two CD-ROMs (one for each subject) were made after some ‘trade offs’ and are being tested in the two girls’ schools in Arua: Muni and Ediofe. It is expected that their use by the female students will result in improved performance in national examinations. This is the first successful case of advanced level course content being delivered to students using CD-ROMs that were locally developed based on the Ugandan curriculum. It is also a successful application of ICT in women empowerment.
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Implementation of Hybrid E-learning in Advanced Level Rural Girls' Secondary Science Education in Uganda - Lating, Peter Okidi; Kucel, Samule Baker; Trojer, Lena (2006)
Implementation of Hybrid E-learning in Advanced Level Rural Girls' Secondary Science Education in Uganda
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Strategies for Implementing Hybrid E-Learning in Rural Secondary School in Uganda - Lating, Peter Okidi; Kucel, Samule Baker; Trojer, Lena (2006)
This paper discusses the strategy that should be used while introducing e-learning in rural girls’ secondary schools in Uganda for the benefit of female students of advanced level Physics and Mathematics. The strategy was formulated after numerous field visits to Arua, one of the poorest districts in Uganda. Urban secondary schools where Uconnect and SchoolNet projects are being implemented were also visited. Some literatures were reviewed from the Web on the subject. The results show that a limited form of e-learning, the Hybrid E-learning, can be introduced in rural secondary schools and the main delivery platform is the CD-ROM. To implement the hybrid e-learning, multistakeholder participatory approach, VSAT internet connectivity, and use of open source software are recommended. The implementation of this strategy will result in reducing the digital divide and achievement of one of the Millennium Development Goals of empowering women at reduced costs.
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Women's Law and Human Rights Institute: (Established February, 2000): (A Training and Capacity-Building School for Women's Leadership, Human Rights and Social Development in Ghana) - Law, Women's (2006)
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[Modification of expiratory peak flow (EPF) in 14 asthmatic subjects from Benin by short duration exercise training]. - Lawani, MM; Hounkpatin, S.H.R.; Akplogan, Barnabé (PubMed, 2006)
Asthma is a world wide public health problem. It is the most commom chronic disease of school age children. Its severity is in constant increase. The frequency of the hospitalizations for asthma increased in practically all countries. Physical exercises and sport are used more and more as therapeutic means, in northern deveopped countries of where it was very early understood that it is necessary to integrate the asthmatic subjects into a program of specific physical training. This study undertaken in south saharian african country considers also assiduity in a physical training program as the factor of increase in the expiratory peak flow, of reinforcement of some principal muscles necessary to the improvement, and of the respiratory function of the asthmatic subject. Physical exercise is used as a non pharmacological therapy of asthma.This transversal study was carried out on fourteen asthmatic subjects of colleges in Porto-Novo's town, aged 15 years old to 25 years, of the two sexes.The results showed that: the Expiratory Peak Flow of Point (EPF) of the subjects at the beginning of the program is lower than the minimal average value of the group whatever the sex; the subjects average EPF increased from approximately 35% compared to the average at the beginning of the program; the subjects from family with asthmatic line, are much more inclined with respiratory embarrassments post-exercises than those who did not come from it; the respiratory embarrassments post-exercises noticed in the first weeks, grew blurred before the end of the program. This study suggests physical exercise adapted to the asthmatic subjects for the improvement of their health.
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4D Technologies for Teachers: investigating the use of ICT by the rural poor in Eastern Province, South Africa. - Leach, Jenny; Makalima, Shumi (2006)
Shumi Makalima DEEP Coordinator University of Fort Hare Private Bag X7488, King Williams Town, 5600 RSA, South Africa Tel: + 27 21 448 9165 E-mail:shumi@telkomsa.net Jenny Leach Research Group on International Development in Teacher Education across Cultures and Societies (RITES) The Open University Stuart Hall Building, Level 3 Walton Hall Milton Keynes MK7 6AA Tel: + 44 (0)1908 652444 Fax: + 44 (0)1908 652218 E-mail:j.leach@open.ac.uk
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Reflections on students' personal experiences and secrets of success at the Open University of Tanzania - Lema, Vincent Israel (2006)
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Taking a systems approach to agricultural education, research and extension: Analysis of the extension role and the Practical Attachment Program of Mekelle University, Ethiopia - Lemma, Mamusha; Hoffmann, Volker H. (2006)
The capacity to benefit from knowledge depends on the ability to acquire and apply existing knowledge and the ability to produce new knowledge. Agricultural education is central to the building of this capacity for the production, dissemination, and utilisation of knowledge. In Ethiopia, higher education is undergoing a major expansion and reform in light of its contribution to capacity building and development. This paper discusses the extension role of higher education in Ethiopia with reference to Mekelle University. The main focus of the paper is the Practical Attachment Program (PAP) of the university. The development effect of the university will be enhanced when its education, research and extension functions are integrated and developing organically. However, presently, extension is not a well articulated function of the university. While significant attention has been given to research, provisions for fully integrating extension within the research process have been inadequate. The paper examines efforts at Mekelle University in putting knowledge into use and identifies gaps in its knowledge transformation and management. The paper observes that improving the knowledge environment within the university requires the adoption of an effective academic reward structure and developing staff research-orientation and knowledge sharing culture.
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Debating the validity and reliability of student evaluation of staff : evaluation of quality teaching at the University of Botswana - Letshabo, Bagele; Kathleen; Chilisa (Mosenodi, 2006)
While in Europe and most of the developed world student ratings of instructors (SRls) continues to be the principal source of evidence for evaluating the quality of teaching in contrast, the use of SRis is a recent phenomenon in Sub-Saharan Africa. In most universities in Sub-Saharan Africa, the evaluation of teaching is based on Heads of Departments' (HODs) and peer assessment reports. Sub-Saharan African Universities which are introducing SRis are meeting resistance from staff who raise many concerns about the valid and reliability of the instruments used and the ability of the students to evaluate instructors. In this article, we look at the literature on the evaluation of the quality of teaching and the validity and reliability of instruments used in the evaluation of teaching at the University of Botswana. The article discusses the concerns raised by lecturers regarding the instruments and examines how the evaluation of teaching has - over the last eight years - been improved to address some of the concerns raised by lecturers.
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Debating the validity and reliability of student evaluation of staff: evaluation of quality teaching at the University of Botswana - Letshabo, K.; Chilisa, Bagele (Mosenodi, 2006)
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Addressing Urgent Community Mental Health Needs in Rwanda: Culturally Sensitive Training Interventions - Levers, Lisa López; Kamanzi, D.; Mukamana, Donatilla; Pells, Kirrily; Bhusumane, Dan-Bush (Journal of Psychology in Africa, 2006)
Rwandan leaders in the health and educational sectors have begun to discuss the necessity for establishing culturally appropriate community-based mental health counselling services in Rwanda, especially trauma counselling. The need for a community psychology approach is anchored in the lingering effects of the genocide and the continuing post-traumatic stress symptoms suffered by many in the population. Capacity building in an effort like this would require the design of multi-level counselling curricula that are sensitive to the social structures within Rwandan culture. These curricular endeavours call for the development of a National Counselling Centre to serve as a structural mechanism for organizing community-based counselling initiatives. We consider the community health services needs in Rwanda here, along with associated challenges and strategies for effective mental health services in a country with a recent history of genocide. A community psychology approach to mental health would benefit Rwandan society by making trauma counselling and recovery services available and accessible to citizens throughout the country.
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The Achievement of African Heritage pupils in Lambeth Schools - Lewis, Kirstin; Demie, Feyisa; McLean, Christabel (2006)
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Effect of nifedipine, a calcium channel blocker, on cochlear function and noise-induced hearing loss in guinea pigs - Li, Xingqi (Chinese Archives of Otolaryngology-head and Neck Surgery, 2006)
OBJECTIVE To investigate the potential effects of nifedipine,a L-type calcium channel blocker,on cochlear function,and its protective effectst on noise-induced hearing loss(NIHL)in guinea pigs. METHODS Forty healthy hybrid guinea pigs were divided randomly into four groups. The perilymph spaces of guinea pigs cochlea were perfused with artificial perilymph solutions containing no or 0.5μmol/L nefidipine with or without noise exposure for two hours, respectively. The groups were thus:①perfused with artificial perilymph solution(APS);② perfused with artificial perilymph solution containing 0.5μmol/L nifedipine(NIF);③perfused with artificial perilymph solution and exposed to noise(APS+noise);④perfused with artificial perilymph solutions containing 0.5μmol/L nifedipine and exposed to noise(NIF +noise). Compound action potential(CAP)and cochlear microphonics(CM)were recorded from the round windows of guinea pigs before and 120 minutes after perfusion. RESULTS There was no significant difference in CAP threshold and CM amplitudes before and after perfusion in the APS group(P0.05). A rise in CAP threshold and reduction in CM amplitude after perfusion were found in the other three groups(P0.01). The increase in CAP thresholds after perfusion of these three groups were 28dB SPL,43.5 dB SPL,and 20 dB SPL,respectively. The reduction of CM amplitudes in the same three groups were 70.3 %,37.1 %,21.1 %,respectively. CONCLUSION We conclude thatnifedipine resulted in a suppression of cochlear function and might have a partial prophylactic effect against NIHL. The above evidences could be explained by the block of L-type calcium channels by nifedipine in cochlear hair cells.
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Development and implementation of a staff development plan for nurses in one district in Zambia based on a learning organization approach. - Libetwa, Miriam (2006)
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Survey on the East-African Female Students at the University of Padua - Lineri, Stella; Rauhe, Chiara; Gallo, Pia Grassivaro (2006)
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Understanding How African-American Middle School Students Cope with Peer Victimization: A Mixed-Methods Approach - Linkroum, Suzanne C. (2006)
Understanding How African-American Middle School Students Cope with Peer Victimization: A Mixed-Methods Approach By Suzanne Camou Linkroum, B. A. A Thesis submitted in partial fulfillment of the requirements for the degree of Master of Science at Virginia Commonwealth University. Virginia Commonwealth University, 2006 Major Director: Albert D. Farrell, Ph.D. Associate Professor, Department of Psychology A mixed-methods approach was used to determine how African-American middle school students cope with peer victimization and to identify factors that inhibit and promote the use of prosocial coping strategies. In a previous study, participants had been categorized into four social clusters: well-adjusted, rejected, passively-victimized, or aggressively-victimized based on a cluster analysis of self-reported psychosocial variables. Interviews with a sub sample of 80 students focusing on identifying both how students thought they would respond and how they thought they should respond to hypothetical situations involving peer victimization were analyzed. Interviews also elicited factors that would support or impede the use of the coping responses generated by the participants. Qualitative analysis identified 15 coping responses that students X would use, and categorized each individual response as prosocial, aggressive, or avoidant based on emotional, cognitive, and behavioral criteria. In addition, 13 coping responses were identified as strategies youth thought they should do. Ten supports, and ten barriers to prosocial coping responses were identified, representing a range of internal and interpersonal factors. Results of logistic regression models did not support the central hypothesis that the type of coping response generated (e.g., prosocial, aggressive, avoidant) would depend on social cluster. However, significant gender results were found, suggesting that girls were more likely than boys to identify prosocial coping strategies. Implications for violence prevention programs are discussed.
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Insights from an African History of Disability - Livingston, Julie (Radical history review (Print), 2006)
Research Article| January 01 2006 Insights from an African History of Disability Julie Livingston Julie Livingston Search for other works by this author on: This Site Google Radical History Review (2006) 2006 (94): 111–126. https://doi.org/10.1215/01636545-2006-94-111 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Julie Livingston; Insights from an African History of Disability. Radical History Review 1 January 2006; 2006 (94): 111–126. doi: https://doi.org/10.1215/01636545-2006-94-111 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsRadical History Review Search Advanced Search The text of this article is only available as a PDF. 2006 by MARHO: The Radical Historians' Organization, Inc.2006 Article PDF first page preview Close Modal Issue Section: Reflections You do not currently have access to this content.
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Marriage and childbirth as factors in school exit: An analysis of DHS data from sub-Saharan Africa - Lloyd, Cynthia B.; Mensch, Barbara S. (2006)
This paper explores the potential importance of marriage and childbirth as determinants of school-leaving in sub-Saharan Africa and identifies some of the common underlying factors that contribute to premature school-leaving and early marriage and childbearing.We find that the risks of leaving school during adolescence for reasons other than childbirth or marriage far exceed the risks associated with these two demographic events.Consistent with overall trends of rising school enrollment and declines in early marriage and childbearing, we also find that the risks of leaving school during adolescence because of childbearing or marriage have declined relative to the past.Among the possible common causes underlying premature departure from school and early marriage and childbearing, our results suggest that delayed ages of school starting-a factor associated with being behind grade for age-could be a factor predisposing girls to a greater likelihood of both leaving school early and early marriage and childbearing.These findings have important policy implications.First, to the extent that demographic events such as early marriage and childbearing trump the school environment as a determinant of school exit during adolescence, our data indicate that early marriage rather than early childbirth is more likely to limit girls' educational horizons, at least in the case of francophone Africa.This result suggests that the reproductive health community should see early marriage as a central area of concern for adolescent reproductive health.Second, our results suggest that "schoolgirl pregnancy" rarely accounts for more than a relatively small percent of girls who leave school.Third, policies that inform parents about the value of starting their children in school on time are likely to have beneficial effects both for grade attainment and for adolescent reproductive health regardless of school quality.
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Understanding and capitalizing on social learning : an asset-based approach to capacity-building and development of women's microenterprises in West Africa - Lo, Marieme S. (2006)
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Climate change and technology in a globalizing world : a study on how the Clean Development Mechanism facilitates introduction of climate friendly technology in Africa - Lokshall, Elisabeth Wendy (2006)
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Participating in the UN Decade of Education for Sustainability: Voices in a southern African consultation process - Lotz‐Sisitka, Heila (The Southern African Journal of Environmental Education, 2006)
This paper documents the outcomes of the consultation process on participating in the UNDESD which was led by the SADC Regional Environmental Education Programme in 2005/2006, assisted by the Rhodes University Environmental Education and Sustainability Unit and Environment Africa. The goals of the consultation process were to explore interpretations and meaning-making around the global discourse of ESD in a southern African context. Findings from the consultation process provide useful baseline information on the status of debate on sustainable development in educational circles; participation and partnerships; insights into environmental and sustainability education (ESD) practice and mechanisms needed for supporting this practice. The paper ends by outlining a research agenda for ESD in southern Africa, as discussed during the consultation process.
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SCREENING OF INTELLECTUAL MATURITY: EXPLORING SOUTH AFRICAN PRESCHOOLERS' SCORES ON THE GOODENOUGH-HARRIS DRAWING TEST AND TEACHERS' ASSESSMENT - Loxton, Helene (Perceptual and Motor Skills, 2006)
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Tough choices: disability and social security in South Africa. In B. Watermeyer, L. Swartz, T. Lorenzo, M. Schneider, & M. Priestley (Eds.). - Lp, Swartz; Schneider, M. J. Grinstead (2006)
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Stress and coping in students exposed to crime and violence: A comparative study of students studying at campuses in South Africa, Australia and England - Lucas, Marilyn; Damianova, Maria Kotzoya; Burney, Susan; Ponto, Maria (2006)
University life has its own stressors but does not take place in a vacuum, especially as universities are no longer homogeneous entities. Stressors exist beyond the control of the student. In South Africa, levels of urban crime and violence experienced beyond that of stable countries is a dominant stressor. The impact of non-war violence on student functioning is poorly understood. The present study investigated the extent and nature of students’ exposure to crime and violence in South Africa, their stress and coping levels and compared the results to students in Australia and England. Students in South Africa were exposed to the most crime and violence but stress and coping levels did not notably differ across campuses. A significant difference was found however between those students exposed to crime and violence and those not exposed. It was concluded that exposure frequency or severity caused psychological sequelae regardless of the place of study.
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Special issue introduction - From region to countries: engineering education in bahrain, egypt, and turkey - Lucena, Juan; Downey, Gary Lee; Amery, Hussein A. (IEEE Technology and Society Magazine, 2006)
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Mutual intelligibility between speakers of Liberian and American standard English in the school setting - Luknic, Jonathan (2006)
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Dispatch from Mali: A Soap Opera Education - Ly, Anh (Framework: The Journal of Cinema and Media, 2006)
Dispatch from Mali:A Soap Opera Education Anh Ly (bio) Click for larger view View full resolution Figure 1. Television in Mali. Photo by Anh Ly. [End Page 94] My first image of Malian TV occurred unexpectedly during my training as a Peace Corps volunteer. A teacher pulled out a TV one night and turned it on to watch the news. What I saw was clearly an amateur video presented as national TV. Stoic and stiff faces appeared next to random background shots that panned endlessly before focusing haphazardly on some inconsequential object such as a cup. Needless to say, the camera work interested me more than the content of the news. The year was 1996. Mali was still in its nascent stage of TV programming, having only been given the freedom to explore this medium in 1983, a period still under the dictatorial regime of Moussa Traoré. Traoré governed Mali from 1968 until 1991, when a coup under Amadou Toumani Touré, Mali's current president, successfully overthrew him and opened the first democratic elections a year later. Alpha Konaré became Mali's first democratically elected president in 1992. His presidency ushered in a democratic spirit that touched upon every sector of the government, including its radio and TV programming known as L'Office de Radio et Télévision Maliens (Malian Office of Radio and Television), or ORTM. The effects of this new democratic spirit were especially liberating for Malian TV. Ten years later, I returned to Mali to do research for my dissertation. This was not my first visit to Mali since my Peace Corps days. Earlier and shorter visits had already hinted at the bourgeoning presence of TV in Malian life. Walking around Bamako, the capital city, sights of Malians—men, women and children—gathering at sunset around a TV have become a normal albeit unusual scene—normal because group gatherings are ubiquitous in Mali; unusual because they are all gathering in front of a TV. Usually [End Page 95] a Malian who owns a TV will pull it outside in the evenings for himself and the neighbors to watch. TV viewing turns into a collective as well as a neighborhood event. Moreover, owning a TV is no longer quite the luxury item that it was in previous years. After radios, TVs are the most common electronic accessory for Malians (of course, cell phones will soon supercede the two). What has made this change so profound? Surely, it was not the amateur news program that I witnessed ten years earlier. What has captivated Malians, young and old and men and women alike, are the soap operas, otherwise known as feuilleton in French. Under Konaré's presidency, Malians engaged hesitantly but willingly in an unexplored artistic freedom coupled with a creative expression in TV programming. Of course, Malian artistic expression is not a new phenomenon since it has its precedence in the kotéba, a traditional theater group that travels from village to village to perform its varied satires and critiques of Malian society. Extending this artistic expression during the Konaré years to TV programming was a new and unexplored step in Mali's creative production. These years stood in stark contrast to earlier ones when the sole purpose of TV was to show les émissions pédagogiques (pedagogic shows). Today, Malians separate the development of Malian TV from the pre-dictatorial regime of Traoré to the post-democratic rule of Konaré. It was not until 1999 that the first Malian-created, -produced, and -acted soap opera appeared. Before the turn of the century, Malians viewed many imported shows that ranged from Brazilian telenovellas to the egregiously bad nighttime soap operas from the United States. Does anyone remember Dynasty (ABC, US, 1981–1989)? These imported shows provided a sense of escape, at the best, and a dream to imitate, at the worst. Not surprisingly, Malians questioned the values and morals these shows perpetuated. Mali, after all, is a strongly Muslim country. Not only were the values not coherent with their Islamic and cultural beliefs, but also the problems they addressed were foreign—not Islamic, Malian, or even African. The older generation also feared the influence the imported...
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Primary school management and the promotion of girl child education in primary schools in Mbale district, Uganda - Lyadda, Baker Wilson (2006)
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E-learning as a training tool in the South African furniture industry : pedagogical techniques and learner support - Macdonald, Iain (2006)
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The State of comparative and history of education in Zimbabwe. - Machingura, Viola; Mutemeri, Judith (2006)
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The Impact of Climate Change on Africa: A Ricardian Approach - Maddison, David; Manley, Marita; Kurukulasuriya, Pradeep (2006)
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Assessing the Impact of Climate Change and Natural Catastrophes on Agriculture - The Case of the Island of Mauritius - Madhoo, Yeti Nisha (2006)
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Imagining Selves. School Narratives from Girls in Schools in Eritrea, Nepal and Denmark.: Ethnographic Comparisons of Globalisation and Schooling. - Madsen, Ulla Ambrosius (2006)
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Cost implications and constraints in the financing of inclusive education in Nigeria - Madumere, SC; Uzoka, N.E. (2006)
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Conflict in the Classroom: Religion and Republicanism in Algeria and Alsace, 1918–1940 - Magrath, Bronwen (2006)
Between World War One and World War Two, successive French governments sought to strengthen the Republic by fostering a sense of patriotism among youths in colony and metropole. Classrooms became battlegrounds where linguistic and religious identities were constructed, resisted and reformed. Comparative case studies of Alsace and Algeria reveal the continuities and contrasts of French policy within France and across the empire. Education policy as created by the Republican government was not uniform throughout the interwar period, but was constantly reformed to meet needs on the ground. By focussing on the way cultural identities were created and recreated, this article seeks to demonstrate how individuals and groups on all sides of the colonizing relationship interacted in education.
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Condoms Become the Norm in the Sexual Culture of College Students in Durban, South Africa - Maharaj, Pranitha; Cleland, John G.F. (Reproductive Health Matters, 2006)
RésuméThe aim of this study was to examine the factors contributing to the increase in condom use among college students in Durban, KwaZulu-Natal, South Africa, and some of the barriers to consistent condom use. The data were drawn from six focus group discussions with male and female students aged 18–24 in three public tertiary education institutions, supplemented by a survey of 3,000 students aged 17–24. Condoms had become “part of sex” and highly acceptable to the great majority, and were easily accessible. They were primarily being used for preventing pregnancy; many students liked not having to go to a health facility for supplies. Less than half of male and only a third of female students thought male partners had greater influence over the decision whether a condom was used. If a woman requested condoms, men and women agreed the man must comply. Some men were suspicious of women who agreed to have unprotected sex. Almost 75% of sexually active students surveyed reported condom use at last sexual intercourse, but consistent condom use, reported by only a quarter, remains the main challenge. It may be more effective to promote condoms for contraception among sexually active young people than for HIV prevention. Condoms have become the most commonly used contraceptive method among students, and this trend should be reinforced.ResumenUne étude a examiné les facteurs de l’accroissement de l’utilisation des préservatifs chez des étudiants de Durban, KwaZulu-Natal, Afrique du Sud, et les obstacles à une utilisation suivie. Les données recueillies pendant six discussions avec des étudiants et des étudiantes de 18 à 24 ans dans trois institutions publiques d’enseignement supérieur ont été complétées par une enquête auprès de 3000 étudiants de 17 à 24 ans. Les préservatifs faisaient « partie de la sexualité », étaient bien acceptés par la grande majorité et faciles à trouver. Ils servaient principalement à éviter les grossesses ; de nombreux étudiants appréciaient de pouvoir les obtenir sans se rendre dans un centre de santé. Moins de la moitié des garçons et un tiers seulement des filles pensaient que les partenaires masculins influençaient davantage la décision d’utiliser ou non un préservatif. Si une fille demandait un préservatif, les garçons et les filles jugeaient que le garçon devait accepter. Certains garçons se méfiaient des femmes acceptant d’avoir des rapports non protégés. Près de 75% des étudiants sexuellement actifs ont indiqué qu’ils avaient utilisé un préservatif lors de leur dernier rapport, mais l’utilisation suivie de préservatifs, rapportée par seulement un quart, demeure le principal enjeu. Il peut être plus efficace de promouvoir les préservatifs pour la contraception que pour la prévention du VIH chez les jeunes sexuellement actifs. Les préservatifs sont devenus la méthode contraceptive la plus utilisée par les étudiants et cette tendance devrait être renforcée.El objetivo de este estudio fue examinar los factores que contribuyen al aumento en el uso del condón entre los estudiantes universitarios en Durban, KwaZulu-Natal, Sudáfrica, así como algunos de los obstáculos al uso habitual del condón. Se recolectaron datos por medio de seis discusiones en grupos focales con estudiantes de sexo masculino y femenino, de 18 a 24 años de edad, en tres instituciones escolares públicas de tercer nivel, suplementados por una encuesta entre 3,000 estudiantes de 17 a 24 años. El condón, fácil de adquirir, había pasado a ser “parte del sexo” y muy aceptado por la gran mayoría. Se utilizaba principalmente para la prevención del embarazo; a muchos de los estudiantes les gustaba el no tener que acudir a un servicio de salud para obtener suministros. Menos de la mitad de los hombres y sólo una tercera parte de las mujeres pensaban que las parejas de sexo masculino tienen mayor influencia sobre la decisión de usar un condón. Ambos sexos convinieron en que, si una mujer solicita el uso del condón, el hombre debe acceder. Algunos hombres sospechaban de las mujeres que aceptan tener relaciones sexuales sin protección. Casi el 75% de los estudiantes sexualmente activos encuestados informaron haber usado un condón en su última relación sexual, pero el uso habitual del condón, practicado por sólo una cuarta parte, continúa siendo el gran reto. Quizás sea más eficaz promover este método para la anticoncepción entre los jóvenes sexualmente activos que para la prevención del VIH. Dado que es el anticonceptivo más comúnmente usado entre los estudiantes, esta tendencia debe reforzarse.
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Service learning in South Africa held terminally captive by legacies of the past - Mahlomaholo, Thabang; Matobako, Sechaba (2006)
In accepting one of Community Service Learning's (CSL) distinguished accolades from the University of the Free State, in October, 2004, Robert, G. Bringle (2004:9) predicated his presentation by quoting the following words from Boyer's definition of civic engagement: The scholarship of engagement means connecting the rich resources of the university to our most pressing social, civic, and ethical problems, to our children, to schools to our teachers and to our cities Following Boyer, he continued to say that, what is needed is not just more programmes, but a larger purpose, a larger sense of mission, a larger clarity of direction. Ultimately, the scholarship of engagement also means creating a special climate in which the academic and civic cultures communicate more continuously and more creatively with each other (Bringle 2004:10).
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Africa, Socialist Schools in - Mahmoud, Mahgoub El‐Tigani (2006)
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The influence of politics on the formulation and implementation of national policies on education in South Africa from 1953 to the present - Maile, Simon (New contree: a journal of historical and human sciences for Southern Africa, 2006)
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Factors that influence management of finance in secondary schools in Ndia division of Kirinyaga District, Kenya - Maina, EW (2006)
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Expanding and Sustaining Clinical Legal Education In Developing Countries: What We Can Learn From South Africa - Maisel, Peggy (Fordham International Law Journal, 2006)
This Article reviews the development of clinical education in South Africa and the valuable lessons such an analysis provides for those seeking to promote clinical education elsewhere. This Article reviews the obstacles faced in South Africa and the creative ways clinicians have attempted to overcome them, some much more successful than others. EXPANDING AND SUSTAINING CLINICAL LEGAL EDUCATION IN DEVELOPING COUNTRIES: WHAT WE CAN LEARN FROM SOUTH AFRICA
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Working with teachers to develop locally appropriate teaching materials in the MEMA kwa Vijana programme in Mwanza, Tanzania. - Makokha, Maende; Mmassy, G.; Komrower, J.; Obasi, A.; Mohammed, Fatma; Changalucha, John (2006)
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Factors that impact on learning in orphanhood in Zimbabwe - Makoni, Petty (2006)
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Orphanhood and primary education dropouts : an exploratory study of the causes and consequences of orphans' dropping out of primary education in Gweru City, Zimbabwe - Makovere, Rochford Elias (2006)
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Human Capital Externality and Returns to Education in Kenya - Manda, DK; Mwabu, Germano; Kimenyi, Mwangi S. (Eastern Economic Journal, 2006)
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A study of educational cooperation and technical training programme between India and Kenya (1990-2002) - Mandal, Nand Kishor (2006)
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TheMpondombiliProject: Preventing HIV/AIDS and Unintended Pregnancy among Rural South African School-Going Adolescents - Mantell, Joanne E.; Harrison, Abigail; Hoffman, Susie; Smit, Jennifer; Stein, Zena; Exner, Theresa M. (Reproductive health matters (Print), 2006)
Unintended pregnancy, HIV and other sexually transmitted infections are major threats to the health of South African youth. Gendered social norms make it difficult for young women to negotiate safer sex, and sexual coercion and violence are prevalent. Sexual activity among adolescents is influenced strongly by conservative social norms, which favour abstinence. In reality, most young people are sexually active by the end of the teen years. Girls' decision to have sex is often a passive one, influenced by partners. The Mpondombili Project is a school-based intervention in rural KwaZulu-Natal that aims to promote delay in the onset of sexual activity and condom use as complementary strategies for both sexually experienced and inexperienced youth. Interactive training was carried out with peer educators, teachers and nurses over a 15-month period, and a manual developed. The intervention was implemented in late 2003 with 670 adolescents in two schools. Issues covered included HIV/STI transmission, risk behaviours, HIV testing, pregnancy and contraception, gender inequality, sexual communication and negotiation, managing abusive situations, fear of AIDS, stigma and discrimination and sexual rights. The diversity of young people's relationships and vulnerability to sexual risk call for the promotion of both risk avoidance (delay in sexual initiation) and risk reduction (condom use) together, regardless of ideology, especially where HIV is well-established, to protect their health.
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Environmental education in schools: contrasting programmes, context and impact in Scotland and Zimbabwe - Maposah-Kandemiri, Myra Beatrice (2006)
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Teachers' views on providing for children with special needs in inclusive classrooms:a papua new guinea study - Mapsea, Allan Jim (2006)
The purpose of having inclusive education is to value children with special needs so they can participate equally in all educational activities alongside their peers without special needs. There should not be any discrimination, segregation or isolation of these children with special needs from being educated rather they must be given an equal opportunity to participate alongside children without special needs. This study seeks to investigate primary school teachers’ views and experiences in implementing the Inclusive Education Policy in regular schools. The study was conducted in five districts of the Enga Province of Papua New Guinea. Six primary schools were selected and involved 77 teachers who responded to questionnaire items, while 12 teachers within the group were chosen to be involved in interviews. Data for the study were gathered and analysed from the questionnaires, and the interview transcripts. The findings from the study revealed that most teachers supported the notion of Inclusive Education Policy and would like to implement it. However, they indicated that there needed to be a change in attitudes of teachers, peers, boards of management, and parents/caregivers to provide assistance for children with special needs. Most teachers felt that there needs to be more awareness of the principle and the importance of inclusion. Teachers’ limited knowledge of teaching children with special needs was also highlighted. In this study teachers admitted they needed more training in the field of educating children with special education in order to accommodate and teach children with special needs. This shows that teachers’ colleges and universities need to have trained lecturers to develop more courses in special education. Teachers expressed concern that school inspectors do not know enough about the inclusive education concept and need to be trained as well so collaboratively they could implement the policy.
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The Experiences of African Graduate Students in a College of Human Sciences - Marcketti, Sara B.; Mhango, Mary Wezi; Gregoire, Mary B. (Journal of Family and Consumer Sciences, 2006)
International students are an integral part of graduate education. This research examined the experiences of African graduate students in a College of Human Sciences in the Midwestern region of the United States. Given the research that states international students face specific challenges when studying in the United States, this study sought to examine the experiences of African graduate students receiving advanced degrees. This research used a qualitative research design. Students cited opportunities to grow academically and professionally as primary reasons for study in the United States. Challenges included difficulties balancing responsibilities and lack of culturally familiar resources. Results from this study will be useful to academicians and school administrators attempting to better enhance international, specifically African, graduate student experiences.
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Mathematics skills of Tswana‐speaking learners in the North West Province of South Africa - Maree, Jacobus G.; Erasmus, C. P. (Early child development and care, 2006)
Inadequate achievement in mathematics frequently occurs especially amongst black learners, and the problem is assuming critical proportions. Tswana learners in the Mafikeng area find themselves in an educational situation that does not always promote optimal actualisation of their personal potential. One possible outcome of this situation is inadequate achievement in mathematics. The aim of this study is, inter alia, the exploration of the Tswana learner’s inadequate achievement in mathematics in the Mafikeng area. This was done by administering a Diagnostic Test and a Learner’s Questionnaire. The cognitive and affective facets of the Tswana learner’s achievement in mathematics were measured. Our findings suggest that mathematics teaching can never be divorced from the socio‐economic context in which it is taught.
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Mathematics Skills of Tswana-Speaking Learners in the North West Province of South Africa - Maree, Jacobus G.; Erasmus, C. P. (International journal of adolescence and youth, 2006)
ABSTRACT Inadequate achievement in mathematics frequently occurs especially amongst black learners, and the problem is assuming critical proportions. Tswana learners in the Mafikeng area find themselves in an educational situation that does not always promote optimal actualisation of their personal potential. One possible outcome of this situation is inadequate achievement in mathematics. The aim of this study is, inter alia, the exploration of the Tswana learner's inadequate achievement in mathematics in the Mafikeng area. This was done by administering a Diagnostic Test and a Learner's Questionnaire. The cognitive and affective facets of the Tswana learner's achievement in mathematics were measured. Our findings suggest that mathematics teaching can never be divorced from the socio-economic context in which it is taught.
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Mathematics Teacher Education in Changing Time: Kenyan Case - Marigi, Emma; Mwathi, C W; Miheso, M. O’Connor; Gitau, Evelyn; Owino, JO (2006)
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Literacy in Mozambique: Education for All Challenges - Mário, Mouzinho; Nandja, Debora (2006)
Mozambique, with almost 17.5 million inhabitants living in an area of approximately 801,590 km2, has the highest population of the former Portuguese African colonies. Its economy is based on agriculture. More than 70% of the population live in rural areas and work mainly in agriculture, forestry and fisheries. Half of the population is aged between 6 and 24 and women are in the majority. Almost 80% of public investment is earmarked for the social sector (education, health and water supply), and for agriculture, transport and rural infrastructure. Since 1987, the Mozambican Government has been implementing a structural adjustment and macroeconomic stabilization programme aimed at stimulating economic growth and alleviating poverty in the country. The outcome of these policies has been a reduction in absolute poverty from about 69.4% in 1997 to 54.1% in 2003. Despite this improvement, poverty rates are still rather high, with notable differences between urban and rural areas. Indeed, while poverty stood at about 55.3% in rural areas, the figure for urban areas was around 51.5%. As shall be seen later, these levels of poverty are linked, inter alia, to population and education patterns. An educated population is essential to national development. Education, combined with sound macroeconomic policies, is considered a key factor in promoting social well-being and in poverty reduction because it can have a positive impact on national productivity and, hence, shape life styles and the ability of nations to compete in the global economy. Nowadays, it is an internationally held belief that education is one of the pillars of national development and that global poverty will not decline unless everyone everywhere can enjoy the benefits of quality basic education. Mozambique, consistent with this premise, has ratified various international instruments, pledging its best efforts to make education a top priority. These instruments include are the Jomtien Declaration, CONFINTEA, the World Declaration on Education for All (Dakar) and the World Declaration on Population and Development. Following those commitments, all of which contain an adult education component among their goals, and the implementation of the government's first five-year plan in a time of peace, stability and national reconciliation, there has been a national renewal of adult education, in both formal and non-formal settings. This revival should lead to greater investment in adult literacy and, inter alia, should raise the sector’s profile. The History of Literacy in Mozambique Mario (2002) identified three phases in the provision of adult literacy and education programmes in Mozambique. The first began in 1975, after the proclamation of national independence, and continued until the mid 1980s. Its hallmark was recognition of adult education as one of the pillars of the National Education System. As Mario has written: This phase was marked by a dynamic and multifaceted process in which the people were mobilized in national reconstruction tasks, forging national unity and affirming their Mozambican identity. Accordingly: • a number of nationwide adult literacy and education campaigns were conducted;
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Public versus private : a case study of primary school education quality Gamba, Gabon - Maris-Wolf, Rachel A. (2006)
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Using Fact-Finding to Combat Violence against Women in Ghana, Uganda, and the United States: Lessons Learned as a Clinic Student, Clinic Supervisor, and Practitioner - Martin, Lisa V. (2006)
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Mosquito net for crops may reduce the insecticide pollution in peri-urban areas of Africa : [Poster] - Martin, Thibaud; Assogba-Komlan, Françoise; Houndete, Th.; Chandre, Fabrice (2006)
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Quality university based adult education for social change in Africa: the case of Botswana - Maruatona, Tonic (Mosenodi, 2006)
This paper argues that, historically, universities have served to select a few individuals that were deemed successful. This highly selective process guarantees them good life and social development. It argues that university education to some extent helped to redress colonial inequities through creating opportunities for employment of graduates. However, it has also facilitated a neo-colonial agenda by serving conflicting roles of adhering to the global capitalist imperative and attempting to inculcate social inclusion in developing nations. The roles of university-based adult education is analyzed - in terms of its curricula, teaching and research - to demonstrate that it has largely straved from its initial concern with social change. Drawing some illustrations from the Department of Adult Education at the University of Botswana, the paper argues that the programme has a lot of potential to go beyond serving state interests to exploit academic freedom to serve the interests of the excluded. Finally, it is suggested that university-based adult education should pursue asocial change agenda by facilitating community mobilisation, strengthening civil society and rethinking curriculum development and teaching in higher education.
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An investigation into the causes and effects of student disciplinary problems in community Junior Secondary schools of Botswana - Masalila, Obonetse (2006)
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The Effectiveness of Universal Primary Education in Enhancing the Quality of Education in Uganda: A Case Study of Primary Schools in Maliba Sub-County, Kasese District. - Masereka, Eric (2006)
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Gender and higher education in post-colonial Zimbabwe: tentative reflections on policy issues - Mashingaidez, T.M. (2006)
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The need for an appropriate medium of instruction in secondary education and institutions of higher learning in Tanzania - Masudi, A. (Papers in Education and Development, 2006)
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Rich transitions from Indigenous counting systems to English arithmetic strategies: Implications for mathematics education in Papua New Guinea. - Matang, Rex; Owens, Kay (2006)
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Recent developments in religious education in Botswana with special reference to the Junior Certificate Syllabus - Matemba, Yonah Hisbon (2006)
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Linking Applied Ethnobotany to Social Learning: A Participatory Tool for the Promotion of Indigenous Plants Use in Matutuíne, Southern Mozambique - Mathez-Stiefel, Sarah-Lan; Couto, Madyo Dawany Nunes (2006)
In its search for pathways towards a more sustainable management of natural resources, development oriented research increasingly faces the challenge to develop new concepts and tools based on transdisciplinarity. Transdisciplinarity can, in terms of an idealized goal, be defined as a research approach that identifies and solves problems not only independently of disciplinary boundaries, but also including the knowledge and perceptions of non-scientific actors in a participatory process. In Mozambique, the Centre for Development and Environment (Berne, Switzerland), in partnership with Impacto and Helvetas (Maputo, Mozambique), has elaborated a new transdisciplinary tool to identify indigenous plants with a potential for commercialization. The tool combines methods from applied ethnobotany with participatory research in a social learning process. This approach was devised to support a development project aimed at creating alternative sources of income for rural communities of Matutuine district, Southern Mozambique, while reducing the pressure on the natural environment. The methodology, which has been applied and tested, is innovative in that it combines important data collection through participatory research with a social learning process involving both local and external actors. This mutual learning process provides a space for complementary forms of knowledge to meet, eventually leading to the adoption of an integrated approach to natural resource management with an understanding of its ecological, socio-economic and cultural aspects; local stakeholders are included in the identification of potentials for sustainable development. Sustainable development itself, as a normative concept, can only be defined through social learning and consensus building between the local and external stakeholders.
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Assessing water availability under pastoral livestock systems in drought-prone Isiolo District, Kenya - Mati, Bancy Mbura; Muchiri, Joyline Mugero; Njenga, Keiyoro; Vries, Frits Penning de; Merrey, Douglas J. (RePEc: Research Papers in Economics, 2006)
Jomo Kenyatta University of Agriculture and Technology; the Ministry of Water Resources Management and Development-District Water Office, Isiolo; the Ministry of Agriculture and Livestock Development-Isiolo and Meru Dryland Farming Project. Catholic Organization for Relief and Development (Cordaid). The International Water Management Institute (IWMI) provided support for the preparation of this publication.
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The positionality of the euphenism of service learning at selected higher education institutions in South Africa - Matobako, Thabang Sello Patrick (2006)
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Sanitation policy in South Africa: does it address people with disabilities? - Matsebe, Gertrude (2006)
South Africa is one of the countries facing the challenge of meeting the Millennium Development Goals (MDGs) for sanitation. At least five percent of the South African population consists of people with disabilities (PWDs) and the question remains whether sanitation delivery in the country is addressing the needs of this group of individuals. This paper reviews legislation and sanitation policy within South Africa to determine whether the needs of PWDs were being addressed. The review highlighted that PWDs are excluded by the policy. The conclusions of the review are that sanitation policy should be inclusive and adopt a holistic approach. This should be achieved by reviewing present policy to ensure inclusion and focus on PWDs; ensuring implementation of sanitation awareness programmes for PWDs, monitoring and evaluation of compliance to policy requirements and the introduction of economic measures such as subsidies, incentives and fines.
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Codeswitching In African American College Students: Attitudes, Perceptions, and Practice - Matthews, Jairus-Joaquin R (2006)
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Field-Based Models of Primary Teacher Training Case Studies of Student Support Systems from Sub-Saharan Africa - Mattson, Elizabeth (2006)
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Between heaven and hell, and education is the salvation? : how adolecent girls understand the importance of secondary education and what they expect from it. A case from Uganda. - Maurtvedt, Frøydis (2006)
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Hearing Loss in African-Americans Due to Cytomegalovirus - Mayfield-Clarke, Ann Bernadette; Akrie, A. (2006)
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A survey of students' perception and utilization of the web as a learning resource: a case study of Department of Extra Mural Studies, University of Nairobi, Kenya - Mbwesa, Joyce Kanini (2006)
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Higher education institutional reforms in Tanzania: prospects and challenges - Mbwette, T.S.A. (2006)
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A framework for Heritage, Multiculturalism and Citizenship Education: Seminar Papers and Proceedings, April 15 -17, 2002, Johannesburg, South Africa; Coordinated by Amina Osman and Brenda Leibowitz, under the auspices of the Commonwealth Secretariat, United Kingdom Department for Education and Employment and the Ministry of Education, South Africa. London: Commonwealth Secretariat, 2003.136 pp. ISBN: 0-85092-755-2 - McBean, Bridget (African Research & Documentation, 2006)
A framework for Heritage, Multiculturalism and Citizenship Education: Seminar Papers and Proceedings, April 15 -17, 2002, Johannesburg, South Africa; Coordinated by Amina Osman and Brenda Leibowitz, under the auspices of the Commonwealth Secretariat, United Kingdom Department for Education and Employment and the Ministry of Education, South Africa. London: Commonwealth Secretariat, 2003.136 pp. ISBN: 0-85092-755-2 - Volume 100
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The Des Moines Register's depiction of African Americans during the Hurricane Katrina Aftermath - McClanahan, Faith (2006)
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Memory in History, Nation Building and Identity: Teaching about the Algerian War in France - McCormack, Jo (2006)
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Strategizing for the Lord and for Self-Governance: What IGOs and NGOs Can Learn from the Missionary Experience of the Indigenization of African Christianity - McGinnis, Michael D. (2006)
Many 19th century Western missionaries were inspired by the goal of planting selfpropagating, self-supporting, self-governing churches throughout Africa and the rest of the developing world. In this task they proved remarkably successful, even though the most rapidly growing forms of Christianity found in Africa bear few similarities to traditional mission churches. In an analogous fashion, many contemporary IGOs and NGOs engaged in development, humanitarian assistance, peace-building, and human rights strive to help establish democratic forms of self-governance and sustainable development in these same areas. Yet they tend to do so by recommending adoption of Western ideals rather than building upon currently existing patterns of informal institutions and legal pluralism. Since today’s “secular missionaries” have had considerably less success in realizing their goals, I examine whether today’s IGOs and NGOs might learn from the strategies implemented by Christian missionaries. Just as Western Christians eventually came to accept as legitimate diverse cultural expressions of their shared faith, international advisors must learn to be more appreciative of institutional diversity if they are to plant sustainable institutions of self-governance that are securely rooted in local cultures and traditions. This paper highlights both the implications and limitations of this analogy between the past experience of Christian missionaries and contemporary dilemmas facing the global developmental-democratizing-peacebuilding IGO-NGO network. This paper was prepared for presentation at the 47 th Annual Convention of the International
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Using Information and Communication Technology for Teacher Learning and Curriculum Development in Tanzania and Zimbabwe - McKenney, Susan (2006)
Transitional societies face many struggles, including the sprint to keep up with technological developments. In the field of education, researchers and educators are exploring ways in which Information and Communications Technology (ICT) can support teaching and learning. This chapter describes one innovation in which ICT has been used to support two processes that are essential to educational change: the processes of curriculum renewal and teacher professional development. Based on findings and experiences from this four-year study, suggestions for using ICT in societies at similar stages of transition are offered.
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UNDP Climate Change Country Profiles: Angola - McSweeney, C.; New, M.; Lizcano, G. (2006)
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