UNDP Climate Change Country Profiles: Benin - McSweeney, C.; New, M.; Lizcano, G. (2006)
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UNDP Climate Change Country Profiles: Chad - McSweeney, C.; New, M.; Lizcano, G. (2006)
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UNDP Climate Change Country Profiles: Comoros - McSweeney, C.; New, M.; Lizcano, G. (2006)
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UNDP Climate Change Country Profiles:Equatorial Guinea - McSweeney, C.; New, M.; Lizcano, G. (2006)
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UNDP Climate Change Country Profiles: Ethiopia - McSweeney, C.; New, M.; Lizcano, G. (2006)
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UNDP Climate Change Country Profiles: Gabon - McSweeney, C.; New, M.; Lizcano, G. (2006)
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UNDP Climate Change Country Profiles: Ghana - McSweeney, C.; New, M.; Lizcano, G. (2006)
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UNDP Climate Change Country Profiles: Guinea - McSweeney, C.; New, M.; Lizcano, G. (2006)
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UNDP Climate Change Country Profiles: Kenya - McSweeney, C.; New, M.; Lizcano, G. (2006)
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UNDP Climate Change Country Profiles: Mali - McSweeney, C.; New, M.; Lizcano, G. (2006)
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UNDP Climate Change Country Profiles: Mauritania - McSweeney, C.; New, M.; Lizcano, G. (2006)
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UNDP Climate Change Country Profiles: Mauritius - McSweeney, C.; New, M.; Lizcano, G. (2006)
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UNDP Climate Change Country Profiles: Mozambique - McSweeney, C.; New, M.; Lizcano, G. (2006)
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UNDP Climate Change Country Profiles: São Tomé and Príncipe - McSweeney, C.; New, M.; Lizcano, G. (2006)
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UNDP Climate Change Country Profiles: Senegal - McSweeney, C.; New, M.; Lizcano, G. (2006)
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UNDP Climate Change Country Profiles: Sierra Leone - McSweeney, C.; New, M.; Lizcano, G. (2006)
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UNDP Climate Change Country Profiles: Tanzania - McSweeney, C.; New, M.; Lizcano, G. (2006)
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UNDP Climate Change Country Profiles: Togo - McSweeney, C.; New, M.; Lizcano, G. (2006)
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UNDP Climate Change Country Profiles: Uganda - McSweeney, C.; New, M.; Lizcano, G. (2006)
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UNDP Climate Change Country Profiles: Yemen - McSweeney, C.; New, M.; Lizcano, G. (2006)
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UNDP Climate Change Country Profiles: Zambia - McSweeney, C.; New, M.; Lizcano, G. (2006)
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ICT based training on nuclear technology applications in Tanzania - Mdoe, Simon Leonard; Kimaro, Ebenezer (International Journal of Nuclear Knowledge Management, 2006)
Peaceful application of nuclear technology has contributed to socio-economic resource development in Tanzania. The Tanzania Atomic Energy Commission has taken some active steps for the incorporation and or adoption of ICT-based training modules in nuclear science and technology and its applications. The overall objective of this programme is to establish a sustainable national capability for using the potential of information communication technologies (ICTs) for training and education in the field of nuclear science and technology. This paper reviews some of the experience which the authors gained in the area of ICT based training in nuclear technology applications, it describes some of the challenges experienced, and some proposals to address the issues involved.
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MODIS thermal remote sensing monitoring of low-intensity anomalies at volcanoes: Oldoynio Lengai (Tanzania) and the MODLEN algorithm - Meerendre, Matthieu Kervyn De; Harris, A. I.; Mbede, Evelyne; Jacobs, Patric; Ernst, Gérald (2006)
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A critical evaluation of the Downs-Hazen instrument (CSQ) by measuring employee communication satisfaction at a private higher education institution in South Africa - Meintjes, Corné; Steyn, Benita (Communicatio, 2006)
Abstract The aim of this article is to provide a critical evaluation of the Downs-Hazen instrument (Communication Satisfaction Questionnaire) (CSQ) by applying it to the measurement of employee communication satisfaction at a private higher education institution in South Africa. Three communication satisfaction dimensions, consisting of eight constructs, were measured. The results indicated that although employees are satisfied with their relationship with superiors, a need exists for improved communication on the psychological atmosphere in the organisation; the information employees receive about their immediate work environments, meetings and written directives; horizontal and informal communication that is accurate and free flowing; information about the organisation as a whole; as well as the way in which employees are being judged and appraised. A final conclusion is that the Downs-Hazen CSQ is still applicable even though it was first developed almost 30 years ago. Furthermore, the adjustments to items in this study did not affect the reliability of the adapted questionnaire.
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A critical evaluation of the Downs-Hazen instrument (CSQ) by measuring employee communication satisfaction at a private higher education institution in South Africa : organisational and management communication - Meintjes, Corné; Steyn, Benita (2006)
Die doel van hierdie artikel is 'n kritiese evaluasie van die Downs-Hazen instrument (CSQ) deur die meting van werknemer kommunikasietevredenheid by 'n privaat hoer onderwysinstansie in Suid- Afrika. Drie kommunikasietevredenheid dimensies, bestaande uit agt konstrukte, is gemeet. Die resultate dui aan dat, alhoewel werknemers tevrede is met die verhouding met hul hoofde, daar 'n behoefte aan beter kommunikasie oor die sielkundige atmosfeer in die organisasie; die inligting wat werknemers ontvang oor hul onmiddellike werkomgewings, vergaderings en geskrewe voorskrifte; horisontale en informele kommunikasie wat akkuraat is en vry vloei; inligting oor die organisasie in geheel; asook die wyse waarop werknemers beoordeel en ge-evalueer word. 'n Finale gevolgtrekking is dat die Downs-Hazen CSQ steeds toepasbaar is ten spyte van die feit dat dit amper 30 jaar gelede vir die eerste keer ontwikkel is. Verder het die aanpassings van die items in hierdie studie nie die betroubaarheid van die aangepaste meetinstrument beinvloed nie. The aim of this article is to provide a critical evaluation of the Downs-Hazen instrument (Communication Satisfaction Questionnaire) (CSQ) by applying it to the measurement of employee communication satisfaction at a private higher education institution in South Africa. Three communication satisfaction dimensions, consisting of eight constructs, were measured. The results indicated that although employees are satisfied with their relationship with superiors, a need exists for improved communication on the psychological atmosphere in the organisation; the information employees receive about their immediate work environments, meetings and written directives; horizontal and informal communication that is accurate and free flowing; information about the organisation as a whole; as well as the way in which employees are being judged and appraised. A final conclusion is that the Downs-Hazen CSQ is still applicable even though it was first developed almost 30 years ago. Furthermore, the adjustments to items in this study did not affect the reliability of the adapted questionnaire.
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A Distance Education Approach to Food Science Training in Sub-Saharan Africa - Mercer, Donald G.; Lund, Daryl; Meech, Julia (2006)
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Genetic analysis of performance of maize inbred lines selected for tolerance to drought under low nitrogen [ Zea mays L.; soil; Nigeria] - Meseka, Silvestro; Menkir, Abebe; Ibrahim, Ahmed A.; Ajala, S.O. (Maydica (Italy), 2006)
Low soil nitrogen (low N) limits maize (Zea mays L.) production in sub-Saharan Africa (SSA). Knowledge of inheritance of tolerance to low N in inbred lines selected for drought tolerance would be useful for developing hybrids adapted to low N conditions. The objectives of this study were to determine the (i) effect of zero, one and two doses of drought tolerance in inbred lines on performance of hybrids under low N, (ii) type of gene action conditioning performance under low N, and (iii) relationship between per se performance of parental inbred lines and their hybrids. Ninety-six hybrids were formed from 24 inbred lines using the Design II mating scheme. The parental lines and hybrids were evaluated under both low and high N in separate trials side by side during the rainy season at one location in Nigeria for two years. Most of the hybrids with at least one drought tolerant parent had higher yields than those having two drought susceptible parents. Mean squares for GCA-males, GCA-females and SCA effects were significant for grain yield under both low and high N, whereas their interactions with year were significant only for GCA-male effects under low N. Non-additive gene action was slightly higher than additive gene action for grain yield under low N. Average heterosis for grain yield was 129% under low N and 114% under high N. Grain yield, plant and ear heights of inbred lines contributed positively to grain yields of hybrids. However, grain yields of inbred lines accounted for less than 15% of the total variation in grain yield among hybrids at each N level. Five of the 12 drought tolerant lines and two of the 12 susceptible inbred lines had significant positive GCA effects for grain yield under low N. Use of inbred lines, such as KU1409, 4058, 1824 and 9432 with consistently positive GCA effects for grain yield under low-N in a breeding program would be desirable to further improve grain yield and associated traits for low N environments
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The cost-effectiveness of inputs in primary education: Insights from the literature and recent student surveys for sub-Saharan Africa - Michaelowa, Katharina; Wechtler, Annika (2006)
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The impact of care competency training for primary care nurses in South Africa - Michaels-Strasser, Susan (2006)
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From research to road map : learning from the arms for development initiative in Sierra Leone /Derek Miller, Daniel Ladouceur, Zoe Dugal - Miller, Derek; Ladouceur, Daniel; Dugal, Zoe (2006)
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Latino Students' Prejudice and Stereotypes toward African Americans - Milner, Amite (2006)
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THE DEVELOPMENT AND FUTURE OF THE PRE-UNIVERSITY STATISTICAL EDUCATION IN EGYPT: A CASE STUDY - Mina, Fayez M. (2006)
This paper is an attempt to study the development and future of the pre-university statistical education in Egypt, where it seems that the findings of the present study is applicable to many developing countries. The study starts with summing up the present state of art in statistical education in Egypt and having a global view in the area. Paradigm shifts in science, mathematics and mathematics education were examined and their implications on statistical education were identified and classified into long, intermediate and short terms. The future of the pre-university statistical education in Egypt was described in terms of almost the scenarios, progressive, reformatory and conservative ones.
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Social disparities in Education in Sub-Saharan African Countries: Gender, Geographical Location and Family Income - Mingat, Alain (RePEc: Research Papers in Economics, 2006)
In this paper we have two complementary objectives: the first consists in proposing a description of the magnitude of social disparities that exist in the systems of education of Sub-Saharan African countries; we focus on recent data but we put also these data in a time perspective. The second objective aims at identifying some of the factors that may explain these disparities or the impact of the actions targeted to their reduction.
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Ain’t I a Teacher?: An Inquiry into the Collective and Experiential Dimensions of Teachers’ Practical Knowledge Through the Experience of African American Female Academics - Mitchell, Roland W.; Lee, T. Corliss (The International Journal of Learning: Annual Review, 2006)
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Contextualization of animation programs in Kenya: musical arts and education - Miya, Florence Ngale (2006)
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Botswana religions and socio-cultural transformations: implications for religious education in Botswana secondary education - Mmolai, Sana Keketso (2006)
The focus of the paper is three-fold. First, it provides an analysis of Botswana traditional education prior to Christian missionary penetration. It illustrates that prior to the missionary era, pre-colonial education was characterised by oral traditions and imitation of the elderly and generally initiation of the young into activities, norms and values of the society, and religious values was a form of instruction throughout a child's life
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An emergent model of the teaching of iingoma zamagqirha based on three case studies in the Western Cape, South Africa - Mnukwana, Ncebakazi Fezeka (2006)
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Dating Violence Among Botswana Students: A Cross-Cultural Analysis - Moagi-Gulubane, Sophie M. (2006)
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Proposal for a programme of integrated inland water resources management in drought-prone West African countries. - Moehl, J.; Halwart, M.; Beernaerts, I.; Dam, A. A. van (2006)
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Evolution of formal midwifery education in Botswana, 1926-2005 - Mogobe, Dintle K.; Ncube, Ephraim (Botswana Notes and Records, 2006)
The paper traces midwifery in Botswana from its birth under the auspices of the London Missionary Society in 1926. Botswana National archives records, history of nursing books, oral interviews, past and current midwifery curricula documents, as well as midwifery transcripts for graduates of various midwifery programmes are examined. Midwifery education has evolved from its humble beginnings to take place in colleges of midwifery as well as institutions of higher learning, and has opened its doors to men. The purpose of this paper is to present the evolution of formal midwifery education in Botswana from 1926 to 2005.
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Student Loans Schemes in Mauritius: Experience, Analysis and Scenarios. - Mohadeb, Praveen (2006)
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Academic writing as social practice: a critical discourse analysis of student writing in higher education in Tanzania - Mohamed, Hashim Issa (2006)
This thesis was a critical analysis of students academic second language writing at Sokoine University of Agriculture. Student writing in English as a second language in higher education has excited much interest in the English as a Second Language writing research and discussion in Tanzania. The interest was motivated by frequent criticisms from examiners regarding students literacy performance in the English as a Second Language writing in the post primary and higher education where the language of instruction is English as is configured in the Tanzanian language policy.
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Sexually transmitted infections and acquired immunodeficiency syndrome: knowledge, attitudes and practices of school adolescents in Mbalmayo, Cameroon - Monebenimp, Francisca; Pouth, C; Kamgaing, Nelly; Lantum, D.N. (clinics in Mother and Child Health, 2006)
A cross sectional study was conducted in Mbalmayo in Cameroon, from April to December 1996. The objective of the study was to collect information on adolescent knowledge, attitudes and practices in view of developing a health education programme on STI/AIDS. 497 adolescents aged 10 to 19 years were randomly selected in three secondary schools. A validated questionnaire was used to conduct face-to-face interviews. The study sample was made of 54% girls and 46% boys. The sample mean age was 15.5 ± 2.6 years. 40% of these adolescents had already had sexual intercourse. Their main source of information on STI/AIDS was television (71%), with parents accounting for only 24%. As compared to their non - sexually active peers, the sexuallyactive adolescents have better knowledge of the route of transmission of STI/AIDS. Condoms were listed by these adolescents as the first method to prevent STI/AIDS. Out of the sexually active adolescents 96% of them reported that they had a regular sex partner in the past year. 5% had more than three sexual partners. 31% said that they were using condoms occasionally, while the rest do not use at all. There is a need for a robust sex education programme, given the lack of information and the high rate of sexual activity among the school adolescents in Mbalmayo. Emphasis should be placed on the different routes of transmission of HIV infection, abstinence and safe sex for those who are already sexually-active. This information can best be propagated through the mass media. Une etude transversale a ete conduite a Mbalmayo au Cameroun, du mois d'Avril a Decembre 1996. L'objectif etait de collecter des informations pertinentes pour l'elaboration d'un programme d'education sanitaire en matiere d'infections sexuellement transmissibles – SIDA (IST/ SIDA) pour les adolescents. 497 adolescents selectionnes dans trois ecoles secondaires ont eu une interview face a face. A partir d'un questionnaire valide, des informations ont ete recueillies sur les connaissances, les sources d'information sur les IST/SIDA, les attitudes et les pratiques en matiere de l'acte sexuel coital. L'echantillon etait constitue de 54% de filles et de 46% de garcons. La moyenne d'âge etait de 15.5 ± 2.6 ans. La premiere source d'information sur les IST/SIDA etait la television (71%) alors que les parents representaient seulement 24%. Les adolescents sexuellement actifs avaient une meilleure connaissance des voies de transmission des IST/SIDA par rapport a leurs pairs non sexuellement actifs. Le preservatif etait la premiere methode de prevention des IST/SIDA. 40% des adolescents scolaires avaient deja eu une activite sexuelle coitale. Parmi eux, 96% avaient des partenaires sexuels reguliers durant la derniere annee et 5% d'entre eux avaient plus de deux partenaires. 31% des adolescents avouaient avoir utilise sporadiquement le preservatif alors que le reste n'en faisait pas usage. La necessite de mettre en place un programme scolaire d'information et d'education des adolescents en matiere de sexualite et des IST s'impose etant donne les lacunes observees et la grande proportion d'adolescents sexuellement actifs a Mbalmayo. Les messages devraient cibler les informations sur le VIH, l'abstinence et la sexualite sans risque pour les adolescents sexuellement actifs. Keywords : Knowledge - Practices - Sexually transmitted diseases - Immunodeficiency syndrome - School adolescents. Clinics in Mother and Child Health Vol. 3(2) 2006: pp. 563-566
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Their eyes were watching God: African-American topical songs on the 1928 Florida hurricanes and floods - Monge, Luigi (Popular Music, 2006)
This study focuses on the five known African-American topical songs dealing with the two hurricanes and ensuing floods that took place in Florida in the summer of 1928. The first is a commercially recorded blues song and the others are unreleased Library of Congress sacred recordings, which are transcribed and analysed here for the first time.
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Global response to the Teacher Crisis in Sub-Saharan Africa - Moon, Robert (2006)
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Identifying new modes of teacher education: The global research response to the teacher crisis in Sub-Saharan Africa - Moon, Robert (2006)
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Retention of African Americans in Gifted Education: Lessons Learned from Higher Education. - Moore, James L.; Ford, Donna Y.; Owens, Delila; Hall, Ted; Byrd, Melendez O'Neal; Henfield, Malik S.; Whiting, Gilman W. (Mid-Western educational researcher, 2006)
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Learning by Heart in Qur'anic and Public Schools in Northern Cameroon - Moore, Lee R. (Social Analysis, 2006)
In both Qur'anic and public schools in Maroua, Cameroon, the development of competence in a second language is fundamental, and rote learning is the primary mode of teaching and learning in both types of schooling. Through the lens of language socialization theory, I have examined rote learning as it is practiced in Maroua schools and reframed it as a tradition of learning and teaching I call 'guided repetition'. In this article I discuss similarities and differences in how and why guided repetition is done, linking interactional patterns with the second-language competencies and the ways of being that children are expected or hoped to develop through Qur'anic and public schooling. While the use of guided repetition in both types of schooling is rooted in very similar goals for and ideologies of second-language acquisition, it is accomplished in culturally distinct ways to socialize novices into 'traditional' and 'modern' subjectivities.
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Policy and practice related constraints to increased female participation in education management in South Africa. - Moorosi, Pontŝo (2006)
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The impact of HIV/AIDS on primary and secondary education in Mohales hoek in Lesotho - Mopeli, Makhala (2006)
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What does ownership mean in practice? Policy learning and the evolution of pro-poor policies in Uganda - Morrissey, Oliver; Verschoor, Arjan (2006)
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Prophets and Profits -- managerialism and the restructuring of Jewish schools in South Africa (review) - Morrow, W. E. (Transformation: Critical Perspectives on Southern Africa, 2006)
Reviewed by: Prophets and Profits —managerialism and the restructuring of Jewish schools in South Africa Wally Morrow (bio) Chaya Herman (2006) Prophets and Profits —managerialism and the restructuring of Jewish schools in South Africa. Pretoria: HSRC Press. We who live in secular liberal democracies not threatened by imminent war like to think of ourselves as unencumbered agents acting with reason in the circumstances within which we find ourselves. One of the virtues of good Sociology or History is that they reveal the usually unacknowledged non-personal forces that constrain our vaunted autonomy and common sense and shape the ways in which we think and act. At the heart of this book is a sad tale of the attempt to 'restructure' the Jewish community schools in Johannesburg over a two-year period, and the ways in which this attempt led to the deterioration of the ethos of those schools, built up over decades, and left them in disarray. But despite some fleeting indications to the contrary, the real villains of this piece are not malevolent individuals but powerful historical currents, some global, some local. In brief, the tale is as follows. The first Jewish day school in Johannesburg opened its doors in 1948. Over the next half century more schools were established, and by 2000 there were eight such schools, known collectively as 'King David Schools' - distributed over three campuses in Johannesburg. But tensions and strains were beginning to become evident. In 1994 South Africa itself became the kind of democracy that embraces transparency, multiculturalism and diversity, and this raises uncomfortable questions about bounded communities with tendencies towards exclusivity. And tensions were exacerbated by continuous conflict and lack of settlement in the Middle East centering on the disputed State of Israel, worrying signs [End Page 145] of an increase in anti-Semitic sentiment globally, and rumoured terrorist attacks on Jewish installations. To add further ingredients to this already potent cocktail, religious divisions and tensions within the Jewish community itself became more prominent. But the proximal cause of the crisis, which came to a head towards the end of 2000, was the increasingly parlous financial situation of the King David Schools. The South African Board of Jewish Education, which is the governing body of the schools, decided that a decisive intervention was needed. In April 2001 it appointed a CEO, with wide powers to put the schools on a sounder financial footing. For two and a half years the schools, and everyone associated with them - from pupils and teachers to managers (principals and vice principals), to parents, and the Johannesburg Jewish community itself - were subjected to a traumatic roller-coaster ride which destroyed the traditional ethos of the schools and led to the unravelling of the threads of trust which had previously held the imagined community together. In September 2003, with as little transparency and explanation as had attended his appointment, the Board suspended the CEO. And that was the end of the story - but the traumas of this brief period in the history of the Jewish community schools of Johannesburg have changed them irreversibly. Chapter Seven concludes with the following admission: … it is argued in this chapter that there are various global and local factors that are likely to support the continuation of both the managerial and the religious restructuring, albeit in more subtle ways. Such is the work of hegemony. (2006:301) A chronicle of events is provided in Chapter Two ('A bird's-eye view') with no pretensions to be more than a description of the events as they unfolded. This supplies a story line for the minutely detailed case study and theoretical reflections that comprise the bulk of the book. Towards the end of this chapter, Dr Herman makes a confession that underlies the style of the book - its power, discipline and scope: This extended narrative lays the basis for what will constitute both a personal account of the change - informed by the emotional challenges of education change - as well as a broader empirical account of restructuring at the Johannesburg Jewish community schools and its theoretical location in the global literature on educational change. (2006:24) [End Page 146] This book reports on an inquiry driven by passion...
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The effects of peer harrassment in a school curriculum : a case study of Botswana Junior Secondary schools - Mosenki, Merapelo Kate (2006)
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English language and learning achievement in the remote area dweller settlements and rural Setswana medium schools in Botswana - Motshabi, K.W. (Pula: Botswana Journal of African Studies, 2006)
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Family, child, teacher perceptions of what African American adult family members think and do to assist their elementary school-aged children to become better readers - Msengi, Shadrack Gabriel (2006)
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When Cultures Meet: The Potential of Arts and Culture Learning in South African Schools - Msila, Vuyisile (The International journal of diversity in organisations, communities and nations, 2006)
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Teachings of Marcus Mosiah Garvey: Relevance in the post-apartheid South Africa. - Mthembu, Ntokozo Christopher (2006)
Marcus Garvey was the youngest of 11 children and born in St. Ann's Bay, Jamaica, on August 17, 1887, he moved to Kingston at the age of 14, found work as a printer, and became acquainted with the abysmal living conditions of the labouring people. He quickly involved himself in social reform, participating in the first Printers' Union strike in Jamaica in 1907 and in setting up the newspaper - The Watchman.
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The mobility of rare-earth and other elements in the process of alteration of rhyolitic rocks to bentonite (Lebombo Volcanic Mountainous Chain, Mozambique) - Muchangos, Amadeu Carlos dos (Journal of Geochemical Exploration, 2006)
Ca-type bentonite deposits of economic interest occur associated with rhyolitic rocks in the Lebombo volcanics. From previous geological studies on the deposits, besides the economic aspects, little is known about the main formation mechanism of beds of bentonite that can be more than 15 m thick, in some places. Chemical analyses of bentonite samples indicate that elements such as Ca, Mg, Sr, Zn, Cu and Sc are markedly enriched in bentonite in comparison to the parent rock. Other elements such as K, Na, Rb and Ba are depleted in bentonite. HREE (Yb, Lu) and Y are depleted in the bentonite samples, as well as Cs, Rb, Ta, U, Ba, Co, Cr and Pb. Concentrations of the LREE (La, Ce, Nd, Sm, Eu), Sc and Ga are slightly higher in the bentonites than in the parent rocks. The chondrite-normalized REE patterns show identical trends both in the rhyolites and bentonites samples. Alteration of the parent rocks to bentonite is associated with leaching and subsequent removal of, principally, K and Na in open-system conditions.
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Coping behaviours of families of pre-school children with disabillities: A cultural perspective from Zimbabwe - Muderedzi, Jennifer (2006)
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Factors influencing students' performance in the Kenya certificate of secondary education (KCSE) examination in Meru South District, Kenya - Mugambi, Mercy M (2006)
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Cost of training programs and willingness to pay for training: An application of break-even analysis in Uganda - Mugumya, Nicholas; Nyombi, Juliana K.; Matsiko, Michael; Homan, Rick; Birungi, Harriet; Munguti, Nzoya (2006)
Background:The AIDS Support Organization (TASO) provides care and support to persons living with HIV/AIDS in Uganda.The organization also has developed a large number of training courses related to AIDS care and counseling that are offered to local and regional organizations.TASO is dependent on donors for 95 percent of its budget and wished to develop alternative funding sources.The training centre was seen as a potential revenue center.To explore alternatives for increasing the sustainability of the training center, a team from TASO attended a one-week workshop on financial sustainability and developed an operations research study to determine ways in which the training center could increase its revenues and reduce costs. Objective:The purpose of the OR study was to determine the break-even points for the courses offered by the training center and estimate prices and numbers of participants necessary to ensure the profitable operation of the center. Methodology:The study applied the technique of break-even analysis to identify charges for the training modules and the enrollment needed to earn positive net revenues for eleven courses.Subsequently, a willingness to pay survey was conducted among TASO training clients to assess the potential for changing the course fees. Results:The break-even analysis enabled TASO to identify three threats to the financial sustainability of their training programs: insufficient fees, excessive costs, and inefficient course size.The willingness to pay results allowed TASO to systematically update their charges for specific training modules.Recommended changes in courses would increase cost recovery in the short term from the current level of approximately 50 percent to approximately 60 percent. Conclusions:With updated fees as well as changes to the structure of some modules, TASO is positioned to reduce their dependency on donors and strengthen their financial base.This study also demonstrated that, with minimal technical support, an NGO was able to undertake a detailed analysis of the costs of individual programs, and use management tools like break-even analysis and willingness to pay surveys to identify programmatic changes that enhance their financial sustainability.
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African Americans and College Choice: The Influence of Family and School (review) - Muhammad, Crystal Gafford (The Review of Higher Education, 2006)
Kassie Freeman. African Americans and College Choice: The Influence of Family and School. Albany, NY: SUNY Press, 2005. 132 pp. Paper: $15.95. ISBN: 0-7914-6192-0.
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The simulated impact of deforestation on the changes in the East African climate: a GCM study - Muhati, David F (2006)
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Future of midwifery education and research in Kenya - Muiva, Margaret N (2006)
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RIU Tanzania. Monitoring, impact assessment and learning (MIL) component. - Mukkavilli, Seetharam (2006)
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Process evaluation of a school-based HIV/AIDS intervention in South Africa - Mukoma, Wanjirû (2006)
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Education for Children With Emotional and Behavioral Disorders in Kenya: Problems and Prospects - Mukuria, Gathogo; Korir, Julie (Preventing School Failure: Alternative Education for Children and Youth, 2006)
There is a continuing disparity in educational services in Kenya for children with disabilities. Traditional African beliefs, cultural perspectives, and religious practices have resulted in negative attitudes toward individuals with disabilities. As a consequence, educational services for individuals with special needs (especially for those with emotional and behavioral problems) are not being addressed adequately.
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Attitudes of basic school teachers towards inclusive education in the southern province of Zambia - Muleya, Edmond Moses (2006)
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A QUANTITATIVE ANALYSIS OF ZAMBIAN HIGH SCHOOL PHYSICS TEXTBOOKS, SYLLABUS AND EXAMINATIONS FOR SCIENTIFIC LITERACY THEMES - Mumba, Frackson; Chabalengula, Vivien Mweene; Hunter, William J. (Journal of Baltic Science Education, 2006)
This study investigated the balance and emphasis of scientific literacy themes in Zambian high school physics course in an attempt to find out its potential of contributing to preparation of scientifically literate citizens. Results show that the national syllabus and examinations emphasized the investigative nature of science while textbooks placed most emphasis on basic knowledge of science. Although the interaction of science, technology and society theme was accentuated in the syllabus, it was less emphasized in textbooks and absent in some examination papers. However, the physics course has potential of contributing to the preparation of scientifically literate
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Learning for livelihoods in Somalia: initial insights on audience patterns and preferences. - Mundy, Greg; Volf, T. (2006)
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Neurological disability and impairment in children in Kenya : prevalence and risk factors - Mung’ala‐Odera, V. (2006)
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Postsecondary technical and vocational education institutions in Kenya: needs and challenges - Mupinga, Davison M. (2006)
The development of society is increasingly science and technology-based, -powered, and -driven, and more focus is being placed on technical and vocational education and training (TVET) programs. Developing countries have relied on external support and funding for acquisition of technical knowledge and skills. But lately, much of the needed support has dried up, leaving TVET programs to survive on little financial support from within the countries. This, coupled with instructor shortages, has created serious challenges to the implementation of programs. This study identified and examined the current needs and challenges facing technical and vocational education and training institutions in Kenya, and suggests ways to address the challenges. Data were collected through case studies of two public technical institutions in Kenya - a technical training institute and a national polytechnic.
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Guidance and Counseling Services in South African Schools: Issues and Challenges - Muribwathoho, Henry Nkhanedzeni.; Shumba, Almon (Journal of Psychology in Africa, 2006)
This study seeks to determine if guidance and counseling: (a) lessons are provided to students; (b) services provided are adequate; (c) students are aware of guidance and counseling services provided; and (d) difficulties that counselors face in implementing the programme. A survey questionnaire was used to collect data from counselors in sampled schools. The instrument was pilot studied and modified before administration to the study sample. This study found that 90% of the participants indicated that they had some guidance lessons in their schools whilst 10% had none at all. These findings show that a significant minority of students have no guidance lessons in their schools.
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Education on and training in Valuation; Land Management and Housing in Kenya, - Murigu, JM (2006)
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Preservation education in South African library and archive degree programmes : research article - Murray, Kate (South African Journal of Libraries and Information Science, 2006)
This paper investigates preservation education options for library and archive students at degree granting institutions in South Africa through examining the following questions: which institutions offer separate classes or modules dedicated preservation issues; what academic levels are the existing classes directed towards and how often are they offered; what preservation issues are covered in existing classes and modules; what is the preservation-related experience of the instructors, and; how do South Africa's offerings compare internationally? The paper also evaluates the appropriateness of the preservation content offered against established benchmarks.
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Investigating in-service professional development of secondary school principals in Namibia - Mushaandja, Johannes (2006)
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Religion and Provision of Education and Employment in Tanzania: In Justice, Rights and Worship: Religionand Politics in Tanzania - Mushi, Philemon A. K. (2006)
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The conflict between church and state on the management of education in Uganda : a case study of the Central region. - Mutagwanya, Charles (2006)
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Research Of French Teaching In Eastern Africa "opportunities And Challenges - Mutai, Caroline (2006)
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A Systems Thinking Framework for Quality Assurance in Transnational Education - The Case of Kenya - Muthoni, M (2006)
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Comparison of pregnancy outcome between teenage and older primigravidae in Jos University Teaching Hospital, Jos, north-central Nigeria - Mutihir, JT; Maduka, W.E. (Annals of African Medicine, 2006)
Background/Objective: Teenage pregnancy constitutes a major health and social problem the world over. The objectives of the study were to determine the incidence of teenage pregnancy and to compare the socio-demographic characteristics, booking/delivery ratio and pregnancy outcomes of teenagers and the control in Jos University Teaching Hospital. Method: A prospective case-controlled study of the pregnancy outcome in 128 booked teenage primigravidae was compared with 633 older primigravidae aged 20-34 years (control group); who booked for antenatal care between January and December 2003 in Jos University Teaching Hospital (JUTH), Jos was conducted. Results: The study showed teenage mothers to have significantly increased proportions of Hausa/Fulani ethnicity (p=0.0000), Muslim religion (p=0.0000), lower educational status (p=0.0000), lower income group (p 0.05), obstetric interventions (p = 0.78), birth asphyxia (p = 1.00) and crude perinatal death rate (p = 0.21) compared to the control. Conclusion: This study has demonstrated that teenage pregnancy even though it predisposes to complications of pregnancy and labour, but when teenagers receive good antenatal care, pregnancy and labour outcome is comparable to that of other age groups. Keywords: Teenage pregnancy, primigravidae, booked Annals of African Medicine Vol. 5(2) 2006: 101-106
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Afrocentricity and Racial Socialization among African American College Students - Mutisya, Philliph Masila; Ross, Lone (2006)
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Dual medium language of instruction policy and practices in Rwandan higher education: a case study of the National University of Rwanda - Mutwarasibo, Faustin (2006)
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The teaching of anthropology in Zimbabwe over the past forty years: continuities and discontinuities. - Muzvidziwa, Victor N. (2006)
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Knowledge, Beliefs and Attitudes Regarding Abortion in South Africa Among a Sample of University Students - Mwaba, Kelvin; Naidoo, Pamela (Journal of Psychology in Africa, 2006)
A survey study design was used to determine the knowledge of a sample of South African university students regarding the Choice on Termination of Pregnancy (CTOP) Act and their beliefs and attitudes toward abortion. A total of 146 (110 female, 36 male) undergraduate psychology students participated in the study. As part of a larger study participants were given a questionnaire on knowledge, beliefs, attitudes and practices regarding sexuality among young South Africans. The results showed that most of the students were unaware of key provisions of the Act. The data also indicated opposition to abortion except in the case of rape or when the pregnancy posed a threat to the health of the woman. It is concluded that increasing public awareness of the Act is vital not only in improving access to abortion services but also in terms of reducing the stigma that seems to be associated with abortion in South Africa.
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Education and rights: the path to development in Zambia - Mwale, Simson; Henriot, Peter J. (African Social Research, 2006)
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Academic integrity : South African and American university students - Mwamwenda, Tuntufye S. (2006)
This study explores the extent to which academic integrity is upheld in the academic endeavours of South African and American university students. The study further examines the degree of difference in the extent academic integrity between the two sets of sample was maintained. The prevalence of academic integrity was determined on the basis of the extent participants admitted to having engaged in plagiarism and academic misconduct in its various manifestations. The findings of the present study clearly confirm that indeed academic dishonesty is widely practised by both South African and American university students. The extent to which this held true varied from one item to another of the sixteen questionnaire statementswith the highest score being in items related to plagiarism. Overall, 12% South Africans and 14% Americans engaged in academic dishonesty. The rate at which academic dishonesty was reported was very low compared to what has been reported in other studies not only in the US, but also in other countries. As low as it may be, it is serious enough to call for attention in the form of bringing it under control so that the highest academic integrity is assured.
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Data analysis, technical report writing and grant proposal writing held at FARM-Africa Meru Office from 5-9 December 2005. Training Report for FARM-Africa extension staff. Egerton University, Njoro, Kenya. - Mwangi, G.J.; Amudavi (2006)
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Introduction To Theory And Skills Of Teaching Kenyan Sign Language: A Handbook For Teachers. Nairobi - Mweri, Jefwa G. (2006)
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"The Legal Regime of Land use and Land Planning in Kenya" in Professional Excellence, A Magazine of the Kenya School of Professional Studies.. - Mweseli, T.O.A. (2006)
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The Jeanes School in Kenya: The Role of the Jeanes Teachers and Their Wives in'Social Transformation'of Rural Colonial Kenya, 1925-1961 - Mwiandi, Mary (2006)
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Anticipating and Responding to Drought Emergencies in Southern Africa: Lessons from the 2002-2003 Experience - Mwiinga, Billy; Weber, Michael T.; Nijhoff, Jan J.; Arlindo, Pedro; Jayne, Thomas S.; Tschirley, David L. (RePEc: Research Papers in Economics, 2006)
This paper examines the efficiency and effectiveness of emergency response in southern Africa through the lens of the 2002/03 food crisis in the region. The authors outline improvements in information and operational procedures needed to enhance the response to future events. They also discuss national and regional trade regime changes that would reduce the need for emergency response, and consider what lessons the 2002/03 crisis may have for the role of Strategic Grain Reserves (SGRs).
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Act learn and teach: theatre HIV and AIDS toolkit for youth in Africa. - Myers, Lacey; Sc, Sow; Drobna, H; Bagheritari, M; Kompaore, P (2006)
When you want to cut wood you use a saw or an axe. When you want to drive a nail you use a hammer. The saw the axe and the hammer are tools one uses to achieve a given aim. While there are many forms of art that are used as education tools to raise HIV and AIDS awareness including print film video radio outdoor media posters leaflets discussion and dance interactive theatre has proven to be particularly valuable in HIV and AIDS education given its special ability to engage and connect with its audiences. Theatre is live and human: it uses voice speech language the body and emotion. It brings life and human reality to the audience as well as players. It makes people think and respond. We are all actors playing different roles in our lives and the world is our stage. We become different characters depending on whether we are talking to our mother lying in the arms of a loved-one making a speech to many or playing with a child. Moreover theatre groups can create space for storytelling and discussing because such theatre can convey information and still remain popular and entertaining too. It is relatively easy to create a play which is readily accessible to most communities since there is no need for complicated or expensive technology or equipment. Forum Theatre performed live can deliver a message that its audience will remember because the audience itself is involved but also because it is uniquely rooted in many peoples cultures. (excerpt)
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An evaluation of the sexuality education programme being implemented in South African schools - Naidoo, Maynapathee. (2006)
A thesis submitted in fulfilment of the requirements for the degree of PHD in Psychology in the Department of Psychology, University of Zululand, 2006.
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An analysis of the financial management systems, cost management systems and decision making systems of private higher education institutions in South Africa from 1990 to 2005 - Naidoo, Moonsamy (2006)
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Gender and education challenges in the 21st century with special reference to institutions of learning: a case of primary schools in Kajiado District of Kenya - Nairesiae, Everlyne (2006)
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Environmental hazards and access to injury care at 20 primary schools in Kampala, Uganda - Nakitto, M.; Mutto, Milton; Lett, Ronald (African Safety Promotion, 2006)
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Environmental hazards and access to injury care at 20 primary schools in Kampala, Uganda : short research report - Nakitto, M.; Mutto, Milton; Lett, Ronald (African Safety Promotion, 2006)
The study assessed environmental hazards and access to injury care as safety-compromising factors for children at 20 primary schools. The sampling methods were purposive and convenient. A questionnaire was used to collect quantitative data. The study population comprised of 20 primary schools located in Kawempe, a densely populated suburb of 268 659 people, and 200 primary schools. Respondents were head teachers at each school. Results were validated through secondary site visits to each school by the first author. The study found that the majority of children walk to schools, 90% of which are located within 100 meters of a main road. School perimeters were enclosed with open barbed wire (7), sharp and open hedges (5), broken walls (6), and wooden poles with barbed wire (2). Half the schools had injurious objects on the school premises. These and other findings indicated that children in Kawempe primary schools are at risk for traffic-related injuries, burns, falls, lacerations and drownings. By way of conclusion we call for an effective school-based injury prevention programme that addresses safety policies, procedures, planning, practice, staff development and curriculum.
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HIV/AIDS and Adolescent's School-Work Choices in Malawi - Nankhuni, Flora J. (RePEc: Research Papers in Economics, 2006)
Malawi is facing a severe HIV/AIDS Pandemic. With an estimated prevalence rate of 14.2%, it ranks eight in the world. About 900,000 Malawians were infected by 2003 and there were110,000 new infections and 87,000 deaths due to HIV/AIDS in 2003. The disease has poten tially devastating impacts. For example, 'taking children out of school' is mentioned as one of the coping mechanisms (Garbus 2003) but evidence is mixed. Doctor (2004) found no statistically significant difference between enrollment of orphans and non-orphans and mentioned an effective extended family structure as explanation. However, HIV/AIDS, poverty, macroeconomic policies, and food shortages are reported to render informal safety networks of the extended family systems irrelevant (Garbus 2003). Some evidence seems to point in this direction (Nankhuni 2005). This research shows that adolescents who are orphaned and those who do not live with their parents are less likely to attend school, spend less hours on school work but more hours on domestic and paid work. Children in households that have adults with chronic illnesses that are associated with HIV/AIDS symptoms are also more likely to be absent from school and spend more hours on d omestic and paid work. These results suggest that HIV/AIDS contributes to low investments in children in Malawi. The results also suggest that the extended family system is weakening due to pressure from increased number of orphans and the low economic status of most Malawians since even parents that are living foster out their children and these children do worse than orphaned children.
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HIV/AIDS and Adolescent's School-Work Choices in Malawi - Nankhuni, Flora J. (2006 Annual Meeting, August 12-18, 2006, Queensland, Australia, 2006)
Malawi is facing a severe HIV/AIDS Pandemic. With an estimated prevalence rate of 14.2%, it ranks eight in the world. About 900,000 Malawians were infected by 2003 and there were110,000 new infections and 87,000 deaths due to HIV/AIDS in 2003. The disease has poten tially devastating impacts. For example, 'taking children out of school' is mentioned as one of the coping mechanisms (Garbus 2003) but evidence is mixed. Doctor (2004) found no statistically significant difference between enrollment of orphans and non-orphans and mentioned an effective extended family structure as explanation. However, HIV/AIDS, poverty, macroeconomic policies, and food shortages are reported to render informal safety networks of the extended family systems irrelevant (Garbus 2003). Some evidence seems to point in this direction (Nankhuni 2005). This research shows that adolescents who are orphaned and those who do not live with their parents are less likely to attend school, spend less hours on school work but more hours on domestic and paid work. Children in households that have adults with chronic illnesses that are associated with HIV/AIDS symptoms are also more likely to be absent from school and spend more hours on d omestic and paid work. These results suggest that HIV/AIDS contributes to low investments in children in Malawi. The results also suggest that the extended family system is weakening due to pressure from increased number of orphans and the low economic status of most Malawians since even parents that are living foster out their children and these children do worse than orphaned children.
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Developing African leaders : Uganda's unique education system - Nantulya, Paul E. (Conflict Trends, 2006)
At the Ntare School's golden jubilee celebration held on 30 September 2006 in Mbarara, Uganda, a jovial Rwandan President Paul Kagame, said that he was hopeful that he would work with his fellow alumnus, Ugandan President Yoweri Museveni to help Ntare School produce three more presidents for the region. Ugandan academic institutions have been known to produce high-calibre leaders who have made their mark locally and internationally.
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Education, Social Justice, and Development in South Africa and Cuba: Comparisons and Connections - Napier, Diane Brook (Education and Society, 2006)
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Historical facts erroneously presented by textbook historiographers the case of Kenya Institute of Education secondary school textbooks - Nasibi, Mary W. (2006)
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ENVIRONMENTAL ASSESSMENT OF HEAVY METAL POLLUTION IN BOTTOM SEDIMENTS OF ADEN PORT, YEMEN - Nasr, S.; Okbah; Kasem, Shaif M. (2006)
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Public Library Services to Schools in Nigeria - Nassarawa, SA (Nigerian School Library Journal, 2006)
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LOCUS OF CONTROL AND THE ATTRIBUTION FOR POVERTY: COMPARING LEBANESE AND SOUTH AFRICAN UNIVERSITY STUDENTS - Nasser, Ramzi; Abouchedid, Kamal (Social Behavior and Personality, 2006)
The attitudes of a sample of 443 Lebanese and South African college students towards the causes of poverty as measured by their locus of control and socio-demographic background were studied. Cross-national differences and personality style constructs of external and internal locus of control were used in a MANCOVA design. No significant interaction differences appeared between national status and locus of control, which gave no support to the main hypothesis of this study that respondents from individualistic cultures (South Africa) have internal locus of control and make more individualistic attributions of poverty. Lebanese students were more structuralistic, and had more external than internal locus of control than South Africans. The independent variable of class did not appear as a predictor to the structural attribution for poverty. Hence, university education may be the most important factor in the attributions of poverty. Conceptualization in the design as to how individuals see poverty outside their immediate environment and how this can affect the formation of their poverty attitudes are suggested as areas for further research.
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Adult education in South African public libraries : a profile of activities : research article - Nassimbeni, Mary; May, Bev (South African Journal of Libraries and Information Science, 2006)
This paper reports on the findings of a research investigation into the role of South African public libraries in adult education. A questionnaire was distributed to 1295 public libraries for the collection of statistical and qualitative information in an attempt to build national and provincial profiles of adult education activities. There was a good response rate of 45.5%. The survey was complemented by site visits to eleven public libraries in order to illuminate the issues facing libraries in this field The results show that most public libraries do not participate at all in any adult education initiatives: 76.9% do not participate while 23.1% do. A profile of activities is presented. A case study of a single anonymous library is presented to provide an opportunity to understand the lived experience of the activities from the perspective of the providers and of the learners. The paper concludes by speculating on the reasons for the low level of engagement in an area that is theoretically espoused by the library community.
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The Education of girls in Sourthern Sudan - Natana, James Laku (Skriftserien, 2006)
A Case Study of Girls' Schooling in Juba Town Basic Level Schools Utgivelsesdata Tittel:The education of girls in Sourthern SudanForfatter(e):James Laku NatanaSerie:HiO hovedfagsrapportIssn:0807-1039Nr:2006 nr 8Utgiver:HiOAvdeling/fakultet:LUSider:128Pris:155,– ISBN-print:82-579-4529-3
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Blazing the Trail in Poverty Alleviation among University Students in Nigeria: the Federal University of Technology Yola - Ndagana, Baba L.; Ogunrombi, S. A. (Library Philosophy and Practice, 2006)
This study reports on the innovative ?study and work? programme for students at the Federal University of Technology, Yola. In particular, the use of student part-time workers in the Library is discussed. The study reviews the widespread and severe poverty in Nigeria and among students in particular.This study reveals that the ?study and work scheme? to alleviate poverty is beneficial to both students and university departments. The scheme extolls the dignity of labour in addition to alleviating the suffering of indigent students. The advantages of the scheme to the Library are discussed and it is recommended that the ?study and work? scheme should be incorporated into the country-wide Poverty Alleviation Progamme of the Obasanjo administration.
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Evaluation of the use of an online learning management sytem at the Nelson R. Mandela School of Medicine, University of KwaZulu-Natal, Durban, South Africa. - Ndamase, Zanele Victoria. (2006)
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Teacher-Community Cooperation to Promote Sustainability of Wetlands in Kenya - Ndaruga, AM; Irwin, Pat (The Southern African Journal of Environmental Education, 2006)
This study was undertaken with 83 teachers from 54 primary schools in Kenya. Its purpose was to establish  how teachers relate with the local community and how they harness this interaction to promote sustainability of wetlands within their locality. Data were collected using questionnaires, interviews and observation. Results of the study indicated that teachers acknowledge the value of, and threats to, their local wetlands. Some teachers reported interacting and engaging in diverse activities with members of the community to conserve the local wetlands. Forums for interaction and action mentioned by the teachers included public baraza, women’s groups, church, youth groups, local community, parents’ meetings and environmental days. Use of these forums differed. The approaches used to involve the community in awareness and action ranged from theoretical arguments to visits to wetlands, use of wetland resources, ecomanagement and political action. The responses by teachers revealed lack of engagement with the real local wetland problems. This study demonstrated existence of a potential but under-utilised opportunity that can be harnessed by  environmental education programmes to champion the sustainability of wetlands.
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Challenges Batwa Face in Formal Education: A Case Study of Kigezi Sub-Region, Uganda. - Ndoleriire, Kyomuhendo Patrick (2006)
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The Impact of Trainability Factors on the Use of E-Learning as a Training Tool in Kenyan Banks - Nduati, Damaris (2006)
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The sustainability problems facing donor funded secondary schools in Maridi county, south Sudan: A case study of the Eyira adventist vocational academy (E.A.V.A) project - Ndung'u, Patrick K (2006)
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Western Education and African Cultural Identity in the Great Lakes Region of Africa: A Case of Failed Globalization - Ndura, Elavie (Peace & Change, 2006)
Peace & ChangeVolume 31, Issue 1 p. 90-101 Western Education and African Cultural Identity in the Great Lakes Region of Africa: A Case of Failed Globalization Elavie Ndura, Elavie Ndura George Mason UniversitySearch for more papers by this author Elavie Ndura, Elavie Ndura George Mason UniversitySearch for more papers by this author First published: 08 February 2006 https://doi.org/10.1111/j.1468-0130.2006.00345.xCitations: 7Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume31, Issue1January 2006Pages 90-101 RelatedInformation
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Western education and African cultural identity in the Great Lakes region of Africa: A failed case of globalization - Ndura, Elavie (2006)
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Factors influencing the performance of Kiswahili in Kenya Certificate of Secondary education in Embu district in Kenya - Ndwiga, Zachary Njagi (2006)
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Factors influencing the performance of Kiswahili in Kenya Certificate of Secondary education in Embu district in Kenya - Ndwiga, Zachary Njagi (2006)
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Education and Development in Ethiopia: the history of dubious correlation - Negash, Tekeste (Rocznik Orientalistyczny, 2006)
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Education in Ethiopia - Negash, Tekeste (Ethiopian e-Journal for Research and Innovation Foresight (Ee-JRIF), 2006)
The major focus of this paper is to contextualise the dilemmas of education in Africa in general and those of Ethiopia in particular. Its main purpose is to demonstrate that the crisis of education, despite phenomenal growth in enrolment, has deepened and the education system is in fact on the verge of collapse. Crisis and system collapse are interpretations of the actual state of the education system and of the extent to which its various components are organically linked. A major methodological tool for such interpretation is a discursive analysis of relevant episodes and instruments. Major political and ideological changes and their impact on education policy belong to the realm of episodes, whereas curricula, medium of instruction, resource base and views on the role of education constitute the key instruments. Discursive analysis is most often political as well as ideological. Hence discursive analysis as used by the founder of the concept (Michel Foucault) may be carried out within an established discourse. The dominant education discourse, for instance, emphasises the positive role of education on the overall development of society. Discursive analysis may also be carried out as a contribution to the evolution of a counter- discourse or simply as a further elaboration of the hegemonic discourse.
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Finding hope in hopelessness : future goals and aspirations of Papua New Guinean students - Nelson, Genevieve F; McInerney, Dennis M.; Craven, Rhonda; Dowson, Martin; Schauble, Andrew C. (2006)
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Motivation, learning processes and achievement in cross-cultural settings : an examination of Australian and Papua New Guinean students - Nelson, Genevieve F; O'Mara, Alison J; McInerney, Dennis M.; Dowson, Martin (2006)
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Many Hands Can Lift the Heaviest of Burdens: A Guide and Resource Book to Assist in Teaching and Learning About Africa in the Unites States - Revised Version #1 - Nesbitt, Prexy (2006)
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Deconstructing the Methods and Synergies in Problem-Based Learning, Community-Based Project-Organized Education: Perspectives at the University of Venda, South Africa. - Netshandama, Vhonani; Farrell, Sarah P. (Journal of Higher Education Outreach and Engagement, 2006)
This case study discusses the deconstructions and synergies of problem-based learning (PBL) and community-based project-organized education. The growing literature on these methods lacks in coverage of their synergies and their applicability to meaningful projects with communities as partners. Community-based learning is inherently problem based and provides a natural environment to introduce problem-based learning, but problem-based learning is not inherently community-based. A project-organized curriculum is not necessarily community based or problem oriented. Its application in community problem-based models therefore requires clear articulation. Scholars wishing to use both approaches are faced with the challenge of revisiting the connections from time to time, given the evolving and changing contextual nature of community issues, problems, and needs. This article discusses theoretical underpinnings, context, applications, and experiences in using these methods at the Department of Nursing Sciences at the University of Venda in South Africa.
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Climate change impacts, vulnerability and adaptation assessment in East Africa. - Ng'ang'a, JK (2006)
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Policies and practices on training in the informal sector in Tanzania - Ng’umbi, Michael (2006)
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Implications of climate change on the management of Rift Valley lakes in Kenya. The case of lake Baringo - Ngaira, Josephine K. W. (2006)
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Multilingual Content Development for e-Learning in Africa - Nganga, Wanjiku (2006)
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Public and private higher education in South Africa in the context of the African renaissance - Ngqakayi‐Motaung, Nomsa (International Journal of African Renaissance Studies, 2006)
Abstract This article examines the concept of higher education as a public good in relation to the currently evolving interface between public and private higher education in post‐apartheid South Africa. In order to illuminate the significance of the particular ways in which this public‐private divide is unfolding, the first part of the article sketches the history of the emergence of higher education from the South African public and private elementary and secondary education system, and reaches some conclusions about the social, political and economic considerations that drove the emergence of this dualism in the colonial era and during apartheid, and the emergent assumptions on education as a public good. Making use of Amartya Sen's thesis of development as the expansion of freedoms, the second part constitutes an examination of the manner in which the liberatory agenda of post‐apartheid education policy is shaping the current articulation between public and private higher education in South Africa. This is specifically with respect to issues of access, funding and knowledge acquisition and production. This article makes observations, not only about the consequences for development of the particular ways in which the public‐private divide is evolving and how the nature of the interface connects with issues of the public good in education, but also about the degree to which the drive for the marketisation of education is impacting on current understandings of education as a public good. In the very last section, a South African case study is used to provide broad commentary on the nature of the public‐private interface that may benefit development in the context of the African Renaissance.
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African American Studies Programs in North America and the Teaching of Africa: Myth, Reality, and Reconstruction - Ngwainmbi, Emmanuel K. (2006)
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Determinants and Strategies for Expanding Access to Secondary Education in Kenya - Ngware, Moses; Manda, DK; Onsomu, E; Muthaka, David I. (2006)
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Is There A Relationship Between ICT, Health, Education And Development? An Empirical Analysis of five West African Countries from 1997–2003 - Ngwenyama, Ojelanki; Andoh‐Baidoo, Francis Kofi; Bollou, Felix; Morawczynski, Olga (The Electronic Journal of Information Systems in Developing Countries, 2006)
Abstract For more than a decade, key international organizations such as the World Bank, International Monetary Fund, the UN and International Telecommunications Union (ITU) have argued that investment in information communication and telecommunication (ICT) infrastructure is a prerequisite for the development of poor countries. However, dissenting voices of the international development community argue that African governments should focus their attention on building schools, delivering basic health care, electricity and clean water rather than on the building of costly ICT infrastructure with their limited financial resources. In this paper, we present an analysis of the relationships among investments in ICT, Health Care and Education and the human development index on five West African nations. We use a Stepwise regression analysis to help unravel the complex relationships among these variables. Our results provide evidence that complementary investments in ICT, health and education can significantly increase development. Given that developing nations are making considerable investments in healthcare, education and ICT and that there are concerns over the type of investments they should make, our findings are a significant contribution to the literature.
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Is There A Relationship Between ICT, Health, Education And Development? An Empirical Analysis of five West African Countries from 1997–2003 - Ngwenyama, Ojelanki; Andoh‐Baidoo, Francis Kofi; Bollou, Felix; Morawczynski, Olga (The Electronic Journal of Information Systems in Developing Countries, 2006)
Abstract For more than a decade, key international organizations such as the World Bank, International Monetary Fund, the UN and International Telecommunications Union (ITU) have argued that investment in information communication and telecommunication (ICT) infrastructure is a prerequisite for the development of poor countries. However, dissenting voices of the international development community argue that African governments should focus their attention on building schools, delivering basic health care, electricity and clean water rather than on the building of costly ICT infrastructure with their limited financial resources. In this paper, we present an analysis of the relationships among investments in ICT, Health Care and Education and the human development index on five West African nations. We use a Stepwise regression analysis to help unravel the complex relationships among these variables. Our results provide evidence that complementary investments in ICT, health and education can significantly increase development. Given that developing nations are making considerable investments in healthcare, education and ICT and that there are concerns over the type of investments they should make, our findings are a significant contribution to the literature.
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Disability and human rights: the South African Human Rights Commission - Nhlapo, C.M.; Watermeyer, Brian; Schneider, Maggie (2006)
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The demise of student movement in higher education institutions in South Africa : a case study of the University of KwaZulu-Natal. - Nhlapo, Mpumelelo Michael. (2006)
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Participants' views on workplace-based HIV/AIDS education at the Open University of Tanzania - Nihuka, Kassimu A. (2006)
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Wheat productivity improvement in the drought prone areas of Kenya - Njau, Peter; Kimurto, P.K.; Kinyua, M. G.; Okwaro, H.K.; Ogolla, JA (African Crop Science Journal, 2006)
In search for superior wheat ( Triticum aestivum L.) varieties for the marginal areas of Kenya various breeding methods have been applied. These include introductions, mutation and the doubled haploid technique. The application of doubled haploid (DH) technique in breeding for drought tolerance has proved to be very effective and efficient for such complex characters as drought. This study was aimed at evaluating and validating doubled haploid lines (DHs) that were developed in 2000 using the chromosome elimination technique. The resulting lines have also been compared with other lines introduced from CIMMYT and two mutants developed in Njoro. The lines were tested in multi-locational trials in 2002 and repeated in 2003. The sites were Lanet, Mogotio, Naivasha, Mweiga, Kajiado and Katumani. The results show that the DHs were as good as the conventionally developed lines and had a better performance in yield than the check variety Chozi and Duma. One of the DHs had average yield of 1.7 t ha-1, which was not significantly different from Chozi with the same mean yield and R960 with a mean yield of 2.0 t ha-1. The DH technique therefore saves time of breeding without compromising quality of the output.
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Leadership effectiveness and job satisfaction : a study of educational leadership in secondary schools in Kenya - Njuguna, Felicita W. (2006)
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An Assessment of School Library Resources and Services in Selected Secondary Schools in Owerri Municipality, Nigeria - Nnadozie, CO (Nigerian School Library Journal, 2006)
The paper evaluates the availability of library resources and services in selected secondary schools. Data were collected from 300  respondents who participated in this study through completion of questionnaire and participation in interview sessions. The findings of this study show that available library resources and services in secondary schools does not meet the approved standards for school libraries. The study recommends, amongst others, the integration of school libraries in the overall-plan of secondary schools; employment of adequate and competent staff and provision of current and relevant  information materials, as some of the measure that would improve the relevance of libraries in secondary schools
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Adult education in Nigeria: The consequence of neglect and agenda for action - Nnazor, Reginald (Economic and Policy Review, 2006)
In spite of the rich variety of natural resources in Nigeria, the country is still very much underdeveloped. Within and outside Nigeria, analysts are of the view that the country clearly has the potential to be prosperous. As Nigeria attempts without much success to pull itself out of the quagmire of underdevelopment, the inevitably persistent question has been: given the resources at its disposal, why has the country remained mired in poverty? This paper attempts to provide a partial answer by arguing that Nigeria’s inadequate commitment, over the years, to pursue the development of adult education as a strategic objective, as well as an instrument for national development has been one of the major drawbacks to the country’s efforts to pull itself out of poverty. Underscoring the role of education in contemporary society, the paper proposes an adult education agenda for Nigeria. Adult education, adult learning, development education, Nigerian education, entrepreneurship education
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INTRODUCING STATISTICS AT SCHOOL LEVEL IN SOUTH AFRICA - North, Delia; Zewotir, Temesgen (2006)
INTRODUCTION Prior to 1998, there had been very little interaction between the professional associations to which the South African mathematics school teachers and statistics educators belong. This can be attributed to the fact that statistics virtually played no role in the South African school education system at that time. The Associated Mathematics Teachers of South Africa (AMESA) and the South African Statistical Association (SASA) independently held annual seminars, workshops, think tanks and conferences with no interaction between them. It was only in 1998, when South Africa won the bid to host the Sixth International Conference on the Teaching of Statistics (ICOTS-6), that the Education committee of SASA was tasked with reaching out to AMESA, with the intention of including school teachers in some of the proposed ICOTS-6 initiatives. The hosting of ICOTS-6 in South Africa thus dove-tailed beautifully with introduction of statistics into the school curriculum as national and international attention was focused on this initiative. In this paper we first give an overview of the statistics content of the South African school curriculum, prior to the adoption of C2005. Secondly we give a detailed discussion of the statistics content of C2005. Finally we highlight various projects undertaken to aid with the successful implementation of the new statistics content.
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Youth perceptions of multiple sexual partnerships in the context of HIV/AIDS : a case study of students at Evelyn Hone College, Lusaka, Zambia. - Nshindano, Chama. (2006)
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Implementation of universal primary education in Uganda - Nsibambi, Apolo (2006)
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The Status of History Teaching, Learning and Examination Results in Lesotho, 2000- 2004: Implications for Teacher Education - Ntabeni, Mary (2006)
Paper presented at the SASHT conference during 23-24 September 2005 in Durban, South Africa.
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The complexities of educational policy dissemination in the South African context : a case study of teachers' experiences of inclusive education policy in selected schools in greater Durban. - Ntombela, Sithabile (2006)
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Misuse of the Law School Admissions Test, Racial Discrimination, and the De Facto Quota System for Restricting African-American Access to the Legal Profession - Nussbaumer, John (St. John’s Law Review, 2006)
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Adult learners' perceptions of functional adult literacy provision in six centres in Kampala City, Uganda. - Nuwagaba, Ephraim Lemmy (2006)
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The aims, objectives, expectations and outcomes of Catholic schools in Imo state, Nigeria - Nwachukwu, Nicholas F. (2006)
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INSERTING BANA MOLOKAI POPULAR CULTURE TEXTS INTO THE RWANDAN ENGLISH LITERATURE CLASSROOM - Nyirahuku, Bela; Hoenig, Karen Haire (English Studies in Africa, 2006)
(2006). INSERTING BANA MOLOKAI POPULAR CULTURE TEXTS INTO THE RWANDAN ENGLISH LITERATURE CLASSROOM. English Studies in Africa: Vol. 49, No. 1, pp. 47-69.
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Drought-related conflicts, management and resolution in the West african Sahel : considerations for climate change research - Nyong, Anthony; Fiki, C; McLeman, Robert (Erde, 2006)
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Adaptation to Impacts of Climate Change in Africa: Towards Innovative Institutional Frameworks - Nyongesa, Kituyi (2006)
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Teacher Preparation, Knowledge, and Attitudes of Mental Health Issues in Secondary Schools in Kenya - Nyutu, Pius; Bertel, Julie M.; Weston, Karen J.; Koller, James R. (2006)
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Mitigating the Impact of HIV and AIDs in Teacher Training Colleges in Kenya - Nzioka, C; Njiru, Roy; Korongo, A (2006)
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“You will know these things when you are older”: The Challenge of imparting sexual Education in Kenyan Schools - Nzioka, C; Njue, Chris Muthoni (2006)
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The convergence of the global and the local : what teachers bring to their classrooms after a Fulbright experience in Kenya and Tanzania. - O'Brien, Kelly (2006)
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Situated Environmental Learning in Southern Africa at the Start of the UN Decade of Education for Sustainable Development - O’Donoghue, Rob; Lotz‐Sisitka, Heila (Australian Journal of Environmental Education, 2006)
Abstract Within the globalising trajectory of modernism, conservation, then environmental (EE) and now sustainability education (ESD) have each emerged as developing responses to risk produced by and in the modern state. Through adopting a long term process perspective, this paper narrates the emergence of situated learning perspectives and a developing re-orientation of EE at the start of the United Nations Decade of Education for Sustainable Development (UNDESD). We identified the need to examine ESD practice in responses to recent ESD consultations in 14 southern African countries, where a rhetorical marking was noted in discussions on ESD practices, particularly with regard to changing teaching and learning processes. The paper narrates how an interplay of review, research and practical engagement activities have all contributed to an extended critical review of learning interactions in environmental education in an attempt to provide useful perspective for educational activities within the UNDESD. We found that EE and ESD initiatives only acquired more substantive meaning and coherent orientation when examined within ongoing inquiries into situated learning, agency and risk reduction in contexts of poverty, vulnerability and risk, the key concern to us in this paper and the primary focus of the WEHAB (Water, Energy, Health, Agriculture and Biodiversity) sustainable development agenda in the region.
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Teaching large classes: The international evidence and a discussion of some good practice in Ugandan primary schools - O’Sullivan, Margo C. (International journal of educational development, 2006)
It seems to be accepted in educational debate that class size has a negative impact on teaching and learning. However, how much do we know about the impact that class size has on teaching and learning, particularly in developing country contexts? This article will engage with this question. It will review the research evidence on teaching large classes. It will then present descriptions of four ‘good’ lessons observed in Uganda, all of which had more than 70 children in each class. These lessons, though not perfect, are presented because they were effective in bringing about some learning. The article will use these lessons to explore the effectiveness of various large class teaching strategies in the literature. Finally, there will be a discussion of the issues raised and the implications of these for various stakeholders in developing countries.
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Lexical Errors in the English of Technical College Students in Osun State of Nigeria - Obafemi, B. O. (2006)
This paper investigated the lexical errors in the English of some Technical College students in Osun State. The subjects who participated in this study were 225 final year Technical College students drawn, on equal basis in terms of number, from three Technical Colleges in the state. A 20-item fill-in Multiple Choice test and an essay writing exercise were administered on them. The study found out that Technical College students did not have a high competence in the use of words related to their different areas of specialization as they normally made mistakes resulting from overgeneralization of rules, wrong analogy and wrong spelling. The study suggested that English teachers in Nigerian Technical Colleges should always tailor their teaching of English to reflect the lexical needs of their students.
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Need assessment of guidance and counseling services' for students educational development in Nigeria - Obagah, M.O.N. (2006)
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Sediment Transport Through Storm water Systems - Gaza City as Case Study - Obaid, Basheer Ahamed (2006)
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"We were victims of our families' uncooperative behavior": Problems Faced by School Dropouts in Rural Ghana - Obeng, Cecilia S. (Nordic Journal of African Studies, 2006)
Using the narratives by school dropouts, their parents, and teachers, this paper discusses the causes and consequences of dropping out of school. The paper demonstrates that some rural children in Ghana do not attend school due to cultural conventions on politeness, divorce, male privileges, poverty, the domestic role and economically viable ventures performed by children (with participation in such chores often overshadowing care and support for them), and weak teacher-student support system which prevents teachers from recognizing the factors hampering the children’s education. To rectify this precarious situation, the paper calls on educators, policy makers, the Social Welfare Department, parents and students to work in concert with each other.
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The Challenges faced by teachers in teaching of children with psychosocial needs due to war trauma in Northern Uganda - Obot, Robinson (2006)
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Methanol stoves for indoor air pollution reduction in Delta State, Nigeria - addressing the needs of people for clean energy. - Obueh, Joe (2006)
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Applying Information Technology to Improve Teaching and Learning in an African University - Obuobi, D.; Adrion, W. Richards; Watts, Ken (2006)
This paper describes collaboration between the University of Cape Coast in Ghana and the University of Massachusetts Amherst to apply innovations in education and educational technology to the challenges facing Cape Coast as they attempt to meet the demands of the 21st century. Ghanaian Universities face increasing population growth and enrollment, inadequate infrastructure, poor connectivity, inadequate funding, inadequate educational resources and staffing, and a persistent "brain drain" of qualified instructors. With a multitude of students waiting for higher education, external factors such as globalization, information technology growth, and international markets have left almost all African Universities stranded. Despite these problems, a critical mass of highly qualified professionals and teachers are needed to accelerate economic and academic development on the continent as a whole. The adoption of innovative teaching and learning methods to enhance teaching and learning is essential
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Equalizing achievement among children in primary schools: building a sustainable teacher in Uganda - Obwoya, S.K. (2006)
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Providing primary education to remote communities through multigrade teaching in Uganda - Obwoya, S.K.; Epeju, W.F. (2006)
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Strengthening guidance and counseling services in Kenyan primary schools: a strategy for survival in the face of globalization - Ochieng, Pamela Awuor; Otunga, Ruth N. (2006)
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Teacher's experiences in teaching mathematics to children who are blind in primary one inclusive classes : a case study of two schools in Uganda - Odeke, Joseph Nato (2006)
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Kenya: Response to Climate Change and Opportunities for Sustainable Development - Odingo, RS (2006)
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Language of instruction and instruction patterns in pre-primary classrooms in Nigeria - Odinko, Monica Ngozi; Williams, Joanne (2006)
The study sought to investigate how pre school teachers and their pupils interact during instruction in numeracy lessons in Nigeria. The sample consisted of 2859 pupils from 72 pre-primary institutions/classrooms (selected through stratified random sampling to ensure adequate representation of private, public, urban and rural schools). The collection of data involved using two observational instruments (Classroom Interaction Sheet, CIS and TenMinute Interaction Instrument, TMI) to record interaction patterns in 72 lessons during the teaching of numeracy. Data analysis involved the use of frequency, percentages, chi-square and graphical illustrations. The result revealed that the major language of instruction was English language rather than the language of the pupils’ immediate community; the use of instructional time and direction of interaction tend to be sensitive to language of instruction; teacher-initiated interactions and whole class activities are associated more with the use of English as language of instruction while learner-initiated interactions and individual/small group activities are associated more with use of language of the pupils’ immediate community in instructional delivery; and the direction of communication was mainly from the teacher to the whole class.
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The School Library and Learning and Teaching in Nigerian Secondary Schools - Odusanya, OK; Amusa, O. O. (Nigerian School Library Journal, 2006)
This paper examines the relevance of School Library to the development of reading, and promotion of teaching and learning in Nigeria. It emphasizes the indispensability of Library factor to reading, teaching and learning, takes a cursory look at the place of Library in Nigerian Educational System, and suggests ways through which School Library can contribute meaningfully to the development of reading, teaching and learning. In order to achieve this, the paper identifies the roles expected from the government, the school principal, the teacher, and the teacher-librarian.
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A survey of information sources used by secondary school students in Ogun State, Nigeria for knowledge and attitudes towards HIV/AIDS - Odusanya, OK; Bankole, Olubanke Mofoluwaso (African Journal of Library, Archives and Information Science, 2006)
No Abstract. African Journal of Library, Archives and Information Science Vol. 16(1) 2006: 53-63
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Health and safety education: A report of a health education programme for motor vehicle repairers in Warri Metropolis, Nigeria - Ogbe, Joseph O.; Karki, Anup (International Journal of Health Promotion and Education, 2006)
Abstract This study examined whether knowledge of health and safety among motor vehicle repairers in Warri Metropolis could be improved with education workshops. The assumption is that increased health and safety knowledge will prevent avoidable injuries and minimise the risk of work related injuries. Thirty motor vehicle repairers were randomly selected and divided into control (group A) and experimental (group B) groups. First, both groups were tested on their knowledge of health and safety without any education. The experimental group was then educated on health and safety measures and both groups retested after a month. Results showed that the knowledge of the experimental group increased significantly after the health and safety education workshop compared to the control group.
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Education in the Quest for Responsible Governance in Africa - Ogbunwezeh, F (Economic and Policy Review, 2006)
There can be no responsible governance and sustainable development in Africa save for, among other things, the checks and balances of an enlightened society, which only obtains in an educated modern political set up. NESG Economic Indicators Vol. 12 (3) 2006: pp. 43-51
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Contribution of non-governmental organizations to the provision of basic education in Kenya - Ogula, Paul (2006)
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Perceived Relevance of Human Rights and Peace Education in Post-Military Nigeria - Ogunyemi, Biodun; Raheem, Kolawole (2006)
This survey investigated Nigerians’ perception of recent calls for Human Rights and Peace Education (HRPE) to entrench democratic culture in the country. Respondents were 1122 Lagos residents who came from the country’s six geopolitical zones. Majority of them saw the interrelated problems of underdevelopment, incessant conflicts and human rights abuse as products of bad leadership, but were sceptical of the capability of elected officiais to manage the crisis-ridden polity. They supported emergent calls for introducing human rights, peace education and sustainable development themes into school programmes to complement the activities of non-governmental organizations (NOGs) in the country.
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A study of the factors influencing enrolment and completion rates in public-secondary schools in Rigoma Division of Kisii North District, Kenya - Ogwara, Peter O (2006)
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The impact of computer-assisted instruction on students' achievement in introductory computer applications courses at a predominately african-american university - Okojie, Mabel C. P. O.; White, Stacy Jonette (2006)
This study examined the impact of SAM 2003® into a college level introductory computer applications course at a predominately African-American university in the mid-south. The study included three intact classes of an introductory computer applications course during the spring 2006 semester. The study was a quasi-experimental study using a pretest/posttest experimental and control group design. Participants in the control group received lecture only. Participants in the experimental groups received SAM 2003® only or lecture supplemented with SAM 2003®. The instruments that were used consisted of a pretest/posttest and a demographics survey. The pretest was given prior to the study to determine equivalence among the three groups. The posttest was administered after the experimental groups received the exposure to SAM 2003®. The survey was used to collect demographic data on the research participants. Descriptive statistics, t-tests, one-way ANOVA and Fisher LSD post hoc test were used to analyze the data. The findings of the study showed that there was no significant difference on participants' posttest scores who were taught using lecture only, SAM 2003® only, and lecture supplemented with SAM 2003®. Secondly, results of the posttest revealed freshmen displayed higher posttest scores than sophomores, juniors and seniors. There was a significant difference among freshman and sophomore and freshman and junior based on the posttest scores. This study offered recommendations for additional research such as randomly selecting the participants, extending the study for a longer period, increasing the population size and conducting the study at another predominately African American university in the mid-south.
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Application of TQM to university education in Africa: prospects and problems - Okoroma, N. S. (African Administrative Studies, 2006)
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Factors that influence condom use among university students in Kenya: the case of University of Nairobi - Okoth, Jerry (2006)
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The Effects of Public School Expenditure and Parental Education on Youth Literacy in Sub-Saharan Africa - Okpala, Amon O.; Okpala, Comfort O. (The Journal of Third World Studies, 2006)
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Enhancing Drought Early Warning System for Sustainable Water Resources and Agricultural Management through Apllication of Space Science - Nigeria in Perspective - Okpara, J. N.; Akeh, L. E.; Anuforom, A. C.; Aribo, P. B.; Olayanju, S. O. (36th COSPAR Scientific Assembly, 2006)
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Possible impacts of climate variability/change and urbanization on water resources availability and quality in the Benin-Owena River basin. - Okpara, J. N.; Akeh, L. E.; Anuforom, A. C.; Demuth, S.; Gustard, A.; Planos, E.; Seatena, F.; Servat, Éric (IAHS-AISH publication, 2006)
In this study, monthly rainfall and temperature from four Nigerian meteorological stations in the Benin-Owena basin covering the period 1940-2002, and evaporation (1960-2003) and river discharge (1980-2004) data were obtained and analysed to investigate the impact of climatic variability and urbanization on the water resources of the basin and the socio-economic implications. The Benin-Owena basin is heterogeneous in nature and located in the southwest of Nigeria. The study area covers a total land area of 59 787 km- and has a human population of over 13 million. Population data, the volume of solid waste generated in the region and water quality data from 32 boreholes distributed across the area were obtained from the UNICEF water and sanitation (WATSAN) project office and also analysed. The analysis showed that climatic variations exist over the region that appear as fluctuations of wet and dry periods every 2-3 years in terms of rainfall and the river flow. Also an increasing temperature trend was observed, rising at the rate of 0.37°C/decade. This, coupled with the high rate of evaporation, will cause increasing water loss in the basin. The borehole results showed that the aquifers are productive with relatively high potential water yields. Their water quality is within the World Health Organization (WHO) acceptable standards in terms of the physico-chemical and bacteriological composition, except for a few boreholes located in the unplanned densely populated areas of the basin; there, abnormal concentrations of chloride (297 mg L -1 ), turbidity (20FTU), iron (0.43 mg L') and faecal coliform counts of 3 per 100 ml of water, occur. Re-assessment of the water quality 10 years after commissioning of the boreholes showed that 18% out of the 96% of boreholes initially with good water quality, now had poor quality due to the high rate of unplanned urbanization.
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Psychological assessment of special needs learners in Botswana: implications for special educators - Okumbe, M.A. (2006)
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Education and the African identity: the case of students' character development and performance in public universities in Kenya - Okumu-Bigambo, W. (2006)
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The role of the academia in professional development of the banking sector in Uganda - Olanya, J. (Ugandan Banker, 2006)
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Meeting Information Needs of Professionals Working with Otherwise-able Students in Nigerian Tertiary Institutions: Federal College of Education (special), Oyo as a Case Study. - Olaojo, PO; Mbaka, BO (Nigerian School Library Journal, 2006)
This study sought to find out how infonnation sources available to Professionals (Braille experts, Sign Language Interpreters, Audiologists and Speech Therapists) working with the otherwise able students of Federal College of Education (Special), Oyo meet their needs. Survey method was employed in carrying out this study. The unstructured questionnaire was used to collect data and the method of sampling adopted was random sampling technique. The study found written text infonnation such as talking books, sign language textbooks and talking fingers, to be most preferred by the respondents. They also expressed reliance on Internet facilities as a good source of information. Electronic and print media, professional publications and interaction with colleagues are amongst other sources found to be reliable and very useful when seeking information products. It was revealed that the available information system meets the needs of the professionals. However the need for improvement in the observed area of weakness was emphasized as part of recommendation for the library.
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Methodological Competencies of Teachers: A Study of Nigeria - Ololube, Nwachukwu Prince (Academic leadership (Murfreesboro, Tenn.), 2006)
Secondary schools in Nigeria operate within the guidelines provided by the National Policy on Education (NPE) 1981, revised 1989 (Federal Government of Nigeria, 1989). This document stipulates the objectives of secondary education, the caliber of teachers to teach in them and their qualifications, as well as the curriculum content and methodology to be employed. It is frightening, however, to mention that in spite of the provision in the NPE, lots of problems still hinder secondary school education development in Nigeria. These include among others: acute shortage of the employability of professionally qualified teachers and the recruitment of unqualified and untrained people into teaching.
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Issues in special education in Canada and Kenya - Oloo, Jackline A. (2006)
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Identifying Needs and Opportunities for Local Government Environmental Education and Training in South Africa - Olvitt, Lausanne; Hamaamba, T (The Southern African Journal of Environmental Education, 2006)
Effective environmental management and public engagement with environmental concerns are needed for the attainment of sustainable development goals and socio-ecological balance in local government  contexts. This vision is clearly articulated in international environmental policy frameworks and in South Africa’s national and regional legislation. However, policy and legislation fall short of identifying the range of a priori competences required by local government officials and environmental managers before well intended policy can be translated into effective practice. This paper reports on recent research into  identifying the underlying competences required for better environmental management and the  establishment of education and training processes for local government managers. The research draws on the notion of ‘applied competence’ put forward by South Africa’s National Qualifications Framework, and argues that greater attention needs to be paid to competencebased capacity building processes within local government departments if environmental sustainability and development goals are to be met. The paper draws on the researchers’ experiences of formulating a national level generic competence  framework for environmental management, and conducting an education and training needs analysis for the Makana Municipality in the Eastern Cape province of South Africa. Early findings suggest that a broad range of competences all have a role in ensuring the capacity and effectiveness of local governments to better manage their local environment. The paper argues that these are significant for the development of environmental education and training programmes in local government  contexts.
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Technology and Architecture Education in Uganda - Olweny, Mark R. O. (2006)
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Centres of traditional Muslim education in Northern Shäwa (Ethiopia): a historical survey with particular reference to the twentieth century - Omer, Abdeen Mustafa (Journal of Ethiopian studies, 2006)
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Organisational Culture and Performance: Lessons From the Inspectorate Department of Education, Uganda - Omona, Julius (African Symposium: An On-Line African Educational Research Journal, 2006)
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Influence of Selected Socio-demographic Variables on Academic Adjustment of University Students in Southwestern Nigeria - Omoteso, Bonke Adepeju (Journal of Social Sciences, 2006)
This study examined the nature of the university undergraduate students’ academic adjustment problems and the influence of selected socio-demographic variables of peer status, gender, age and family background on the students’ academic adjustment. A sample of 2106 students was selected by stratified random sampling technique from three purposively selected universities in Southwestern Nigeria. Academic Adjustment Inventory was used to gather information from the subjects. The data were analysed using simple percentages and analysis of variance (ANOVA). The results of the data analysis revealed the nature of the academic adjustment problems of the students. Their problems included inability to get suitable place to study (85%); difficulty in understanding the recommended textbooks (82%); enormity of the work given (e.g. assignments, homework and write-up) (85%) having to move from one lecture room to another (87%) and the strictness of the university (87%). Peer status while in secondary school had significant influence on the students’ academic adjustment but age and family background did not have significant influence on the students’ academic adjustment.
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Student attitudes to vocational training in Kenya: a case study of four youth polytechnics in Gusii Districts, Nyanza Province - Ondigi, S. R. (2006)
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Land-based activities, pollution sources and levels in water and sediment in the coastal and marine area of Kenya - Ong’anda, Harrison; Massa, H.S.; Makopa, J; Gwada, PO; Nguli, MM; Mwaguni, S. M.; Gachanja, Anthony; Machua, S; Munga, Daniel; Kamau, JN; Daudi, LN; Opello, G.; et al. (2006)
1. Kenya Marine & Fisheries Research Institute, P.O. Box 81651, 80100 Mombasa, Kenya. E-mail: dmunga@kmfri.co.ke 2. Coast Development Authority P.O. Box 1322, 80100 Mombasa, Kenya. 3. Coast Water Services Board, Ministry of Water and Irrigation, P.O. Box 90417, 80100 Mombasa, Kenya. 4. Department of Environmental Sciences, Kenyatta University, P.O. Box 43844, 00100 Nairobi, Kenya 5. University of Nairobi, Department of Geology P.O. Box 30197, 00100 Nairobi, Kenya. 6. Department of Chemistry, Jomo Kenyatta University of Science and Technology, P.O. Box 62000, 00200 Nairobi, Kenya. 7. Government Chemist Department, P.O. Box 81119, Mombasa, Kenya. 8. Coast Water and Sewerage Company Ltd., Mombasa. 9. National Environment Management Authority, P.O. Box 67839, 00200 Nairobi, Kenya.
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A Sociological Assessment of HIV/AIDS and the Need for its Education in African Schools - Oni, Adesoji (2006)
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The Relationship between Levels of Education and Perception of Democratic Governance among Nigerian School Leavers. - Oni, Adesoji (The Turkish Online Journal of Distance Education, 2006)
The study investigated the views and perception of school leavers about the democratic government in Nigeria. A self-designed questionnaire was used for collection of their views. The participants of the study comprised 500 school leavers selected across different working places in the six states of Southwest Nigeria. Results clearly revealed that majority of the respondents are not satisfied with the current performance of the present democratic Government in Nigeria. Most of the respondents suggested participation of everyone in the act of governance that favor rule of law, equality, and freedom and that this should be adopted by the government. The researcher therefore recommended a democratic system of government that will incorporate all the basic principles of democracy into the system of government, while marginalization and neglect of the poor, women, youth, and rural dwellers should be avoided.
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GENDER DIFFERENCE IN STUDENTS’ RESPONSE TO ETHNIC PROBLEMS IN NIGERIA - Onifade, Comfort Adenike; Shopeju, J. O. (2006)
The problem of ethnicity with its attendant ethnic crisis is one of the major social problems that Nigeria has been grapping with right from its inception as a nation. It  would appear that at present, the problem has assumed a rather uncontrollable dimension with incessant crises being reported almost on daily basis in different part of the country . Many scholars have  attested that a large percentage of the population is more ethnically conscious. The aim of this study is to find out the  situation in the tertiary institutions in Nigeria with regards to the issue of ethnic tolerance and with special reference to gender differences. In particular the study sought to find out if the male students are more ethnically tolerant than their female counterpart . The study is a survey which employed questionnaire as its major instrument while percentages and t-test were used to analyze the data collected. The findings show that the male respondents were used not significantly more tolerant than the female, the explanation of which was their common exposure in term  of educational background. It is recommended that all stake  holders should empower women of all ages to enable them contribute their quotas in providing solution to national problems.
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Impact of Gender and Socio-Economic Factors on Learning Achievements in Primary Education in Kenya: Empirical Evidence - Onsomu, Eldah; Kosimbei, George; Ngware, Moses (2006)
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