Determinants of antibiotics prescription in school children at Allada, South Benin - Faucher, Jacques-Philippe; Koura, Kobto Ghislain; Béhéton, T.; Deloron, Philippe; García, A Velázquez; Cot, Michel (Tropical Medicine & International Health, 2011)
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Cultural Variations in Parents and Teachers Perceptions of Special Education Collaboration in USA and Egypt - Fayed, Gamal A. (Journal of Research in Education, 2011)
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Partnership between Teacher Education Institutes and Secondary Schools in Ethiopia: Status, Challenges, and Prospect - Fekadu, Alemselam; Melese, Wudu (Ethiopian Journal of Education and Sciences, 2011)
The purpose of this study was to examine the status, challenges, and prospects of partnership between teacher education institutes (TEIs) and secondary schools in Ethiopia. To this end, 141 secondary school teachers from 15 secondary schools, 70 instructor, and 162 student teachers from three universities were taken as a sample using purposive and random sampling techniques. Data were collected from participants (instructors, student teachers, secondary school teachers, school principals, deans, and practicum coordinators) using questionnaires (open and close-ended), interview, and documents analysis. Then the data were analyzed using descriptive statistics and a qualitative thematic analysis. The data analyzed suggests that the partnership between teacher education institutes and secondary schools is weak and TEIs, secondary schools, student teachers, TEI instructors and secondary school teachers’ contribution and supports to each other are not found to be satisfactory. In addition, the evidences suggest that there exists an opportunity for collaborative research, providing professional development trainings, and involving school teachers in mentoring and assessing students teachers in better ways. However, Organization of practicum, student teachers’ discipline, instructors’ assessing student teachers, distance of secondary schools from the TEIs and secondary school teachers’ involvement in mentoring are identified as challenges.
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The challenges of girl-child education and alternative jobs in Nigeria - Femi, Tinuola (Corvinus journal of sociology and social policy, 2011)
Real life experiences indicate that the current Global Economic Crisis (GEC) have worsened the state of Nigerian-girl-child. This study examines the effects of GEC on the education of girl-child and engagement in alternative jobs. Data were obtained from 1200 female children between 6–14 years selected on purposive random sampling-technique engaged in hawking from three States in Nigeria. About 20 selected parents went through sessions of in-depth interview. They responded to a semi-structured questionnaire. Findings show that 45 percent recently dropped out of school and engaged hawking to enhance self and family economy, make an average of USD1 gains daily. They hawk in crowded markets, hotels and busy road junctions. There are reported cases of child-sexual abuse for fee. Four percent in paid housework were impregnated resulting in clandestine abortion. An improvement in socio-economic conditions of parents and social protection policy for girl-child are recommended.
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Notre Dame students help give Kenyan children the gift of education - Fenech, Elizabeth (2011)
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Crossing Borders: African Refugees, Teachers and Schools - Ferfolja, Tania; Vickers, Margaret H.; McCarthy, Florence E; Naidoo, Loshini; Brace, Eric (2011)
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Volcanic and magmatic processes at a young spreading centre in Afar, Ethiopia - Ferguson, David; Pyle, David M.; Blundy, Jon; Oppenheimer, Clive (2011)
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The Health and Education Benefits of Universal Primary Education for the Next Generation: Evidence from Tanzania - Fernández, Joaquín; Sabatés, Ricardo; Westbrook, Jo (2011)
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The magnetic evolution of Dabbahu Volcano and the 2010 eruption of Erta Ale, Afar, Ethiopia - Field, Lorraine (2011)
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Social Skills and Academic Achievement: Differences Between African American, Caucasian, and Latino Students - Filerman, Stacey (2011)
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Experiences of Climate Change Adaptation in Africa - Filho, Walter Leal (2011)
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Adapting Agriculture to Climate Change by Developing Promising Strategies Using Analogue Locations in Eastern and Southern Africa: Introducing the Calesa Project - Filho, Walter Leal; Mannke, Franziska (2011)
The impacts of climate change on agriculture in Africa are significant and call for concrete measures that allow a better understanding of these problems, as well as the identification of the means to address them. One of the means to tackle them is by using analogue locations, i.e. locations that have the climatic characteristics today that are expected tomorrow. This paper introduces the project “Developing promising strategies using analogue locations in Eastern and Southern Africa” (CALESA). Using a combination of model-based ex ante analyses and iterative field-based research on station and in farmers’ fields, the project will test potential agricultural adaptation strategies for rain-fed agriculture in the semi-arid and dry sub-humid tropics. This will be achieved through choosing four currently important crop production zones (two in Kenya and two in Zimbabwe) and then identifying corresponding ‘spatially analogue locations’ for each production zone, providing experiences which may be replicable elsewhere.
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Social gerontology training in South Africa : a co-constructed learning environment - Fivaz, Magdel; Herbst, Alida; Roos, Vera; Hoffman, Jaco (New Voices in Psychology, 2011)
Few social gerontology training opportunities exist for policy makers and practitioners in South Africa. This article describes the facilitation of a co-constructed learning environment for participants in the focus area of social gerontology by applying principles of participatory action research (PAR) and processes of learning according to the Ripples on a Pond (ROP) model. PAR is based on continuous processes related to interaction, action, interpretation, critical reflection, feedback and evaluation. ROP comprises five interrelated processes that facilitate learning: wanting to learn, needing to learn, learning by doing, feedback, and digesting the information in order to make sense thereof. An informal training programme was implemented and presented by the North-West University in collaboration with the UN International Institute of Ageing (INIA). The participants' reflections on the training programme, formal evaluations after the training programme, voluntary and requested feedback, and a group assignment were used as data and thematically analysed. The findings suggest that PAR and ROP provided a basis for developing and implementing a training programme for adult learners in social gerontology where the knowledge that was obtained during the training programme was implemented in practice and retained after a period of time has elapsed.
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Social justice and mathematics education in Ghana - Fletcher, JA (Mathematics Connection, 2011)
This paper assesses the extent to which social justice theories can be used to explain the causes of inequalities in mathematics education in Ghana and explores ways in which issues arising from such inequalities can be addressed. The paper traces the habitus that operates in the Ghanaian mathematics classroom and argues that the habitus is created by both learners and teachers who may be oblivious to its dangers. The author underscores the importance of teaching for social justice by using learners’ funds of knowledge in the delivery of the mathematics curriculum. The paper concludes that it is vital for teachers of mathematics to move away from authoritative approaches to the teaching and learning of mathematics towards more collaborative approaches, which will provide learners with the opportunity to make choices that will engage their creative potential in mathematics and harness their emotional energies.
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Climate change, urban agriculture and water access: which adaptation strategies for better management of water resources; the case of truck farming in Benin - Foe, Bertrand; Zoulkilf, Salou (2011)
Short Abstract (for full papers only – omit if extended abstract) In Benin, as in other countries of West African region, the urban agriculture and particularly the truck farming, remain a pillar of the cities food balance. But, the quantity and quality of production is disturbed by climate variability. The objectives of this study were to list the adaptation actions adopted by the truck farmers in particular in water access process and analyze their socioeconomic impacts. This transverse case study was realized between January to June, 2011, during the implementation of project of knowledge sharing on climate change for the intensification of adaptation strategies of truck farmers in Cotonou. Two groups were selected around the town and 50 trucks farmers were targeted for date collect by means of an interview guide. Indeed, the increase of temperatures, and the rains irregularities are factors which reduce the quantities of water available and making difficult and painful the truck farming activity. Despite increasing of working time, the production is decreasing about 50 %. The adoption of adaptation strategies such as the farming of species which can be produced with less water stays a challenge for the truck farmers. Also, the constructions of water retention ponds during the floods, which can be using during the dry periods, are possible.
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Improving school feeding through school farming: the case of Nakuru town, Kenya - Foeken, Dick; Owuor, Samuel (2011)
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A Retrospective Evaluation of the Class of Malocclusion amongst Orthodontic Patients at the University Of Nigeria Teaching Hospital (UNTH), Enugu, Nigeria. - Folaranmi, N; Okeke, A (PubMed, 2011)
The aim of this study was to evaluate the type of malocclusion amongst orthodontic patients in the UNTH.A retrospective evaluation of patients who attended the Orthodontic unit of the University of Nigeria Teaching Hospital from January 2008 to January 2010 was carried out to determine the type of malocclusion. Demographic dat a of the patients and information on first molar relationship were obtained from the patient's record file.A total of 75 patients, 21 males (28%) and 54 females (72%) were seen. The age range of the patients studied was 6 to 63years with the most frequent age group being 6 to 15 years, consisting 52.1% of the total patients seen. Class 1 molar relationship was the most prevalent occurring in 60% of the cases.There were more females who attended the Orthodontic unit within this 2 year period. Class 1 malocclusion was the most common type of malocclusion.
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An Evaluation of a Short-Term Service-Learning Study Abroad Program to Ghana, West Africa. - Foster, Patricia A. (2011)
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Sexuality Education in South Africa: Wedged within a Triad of Contradictory Values - Francis, Dennis (Journal of Psychology in Africa, 2011)
Few studies have investigated how teachers teach sexuality within the Outcomes-Based Life Orientation programme. This desktop review investigates sex and sexuality teaching practices in the classroom. First it gives a brief overview of the curriculum requirements for sexuality education. Secondly, it focuses on teachers and their capacity for teaching in this area, in particular the conflict between existing values and those needed. Thirdly, it addresses the methods used for their delivery of the curriculum. Finally, it addresses the issue of training, and the contextual barriers to the teaching of sexuality education. It appears that sexuality education in South Africa is wedged within a triad of policy, personal and community values.
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Measures to tackle downstream water pollution by urban development in a mountainous semi-arid landscape dominated by gullies (North Ethiopia) - Frankl, Amaury; Poesen, Jean; Dapper, Morgan De; Haile, Mitiku; Deckers, Jozef; Nyssen, Jan (2011)
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PAN-AFRICAN CONNECTIONS, TRANSNATIONAL EDUCATION, COLLECTIVE CULTURAL CAPITAL, AND OPPORTUNITIES INDUSTRIALIZATION CENTERS INTERNATIONAL - Franklin, V. P. (Journal of African American History, 2011)
Previous articleNext article No AccessPAN-AFRICAN CONNECTIONS, TRANSNATIONAL EDUCATION, COLLECTIVE CULTURAL CAPITAL, AND OPPORTUNITIES INDUSTRIALIZATION CENTERS INTERNATIONALV. P. FranklinV. P. Franklin Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Journal of African American History Volume 96, Number 1Winter 2011 A journal of the Association for the Study of African American Life and History Article DOIhttps://doi.org/10.5323/jafriamerhist.96.1.0044 Views: 41Total views on this site Citations: 1Citations are reported from Crossref Copyright 2011 ASALHPDF download Crossref reports the following articles citing this article: Dionne Danns and Michelle A. Purdy Introduction: Historical Perspectives on African American Education, Civil Rights, and Black Power, The Journal of African American History 100, no.44 (Nov 2017): 573–585.https://doi.org/10.5323/jafriamerhist.100.4.0573
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Effective language arts teachers of urban African American middle school students in the greater Detroit area - Freeman, Lanissa Laura (2011)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162 Autobiographical Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
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Theatre : panacea for HIV/AIDS education in Cameroon? - Funfe, Anderson Gamboh (2011)
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Implications of climate change in North Africa - Fusco, Elizabeth M. (2011)
Preface North Africa: The Impact of Climate Change to 2030 (Selected Countries) -- A Commissioned Research Report North Africa: The Impact of Climate Change to 2030-Geopolitical Implications Index.
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Heavy metal pollution indexing and multivariate statistical evaluation of hydrogeochemistry of River PovPov in Itakpe Iron-Ore mining area, Kogi State, Nigeria - G, Ameh E.; Akpah (Advances in Applied Science Research, 2011)
A total of thirteen (13) surface water samples collected during dry and onset of rain seasons were analysed for some variables. Data collected in both seasons were subjected to heavy metal pollution indexing (HPI) and metal index (MI) approaches in conjunction with multivariate statistical technique. Significant variations were observed between the seasons. The HPI calculated for both seasons are 1408.33 and 299.32 respectively. These are far above the critical index value of 100, indicating pollution with respect to heavy metals. MI index based on total trend evaluation of the river status was 403 and 87.12 respectively, clearly indicating low-quality water. MI > 1 is a threshold of warning. Five factors chosen for interpretation accounts for 95.20% of total variance in the data set. The first factor is an association of pH, Tds, Ec, alkalinity and K while the second factor is characterized by temperature, K, SO4, Fe and Ni. The third and fourth factors are made up of Cl, NO3, Pb and temperature, Cd respectively. The fifth factor is characterized by Cu only. R-mode cluster produces four and Q-mode cluster three major groupings respectively with the highest similarity existing among cluster one in each mode. This shows that hydrogeochemical constituents of the water are mainly controlled by Tds, Ec, K, SO4, NO3 and Cl. This study reveals the need for heavy metal indexing and statistical approaches in hydrogeochemistry.
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A Comparative Analysis of SMTs （School Management Teams） and Teachers Perceived Preferred Leadership Style： A Case of Selected Primary Schools in Botswana - Gabatshwane; Tsayang (美中教育评论：B, 2011)
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Developing digital literacy skills through digital storytelling: The case of final-year pre-service student teachers at a university of technology in South Africa - Gachago, Daniela; Ivala, EN; Chigona, Agnes; Condy, Janet (2011)
6th International Conference on Information and Communication Technologies (ICT) for Development, Education and Training
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Institutional and individual factors influencing job satisfaction among primary school head teachers in Nyeri Municipality, Kenya - Gachomo, Winnie W (2011)
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Power and Struggle for Education in Libya - Gadour, Abdelbasit (2011)
I am Libyan and a member of the academic staff at the Faculty of Education, Omar Al-Mukhtar University, Libya. More recently I have moved from Al-Fateh University in Tripoli (West of Libya) to Omar Al-Mukhtar in Al-Beda (East of Libya) due to family commitments and a personal desire to be close to my beloved hometown Derna. In short I was fortunate to be born in the city of Derna and witness during the sixties and seventies how education inspired and transformed people all through the period of the monarchy as well as during the early stages of the present regime.
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Establishing Indigeneity in African Pluralities using PRO169 Parameters and a Case Study for Measuring their Inclusivity - Gagnon, Jean–Paul (African and Asian Studies, 2011)
Abstract The concept of the indigenous person or group in Africa is a contentious one. The current argument is that there exist no indigenous people in Africa because all Africans are indigenous. The obverse considers those Africans who have not been touched by colonialism and lost their pre-nation state social structures commensurate with attachments to the lands or a distinguishable lifestyle to be indigenous. This paper argues in favour of the latter. People who live in the global telos and do not participate in a distinct social structure that has been attached to the land before the advent of nation-states are not indigenous. It is argued that this cultural divergence between global consumerism and indigenous pre-nation state social structures is the major identifying point to settle the indigenous/non indigenous African debate. Finally, the paper looks at inclusive development and provides a new political analysis model for quantifying inclusivity so as to measure the inclusivity of indigenous peoples.
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Impacts of climate variability and change on agriculture in Rwanda - Gahigi, Aimable (2011)
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Maurer school of law, Indiana university enhancing securities markets in Sub-Saharan Africa: an overview of the legal and institutional arrangements in Kenya - Gakeri, Jacob K (2011)
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Solid Waste Management: a case study of Public Technical Training Institutions in Kenya - Gakungu, Ndung'u Kairu (2011)
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The Perception of Students Regarding E-Learning Implementation in Egyptian Universities The Case of Arab Academy for Science and Technology - Gamal, Sarah El; Abd, Rasha (2011)
Adopting e-learning in Egypt with population, over 80 million, needs clear understanding of the students' characteristics, perception, and cultural aspects. The large number of students per class in higher education in Egypt has highlighted the role of and the need for e-learning. This paper will focus on the Egyptian students as the customer in the e-learning process. It will try to identify the students' education preference, perception regarding e-learning mode effectiveness, and their e-readiness to its adoption by answering 'What is the preference of the Egyptian students' regarding HE mode in Egypt?' and 'What is the students perception regarding the effectiveness of e-learning as a higher education mode of learning in Egypt?' A structured questionnaire was designed to target higher education students in main two cities in Egypt. Data collected was statistically analyzed using Statistical Packages for the Social Sciences. Findings enabled the researchers to make conclusions and recommendations regarding e-learning implementation in Egypt.
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Mitigating climate change through the income tax legislation : a brief analysis of section 12K of the Income Tax Act no. 58 of 1962 and its implications for South African CDM projects - Garrod, Yashaswini (2011)
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Explaining learning gaps in Namibia: The role of language proficiency - Garrouste, Christelle (RePEc: Research Papers in Economics, 2011)
In a multilingual context, this study investigates the role of language skills on mathematics achievement. It compares characteristics of 5048 Grade-6 learners in 275 Namibian schools. The outcome variable is the standardized SACMEQ mathematics score collected in year 2000. Hierarchical linear modeling is used to partition the total variance in mathematics achievement into its within- and between-school components. The results do confirm the positive correlation between strong language skills variations at the school-level and low pupil mathematics scores, which may question the capacity of the current bilingual policy to provide for an effective and equal learning environment.
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Explaining learning gaps in Namibia: The role of language proficiency - Garrouste, Christelle (MPRA Paper, 2011)
In a multilingual context, this study investigates the role of language skills on mathematics achievement. It compares characteristics of 5048 Grade-6 learners in 275 Namibian schools. The outcome variable is the standardized SACMEQ mathematics score collected in year 2000. Hierarchical linear modeling is used to partition the total variance in mathematics achievement into its within- and between-school components. The results do confirm the positive correlation between strong language skills variations at the school-level and low pupil mathematics scores, which may question the capacity of the current bilingual policy to provide for an effective and equal learning environment.
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Climate Change Impacts on Wheat Yields in the North-West of Tunisia - Gasmi, Faicel; Belloumi, Mounir; Matoussi, Mohamed Salah (RePEc: Research Papers in Economics, 2011)
In this study we are examining the climate change impacts on cereal yields in the North-West of Tunisia by focusing on the effect of increase in temperature on durum wheat yields. The index of growing degree days (GDDs) or the corresponding growing season length (GSL) is commonly used in agronomic studies to determine the effect of temperature on yields. The main goal of the current study is to analyse the effect of historical increase of temperature on GSL of durum wheat in North-West of Tunisia (Beja and El-Kef) and assess the future impact of climate change on wheat yields. We find that high temperatures correspond to a decrease in growing season length. Future increases in temperatures between 1.5 and 3.5°C may reduce the yield of wheat in the Beja district between 16% and 19%.
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An investigation of utilization of teaching techniques that enhance integration of the four basic English language skills in secondary schools in Kenya - Gathumbi, Agnes W.; Ogalo, Michael Odoyo (2011)
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Beneath the Surface: A Narrative Inquiry into Educational and Cultural Experiences of Kenyan Adult Women Learners in U.S.A. Universities. - Gatua, Mary Wairimu (2011)
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A causality and predictive validity study of o-level in relation to the performances in primary teachers' colleges in Kenya - Gatumu, Haniel Nyaga (2011)
A thesis submitted to the department of educational psychology faculty of education in fulfillment for the degree of doctor of philosophy in the Kenyatta University, 2011. LB 1727.K4G3
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Teaching practice experiences: Invaluable insights from video cases in Kenya - Gatumu, Jane Ciumwari; Inyega, Justus O.; Inyega, Hellen N. (2011)
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Urban Vulnerability to Climate Change and Natural Hazards in Nigeria - Gbadegesin, Adeniyi; Olorunfemi, Felix; Raheem, Usman A. (2011)
Climate change and global warming have attained global dimensions with the recurrent discussions at the United Nations (UN) and in other international meetings. Global climate change, driven largely by anthropogenic activities, is a growing threat to human wellbeing in developing and industrialized nations alike. Significant harm from climate change is already occurring, and further damages are likely (Gwary 2008; Barnett/ Adger 2007; CHGE 2005; IPCC 2001a). Extreme weather events resulting in hurricanes, windstorms, tornadoes, droughts, fires, floods and other weather-related hazards account for a large proportion of the increased losses from natural disasters over the last decades. More alarming even than the size of past losses is the trend for losses to increase. More than 1.5 million people died in the past two decades because of extreme climatic events, and more than ninety per cent of those deaths have occurred in developing countries (IFRC-RCS 2002; Munich Re 2003).
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Exploring the Impact of Macro-Level Shocks on Youth:3F Crisis and Climate Change in Ghana, Mozambique and Vietnam - Gbedemah, C.; Harper, Catherine; Jones, Nicola; Monjane, P.; Pereznieto, Paola; Roesen, G. (2011)
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An investigation of the impact of the 2008/2009 economic recession on NGO sustainability and functioning: A South African perspective across the Social Service, Health and Education sectors - Gebreselassie, Eyesus (2011)
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Influence of students' discipline on the schools' performance in Kenya Certificate of Secondary Education in Ruiru District - Gekonde, Josephine (2011)
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The Impact of Seven Dimensions of Emotional Maltreatment on Self Concept of School Adolescents in Ota, Nigeria - Gesinde, A. M. (Procedia - Social and Behavioral Sciences, 2011)
This paper investigates the effect of seven dimensions of emotional maltreatment on self-concept of school adolescents. Two hundred adolescents selected through purposive sampling technique from fifteen private secondary schools in Ota, Nigeria participated in the study. Questionnaire on Seven Dimensions Emotional Maltreatment at Home (QSDEMH) and Adolescent Personal Data Inventory (APDI) are used to generate data. Three research hypotheses are tested at 0.05 alpha level using multiple regression and correlation coefficient. The findings indicate that the seven independent variables jointly account for 28.0% of the variance in self concept (R2 = 280.) The independent variables contribute differently to the prediction of self concept and negative significant relationship exists between the predictors and self concept. It is recommended that Psychologists and Counsellors commence the development of therapeutic strategies that will address the seven dimensions of emotional maltreatment.
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Groundwater Pollution Due to Pesticides and Heavy Metals in North West Bank - Ghanem, Marwan; Samhan, Subhi; Carlier, Érick; Ali, W. (Journal of Environmental Protection, 2011)
This study aims at determining the quantitative effect of pesticides including 2, 4-D dichlorphenoxy acetic acids, Paraquat, Atrazine (2-chloro-4-ethylamino-6-isopropylamino-s-triazine), and MCPP 2-(2-Methyl-4-chlorophenoxy) propanioic acid on groundwater quality due to agricultural in Jenin and Tulkarem, northern part of the West Bank.The concentrations of pesticides in Jenin was found to be higher than those in Tulkarem where the majority of the samples taken had concentration 10 µg/L.It is concluded that the contamination of the tested wells was due to pesticides and not wastewater disposal, since most of the samples were free from pathogenic indicators.Results revealed that using these wells for drinking purposes has a potentially high health risk.This is mainly due to the uncontrolled industrial and agricultural activity as well as the lack of monitoring.Concentrations of heavy metals including cadmium (Cd), lead (Pb), iron (Fe), zinc (Zn), chromium (Cr) and copper (Cu) were also quantitatively determined for the same period extending from April, 2004 to May, 2005.Concentrations of Pb and Cr in most of the tested wells in Tulkarem complied with the WHO guideline; while nitrate (NO 3 ) and potassium (K) concentrations exceeded the permissible concentrations.
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The afterglows of whole school development in Ghana : a case study of semi-rural municipality - Ghartey, Seth Baisie. (2011)
It is nearly ten years ago when Whole School Development (WSD) in Ghana was officially ended. Yet, most of its structures, systems and practices continue to function in the country. This thesis is based on data collected from a case study of a semi-rural municipality of the country regarding the reasons for its official ending and why despite its official ending, most of the structures, systems and practices continue to function. The thesis also indicates which of the structures, systems and practices are functioning and how well they are functioning. The study adopted a qualitative research strategy and a case study design and drew on in-depth interviews with policy makers from the Department for International Development (DFID) and the Ghana Ministry of Education (GES) as well as with policy implementers from the case study site. The interviews were complemented with observation, documentary analysis and fieldnotes. Key issues that emerged from the study include the desire of those in authority to maintain the status quo in favour of their personal interests which resulted in the official ending of WSD, the development of strong organisational capacity, a sense of responsibility, purpose, commitment, professionalism, a change of mind-set and schools' and communities' realisation of the benefits of WSD, which have contributed immensely to the survival of the structures, systems and practices. Fundamental issues about the rural areas also emerged. These include the parents' low educational background and poverty, which limit their ability to honour their children's educational needs, despite the institutionalisation of the structures, systems and practices of WSD which were intended to improve the quality of, and access to, and participation in, education. Besides, the data revealed the existence of weak internal structural features, which undermine the children's learning environment and result in an excessive drop-out rate and poor learning outcomes with only a few of the children reaching the post-basic education level. The findings suggest that there are political, social, physical and economic factors that are inimical to improvement in educational quality in Ghana and which need addressing with a change of mindset that is consistent with improvement to enable education to move towards the direction of the expected standard and quality.
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Teacher preparedness in the integration of learners with physical disabilities in public pre-schools in Kiamokama Division Kisii County-Kenya - Gichaba, Wycliffe (2011)
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Creating a New Society, New Nation and New Leadership Quality in Kenya through African Traditional Education Principles - Gichuru, Francis Xavier (Cultura, 2011)
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Race and the Media in Natural Disasters: The Media’s Portrayal of African Americans in the Galveston Storm of 1900 and in Hurricane Katrina - Gilbert, Melanie M (2011)
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Kujichagalia! Self-Determination in Young African American Women with Disabilities during the Transition Process - Gillis, La Tonya L. (2011)
The purpose of this study was to examine the role that self-determination played in the transition process for young African American women with disabilities who exited high school with a special diploma and participated in a local transition program. Factors under study included the young women‟s autonomy, self-regulation, psychological empowerment, and self-realization (Wehmeyer, 1996). This examination of the perceptions of the transition process of young African American women with disabilities involved in-depth interviews with five young women and their parent or guardian. Additionally, The Arc‟s Self-Determination Scale (ASDS) and the Parent Self-Determination Practice Survey (PSDPS) were administered to determine the level of self-determination of the young women as well as the level of parental promotion of self-determination. Results showed that the young women were able to use self-determination in a variety of settings. Three of the five participants demonstrated high levels of self-determination as measured by the ASDS when compared to the normative sample. Also, the parent or guardian of the young women provided multiple opportunities for the young women to practice self-determination in their homes and employment settings. Furthermore, the young women discussed several factors that they perceived to be strengths and challenges to using self-determination throughout and beyond the transition process. The findings have implications for school systems, social service agencies, and parents and guardians.
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Promoting Evidence-Based Policy Planning and Implementation in Education in Zambia - Ginsburg, Mark; Chakufyali, Peggy Nsama; Kalima, Kalima; Mwaanga, Benny; Tubman, Winnehl (2011)
Over his long and illustrious career at the University of Pittsburgh, Rolland G. Paulston focused his keen intellect toward charting the theoretical and methodological terrains on which academic and professional work in the field of comparative and international education took place. Initially, this took the form of a typology that grouped theories of educational change under either an equilibrium or a conflict paradigm (Paulston 1976, 1977), and then later a two-dimensional, four-celled typology, differentiating functionalist, radical functionalist, radical humanist, and humanist perspectives (Paulston 1980).
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Thermal tolerance of key-note macrofaunal species: a method to forecast the impact of climate change on African Mangrove systems - Giomi, Folco; Fusi, Marco; Simoni, Riccardo; Cannicci, Stefano; Porri, Francesca (2011)
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Governance of climate change in South Africa - Giordano, Thierry; Parramon-Gurney, Marie; Gilder, Andrew; Hall, Leonie (2011)
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Cloud Computing: Solution to ICT in Higher Education in Nigeria - Gital, Abdulsalam Ya’u; Zambuk, Fatima Umar (Advances in Applied Science Research, 2011)
Information and communication technologies (ICT) have become commonplace entities in all aspects of life. Across the past twenty years the use of ICT has fundamentally changed the practices and procedures of nearly all forms of endeavour within business and governance. Within education, ICT has begun to have a presence but the value of ICT is not affordable. Unfortunately, there are some limitations confronting institutions in Nigeria from infusing ICT. The basic principle of cloud computing entails the reduction of in-house data centres and the delegation of a portion or all of the Information Technology infrastructure capability to a third party. This holds the promise of driving down cost while fostering innovation and promoting agility. Institutions of higher learning, such as Universities and Colleges, are the core of innovation through their advanced research and development. Subsequently, Higher Institutions may benefit greatly by harnessing the power of cloud computing, including cost cutting as well as all the above types of cloud services. This paper explores the application of cloud computing in higher education in Nigeria, issues with ICT in Nigeria and touches upon some aspired benefits as well as expected limitations of cloud computing.
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A study of the attitude of teachers towards the use of life skills education to develop the practice of student morality through secondary school curriculum in Kenya; a case study of some selected schools in Thika West District - Githaiga, Susan N. (2011)
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African refugee parents' involvement in their children's schools: Barriers and recommendations for improvement. - Githembe, Purity Kanini (2011)
The purpose of this study was to examine involvement of African refugee parents in the education of their elementary school children. The setting of the study was Northern and Southern Texas. African refugee parents and their children's teachers completed written surveys and also participated in interviews. In the study's mixed-method design, quantitative measures provided data about parent involvement at home, parent involvement at school, frequency of parent-teacher contact, quality of parent-teacher relationship, parent endorsement of children's schools, and barriers to parent involvement. Qualitative data from the open-ended questions provided data on barriers and strategies to improve involvement. Sixty-one African refugee parents responded to the survey and also participated in an in-depth face-to-face or telephone interview. Twenty teacher participants responded to an online survey. Quantitative data gathered from the parent and teacher surveys were analyzed using frequency distributions and analyses of variance. Qualitative data were analyzed by summarizing and sorting information into different categories using Weft QDA, an open-source qualitative analysis software. From these data, I identified barriers to African refugee parent involvement in their children's schools, as well as challenges that teachers face as they try to involve African refugee parents. Results of analyses of variance revealed statistically significant differences in parent involvement between African refugee parents with limited English proficiency and those with high English proficiency. A key finding of the research was that, whereas the overall level of parent involvement for African refugee parents was low, a major barrier to involvement was language. Teachers and parents cited enrolment in English as a second language programs as the best strategy to enhance parent involvement of African refugees. Additionally, parents who reported higher education levels were more involved in their children's education both at home and at school. All groups of African refugee parents reported high endorsement of their children's school. Strategies suggested to improve involvement include the use of interpreters and parent education on importance of involvement.
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Perceptions of Primary School Teachers and Pupils on Adequacy of HIV/AIDS Life Skills Education in Nairobi and Thika Districts, Kenya - Githinji, Felicity W.; Koskey, John (2011)
Health care is a multi-Sectoral approach. It requires joint efforts of the health sector and other health related sectors. Primary health care should integrate other sectors such as education. This is because Education for All (EFA) goals and the Millennium Development Goal (MDG) for education “cannot be achieved without urgent attention to HIV/AIDS.” This has led to the integration of HIV/AIDS education into the existing school curriculum due to its effect on the community as a whole. Thus, Life Skills Education was introduced to strengthen the existing HIV/AIDS education. This study was based on the assumption that increasing levels of knowledge and awareness could lead to desired behaviour change. However, having knowledge about the virus did not seem to be sufficient without the necessary life skills. This study, therefore, intended to do an assessment of the adequacy of HIV/AIDS life skills curriculum in primary schools in Nairobi and Thika districts. Content analysis of HIV/AIDS life skills (HIV/AIDS/LS) curriculum and oral interviews with 40 teachers of the subject was purposively sampled. The content is relatively adequate but there are challenges associated with the gap between theory and practice. The study established that introduction of teaching of HIV/AIDS education appreciated but it is faced with some challenges. The effectiveness of the education could be enhanced by giving it an interdisciplinary approach in view of the multi-sectoral concern for HIV/AIDS. Since LS curricula are designed to develop in the young people abilities such as: negotiation skills, assertiveness, ability to cope with peer pressure, attitudes such as compassion, self-esteem and tolerance, knowledge about self-awareness and HIV transmissions this would complement Public Health Care (PHC) and they should be provided to the community.
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Première Université Régionale du Mali-education Distance (Prem-U): Challenges and Insights for Ubiquitous Education - Glander-Dolo, S. Mackenzie (Ubiquitous learning, 2011)
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Women and Climate Change: A Case‐Study from Northeast Ghana - Glazebrook, Trish (Hypatia: A Journal of Feminist Philosophy, 2011)
This paper argues that there is ethical and practical necessity for including women's needs, perspectives, and expertise in international climate change negotiations. I show that climate change contributes to women's hardships because of the conjunction of the feminization of poverty and environmental degradation caused by climate change. I then provide data I collected in Ghana to demonstrate effects of extreme weather events on women subsistence farmers and argue that women have knowledge to contribute to adaptation efforts. The final section surveys the international climate debate, assesses explanations for its gender blindness, and summarizes the progress on gender that was made at Copenhagen and Cancun in order to document and provoke movement toward climate justice for women.
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Wo steht Senegal im "Education for All"-Programm? - Gleistein, Anna (ZEP : Zeitschrift für internationale Bildungsforschung und Entwicklungspädagogik, 2011)
Das internationale Bildungsprogramm Bildung fur Alle (Education for All/EFA) definiert sechs Schlusselziele fur den weltweiten Ausbau der Grundbildung, die Reduzierung des Analphabetismus und den Ausgleich des Geschlechtergefalles im Bildungsbereich bis 2015. Dieser Artikel untersucht die Fortschritte, die Senegal beim Erreichen dieser Ziele macht. Nach grundlegenden Informationen uber das Land und sein Bildungssystem, werden die Fortschritte fur jedes der Ziele mithilfe der Daten aus dem aktuellen Weltbildungsbericht abgepruft. Der Artikel versucht die Ergebnisse durch nationale Faktoren zu erklaren. (DIPF/Orig.) The international „Education for All“-program (EFA) defines six goals which aim to improve basic education, reduce illiteracy and eliminate the gender gap in education by 2015. This article examines the progress Senegal makes in the EFA-process. At first it obtains some basic information about the country and its education system. After that the progress for each goal will be examined with data from the recent Global Monitoring Report. The article tries to explain the results by referring to national factors. (DIPF/Orig.)
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Access and Quality in the Kenyan Education System: A Review of the Progress, Challenges and Potential Solutions - Glennerster, Rachel; Kremer, Michael; Mbiti, Isaac; Takavarasha, Kudzai (2011)
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Household Shocks and Education Investment in Madagascar - Glick, Peter; Sahn, David E.; Walker, Thomas (Social Science Research Network, 2011)
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Prospects and challenges in the implementation of re- entry policy of girls in secondary schools in Kenya: a case study of Emuhaya District - Glória, Elizabeth; Wanyama, A.; Simatwa, Enose M.W. (Educational Research, 2011)
A report by the Centre for Study of Adolescence shows that the dropout of girls due to pregnancy stands at 23% nationally and 39% for Emuhaya District. Few of these girls resume despite the re-entry policy. Majority is unable due to stigma and ridicule from teachers, peers and the communities thereby missing out on the benefits that accrue from education. The purpose of the study was to establish the challenges and prospects in the implementation of the Ministry of Education policy on the re-entry of girls. The study was guided by a conceptual framework. The research design for the study was descriptive survey. The study population consisted of 24 head teachers, 24 teachers of guidance and counseling, 24 chairpersons of parents’ teachers associations, 24 chairpersons of boards of governors, one district quality assurance and standards’ officer and 1040 girls in 24 schools. The study found out that it is parents who seek re-entry for their daughters in different schools from the ones they initially attended, despite unawareness on re-entry guidelines. Schools willingly allow re-entry despite the absence of guidelines. The study concluded that re-entry is practiced in Emuhaya District as evidenced by the cases that seek it. However, re-entry policy guidelines have not been received in most schools. As a way of strengthening this policy, the study recommended that the ministry should not only provide policy documents, but also enforce and monitor its implementation.
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The Nature of Experimental and Quasi-Experimental Research in Postgraduate Education Research in South Africa: 1995-2004. - Goba, Busisiwe; Balfour, Robert J.; Nkambule, Thabisile (South African journal of higher education, 2011)
It is widely known that there is a dearth of education research in South Africa which takes as its methodological basis experimentation. The emphasis has been on educators' and learners' experiential understanding in the first decade of democracy after apartheid, when qualitative research predominated. The article investigates, first, the extent of experimental and quasi-experimental research designs. Second, we examine, drawing upon a sample of theses which self-report as experimental and quasi-experimental research, the extent to which such methodologies are actually deployed and with what success or efficacy. And, third, we interrogate the associations of experimental and quasi-experimental designs with particular disciplines within education. This article points out the problems with random assignment of participants into experimental and control group in educational settings. Most of the experimental research is concentrated in three institutions in the Gauteng Province, while there are six institutions where this methodology is not used. Also, the experimental designs are prevalent in the psychology of education discipline. This points, ultimately, to the lack of supervision capacity in the experimental designs in South African higher education institutions.
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African American Vernacular English: Affirming spaces for linguistic identity within the composition classroom - Golar, Regina Latonya (2011)
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SABER teacher policy country report : Tunisia 2011 - Goldstein, Nicole; Vegas, Emiliana; Kaufman, L. J.; Ganimian, Alejandro (2011)
A total of 1,995,167 students (around 96.2 percent of total enrollment) attend public schools in Tunisia. The public school student population is concentrated almost evenly between the primary (50.6 percent) and secondary levels (49.4 percent), and 82.6 percent of the total number of students attend schools in urban areas. Around 3.9 percent of enrolled students attend private schools (all of which are private, government- independent schools). All private schools are located in urban areas, principally serving secondary school students. Tunisia does have in place a mandatory probationary period prior to awarding open-ended status to new teachers. This may help in facilitating the dismissal of weak and unmotivated teachers earlier on, before they become permanent staff and part of the civil service. The first years of teaching are among the best available predictors of a teacher's performance later on. Therefore, it is positive to have in place screening processes to dismiss low-performing teacher entrants. In Tunisia, this screening process to gain open-ended status involves being assessed on performance. Once a teacher holds an open-ended appointment, the results of the performance evaluation process may be used in dismissing a teacher based on his/her performance. However, given the fact that data on the extent of teacher under-performance and rates of dismissal are unavailable, it is not possible to ascertain the extent to which ineffective teachers are removed in practice.
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Assessment of the Difficult Areas of the Senior Secondary School 2 (Two) Chemistry Syllabus of the Nigeria Science Curriculum - Gongden, JJ; Gongden, EJ; Lohdip, YN (African Journal of Chemical Education, 2011)
The senior secondary two chemistry course content of the Nigerian science curriculum was assessed using 10 (ten) selected secondary schools in North Central Nigeria, to determine areas of difficulty, magnitude and reasons for such perceived difficulty. Correlation between the students’ perceived difficulty and their achievement in a test and the relationship between the students’ sex and their perceptions of difficulties were also examined using a difficult rating scale questionnaire and a chemistry achievement test. Percentage mean score, mean difficulty indices, person-product-moment correlation and the t-test methods were used for the analysis of the data collected. A total of 10 (ten) out of the 24 (twenty-four) topics identified were perceived as difficult. There was no significant relationship between students’ perceived difficulty and their achievement. Reasons given for the perceived difficulty included unfamiliarity with the ideas, confusing language, ideas too demanding, insufficient explanation and practical work, topics too mathematical and lack of interest among both sexes. Based on these findings, a critical reassessment of the curriculum was advocated, bearing in mind the cognitive abilities of /and chemistry (science) background of the students. Proper training and re-training (refresher) of teachers was recommended so as to ensure that teaching staff are qualified. Authors of chemistry textbooks should consider the cognitive levels of students of the different levels for choice of suitable vocabulary (language). Teachers should re-examine and evaluate their present teaching strategies so as to be effective and should stop using abstract terms or concepts in the class. Practical work should be emphasized for the acquisition of laboratory skills. The government/proprietors should give priority to equipping the laboratories and improving the teaching and learning environment. Students need counseling, encouragement and enlightenment in order to motivate them in the study of Chemistry.
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Education for all and for life? An introduction into primary school education in Senegal - Gönsch, Iris; Graef, Steffen (RePEc: Research Papers in Economics, 2011)
This paper is part of a larger research project on educational decisions in developing countries, especially in West Africa. It describes the current state of primary school education in Senegal and points out respecive concerns of parents, teachers and school principals. Generally spoken, figures about quantity of school enrollment point to a massive improvement during the last years. Many parents and teachers, however, are concerned about quality problems. During a field trip schools have been visited in an urban and a rural area in Senegal, where conversations with parents and different members of the educational section have taken place and have provided some important insights. Low quality of education, high drop out rates and parents' lacking appreciation for formal schooling have been identified as main drawbacks of the schooling situation in the regions visited. Further research on this topic involves a household survey based on a questionnaire that incorporates the results presented here.
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The place of giftedness in the Nigerian education system - Goodluck, Kingdom U.; Njama-abang, F. O. (Global Journal of Educational Research, 2011)
This paper had made serious effort in defining the concept “giftedness”. It went further to discuss the place of giftedness in Nigerian education system in the light of the recommendation of the national policy on education, disregard for merit in our society, the menace of our quota system syndrome, and tribal sentiments in the country. Consequently, in conclusion among other things the paper suggested that merit should not be compromised with, for any reason. The school system, educators, planners, administrators, counsellors, psychologists and government should play their parts in identifying and developing the gifted persons early enough, as doing this would mean developing the nation technologically and otherwise, for self-reliance and nation building.
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Prevalence of overweight and obesity among primary school children in Pretoria, South Africa - Goon, Daniel Ter; Toriola, A.L.; Shaw, Brandon S.; Amusa, L.O.; Shaw, Ina; Netshikweta, Mutshinyalo Lizzy (2011)
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Comparing cross-group and same-group friendships amongst white South African students at Stellenbosch University - Goosen, Althea (2011)
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The impact of teacher incentives in boosting teacher morale in Zimbabwean primary schools: a case study of selected schools in Chinhoyi urban - Goronga, Pedzisai; Muchenje, Francis; Bondai, Beatrice (Zimbabwe Journal of Educational Research, 2011)
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The comprehension of hiv/aids and hiv/aids education amongst adolescents in rural kenya - Gotting, Eva-Karin; Mjöbo, Maria Nilsson (2011)
HIV is the world’s leading infectious killer and young people constitute a large part of those who are infected. Preventative interventions directed to young people often fail to provide the comprehensive information about HIV/AIDS that the young people need and the information given is not always accurately understood. The aim of this study was to explore adolescents’ comprehension regarding HIV/AIDS and HIV/AIDS education at primary schools in rural Kenya. Semi-structured interviews were performed with 33 adolescents and analysed through qualitative content analysis. The result revealed that the adolescents are well aware of the severity of HIV/AIDS in their society which causes distress amongst them. In order to deal with this they take different actions against the disease and strive to protect themselves and each other. HIV/AIDS education leads to increased comprehension of the disease, which has been interpreted as a tool to enable the adolescents to cope in an affected society. (Less)
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South African primary school teachers' scientific and indigenous conceptions of the Earth-Moon-Sun system - Govender, Nadaraj (African Journal of Research in Mathematics Science and Technology Education, 2011)
AbstractTwenty-nine Zulu-speaking primary school teachers were enrolled for a certificate in-service science education course. Initially, informal classroom discussions with these teachers pointed out poor conceptual knowledge in basic astronomy. This study investigated teachers' scientific and indigenous conceptions of the Earth-Moon-Sun (E-M-S) system, namely, the motion of Earth relative to the Sun, the day/night cycle, Moon phases and seasons. It examined teachers' astronomical experiences from a socio-cultural constructivist perspective through individual and focus group interviews. The phenomenographic approach was used to analyse the data. The findings of the study are in conformity with the global literature in science education where primary school teachers hold a number of incorrect conceptions of the E-M-S system. In addition, teachers also hold indigenous conceptions of the E-M-S system related to African traditional and agricultural practices.
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Using multiple climate projections for assessing hydrological response to climate change in the Thukela River Basin, South Africa - Graham, L. Phil; Andersson, Lotta; Horan, Mark; Kunz, Richard; Lumsden, Trevor; Schulze, R. E.; Warburton, Michele; Wilk, Julie; Yang, Wei (Physics and Chemistry of the Earth, Parts A/B/C, 2011)
This study used climate change projections from different regional approaches to assess hydrological effects on the Thukela River Basin in KwaZulu-Natal, South Africa. Projecting impacts of future climate change onto hydrological systems can be undertaken in different ways and a variety of effects can be expected. Although simulation results from global climate models (GCMs) are typically used to project future climate, different outcomes from these projections may be obtained depending on the GCMs themselves and how they are applied, including different ways of downscaling from global to regional scales. Projections of climate change from different downscaling methods, different global climate models and different future emissions scenarios were used as input to simulations in a hydrological model to assess climate change impacts on hydrology. A total of 10 hydrological change simulations were made, resulting in a matrix of hydrological response results. This matrix included results from dynamically downscaled climate change projections from the same regional climate model (RCM) using an ensemble of three GCMs and three global emissions scenarios, and from statistically downscaled projections using results from five GCMs with the same emissions scenario. Although the matrix of results does not provide complete and consistent coverage of potential uncertainties from the different methods, some robust results were identified. In some regards, the results were in agreement and consistent for the different simulations. For others, particularly rainfall, the simulations showed divergence. For example, all of the statistically downscaled simulations showed an annual increase in precipitation and corresponding increase in river runoff, while the RCM downscaled simulations showed both increases and decreases in runoff. According to the two projections that best represent runoff for the observed climate, increased runoff would generally be expected for this basin in the future. Dealing with such variability in results is not atypical for assessing climate change impacts in Africa and practitioners are faced with how to interpret them. This work highlights the need for additional, well-coordinated regional climate downscaling for the region to further define the range of uncertainties involved.
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The Philosophy of Ubuntu and Education in South Africa - Grange, Lesley Le (2011)
Education which was a site of struggle during apartheid has become a site of transformation (at least at the level of policy) in post-apartheid South Africa. Following the democratic elections in 1994, a myriad of policies were developed (including education ones) signalling widespread changes to the education system. The changes are associated with challenges presented by a rapidly changing and globally interconnected world on the one hand, and on the other hand, the restoration, rejuvenation and reimagining of traditional values that had become eroded during the colonial and apartheid periods.
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A Comparison of African and Mainstream Culture on African-American Students in Public Elementary Schools. - Green-Gibson, Andrea (2011)
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Breathing Awareness Meditation and LifeSkills Training Programs Influence Upon Ambulatory Blood Pressure and Sodium Excretion Among African American Adolescents - Gregoski, Mathew J.; Barnes, Vernon A.; Tingen, Martha S.; Harshfield, Gregory A.; Treiber, Frank A. (Journal of Adolescent Health, 2011)
To evaluate the effect of breathing awareness meditation (BAM), Botvin LifeSkills Training (LST), and health education control (HEC) on ambulatory blood pressure and sodium excretion in African American adolescents.Following 3 consecutive days of systolic blood pressure (SBP) screenings, 166 eligible participants (i.e., SBP >50th-95th percentile) were randomized by school to either BAM (n = 53), LST (n = 69), or HEC (n = 44). In-school intervention sessions were administered for 3 months by health education teachers. Before and after the intervention, overnight urine samples and 24-hour ambulatory SBP, diastolic blood pressure, and heart rate were obtained.Significant group differences were found for changes in overnight SBP and SBP, diastolic blood pressure, and heart rate over the 24-hour period and during school hours. The BAM treatment exhibited the greatest overall decreases on these measures (Bonferroni adjusted, ps < .05). For example, for school-time SBP, BAM showed a change of -3.7 mmHg compared with no change for LST and a change of -.1 mmHg for HEC. There was a nonsignificant trend for overnight urinary sodium excretion (p = .07), with the BAM group displaying a reduction of -.92 ± 1.1 mEq/hr compared with increases of .89 ± 1.2 mEq/hr for LST and .58 ± .9 mEq/hr for HEC group.BAM appears to improve hemodynamic function and may affect sodium handling among African American adolescents who are at increased risk for development of cardiovascular disease.
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South African children's literature and the teaching of creative writing in diverse contexts - Greyling, Franci (Mousaion, 2011)
The training of creative writers in South Africa requires a programme that is able to address the country's complex cultural and linguistic composition. There is an increasing awareness of the importance of cultural and language identity and the need for a variety of children's literature in all languages. Although there are many talented storytellers in South Africa, there is still a need for new writers who can meet this demand. In this article the basic principles of teaching creative writing are set within the context of teaching creative writing for children, which can serve as a basis for tuition in diverse training contexts. The approach integrates identified principles derived from different theoretical paradigms on thoughts of literacy, creativity, creative writing and literary theory, combined with years of practical experience. Core principles identified are the consideration of the context, the primary means of cultural transference in a community, the complex dynamics of the creative process, the articulation of relevant content and the application of the principles in specific teaching and learning environments. These principles inform the general approach to the courses, the structuring thereof, and the selection of appropriate content. The approach is illustrated with reference to various courses and activities and South African children's literature.
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SUPPORTING SUCCESS OUTSIDE OF THE CLASSROOM: THE AFRICAN AMERICAN STUDENT NETWORK - Grier‐Reed, Tabitha; Dade, Shari N. (ICERI2011 Proceedings, 2011)
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Profiling the African American Student Network. - Grier‐Reed, Tabitha; Ehlert, John; Dade, Shari N. (The Learning Assistance Review, 2011)
The African American Student Network (AFAM) originated at a large Predominantly White Institution (PWI) in the Midwest. Including a sample of 163 network participants, the current paper profiles the academic performance of students in the network over its first 4 years. Findings indicate that although participants were similar to the average African American undergraduate on campus in terms of academic precollege characteristics and 1st term GPA, when compared to African American undergraduates on campus who did not participate in the network, AFAM participants trended toward higher 1-year retention rates, 4-year retention rates, and 4-year retention and graduation rates.
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Parent Involvement with African American Families in Expanded School Mental Health Practice - Griffin, Dana (Advances in school mental health promotion, 2011)
The positive impact of parental involvement on academic success has been well documented, but less is known about parental involvement with African American families. The studies that do exist often label African American families as uninvolved in their children's education. They often overlook the different aspects of participation that are critical to understanding the involvement of African American families. This article discusses the literature on African American parental involvement. Based on the Multicultural Counseling Competencies framework, an approach for working with African American families is described. Specific implications for practitioners working in expanded school mental health are provided.
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Contradictions in Teacher Education and Teacher Professionalism in Sub-Saharan Africa - Griffin, Robert; Harber, Clive (2011)
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Development and Educational Importance of Career Maturity. A 3-year follow up of South African grade 11 learners - Grobler, Adelene; Lacante, Marlies; Lens, Willy (2011)
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Adult education, globalisation and inequality in South Africa. Searching for new analytical frameworks - Groener, Zelda (2011)
Researchers have reported recently that inequalities emerging under conditions of globalisation are creating barriers to participation in adult learning. According to some studies, South Africa has become the most unequal society in the world. Structural inequalities in South African present an opportunity to develop a socio-political perspective to explain how structural inequalities create structural institutional barriers which prohibit black people from participating in adult learning, and to analyse the extent to which these barriers have been addressed. The South African state faces the challenge of creating more fundamental change to address persisting inequalities and barriers to participation in adult learning.
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Visual arts education according to the art teachers : A Minor Field Study in The Gambia on how art as a school subject is percevied - Gullichsen, Heléne (2011)
The aim is to try to find out how art as a school subject, according to art teachers, is perceived in The Gambia and how the art syllabus in The Gambia and in Sweden are alike and/or different. Thi ...
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Public Expenditure in the Education Sector in Uganda: A Benefit Incidence Analysis (Phase 2) - Guloba, Madina (Research Series, 2011)
This paper focuses on public spending in education in Uganda. In particular, we investigate the extent to which public spending/provision in the education sector has been pro-poor. The analysis draws for a large part on the Uganda National Household Survey of 2009/10 (UNHS IV). The survey is nationally representative and is conducted after every four year span. The survey has four core modules administered to all sampled households. The socio economic module collects basic social indicators including household individual particulars, education and household consumption expenditure. Three additional modules (market, community and the informal sector) are also administered to the same households. Data from the socio-economic module for specific sections is used.
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Student Loans: Liquidity Constraint and Higher Education in South Africa - Gurgand, Marc; Lorenceau, Adrien; Mélonio, Thomas (Social Science Research Network, 2011)
Empirical evidence that access to higher education is constrained by credit availability is limited and usually indirect. This paper provides direct evidence by comparing university enrollment rates of potential South African students, depending on whether or not they get a loan to cover their university fees, in a context where such fees are high. We use matched individual data from a credit institution (Eduloan) and from the Department of Education. Using a regression-discontinuity design based on the fact that loans are granted according to a credit score threshold, we can estimate the causal impact of loan obtainment. We find that the credit constraint is substantial, as it reduces the enrollment rate into higher education by more than 20 percentage points in a population of student loan applicants.
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The when and how of leaving school: The policy implications of new evidence on secondary schooling in South Africa - Gustafsson, Martin (RePEc: Research Papers in Economics, 2011)
South African and international household and education datasets are analysed to characterise patterns of dropping out, grade repetition, academic under-performance and under-preparedness for post-school life in South African secondary schools. A number of measurement error problems are moreover discussed and in some cases remedied. The proportion of South African youths entering upper secondary schooling is above the trend found in comparable middle income countries, the proportion entering the last grade (Grade 12) is about average, but the proportion successfully completing secondary schooling (40%) is below average. The data suggest improving quality should be a greater planning priority than increasing enrolments. A what-if subject choice analysis using examination data moreover suggests that successful completion could be greatly enhanced by guiding students to more appropriate subject choices, possibly through a more standardised set of assessments in Grade 9. Any attempt to reduce dropping out must pay close attention to financial constraints experienced by students with respect to relatively low-cost inputs such as books. Teenage pregnancies must be reduced as these explain half of female dropping out. The quality problem in schools underlined by the fact that income returns and test score gains associated with each additional year of secondary schooling are well below those associated with a year of post-school education.
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The Politicization of the Education System: Implications for Peace in Sudan - Guta, Hala Asmina (2011)
This article takes a closer look at the education system in Sudan and its role in social cohesion/division. It analyzes themes run in approved textbooks. The findings of this article can be summarized around three main points: the curriculum constructs an exclusionary version of Sudanese identity that is practically the same as Northern Arabic Muslim identity; heroism is associated with war and history lessons are centred on the history of wars; and, war and violence are always linked and consequently legitimized. The article argues that educational institutions in Sudan fail to create harmony and acceptance among different ethnic groups and perpetuate prejudice and violence. An urgent reform in the curriculum is needed. Key Terms: Sudan, education, violence, conflict, identity.
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Integrating African American Literature in the Library and Classroom - Guthrie, David (2011)
<JATS1:p>In this book, African American literature is illuminated through a project-based curriculum that incorporates national curriculum standards.</JATS1:p> <JATS1:p>It is important that the school curriculae be representative of the diversity of the American student population. Integrating African American Literature in the Library and Classroom is designed to help teachers and librarians achieve that goal. The book recommends and annotates more than 200 titles that touch on African American life from slavery through the present time, most of them by black authors, and many of them winners of the Coretta Scott King, Caldecott, and/or Newbery awards.</JATS1:p> <JATS1:p>This guide offers cross-curricular lesson plans for grades K–12. Each chapter identifies areas in which instructional attention is most needed to help students develop a greater appreciation for diversity, perseverance, and ethnicity. Examples and ideas for activities are offered to reinforce related concepts. With this book, teachers and librarians will be better able to motivate and inform, helping students discover the richness of African American culture now and through time.</JATS1:p>
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Children's Rights: How Much Do Zimbabwe Urban Secondary School Pupils Know? - Gwirayi, Pesanayi; Shumba, Almon (The International Journal of Children's Rights, 2011)
Abstract Research shows that the violation of the rights of the child manifests in various forms in our society. is study sought to investigate children's awareness about their rights and organisations which deal with their rights in Zimbabwean schools. The study is informed by the Empowerment Theory. Data were collected from a randomly selected sample of 376 secondary school children (200 male, 176 female; age range 12 to 16 years) from 3 schools in Gweru Urban District of Zimbabwe. Children were asked to list their rights and organisations which deal with child rights on given worksheets. The study found that most of the children were not aware about their rights and organisations which deal with their rights. The introduction of Children's Rights as a subject in schools can help increase children's safety, protection and well-being. There is also need to put more thrust on workshops and seminars on Children's Rights in Zimbabwean schools.
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A preliminary report on first year University students’ knowledge of basic grammar: The Case of the University of Cape Coast, Ghana - Gyasi, William Kodom; Nartey, Theophilus A.; Coker, Wincharles (2011)
Although current research in English for Specific Purposes places premium on sharpening learners' skills in order to enable them to maximally function in the academic world and beyond, it is still felt that students are bereft of basic language concepts. This paper, therefore, reports a preliminary investigation of first year Communicative Skills students' knowledge of parts of speech at the University of Cape Coast, Ghana in November, 2010. Three hundred and fifty (350) students were selected based on a multi-staged sampling method and were asked to respond to a two-pronged instrument. Using an action-driven research design, we examined whether students' gender and programmes of study have an influence on their performance in parts of speech. Key results showed that students who offer Communicative Skills have an abysmal knowledge of parts of speech, and that there was no significant difference among students' programmes of study and their performance in identifying parts of speech. We also found that there was no statistically significant difference between students' gender and their performance on the test. Given these findings, we recommend that a second look be given to the Communicative Skills curriculum of the University of Cape Coast, while encouraging similar studies in other universities.
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Pollution Status of Two River Estuaries in the Eastern Cape, South Africa, based on Benthic Meiofauna Analyses - Gyedu-Ababio, Thomas (Journal of Water Resource and Protection, 2011)
The benthic meiofauna of the two river systems, the Swartkops and Gamtoos, in the Eastern Cape of South Africa has been studied extensively. Various biological indices and statistical packages were used to assess the biological status of the nematode communities in the two rivers. Nematode identification was done to the genus level. Various environmental conditions, including, concentrations of Zn, Mn, Fe, Cu and Pb, organic carbon and chlorophyll-a in the sediments, were investigated in relation to the nematode density, diversity and community structure. The results of the studies indicate that higher concentrations of heavy metals had a negative impact on the nematode density, diversity and community structure. Nematode genera such as Rhabditis, Monhystera and Theristus were found to be tolerant to pollution or indicators of pollution. The Swartkops River estuary was found to be polluted more severely than the Gamtoos. It was realised that some nematode genera such as Viscosia can establish themselves along the river estuaries, irrespective of the salinity gradient. The quantitative effects of individual metals on the structure of meiobenthic communities could not be differentiated from one another. Similarly, the effects of metals and organic carbon on the structuring of the nematode communities could not be distinguished from one another. It is suggested that more studies of this kind be carried out along the coast of Africa to establish the potential indicator value of nematodes on the African continent.
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Inclusive education in Ghana: what are the levers for change? - Gyimah, Emmanuel Kofi; Vanderpuye, Irene (2011)
Proceedings of the 3rd biannual International Conference on Distance Education and Teachers’ Training in Africa (DETA) held at the University of Cape Coast, Cape Coast, Ghana, August 2009
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The Attitude of Teachers and Students towards the use of Punishment in Secondary Schools in Kaloleni District of Coast Province, Kenya - H.N, Gatimu (Journal of Research in Education, 2011)
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The entrepreneurial mind-set of university students: a cross-cultural comparison between Namibia and Germany - Haase, Heiko; Lautenschläger, Arndt; Rena, Ravinder (International Journal of Education Economics and Development, 2011)
The objective of this article is to set a cornerstone to compare and understand the phenomenon of graduate entrepreneurship in developing and developed countries. Our central research questions are: Are there differences in the entrepreneurial intentions of university students? What are the factors that might explain potential differences in their entrepreneurial mind-set? In response to these questions, we performed a cross-sectional study exploring the prospective career paths of 2,353 university students from Namibia as well as from Eastern and Western Germany. We found that Namibian students have a higher entrepreneurial intention compared to their German counterparts. We detected several differences between both countries and revealed explanatory factors. However, they are not sufficient to explain the ‘regional dimension’ of the higher entrepreneurial intentions in Namibia. Several implications are presented.
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Assessing maize water requirements in the context of climate change uncertainties over southern Africa - Hachigonta, Sepo (2011)
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Education as an indicator of the development indicators Study of the educational reality in Egypt As a case study - Hadi, Azhar.Slman. (2011)
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Organizations of workers and immigrant students and their role in Algerians against French colonialism Almquaomaaldzaúria 1924 1962 - hadi, sabah nuree (Journal of Research Diyala humanity, 2011)
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Impact of climate change on the coastal climate of South-Western Africa - Haensler, Andreas (2011)
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Perspectives of teaching in Papua New Guinea : a case study of elementary teacher trainers and their mentors - Hahambu, Casper Mapua Edson (2011)
Global and national agenda for quality education led to reform in Papua New Guinea (PNG) based on the provision of quality basic education. “Education for All” (EFA) is a worldwide emphasis on the review and restructure of existing curriculum and teacher training programs to provide quality education and quality life. The provision of quality education is seen as an investment in developing countries including PNG. Quality education is facilitated through structural and curriculum reform, and teacher education programs. One such influence on quality education in teacher education relates to perspectives of teaching. Existing research shows teachers’ beliefs and perceptions of teaching influence their practice (Kember & Kwan, 2000; Prosser & Trigwell, 2004). However, there is no research focusing on perspectives of teaching for elementary education in PNG. This single exploratory case study (Yin, 2009) investigated the perspectives of teaching of eighteen elementary teacher trainers and their five mentors in the context of an Australian university Bachelor of Early Childhood (in teacher education) degree programme. The study drew on an interpretivist paradigm to analyse journals, semi-structured interviews and course planning documents using a thematic approach to data analysis (Braun & Clark, 2006). The findings revealed that participants held perspectives of teaching related to teaching children and teaching adults. The perspective of teaching children described by the trainers and mentors was learning-centred (the focus is on what the teacher does); while the perspective of teaching adults was both learning-centred and learner-centred (the focus is on what the learner does). The learning-centred perspective is at odds with the learner-centred perspective espoused in the PNG reform. The perspectives of teaching adults reflected a culturally nuanced view; providing insights about how teaching and learning are understood in different sociocultural contexts. Based on these findings, the study proposes a perspective of teaching for elementary education in PNG known as culturally connected teaching. This perspective enables the co-existence of both the learning-centred and learner-centred perspectives of teaching in the PNG cultural context. This perspective has implications for teacher training and the communities involved in elementary education.
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Gender Equality Issue in Zambia Higher Education——Case Study of University of Zambia - Hai-o, Lin (Comparative Education Review, 2011)
As gender equality issue becomes more and more important,Zambia has issued a series of policies aimed at eliminating gender inequality.Guided by these policies,higher education institutions in Zambia have also carried out a series of action projects to encourage female students to enter the universities,such as affirmative action for first year admission,improving female students' accommodation,etc..Based on the analysis of female students in the University of Zambia(UNZA),it is revealed that the situation of female students receiving higher education is being improved.This indicates,to certain extent,that the government policies and action projects of higher education institutions have been implemented effectively.But it cannot be denied that gender inequality still exists in higher education in Zambia,especially in some specific disciplines.
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Interpreting adult distance education students' learning practices from a Melanesian sociocultural perspective :a case study from the University of Papua New Guinea Open College - Haihuie, Samuel (2011)
This thesis explores the pedagogical practices of distance education in Papua New Guinea (PNG) involving adult students as they interact with print media mode of communication. My research was motivated after identification of a gap in the literature with regard to enhanced insight into the adult distance learners in the PNG context. My research focus incorporates PNG's unique indigenous cultural practices, forms of social organisation, knowledge and ways in which these 'ways of being' frame the uses of distance learning resources. The research aims to use a concept of 'pedagogic structures' as a way of interrogating these forms of social organisation and social position [re]construction. Collaboration and interaction as pedagogic themes resonates throughout the research. My research design voice takes an interpretive approach, through observation and informed by ethnographic research techniques. Fifteen students (3 females and 12 males), from three study centres and four lecturers, two tutor/mentors and four instructional designers participated with the researcher as participant observer. Qualitative analysis of data used a heuristic approach to code and categorise emerging themes from interviews, observations, and questionnaire responses. Distance learning resources and students' records were also examined. The intersecting concepts of ososom and osisini are introduced as orientations of learning in a distance education pedagogy. My research is theoretically guided by the ideas of Bernstein, Bourdieu and Moore, opening new avenues for analysing and shedding light on distance pedagogical practices on the premise that pedagogic practices are socially and culturally situated. My main research findings reveal that while the transmitter prescribes certain pedagogic principles, the adult distance learners go beyond these prescribed types of interaction to acquire knowledge. Students draw from their invisible social capital and pedagogic practices of tribal and communal forms of organisation to manage learning in their invisible world. This research points to the prioritisation for the enhancement of more meaningful collaborative and communal ways of distance education pedagogic transactions in PNG.
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Education equity and quality in Namibia - Hailombe, Onesmus (2011)
A thesis submitted in partial fulfilment of the requirements for the Degree of Doctor of Philosophy in Education Policy
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Democracy and Schools in Southern Sudan : A Study of the Role of Primary Schools in Promoting Democracy - Hakim, Luka Iganga (2011)
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The association between income, education, and experiences of discrimination in older African American and European American patients. - Halanych, Jewell H.; Safford, Monika M.; Shikany, James M.; Cuffee, Yendelela; Person, Sharina D.; Scarinci, Isabel C.; Kiefe, Catarina I.; Allison, Jeroan J. (PubMed, 2011)
Racial/ethnic discrimination has adverse effects on health outcomes, as does low income and education, but the relationship between discrimination, income, and education is not well characterized. In this study, we describe the associations of discrimination with income and education in elderly African Americans (AA) and European Americans (EA).Cross-sectional observational study involving computer-assisted telephone survey.Southeastern United States.AA and EA Medicare managed care enrollees.Discrimination was measured with the Experience of Discrimination (EOD) scale (range 0-35). We used zero-inflated negative binomial models to determine the association between self-reported income and education and 1) presence of any discrimination and 2) intensity of discrimination.Among 1,800 participants (45% AA, 56% female, and mean age 73 years), EA reported less discrimination than AA (4% vs. 47%; P < .001). AA men reported more discrimination and more intense discrimination than AA women (EOD scores 4.35 vs. 2.50; P < .001). Both income and education were directly and linearly associated with both presence of discrimination and intensity of discrimination in AA, so that people with higher incomes and education experienced more discrimination. In adjusted models, predicted EOD scores among AA decreased with increasing age categories (3.42, 3.21, 2.99, 2.53; P < .01) and increased with increasing income (2.36, 3.44, 4.17; P < .001) and education categories (2.31, 3.09, 5.12; P < .001).This study suggests future research should focus less on differences between racial/ethnic groups and more on factors within minority populations that may contribute to healthcare disparities.
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The Strategic and Political Use of Potential Climate Change in Conflict: The Case of Somalia - Haldén, Peter (2011)
The strategic and political use of potential climate change in conflict : The case of Somalia
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EXPERIENCES OF PAPUA NEW GUINEA UNIVERSITY OF TECHNOLOGY ON TRAINING RURAL WOMEN AND YOUTH FOR IMPROVING QUALITY OF LIFE - Halim, Aldiana; Bue, Veronica; Tiko, Betty (EDULEARN11 Proceedings, 2011)
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A Minor Field Study on Student Participation through Class and School Councils in Copperbelt Province, Zambia - Hall, Charlotta; Ammitzböll, Sandra (2011)
The purpose of this Minor Field Study is to describe and analyse student participation through class and school councils as a way of increasing child rights at a school level and democracy at a national level. Class and school councils are new concepts in Zambia in the work towards the child’s right to participation as defined in the Convention on the Rights of the Child article 12. They were established in 2007 through an international training programme: The Child Rights, Classroom and School Management, initiated by Swedish International Development Agency (SIDA) and in collaboration with Lund University. From a socio-cultural perspective, this study was conducted as a case study at one target high school in Copperbelt Province and based on several observations, four focus-groups interviews with students and three semi-structured interviews with a teacher and link-teachers. Childhood sociology is served as a theoretical framework in the analysis where childhood is seen as a social construction and children are viewed as active participants in the society, contributing to reproduction and societal changes. Even though most of the previous research revealed on the subject has shown poor outcomes, that the establishment of class and school councils is not enough to include students in real decision-making processes, the results from our study are mostly positive. Student participation as well as the relationship between students and teachers seems to have increased and the students, both in- and outside the school council, experience that they are listened to, that their voices are taken into consideration and that they are a part of decision-making processes at the school.
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The effect of education on female fertility behaviour in El Gebel El Akhder in Libya - Hamd, Ambark Edris (2011)
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Changes in biochemical composition of the gonads of Donax trunculus L. (Mollusca, Bivalvia) from the gulf of Annaba (Algeria) in relation to reproductive events and pollution. - Hamdani, Amel; Soltani-Mazouni, N. (jordan journal of biological sciences, 2011)
Seasonal changes in biochemical composition of the bivalve Donax trunculus L. (Mollusca, Bivalvia) were studied during eight months from January to August 2009 in the gulf of Annaba. The samples were collected monthly at two sites: El Battah, a site far from any source of pollution, and Sidi Salem, a site located near human and industrial wastes. The amounts of carbohydrate, lipid, and protein were determined in gonad-visceral mass. The monthly amounts of the different components in gonads varied from 33.68 to 118.09 for carbohydrates, 6.68 to 44.45 for lipids and 3.56 to 36.72 µg/mg of wet tissue for proteins, respectively. A three-way ANOVA indicated significant effects of time, sex, and treatment. Lowest values of components were observed during the spawning phase. There was a significant difference in amounts of these gonad components between the two sites. Globally, the lowest values of carbohydrate and proteins, and the highest values of lipids were recorded in individuals sampled at Sidi Salem.
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A Cultural Perspective: A Survey of U.S. and Egyptian Students Regarding Their Perceptions of People with Disabilities* - Hamdy, Naila; Auter, Philip J.; Humphrey, Vernon F.; Attia, Aya (2011)
This research used a modified version of the Disability Social Relations Generalized Disability (DSRGD) Scale to explore the commonalities and differences of perceptions about people with disabilities across cultural divides. The DSRGD scale measures the effect of the social context on perceptions towards people with disabilities. Approximately 200 U.S. college students and 200 Egyptian college students were surveyed about their perceptions of individuals with disabilities as friends, co-workers and spouses. They were also surveyed about their media use and perceptions of media bias toward disabilities. Results indicated that Egyptian respondents tended to be less positive about people with disabilities than U.S. respondents. Women were less comfortable with people with disabilities than men. Media use appeared to have little or no effect on perceptions of individuals with disabilities.
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Early Childhood and Pre-Tertiary Education: United States, Ghana and the EFA goals - Hamlin, Kay (2011)
This paper compares legislation between the United States and in Ghana in relation to formalized teacher preparation programs for teachers of young children between the years of 0 -8. The paper examines the basis for which formalized care in each country is needed; defines quality child care, and why pre-tertiary teachers’ specializing in early childhood education is essential. The paper also determines what is necessary to establish universal child care. The paper also shows that there are differences between the United States and Ghana in the current provision of early care and education for very young children; however, the findings suggest that Ghana is following a progression similar to that of the United States for pre-tertiary education. Offering early childhood bachelor degrees that include philosophical and sociological constructs, specialized content information, developmentally appropriate curriculum and assessment, as well as student teaching experiences, would help early childhood education graduates become effective teachers for young children 0 – 8 years of age. Full governmental funding for universal child care and pre-tertiary education is needed in both countries.
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ARABIC AND THE PRIMARY SCHOOL IN ALGERIA FROM MOTHER TONGUE TO SCHOOL TONGUE - Hammadi, Samia (2011)
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Building a Holistic International Educational Partnership: Collaboration Between The University of Georgia and the Tunisian Higher Education System - Hamrita, T. K. (Journal of community engagement and scholarship, 2011)
This article reports on a capacity building partnership between The University of Georgia and the higher education system of Tunisia that has been ongoing since 2002. The article discusses important aspects of the program, highlights the conceptual framework and underlying principles that have guided and shaped its design, and gives a comprehensive overview of its overall objectives, concrete actions, and outcomes. Our team’s response to Tunisia’s most urgent development needs; integrating institutional and national resources; building networks of decision makers, administrators, faculty, and students across disciplinary and institutional boundaries; and facilitating the development of indigenous expertise were among the attributes leading to the program’s selection for the Andrew Heiskel Award for Innovation in International Education.
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Inclusion of disability within national strategic responses to HIV and AIDS in Eastern and Southern Africa - Hanass-Hancock, Jill; Strode, Ann; Grant, Catherine (Disability and Rehabilitation, 2011)
National strategic plans (NSPs) provide a framework for a comprehensive response to human immunodeficiency virus (HIV) including strategies such as prevention, treatment, care and support for all affected. Research indicates limited recognition of the interrelationship between disability and HIV in the Eastern and Southern Africa (ESA). This paper analyses the extent to which NSPs in ESA address disability, and identify good practice.Using a tool based on relevant rights in the UN Convention on the Rights of Persons with Disabilities and the UNAIDS International Guidelines on HIV and Human Rights, a review of 18 NSPs in ESA was conducted to determine the extent to which they included disability.Although many NSPs fail to integrate disability issues, there are examples of good practice from which much can be learned, particularly with respect to disability and HIV-prevention efforts. There is limited provision for treatment, care and support for disability in the context of HIV and AIDS.Many NSPs in ESA are due for review, providing ample opportunities for the development of disability-inclusive responses. Future NSPs need to integrate the needs of people with disabilities within structures, programmes and monitoring and evaluation, and make provision for increased rehabilitation needs caused by HIV. A rights-based approach and specific financial allocation of resources are crucial for this process.
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APPROACHES FOR EFFECTIVE TEACHING OF CHEMISTRY IN NIGERIAN SECONDARY SCHOOLS - Hannah, Elizabeth (2011)
This study reviewed the current approach to chemistry teaching in Nigerian secondary schools. The method by which the teacher presents his materials to students and the work ahead of them affect their interest and attitude towards the subject. Chemistry is a subject that is needed by all areas of medicine, engineering and other science subjects. For it successful study, the approaches to it teaching become crucial, faulty teaching can hinder or create a dislike for chemistry by the students. The study highlighted some of the ways the teaching of chemistry can be effective in Nigerian secondary schools. The adjustment of students, matching curricular offering with levels of mental development, motivations and some appropriate methods of teaching chemistry was looked into in the study. The researcher concluded that when the students are put into consideration and appropriate methods are used then the teaching of chemistry can be effective in our Nigeria schools.
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Citizenship Education in Zimbabwe - Hapanyengwi-Chemhuru, Oswell; Shizha, Edward (2011)
With the imposition of neoliberal globalisation and Eurocentric education, there is a pressing need for Zimbabwe to ensure that it is open and inclusive, not only for the development of its economy, but to build a cohesive and stable society. Zimbabwe faces numerous challenges, probably more than any other postcolonial state has ever encountered. Some of these are the AIDS scourge that wipes out thousands of lives a year, ethnic conflict, corruption, hunger and deprivation, street kids, dilapidated schools and hospitals, lower life expectancy, political turmoil and socio-economic meltdown which has condemned many to squalor and poverty.
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Climate Change in Africa, Camilla Toulmin : book review - Hardy, Maxwell G. (Conflict Trends, 2011)
For centuries, the world has become dependent on energy production and consumption to propel its economic growth. Starting with the Dutch peat industry, and evolving from British coal to American oil, fossil fuels have driven states to world dominance and commercial expansion. It is through new energy sources, new tools, and new market connections that the world has acquired greater and greater leverage over the environment, the effects of which were almost entirely ignored. Yet many of the benefits realised by this process of industrialisation came at the expense of the African continent - a process that began a trend of ostracising local people from discussions on resource distribution.
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Hard Yards and High Hopes: The Educational Challenges of African Refugee University Students in Australia. - Harris, Vandra; Marlowe, Jay (The International Journal of Teaching and Learning in Higher Education, 2011)
This paper considers the experience of a small group of young adults who were born in Africa, entered Australia under the humanitarian entry program, and are enrolled in tertiary education. It investigates the expectations and experiences of these students and the associated teaching staff at a South Australian university. This body of students comprises a diverse group of individuals, and their educational success is equally varied. In focus groups many of the students revealed a range of pressures such as challenges adapting to new educational contexts, high community expectations, and difficult home environments for study. Students recounted a mixed educational experience with staff as they interfaced with practical issues of seeking academic support, accessing study materials, and studying in another language. Perhaps reflecting the determination and self-reliance that has brought them to this point, they primarily speak of academic success as their own responsibility, as well as their best support being other students from the same background. An awareness of, and a response to, these issues may help to ease refugee students’ transition to tertiary study.
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Hard Yards and High Hopes: The Educational Challenges of African Refugee University Students in Australia. - Harris, Vandra; Marlowe, Jay (The International Journal of Teaching and Learning in Higher Education, 2011)
This paper considers the experience of a small group of young adults who were born in Africa, entered Australia under the humanitarian entry program, and are enrolled in tertiary education. It investigates the expectations and experiences of these students and the associated teaching staff at a South Australian university. This body of students comprises a diverse group of individuals, and their educational success is equally varied. In focus groups many of the students revealed a range of pressures such as challenges adapting to new educational contexts, high community expectations, and difficult home environments for study. Students recounted a mixed educational experience with staff as they interfaced with practical issues of seeking academic support, accessing study materials, and studying in another language. Perhaps reflecting the determination and self-reliance that has brought them to this point, they primarily speak of academic success as their own responsibility, as well as their best support being other students from the same background. An awareness of, and a response to, these issues may help to ease refugee students’ transition to tertiary study.
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The Implications of South African Children’s Multimodal Musical Games for Music Education - Harrop-Allin, Susan (2011)
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Sense of coherence, affective wellbeing and burnout in a South African higher education institution call centre - Harry, Nisha; Coetzee, Melinde (South African Journal of Labour Relations, 2011)
The high levels of absenteeism and turnover due to the incidence of high stress levels in the higher education call centre environment have led to renewed interest in measuring call centre agents' work-related wellbeing. The objectives of the study were to: (1) assess the overall wellness climate profile of a sample of higher education call centre employees for national benchmarking purposes; (2) explore the relationship between the participants' sense of coherence, affective wellbeing and burnout (measured by the South African Employee Health and Wellness Survey); and (3) determine how the participants differ regarding these variables in terms of gender, race, age and marital status. A quantitative survey was conducted on a convenience sample (n = 102) of call centre employees working in a full-time capacity in a South African higher education institution. The results indicated a risky wellness climate as compared to the national norm. Correlational statistics revealed significant associations between the participants' sense of coherence, affective wellbeing and burnout levels. Multiple regression analyses indicated sense of coherence and burnout as significant predictors of the participants' affective wellbeing. Significant differences regarding these variables were also detected between males and females and the various marital status groups. The findings contribute valuable new knowledge to the field of employee wellness that can be used to improve the work-related wellbeing of employees in the South African higher education call centre environment.
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Examination of a Modified Achievement Goal Questionnaire for African American Middle School Students: A Rasch Analysis - Hart, Caroline O.; Royal, Kenneth D.; Mueller, Christian (2011)
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The “Tricky Business” of Dual-use School Community Libraries: A Case Study in Rural South Africa - Hart, Geneviève (Libri, 2011)
The article describes an interpretive case study of a group of six dual-use school community libraries in one remote region of South Africa. Its focus is rather more on the libraries as school libraries than public libraries. The recent government sponsored LIS Transformation Charter has placed a spotlight on the backlogs in school and public library provision. The case study, conducted in April 2009, investigates if dual or joint use libraries might help fill gaps and, if so, under what conditions. The article describes the background, research questions, methodology, site and some of the findings. The study highlights the relationships among role-players, the realities of dualuse functioning and the complex issue of librarian identity. The study concludes that, although many of the international criteria for dual-use libraries are not met, the six libraries do provide a crucial service for their schools and other schools in the surrounding areas. And they offer a tantalising picture of the possibilities of dual-use for rural information services. The article suggests that, with more dynamic leadership, these possibilities could be fulfilled.
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Hyperinflation: What can Zimbabwe teach us? - Hartmann, Monica (2011)
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Investigating reading difficulties in English Second Language of grade 3 learners in one primary school in the Khomas education region of Namibia - Hartney, Rauha N. (2011)
A thesis submitted in partial fulfillment of the requirements for the Degree of Masters of Education
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Development Cooperation and Learning from Power in Senegal - Harvey, Blane (2011)
This chapter draws together lessons learned from research conducted in Senegal in 2007-2008. The research sought to explore how power is exercised through relations of development cooperation and coordinates peoples’ activities at various sites within networks of international, regional and local institutions and actors. More specifically, it aimed to provide a concrete illustration of how development practice – imbued with an institutionalised model of operation, largely established extra-locally and disembedded from the context where the development is actually being “done” – has increasingly homogenised its norms and forms of practice. Drawing on these examples of how power has coordinated peoples’ activities and aligned their practices with institutionalised norms, the study reflected upon the ways that institutions and collectives in the South might draw upon these experiences to “speak back” to the development process, and the conditions and processes that enabled or constrained them in doing so.
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INCLUSION OF YOUTH WITH DISABILITIES - FACING THE CHALLENGES AND UTILIZING THE OPPORTUNITIES : The experiences of young people with physical disabilities in Thika, Kenya - Hasari, Henna (2011)
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Intrinsic and Tomographic Evaluation of Siemens e.cam ® SPECT System at the Korle-Bu Teaching Hospital (Ghana) - Hasford, Francis; Otoo, F. (2011)
Intrinsic and tomographic evaluation tests on the Siemens e.cam ® Signature Series Single Photon Emission Computed Tomography (SPECT) system were conducted to ensure that it meets the specification required by the user and the capabilities claimed by the manufacturer after installation. The tests were performed according to National Electrical Manufacturers Association protocols and various measuring instrument and point sources containing 99 m-Tc were used. Intrinsic tests performed include intrinsic flood uniformity, intrinsic count rate performance in air and intrinsic energy resolution. Whole body scanning, SPECT resolution without scatter, SPECT resolution with inserts, SPECT uniformity and center of rotation were also evaluated. The intrinsic count rate performance measured was 300kcps as against manufactures' specification of 310 kcps, intrinsic energy resolution was 9.31% whiles manufacturers' specification was # 9.9% and center of rotation specification is that Max. X-Min. X< 1 pixel and RMS < 0.5 whiles values measured was 0.254 and 0.10 for LEAP and 0.092 and 0.083 for LEHR collimators. The evaluation confirm that the SPECT system met the requirements for clinical medical imagine and also the values obtained could be used as baseline data for future quality control.
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The enactment of teacher leadership : a case study in the Eenhana School circuit, Namibia. - Hashikutuva, Saima Ndesheetelwa. (2011)
--------------------------------------------------------------------------------------------iv LIST OF ABBREVIATIONS-----------------------------------------------------------------------vi TABLE OF CONTENTS-----------------------------------------------------------------------------viii CHAPTER ONE: INTRODUCTION AND BACKGROUND TO THE
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Traditional Islamic education in Asia and Africa: a comparative study ofMalaysia’s Pondok, Indonesia’s Pesantren and Nigeria’s traditional madrasah - Hashim, Rosnani; Rufai, Saheed Ahmad; Nor, Mohd Roslan Mohd (2011)
The Muslim world has witnessed the emergence of several Islamic-based institutes and universities in the last three decades, in keeping with some of the recommendations of World Conferences on Muslim Education. Such a development has greatly improved the quality of higher Islamic education especially with regards to the contribution to Islamic scholarship of some of the graduates of such Islamic institutes and universities. However, the traditional system of Islamic education at the pre-university level has not been greatly influenced by such a development. There has not been a comprehensive study of the system as operated in various contemporary Muslim settings, with a view to assessing the degree of its efficacy. Therefore, there is a long-felt need for such a research endeavour. The purpose of this paper is to carry out a comparative study of Malaysia’s pondok, Indonesia’s pesantren and Nigeria’s traditional madrasah system. The choice of the three educational settings was informed by the growing impression that Malaysia and Indonesia, both Asian countries, offer some of the best practices in traditional Islamic education, which may be used as standards in improving upon what operates in Nigeria, an African country with the largest Muslim population and largest number of madaaris (pl.). The paper traces the origins of the traditional Islamic education system, discusses the evolution of each of the three systems and addresses such salient issues as ownership of the school, the structure of the school, the curriculum, teachers’ requirements and qualifications, teaching methods, evaluation procedures, teachers’ welfare and salaries, the socio-economic status of the teacher, the schools and the challenges of higher education in the face of urbanization, as well as practical recommendations for reforms. The paper, which is both historical and analytical in nature, employs the philosophical method, in its critical perspectives and practical suggestions. The significance of such a comparative study lies in its potentiality to expose the strengths and deficiencies of each of the educational settings, as well as highlight their commonalities and differences.
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Learning and Teaching Veterinary Medicine in HU, and in European, Asian and African Countries - Hashimoto, Yoshiharu (2011)
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An investigation of appropriate new technologies to support interactive teaching in Zambian schools (ANTSIT). Final report to DfID. - Haßler, Björn; Hennessy, Sara; Lord, Thomas R.; Cross, Andrew; Simpson, Mary; Jackson, Alan A. (2011)
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Assessment of existing practices in the operating theatre in the Khartoum North Teaching Hospital, Sudan - Hassan, Abdullahi; Hassan, Moawia Ali; Abdrahman, Altayep Ali; Elshallaly, Gamal H; Saleh, Meylan (The Southern African journal of epidemiology & infection, 2011)
AbstractThis study, assessing existing practices in the operating theatre regarding hand washing, disinfection and sterilisation, was conducted at Khartoum North Teaching Hospital. As far as we know, this is the frst study of its kind since the inauguration of the hospital in 1950. A total of 55 health personnel working in the operating theatre participated in the study. These included nurses and environmental service personnel (housekeepers and sterilisation and disinfection personnel). Knowledge and practice were evaluated using multiple choice and direct interview questions. Operation theatre sterilisation and disinfection practices were monitored using checklists modifed from World Health Organization recommendations. A marked lack of knowledge and defective attitudes and practices were observed among a large number of personnel. It was observed that 51% of the nurses were 46 years of age or older and that two-thirds had only a primary and intermediate school level education. The study recommends the upgrading of the operating theatres and additional training and education of staff. Theatres should be provided with facilities for proper disinfection and waste disposal. Qualifed nurses should be employed. We also recommend the establishment of an infection control committee. The role of the committee would include the planning and execution of hygiene policies. In addition, planning and organising training courses in infection control should be seen as a priority.
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THE ROLE OF BOSWELLIA AND COMMIPHORA SPECIES IN RURAL LIVELIHOOD SECURITY AND CLIMATE CHANGE ADAPTATION IN THE HORN OF AFRICA: CASE STUDY OF NORTH- EASTERN KENYA - Hassan, Badal Ahmed; Glover, Edinam K.; Luukkanen, Olavi; Chikamai, Ben; Jamnadass, Ramni; Iiyama, Miyuki; Kanninen, Markku (2011)
This paper focuses on local people’s knowledge and attitudes towards vulnerability to climate change and impacts—including adaptation measures—on their lives. It also examines the important role of the aromatic resin producing species of Boswellia and Commiphora species in alleviating poverty, providing a large variety of products for household consumption, direct sale, and generally protecting the environment. A survey was conducted in the Wajir district of north-eastern Kenya among four community livelihood categories, through questionnaire based interviews. Results from descriptive statistics suggest that management of Boswellia and Commiphora species for goods and services has a definite added economic advantage, both at community and national levels, and lends incentive in combating land degradation based on the principle of multiple uses. This study demonstrates that Kenya adopts an integrated approach addressing the environmental and socio-economic aspects of the impacts of climate change and integrates strategies for poverty eradication into efforts to adapt to climate change. The study emphasises the potential for using these species, as a component of a silvo-pastoral system, for not only fulfilling subsistence requirement, but also for increasing land productivity, improving the economic condition of farmers and helping to achieve policy impact at the government level, the private sector and civil society on this subject of climatic change and adaptation.
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PP208-MON PREVALENCE OF METABOLIC SYNDROME AMONG OBESE EGYPTIAN SCHOOL STUDENTS - Hassan, Nageeb; El-Masry, Sahar A.; Fouad, Walaa A.; Sherif, Lobna S.; El-Wakkad, Amany; Anwar, Muhammad İrfan; Zaki, Sabah (Clinical Nutrition Supplements, 2011)
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The differences in medium of instruction for the lower primary phase in teacher education and schools in Namibia, with reference to the Kavango educational region, are a barrier to effective teaching and learning - Hausiku, Scholastika Mbava (2011)
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The Status of Dialogue Journal Writing as a Methodology for the Literacy and Language Development of African American Students - Haynes-Mays, Ingrid; Peltier-Glaze, Bernell M; Broussard, Shanna L (2011)
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Conceptual integration of hybridization by Algerian students intending to teach physical sciences - Hazzi, Salah; Dumon, Alain (Chemistry Education. Research and Practice, 2011)
This work aims to assess the difficulties encountered by students of the Ecole Normale Superieure of Kouba (Algeria) intending to teach physical science in the integration of the hybridization of atomic orbitals. It is a concept that they should use in describing the formation of molecular orbitals (σ and π) in organic chemistry and gaps in the mastery of these concepts may represent an obstacle for the interpretation of the reactivity of organic compounds. Several studies have noted that the concept of hybridization is among one of the most difficult to understand for students at all levels of learning chemistry. In this work we try to analyze the alternative conceptions that students have constructed and how they have brought together in a conceptual structure the various concepts related to hybridization. The analysis of responses to a written questionnaire and exchanges between students in group activities sequences shows that for most students, the hybridization is not assimilated correctly. It seems that many students can speak about hybridization only once the bonds are formed and there is confusion between the formation of hybrid orbitals and the formation of molecular orbitals. Moreover, various alternative conceptions for the hybridization and the meaning of the designation of hybrid orbitals (sp, sp2, sp3) appear. Finally, from the reasoning used by students in achieving the proposed tasks, we inferred a knowledge structure of their possible integration of the concept of hybridization.
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Objectives,Contents and Features of High School Curriculum Reform in South Africa - He, Xuesong (Comparative Education Review, 2011)
High school curriculum reform is a major measure of the reform in the field of education carried out by the new government of South Africa.The new government asserts that everyone should receive education as its goal,makes the efforts to ensure that high school students have rights to acquire equally higher education,promotes the transformation of high school education from the knowledge-based learning to application-based knowledge and improves greatly the ability of the student' life-long learning.Therefore curriculum reforms that emphasize learner center and outcome-based education are beneficial explorations to South Africa's curriculum theory development,educational equity and talent training quality.
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Legal Education through a Social Justice Lens: A Framework for Teaching Law in the South African Context - Heerden, Jennifer Van (2011)
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Actuating equity?: Historical and contemporary analyses of African American access to selective higher education from Sweatt to the Top 10% law - Heilig, Julian Vasquez; Reddick, Richard J.; Hamilton, Choquette; Dietz, Laurel; Rodríguez, Cristóbal (Harvard Journal of African American Public Policy, 2011)
HISTORICAL AND CONTEMPORARY RESEARCHAccess, Opportunity, and Adjudication: 1952-1969The literature review begins in the 1950s and details the role of legal enactments in the context of the desegregation era and the impact of those enactments on Texas's K- 12 public schools and the UT-Austin. Specifically, we consider how pervasive and hostile attitudes toward desegregation influenced the with which students of color had access to levels of education in Texas. We then transition to the impact of the civil rights movement on access and opportunity.In 1946, Heman Marion Sweatt, a Black veteran, applied for, and was denied admission to, the UT-Austin School of Law. Sweatt filed suit against UT-Austin in Texas's 126th District Court alleging that this denial was an infringement of his rights under the Fourteenth Amendment of the U.S. Constitution. At the time, there were no Black law schools in Texas (Lavergne 2010). After six months, Iudge Roy C. Archer of the 126th District Court decided that if the UT-Austin Board of Regents created a first-class university law school then the UT-Austin School of Law would not be required to accept Blacks (Duren and Iscoe 1979, 3). Sweatt appealed to the U.S. 3rd Court of Appeals, which sent the case back to retrial.The Sweatt case is dissimilar from the Missouri ex rei. Gaines v. Canada (1938), University v. Murray (1936), Sipuel v. Board of Regents ( 1948), and McLaurin v. Oklahoma State Regents (1950) Southern higher education desegregation cases as the state of Texas sought to create a separate but law school to head off integration at UT-Austin. During the appeal, the Texas Legislature approved the establishment of the Texas State University for Negroes (TSUN, later called Texas Southern University or TSU) in Houston. This new university was created to offer general and professional programs equivalent to those offered at UT-Austin for Blacks. On March 10, 1947, the school opened, but Sweatt did not attend due to TSUN's inferior quality and the NAACP's desire to integrate White institutions (Lavergne 2010). After the Texas Supreme Court refused Sweatt's motion for a rehearing of his case, the NAACP filed the case at the U.S. Supreme Court. The nation's highest court ruled on lune 5, 1950, that the educational opportunity for Black and White law students was not substantially equal to meet the equal protection clause under the Fourteenth Amendment, thus, the UT-Austin School of Law was required to admit Sweatt.Despite Sweatt, the official end of the Iim Crow era arrived after the U.S. Supreme Court decision of Brown v. Board of Education (1954), which held that the Plessyv. Ferguson doctrine of separate but was unconstitutional. Following Brown v. Board of Education (1955), the second Brown decision, the U.S. Supreme Court gave the responsibility for integrating public schools to local officials under the scrutiny of the federal courts; in addition, these courts needed to ensure that local officials were making a prompt and reasonable start with all deliberate speed (Ogletree 2004).However, this notion of all deliberate speed became all deliberate in its implementation in Texas. Then Governor Allan Shivers saw the Brown decision as a federal invasion into states' rights on the doctrine of separate but and, as such, did not believe that the schools in Texas needed to change to reflect the Brown decision (Lavergne 2010).Then Attorney General lohn Ben Shepperd, reacting to a Texas high court decision to permit the use of state funds for integrated schools, stated that though the case settled the law for the state, the time frame for integration would be a community-by-community decision (Wilson and Segali 2001). This slowness permeated into postsecondary institutions in Texas as well; although there was to be eventual integration at levels of the schooling system in Texas, the of integration was to be determined by educational institutions and not the federal government (i. …
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Critical Thinking in Syrian Secondary School History Education - Heinrich, Isaac (2011)
Despite much research on the socioeconomic effects of public education in the Middle East and Northern Africa (MENA) region, few studies have been made that investigate the qualitative dimensions of these countries’ national education systems, modes of instruction, and educational materials. Knowledge- and skills attainment should be at the core of such research, as well as the sociocultural, historic and political implications of education. Syria is a case in point. A previous, tentative study by the author pointed towards a lack of classroom discussions and analytical exercise in Syrian primary and secondary education. This stresses the need for textbooks to provide for analytical skills training in a balanced and creative way. The objective of this essay is to qualitatively evaluate a Syrian history textbook’s rationale for promoting critical thinking among students, focusing on the structure and content of the material. Using a grounded theory method, it is at once a descriptive and exploratory study of a Syrian schoolbook and, as such, may add to knowledge on education in the Middle East more broadly. The study concludes that neither the textbook’s structure nor content is conducive to critical thinking because it does not equip students with the necessary tools for developing thinking that is clear, inquisitive, balanced and self-aware. Rather, the worldview presented in the textbook is a subjective account that focuses on victimization of the own ethos and projecting enemy images onto historic rivals, past and present, and the textbook leaves little room for alternative views. The findings of the research may be informative to the link between public education and regime stability in MENA countries such as Syria, Iraq, Egypt or Libya. Such research would indeed be relevant today as these countries may be forced to restructure their education systems thoroughly in the face of late political upheaval.
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Minimum essential package : a step by step guide to the implementation of peer education and school counselling services in Tanzanian schools - Heinrichs, Helen Silja; Mangulu, B. R.; Kessler, Cecilia; Agert, B. (2011)
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HIV prevention in Africa: Perspectives from Ugandan secondary school students - Helion, Alicia M.; Abler, Lindsay L.; Conard, Kelly L.; Luckow, Alysa A.; Won, Do-Kyung (2011)
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”Education is for life, not just for school” : En jämförande studie om läs- och skrivutveckling i Gambia och Sverige - Hellenberg, Johanna (2011)
This report describes a comparative study about reading- and writing development in “A-towns school” in The Gambia and in “Villaskolan” in Sweden. The purpose of this study is to compare two teache ...
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Profiling the factors affecting the entrepreneurial intention of the egyptian universities students - Helmy, Hoda Alaa; Abbas, Amal Abd Elhakam; Kortam, Wael (2011)
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Fresh grounds : African migrants in a South African primary school - Hemson, Crispin (Southern African Review of Education with Education with Production, 2011)
In a primary school in Durban, South Africa, young migrants from war-torn countries in central Africa display a strong sense of agency and hope. This is despite the extreme nature of social dislocation they have faced, including in some cases trauma related to why and how they left, xenophobia directed towards African foreigners, poverty, language barriers and lack of communication between parents and the school. This case study foregrounds the experience of xenophobia in addressing the questions of how the migrants speak of their experience and how they respond within the school. It draws on ethnographic accounts of young migrants in Grades 6 and 7 and reports from school managers and teachers. It finds that the migrants do not internalise the negative stereotypes against African foreigners. Instead they display a cosmopolitan identity around the opportunities and resources available and set high aspirations for their success. It is argued that their response can be understood as a form of resistance; instead of assimilation they pursue and celebrate qualities that contradict the negativity of the xenophobia. By doing this, they form a valuable resource for South African education. This work has implications for our understanding of the forms resistance can take.
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An investigation of appropriate new technologies to support interactive teaching in Zambian schools (ANTSIT) - Hennessy, Sara; Lord, T.; Jackson, Alan A.; Simpson, Matthew S. (2011)
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Changing Classroom Practice using a School-Based Professional Development Approach to Introducing Digital Resources in Zambia - Hennessy, Sara; Lubasi, Brighton (2011)
This paper reports on the outcomes of a University of Cambridge Centre for Commonwealth Education (CCE) funded pilot project, which assessed the feasibility of supporting interactive forms of subject teaching in conjunction with providing Open Educational Resources (OER) to ICT- and internet-equipped primary schools in Zambia. The project worked with partners to identify and respond to the needs of school-based professional development adapted to the local context. The intervention focused on participatory, collaborative and inquiry-based pedagogies, both within the classroom and for teacher development. We worked over a four-month period with eight experienced teachers in three basic (primary) schools serving disadvantaged communities. All participants integrated OER into mathematics lessons and developed more interactive practices, including collaborative learning. Student engagement and understanding increased. An initial workshop, ongoing peer co-operation and researcher support were pivotal mechanisms. Constraints included lack of access to computers and students‟ lack of ICT and collaboration skills.
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Factors Associated with School Teachers' Perceived Needs and Level of Adoption of HIV Prevention Education in Lusaka, Zambia. - Henning, Margaret; Chi, Chunhuei; Khanna, Sunil K. (The international electronic journal of health education, 2011)
Objective: The purpose of this study was to evaluate the socio-cultural variables that may influence teachers’ adoption of classroom-based HIV/AIDS education within the school setting and among school types in Zambia’s Lusaka Province. Method: Mixed methods were used to collect original data. Using semi-structured interviews (n=11) and a survey (n=720), data were collected and analyzed using a socio-cultural constructionist approach and an abridged version of grounded theory. Results: In 2008, a sample of 720 teachers completed surveys within 123 schools, 226 (31%) from 62 community, 270 (38%) from 36 government, and 223 (31%) from 25 private/church schools, equating to a 91% teacher response rate and a 100% response rate for schools sampled. Three main themes emerged from this research. First, insight was gained into the current activities used to teach HIV prevention within each school type. Second, we found that structural factors have a stronger association with HIV-education adoption than individual factors. Third, analysis indicated an association between HIV policy and hours teachers spent on HIV prevention in the classroom. Conclusion: The survey and interviews provided insight into factors that are suggested to influence teachers’ HIVeducation dissemination as well as potential areas of program development.
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Perceptions of five middle school science teachers: A suburban success story on the Texas Assessment of Knowledge and Skills achievement for eighth grade African American students - Henry, Cheryl Turner (2011)
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Changing the habits of Namibian community social workers: an experiment in training - Herbst, Alida; Weyers, Michael Louie (2011)
Two recent studies have shown that highly effective community practitioners exhibit eight habits that set them apart from the rest. The question arose whether these habits could also be instilled in other, less effective practitioners and if so, what the most appropriate means to do so would be. A quest for answers formed the main thrust of a recent study into the habits of a group of 79 Namibian social workers and the extent to which a specially designed training course would change them. The results proved the intervention to have a practical significant effect on seven of their habits and a medium effect on the eighth. This finding could have far-reaching implications for the direct measurement of existing habits, the continuing education and training of practitioners, and the remedial steps to be taken where some fail to make the grade.
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Making investment in education part of the peace dividend in the DRC - Herdt, Tom De; Titeca, Kristof; Wagemakers, Inge (2011)
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Doctoral education in South Africa – research and policy - Herman, Chaya (2011)
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Aid and higher education in Ethiopia: Foreign donor‘s influence in the higher education system with emphasis on quality - Hertaas, Lars (2011)
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Professional Development Obstacles Facing Primary English Language Teachers in Northern Gaza - Herzallah, Ahmed Akram (2011)
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The Academic Success of First-Generation African American Male College Students Attending Predominantly White Institutions of Higher Education - Hewing, Venus (2011)
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The concept of 'first-generation student' in the literature : implications for South African higher education - Heymann, Laura A.; Carolissen, Ronelle (South African journal of higher education, 2011)
In the United States first-generation students (FGSs), those who are the first in their families to attend university, are recognised as disadvantaged and receive government support. Amidst affirmative action debates in higher education in South Africa, an increased awareness has emerged about challenges that FGSs in this country face. A systematic review was done to provide a summary of the literature about FGSs. The key phrase 'first-generation student' was entered on the online databases JSTOR, Academic Search Premier: Ebscohost, Proquest, PsychInfo, SAE Publications and Scopus. This search yielded 59 articles and a thematic analysis was conducted. Themes that arise suggest that identifying FGSs can make a valuable contribution towards assisting institutions of higher education (HE) in South Africa in the debate about who vulnerable students may be in order to provide them with support for success in higher education. However, FGS status is just one amongst a number of factors that may impact on student experiences in HE.
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Escaping Poverty in Tanzania: What Can We Learn from Cases of Success? - Higgins, Kate (Social Science Research Network, 2011)
Drawing on longitudinal Q-Squared data from six research sites across mainland Tanzania, this paper examines how and why people experienced upward socio-economic mobility, and in some cases poverty escape, in a context where this has been limited.Using a locally relevant but comparable well-being classification system, we find that poverty is entrenched across all research sites. The overwhelming majority of households ranked in this study – derived from a representative sample in each site from the 2007 HBS – were identified by representatives in their community as being poor. Further, in line with other analyses, we find that there has been little socioeconomic mobility across these sites over the past decade, and stubborn levels of poverty despite sustained economic growth nationally.Through systematic analysis of the qualitative data set, we find that agriculture is a key factor in supporting upward mobility. But critically, we find that it is non-farm businesses, the accumulation of physical assets (such as land and housing), salaried employment and favourable marriage - some of which agriculture plays a role in supporting – which are most effective at moving people out of poverty. When it comes to moving beyond vulnerability, these findings hold. Those that manage to move beyond vulnerability often have multiple sources of income and own a number of valuable physical assets.A range of broad policy conclusions are made. These include that agricultural development should remain a priority; rural industrialization requires greater attention; asset accumulation needs to be promoted (and those assets need to be protected); access to credit, and business development, needs to be supported; and that secondary and vocational training opportunities need to be made accessible to young people from poorer households.
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Escaping poverty in Tanzania: what can we learn from cases of success? CPRC Working Paper 204. - Higgins, Kate (2011)
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Educating rural African Americans in pre-brown decision America: one-room school education in Hardin county, Kentucky 1941-1954 - Hill, Etta Jo (2011)
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Adoption of Weather-Index Insurance: Learning from Willingness to Pay Among a Panel of Households in Rural Ethiopia - Hill, Ruth Vargas; Hoddinott, John; Kumar, Neha (Social Science Research Network, 2011)
In this paper we examine which farmers would be early entrants into weather-index insurance markets in Ethiopia, were such markets to develop on a large scale. We do this by examining the determinants of willingness to pay for weather insurance among 1400 Ethiopian households that have been tracked for 15 years as part of the Ethiopian Rural household Survey. This provides both historical and current information with which to assess the determinants of demand. We find that educated, rich and proactive individuals are more likely to purchase insurance. Risk aversion is associated with low insurance take-up suggesting that models of technology adoption can inform the purchase and spread of weather index insurance. We also assess how willingness to pay varied as two key characteristics of the contract were varied and found that basis risk reduces demand for insurance particularly when the price of the contract is high, and that provision of insurance through groups is preferred by female headed households and individuals with lower levels of education.
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Adoption of weather index insurance: Learning from willingness to pay among a panel of households in rural Ethiopia - Hill, Ruth Vargas; Hoddinott, John; Kumar, Neha (RePEc: Research Papers in Economics, 2011)
In this paper we examine which farmers would be early entrants into weather index insurance markets in Ethiopia, were such markets to develop on a large scale. We do this by examining the determinants of willingness to pay for weather insurance among 1,400 Ethiopian households that have been tracked for 15 years as part of the Ethiopia Rural Household Survey. This provides both historical and current information with which to assess the determinants of demand. We find that educated, rich, and proactive individuals were more likely to purchase insurance. Risk aversion was associated with low insurance take-up, suggesting that models of technology adoption can inform the purchase and spread of weather index insurance. We also assess how willingness to pay varied as two key characteristics of the contract were varied and find that basis risk reduced demand for insurance, particularly when the price of the contract was high, and that provision of insurance through groups was preferred by women and individuals with lower levels of education.
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High-achieving African American Male High School Students: A Case Study - Hilt, Jason C. (2011)
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African customary law: its place in law and legal education - Hinz, Manfred (Journal - Namibia Scientific Society, 2011)
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ACADEX ELEMENTARY SCHOOL (1ST AND 2ND CLASSROOM BUILDING), KINSHASA, DR CONGO, 2010 - Hironori, Sfc (World Architecture, 2011)
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Labour turnover and its financial cost in public institutions of higher learning in Rwanda: the case of National University of Rwanda, School of Finance and Banking and Higher Institute of Agriculture and Animal Husbandry. - Hitayezu, Innocent (2011)
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THE ASSOCIATION BETWEEN IRON DEFICIENCY ANAEMIA AND ACADEMIC PERFORMANCE OF CHILDREN FOCUSING ON GRADE II PUPILS IN THE WINTERVELDT REGION, TSHWANE NORTH, SOUTH AFRICA. - Hlatshwayo, Bongiwe P. S. (2011)
BACKGROUND AND OBJECTIVES: Iron deficiency anaemia (IDA) is the most common nutritional disorder in the developing world. A large number of children under the age of 5 years do not reach their developmental potential, IDA and iron deficiency being well documented risk factors. IDA has been shown to be an important cause for decreased attention span, reduced alertness and learning difficulties in both young children and adolescents. South Africa has a growing burden of anaemia and iron deficiency and the most affected areas are the poor communities. There is vast evidence on the negative effects of iron deficiency to a child’s developing brain from studies done internationally but limited data on the subject in South Africa, despite the huge burden of iron deficiency. We investigated the association between IDA and school performance and intelligence and also determined the local prevalence of IDA in the Winterveldt region, North of Tshwane, South Africa. METHODS: Three primary schools from Winterveldt were sampled. All subjects with parental consent were screened for anaemia using Hemocue 201+ Hb meter (n=194). Blood for iron studies and CRP was collected on all anaemic pupils (n=75) to define IDA (Hb<11.5g/dl, ferritin<12ug/L and CRP<10). Cases and controls were recruited after results using matching anthropometry at a 1:2 ratio (one case to two controls). A total of 90 pupils (30 cases & 60 controls) were compared using 2009 school reports. Analysis was done per subject using the national scoring system, where one means incompetent and four means excellent achievement. The Raven’s Coloured Progressive Matrices (RCPM) was used as our psychometric test and scores were recorded as percentiles and interpreted by the educational psychologist who conducted the test. RESULTS: Point prevalence of iron deficiency anaemia for the Winterveldt region was found to be 9.8%. The prevalence of under-weight was 19% and that of stunting 23% with no significant differences between cases and controls (p=0.368 for under-weight and p=0.863 for stunting). There was no statistically significant association between IDA and performance in mathematics (χ 2 =1.34 and p=0.511). However, cases scored poorly in life skills (p=0.00017) and in literacy the test for level of significance approaches significance (p=0.071). There was also no statistically significant association between IDA and low scores on the RCPM test (χ 2 =3.31 and p=0.65). CONCLUSION: The point prevalence was high compared to the national prevalence of IDA which is about 5%. This could be related to a number of factors including the socio-economic background of the pupils. Since dietary history and knowledge of fortified food was not investigated, we cannot draw conclusions on the cause of this high prevalence. The study also found that the general population was under-nourished, which is consistent with the poor socioeconomic status of the study area. However, our participants were more under-weight and stunted when the data was compared with previous national surveys. The study found a negative correlation between IDA and two areas of academic performance which is consistent with international data. In mathematics however, we believe that the low curriculum standard in all South African schools affected the outcome. xi The results of the psychometric test were not consistent with international data where most studies showed a negative correlation between IDA and the Ravens Matrices. South African studies have demonstrated poor performance of black students on the Ravens Matrices when compared to other races and our results followed this trend as our scores were similar to most of the studies.
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Victim Assistance for Mine/ERW Survivors and PWDs in Sudan - Hobeika, Boutros (Journal of Conventional Weapons Destruction, 2011)
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Education and peace-building in post-conflict Somaliland: the role of the diaspora in a 'fragile' de facto state - Hoehne, Markus Virgil (2011)
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The Dialectic between Global Gender Goals and Local Empowerment: Girls' Education in Southern Sudan and South Africa - Holmarsdottir, Halla B.; Ekne, Ingrid Birgitte Møller; Augestad, Heidi Lindberg (Research in Comparative and International Education, 2011)
The start of the Education for All (EFA) movement ushered in a new era in education, an era linked to research on issues such as ‘global governance’ or the ‘world institutionalization of education’. This global governance not only affects the way in which educational systems are influenced, it also involves how we view and define various issues within education. One of the major goals of the EFA movement, which has been accepted as part of the global consensus of ‘what works’, is the focus on gender equality, and in particular on the role education can play in empowering women and girls. This article is an attempt to understand key issues related to gender and education, and in particular the objective is to provide a critical analysis of how the global consensus in relation to gender and empowerment can be understood in a local context. The data reported on here are from fieldwork conducted in Southern Sudan and South Africa, and in this article we attempt to shed light on the local realities in relation to global gender goals.
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DRY, HOT, AND BRUTAL: CLIMATE CHANGE AND DESERTIFICATION IN THE SAHEL OF MALI - Holthuijzen, Wieteke Aster (Journal of Sustainable Development in Africa, 2011)
This paper describes the connections and effects between climate change and desertification in the Sahel region of Mali as well as proposing mitigation strategies for sustainable development. Desertification is quickly becoming an environmental issue of increasing concern because of its complex relationship with and the implications of climate change. The Sahel, which runs through Mali, is especially prone to desertification as it is a fragile ecosystem easily affected by climatic changes and human activities. Mali is experiencing major problems, particularly because of a high population growth rate, intensive cultivation (agriculture and farming) methods and an increasing demand for resources, such as firewood, land and water. Mitigation to address these issues will have to be implemented both at the national level and enforced at the local level, forming and utilizing relationships between government departments, non-governmental organizations and other groups such as local community organizations. Current mitigation efforts include agroforestry, Jatropha cultivation and many other activities. Whatever action is taken, it must take cultural traditions as well as modern practices into consideration to ensure environmental stability and sustainable development.
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Law Students, Professor Join Pros for Africa Mission - Holzer, Evie (2011)
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Reported risky sexual practices amongst female undergraduate students in KwaZulu-Natal, South Africa : original research - Hoque, Muhammad (African Journal of Primary Health Care & Family Medicine, 2011)
Background : In South Africa, youths aged 15-24 years are at a higher risk of HIV infections than other age groups, and female youths are at a greater risk than their male counterparts. An essential step in controlling the pandemic of HIV and other sexually transmitted infections (STIs) is to help adolescents to reduce or avoid unsafe sexual practices. Objective : This study was designed to establish risky sexual practices amongst female undergraduate students. Method : This was a descriptive cross-sectional study carried out in September 2009 amongst full-time female undergraduate students. A multi-stage sampling method was used to recruit 391 students for the study. Results : The mean age of the students was 21.4 ± 3.2 years (range 17-45 years). More than half (52.4%) of the students were sexually active. The median age at first sexual intercourse was 19.0 years (range 12-24 years). Participants who had multiple sexual partners had a median of 2 (range, 2-4) sexual partners. The majority (89.3%) of the students used contraceptives. Almost half (41.5%), sometimes or rarely, used contraceptives during sex. With regard to substance use, 57.5% and 6.9% respectively drank alcohol and used drugs. Sexually active students had 1.5 times (OR = 1.5, p = 0.04), (OR = Odds Ratio), more chances of consuming alcohol than those who were not sexually active. Students with multiple sexual partners were 7 times more likely to consume alcohol compared to those who did not have multiple partners (OR = 6.9, p = 0.004). Students with multiple sexual partners had 3.5 times more chances of taking drugs compared to students with one steady partner (OR = 3.5, p = 0.038). Conclusion : A large number of female university students are engaging in risky sexual practices. University Management should concentrate on developing and implementing policies to promote safer sexual practices, in particular targeting consequences of STIs and HIV and methods to minimise the risk.
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Sexual practices among male undergraduate students in KwaZulu-Natal, South Africa - Hoque, Muhammad (The Southern African journal of epidemiology & infection, 2011)
Sexually transmitted infections (STIs) pose a serious public health concern in South Africa. Young adults are continuously at higher risk of STIs and human immunodefciency virus (HIV) infection and also unwanted pregnancies than the general public, because of their higher levels of sexual experimentation and unsafe sexual practices. The objective of this cross-sectional study was to establish sexual practices of male undergraduate students in KwaZulu-Natal, South Africa. A total of 361 students were selected by multi-stage sampling methods and completed the self-administered questionnaire. The mean age of the students was 21.77±2.78 years. Of the respondents, 65.7% were sexually active and among them 55.3% had multiple sexual partners in the previous 12 months. The majority (92.0%) of the students used contraceptives and 97.2% of them used condoms. More than a third (36.2%) of the respondents used contraceptives sometimes or rarely during sex. Among sexually active students, 12.2% reported having been diagnosed with an STI. With regard to substance use, 21.0% and 9.4% drank alcohol and used drugs, respectively. Sexually active students were 2.3 times (OR=2.3, p<0.001) more likely to drink alcohol than those who were not sexually active. Also, students having multiple sexual partners were twice as likely to drink alcohol compared to those who did not have multiple partners (OR=2.0, p=0.012). Use of drugs was not associated with being sexually active or not (p=0.090), and having multiple partners was not related to having sex under the infuence of drugs (p=0.157). A large number of male students engage in risky sexual in this institution. Thus it is necessary to modify social and educational activities to improve understanding of the consequences of unsafe sexual behaviour.
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The Nurse in the University: A History of University Education for South African Nurses: A Case Study of the University of the Witwatersrand - Horwitz, Simonne (Nursing research and practice (Print), 2011)
This paper charts the history and debates surrounding the introduction of academic, university-based training of nurses in South Africa. This was a process that was drawn out over five decades, beginning in the late 1930s. For nurses, university training was an important part of a process of professionalization; however, for other members of the medical community, nursing was seen as being linked to women's service work. Using the case-study of the University of the Witwatersrand, one of South Africa's premier universities and the place in the country to offer a university-based nursing program, we argue that an historical understanding of the ways in which nursing education was integrated into the university system tells us a great deal about the professionalization of nursing. This paper also recognises, for the first time, the pioneers of this important process.
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Deconstructing the oreo: An examination of language and identity among African-American students in a White school environment - Houston, Afrika Nsimba (2011)
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Exploring Leadership Through International Education: Civic Learning Through Study Abroad in Uganda - Hovey, Rebecca; Weinberg, Adam S.; Bellamy, Carol (2011)
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Changes of glutamate immunoreactivity and hearing function in cochlea of guinea pig with hearing loss induced by noise in hypobaric environment - Hu, Huang (Chinese Journal of Clinicians, 2011)
Objective To investigate the changes of glutamate immunoreactivity(Glu-IR) and the hearing function in cochlea of guinea pig with hearing loss induced by noise in hypobaric environment.Methods Normal guinea pigs were randomly divided into four groups(hypobaric-noise group,hypobaric group,noise group and control group).All the animals were exposed to 120 dB SPL white noise in hypobaric chamber to reproduce a low pressure environment of 5500 m altitude for 8 h,and the hypobaric-noise group was distributed into five subgroups according to their different periods after exposure(0 h,8 h,1 d,3 d and 7 d subgroups,respectively).Acoustic brainstem response(ABR),the immunohistochemical stains and image quantitative analysis were utilized to evaluate the changes of hearing thresholds and immune reaction to glutamate in cochlea.Results The ABR thresholds were obviously elevated in the hypobaric-noise group and noise group compared with the normal control(P0.01),although they had a tendency to recover.The greatest threshold shifts were observed in the 8-hour subgroup.The hypobaric group only had temporary threshold shift just after exposure(0 h).The optical density of the Glu-IR positive substances in IHCs increased obviously just after exposure in 0 h subgroup compared with the normal control(P0.01).However,the density of the Glu-IR substances reduced obviously in 8 h subgroup after exposure(P0.01).There was no difference between 1 d,3 d or 7 d subgroup and the normal control.Conclusions The acute hypobaric environment combined with noise can induce hearing loss.The Glu-IR in IHCs has dynamic changes after exposure to noise in hypobaric environment.The mechanism of the hearing loss induced by noise in hypobaric environment may be associated with the over-release of glutamate in IHCs after exposure.
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Zero Tolerance educational policies and expansion of the school-to-prison pipeline for African American males: A multi-conceptual analysis of the linkages - Hudson, Wayne V. (2011)
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RESEARCH ARTICLE RAIN-FED AGRICULTURE AND CLIMATE CHANGE: AN ANALYSIS OF THE MOST APPROPRIATE PLANTING DATES IN CENTRAL DIVISION OF LAIKIPIA DISTRICT, KENYA - Huho, Julius M. (2011)
Frequent and severe droughts are evidences of climate change in Kenya. The severe effects of droughts on rural livelihoods have prompted many studies on climate change and its effects on human activities such as farming. However, farmers practicing rain-fed agriculture in the semi arid areas of Kenya still suffer from the wrath of droughts despite the well documented research findings and recommendations. Such studies have been conducted in Central Division of the semi arid areas of Laikipia District but farmers still face faced food insecurity caused by droughts. In attempt to analyze analyze the cause of continued food insecurity in Central Division the study evaluated the planting dates for rain-fed crop farmers between 1975 and 2005 and suggested the most appropriate planting dates for the farmers in order to minimise the risk of crop failure. Using Instate Plus v 3.36 statistical software the study established that the median planting dates from the bold and cautious farmers were 6 th and 16 th of April respectively farmers (early planters) were 16 th of March to 10 th of April for the cautious farmers (late planters). The risks from replanting were higher for the cautious farmers at 26.6% than for the bold farmers at 19.4%. The most appropriate time for planting in Central Division was from mid March to 10 th of April. The results of the study gave an insight to crop farmers in the study area on the risks of early or late season planting under the changing climate and thus make informed decisions on when to plant.
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Teaching Nigerian Literature In English: A Case For Reading To Develop The Nigerian Youth - Hunjo, Henry J. (Journal Of The Linguistic Association Of Nigeria, 2011)
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An Exploration into Senior and Middle Managers' Effectiveness. The Education Programme, United Nations Relief and Works Agency (UNRWA) for Palestine Refugees, Lebanon. - Hussein, Linda Al-Hajj (2011)
There are many important factors that influence and even determine the work of middle and senior managers in the public and private sectors, NGOs, and international organizations such as the UN. Yet, despite this overall agreement, the study of 'managerial effectiveness' has remained relatively neglected and unexplored particularly within the developing world. The present research explores the dimensions of the managerial effectiveness of middle and senior managers who work in the Education Programme of the UN Agency in Lebanon. These managers are dedicated to refugees and their children at primary and high schools, and vocational centers. In doing so this study has adopted the framework, 'parameters of managerial effectiveness', developed by Analoui (1999) to explore and identify the factors and causal influences which form the basis for the effectiveness of these managers to develop policies and strategies for their increased effectiveness. The literature in the areas of development of management, management training and development, and recent works on managerial effectiveness confirm the importance of the parameters and interrelationship between them and the unique contextual factors, namely the personal, organizational and external factors. The Education Programme of the UNRWA in Lebanon provides a suitable case, and the middle and senior managers constitute the units of analysis. The entire cadre of senior and middle management (N= 132) were included in this first time study. The methodology adopted for collecting and generating relevant and adequate data was a combination of survey questionnaire, interviews and the use of secondary data available. The adoption of 'triangulation' as a strategy yielded adequate and relevant data which was analyzed using statistical methods. The quantitative analysis was supported by qualitative data based on senior and middle managers' own perception of their effectiveness. The results, by and large, support Anloui's (1999; 2007) theory and led to the first time discovery of the eight parameters of the managerial effectiveness in UNRWA, Lebanon. The results revealed a myriad of factors and influences concerning the middle and senior managers' perception, managerial skills and competencies, organizations criteria for effectiveness, opportunities, demands and constraints involved, as well as the inter-organizational relationship and the dominant managerial philosophy of effectiveness. The study contributes to the literature on managerial effectiveness by contextualizing the model adopted thus contributing to this neglected field of managerial studies. It also provides the basis for the formulation of policies and strategies to improved and increase managerial effectiveness in Lebanon, Syria, Jordan and Palestine, and the developing world as the whole where UN is actively operating to support refugees. Like any empirical investigation the study suffers from limitations which need to be considered in the future research in this field.
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Understanding the Crisis in Higher Education in Zimbabwe - Hwami, Munyaradzi (2011)
The problems facing the formerly colonized countries today generically referred to as the “South”, have come to be associated with Western or developed nations’ agendas and projects. Colonialism, development, and currently neoliberal globalization, it can be argued, have been Western/Northern hegemonic manoeuvres to extract the much required natural resources to satisfy hyperconsumerist aspirations and ways of living (Black, 2007; Willis, 2005). Harvey (2003) describes neoliberal globalization as the new imperialism where accumulation by dispossession is the main characteristic, and Tikly (2004) also refers to neoliberal globalization as imperialism, a form of Western global hegemony. Similarly, other scholars such as Moyo and Yeros (2007), Bond (2001) and Mamdani (2008) explain Zimbabwe’s current problems, specifically in higher education, on the West and its project of domination of the countries of the South. This is manifested in the radical economic policies forced upon the South, on countries like Zimbabwe, by the World Bank/International Monetary Fund (IMF) inspired structural adjustment policies (SAPs) and more recently, the Poverty Reductions Strategy Papers (PRSPs).
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Understanding the Crisis in Higher Education in Zimbabwe: Critical Explorations - Hwami, Munyaradzi (2011)
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Slow Increase in Girls’ Demand for Primary School Education in Edo State, Nigeria: Causes and Planning Strategies for Overcoming the Phenomenon - Ibadin, Vincent Okotako (Lwati: a journal of contemporary research, 2011)
Prior to 1960, when Nigeria obtained her political autonomy; free primary school education had been introduced by the Western and Eastern regional governments in 1955 and 1957 respectively; while the Northern regional government popularized Islamic education. The introduction of free primary education was perhaps, in consonance with Article 26 of the Declaration of Human Rights adopted by the United Nations General Assembly in 1948; which was on the right to Education. In 1963, Nigeria became a Republic and Mid-Western region was carved out of the Old Western region; which in turn was later renamed Bendel State and divided into Edo and Delta States for rapid socio-economic and political development. Edo State commonly referred to as the “Heart Beat” of Nigeria, is notoriously known because of a number of anti-social vices and the most prominent ones are international prostitution, kidnapping, youth militancy and child labour amongst others. The incessant repatriation of girls and young women who perhaps, dropped out from primary schools from the European countries like Belgium, Italy and Spain amongst others, has given Edo State and indeed the country as a whole a bad social stigma. In 1976, the free Universal Primary Education (UPE) Scheme was popularized in all the nooks and crannies of the country. In 1999, the Compulsory, Free, Universal Basic Education (UBE) programme was launched. In spite of these various efforts directed by the national, state and local governments, Non Governmental Organizations (NGOs) and some religious bodies in ensuring that girls and boys have equal access to educational opportunities proved abortive; as exemplified by the data presented in this paper. Consequently, this paper discusses the causes of girls’ slow increase in the demand for primary school education in Edo State and indeed the country as a whole and proffers solutions. LWATI: A Journal of Contemporary Research , 8(2), 38-46, 2011
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FUNDING HIGHER EDUCATION IN A DWINDLING FISCAL RESOURCE ALLOCATION: THE NIGERIAN PERSPECTIVE - Ibara, Emmanuel C. (2011)
The education sector in general and higher education in particular have been in the grip of financial crisis for quite some time in Nigeria. The twin goals of expanding the education system and maintaining equitable access to higher education are inextricably linked to the issue of adequate funding which demands new approaches to addressing the needs of higher education. This paper examines the present system of funding higher education in Nigeria, and draws from the international scene to explore appropriate route to the challenge of diversifying the funding of higher education to incorporate a more significant role for private funding. Finally, mechanisms to tone up the income streams of higher education system in Nigeria are presented.
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The language barrier education in Africa: The challenge of learning and teaching mathematics in a second language - Ibe, James Odum; Ekpo, K; Akpan, OE; Uyoata, U.E. (Mathematics Connection, 2011)
The issues relating to language of instruction, mathematical language and interaction with mathematics education have remained unresolved. The interaction between these variables have attracted research understandings in recent years. This paper reports a study of the level of understanding of mathematical terms and vocabularies and the relationship with students’ achievement in mathematics results show that students did not understand the mathematical terms and expressions of the contents of mathematics tested. Although students’ achievement was poor and positively related to exposure, the relationship between mathematical language ability and achievement was higher while a call was made to teachers to be aware of the linguistic difficulties of their students, it was recommended that mathematical language be built into language lesson and conversely, language be taught in mathematics lessons.
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Seasonal Dynamics in the Physiochemical Parameters of Hospital Effluent from a University Teaching Hospital based in Southern Nigeria - Ibeh, Isaiah Nnanna; Omoruyi, M. I (Journal of Asian Scientific Research, 2011)
The treatment and disposal of hospital effluent is a major challenge in mostdeveloping nations, including Nigeria. This study was aimed at investigatingthe physiochemical properties of hospital wastewater from a UniversityTeaching Hospital based in Southern Nigeria. Six sampling points wereidentified within and outside the premises of the university teaching hospital.The results showed that the values of biochemical oxygen demand (BOD)(43.77 – 235.64 mg/ml), chemical oxygen demand (COD) (572.46 -792.70mg/ml), nitrate (1.00 – 1.77 μg/l), potassium (3.34 – 10.63 μg/l), zinc (0.02 –0.08 μg/l), lead (0.2 – 0.5 μg/l) and sulphate (10.68 – 19.10 μg/l) were higherthan the world health organization (WHO) acceptable limits. Statisticalanalysis revealed that there was a significant difference between some of theparameters studied during the wet and dry seasons. Two factors analysis ofvariance also showed that time and location played a significant role in theresults of the physiochemical parameters studied. The results of our studyhowever showed that indiscriminate discharge of hospital wastewaters couldpose serious threat to the environment, soil and public health. Hence, propertreatment and disposal of such waste should be encouraged so as to reduce therate of pollution.
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Female talent development and African business schools - Ibeh, Kevin; Debrah, Yaw A. (Journal of World Business, 2011)
This study extends the talent development literature by investigating the level of institutionalization of female talent development (FTD) practices in African B-schools, comparing this with the international best practice. It emerged that African B-schools, like their international counterparts, have not widely adopted FTD practices, and that their female–male ratio averaged less than a third of graduate management programs. They also seem to have adopted or adapted emerging international practices, with little observed evidence of unique African approaches. The paper further examines the role of indigenous and multinational enterprises in supporting FTD and discusses some implications for other key stakeholder groups.
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Non-traumatic childhood coma in Ebonyi State University Teaching Hospital, Abakaliki, South Eastern Nigeria - Ibekwe, RC; Ibekwe, MU; Onwe, OE; Nnebe-Agumadu, UH; Ibe, BC (Nigerian Journal of Clinical Practice, 2011)
Coma is a medical emergency, and optimal management, especially in a resource-poor setting, would depend on the knowledge of its etiology and predictors of outcome. This communication reviews the etiology and outcome of non-traumatic childhood coma in Ebonyi State University Teaching Hospital (EBSUTH), Abakaliki.To determine the incidence, etiology and outcome of non-traumatic coma in children seen at the EBSUTH, Abakaliki.This is a retrospective analysis of records of all children admitted to the children emergency ward of EBSUTH in coma of a non-traumatic origin between 1 st of January and 31 st of December, 2007.Forty children presented with coma out of 673 children admitted during the study period, giving an incidence rate of 5.9%. The majority of the children (62.5%) were aged between 1 and 5 years of age, and 79.5% of them were deeply comatose on admission. Most of the cases (85%) of non-traumatic coma were due to infective causes, mainly cerebral malaria (47.5%), pyogenic meningitis (17.5%) and septicemia (10%). Twenty-four (60%) children recovered while 13 (32.5%) died.Infections were the predominant causes of non-traumatic coma in EBSUTH. In view of the high mortality among this group of patients, efforts at the control of malaria and other infections would significantly reduce the incidence of non-traumatic coma in this study site.
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The role of curriculum evaluation in quality education in Nigeria - Ibode, F. O. (2011)
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School boundaries and social utility in islamic law: The theory and practice of Talfiq and Tatabbu` Al-Rukhas In Egypt - Ibrahim, Ahmed Fekry (Georgetown University-Graduate School of Arts & Sciences, 2011)
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Pattern of Complicated Unsafe Abortions In Niger Delta University Teaching Hospital Okolobiri, Nigeria: A 4 Year Review. - Ibrahim, Isa Ayuba; Jeremiah, Israel; Abasi, Isaac Joel; Addah, Abednigo Ojanerohan (The Nigerian Health Journal, 2011)
Background: Abortions performed by persons lacking the requisite skills or in environments lacking minimal medical standards or both are considered unsafe. It is estimated that over 20 million unsafe abortions are performed annually and about 70,000 women die globally as a result, with majority occurring in the developing world. This study aims to determine the pattern of complicated unsafe abortions in Niger delta University Teaching Hospital (NDUTH) Okolobiri. Methods: The study is a four-year retrospective analysis of cases of complicated unsafe abortion managed at the Niger Delta University Teaching Hospital Okolobiri, Bayelsa state. Results: The prevalence of complicated unsafe abortion during the study period was 4.1% of all deliveries and 14.0% of all gynaecological admissions. Majority (55.6%) of the patients had secondary education, while 31.8% were teenagers. Two thirds had a history of previous termination of pregnancy and 87.3% of the patients had never used any form of modern contraceptive. 'Quacks' accounted for 47.6% of the abortions and 53.9% of the abortions were performed late in the first trimester. Genital sepsis, retained products of conception, pelvic abscess and septicaemia were the most frequent complications occurring in 88.9%, 82.5%, 22.2% and 19.1% respectively. Surgical management was employed in 87.3% of the patients. The case fatality ratio was 4.8%, contributing 17.6% of all maternal deaths during the study period. The commonest cause of death was septicaemia (66.7%). Conclusion : There is a high prevalence of unsafe abortions in our environment. It continues to be a major contributor to maternal morbidity and mortality in the Niger Delta. Most of its victims are single adolescent school girls. Efforts directed at reducing unintended pregnancy by comprehensive family planning programs and effective post abortal care services will reduce the problem. Keywords: Unsafe abortion, morbidities, outcome.
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