Linking agricultural development to school feeding in sub-Saharan Africa: Theoretical perspectives - Sumberg, James; Sabates‐Wheeler, Rachel (Food policy, 2011)
This paper takes as a starting point the proposition that social protection interventions involving food can be used to promote transformational change in family farming systems in sub-Saharan Africa. The purpose is to highlight the complexity of pathways to agricultural transformation associated with the seemingly simple idea of home-grown school feeding (HGSF), an idea that is increasingly held up as “win–win”. By reviewing the HGSF literature and the main theories underpinning it – structured demand, localism, family farmer development – we expose areas of inconsistency across the literature and programmes as well as possible tensions that may arise in attempting to pursue both market and social objectives in the same initiative. The arguments presented herein aim to provide a basis for moving towards clarity on (1) a theory of change for HGSF programmes; (2) the conditions under which HGSF programmes are more able to yield positive agricultural development outcomes and; (3) an agenda for moving forward on research and impact evaluation. This research agenda also speaks more broadly to important under-researched areas within the general social protection and agricultural development discourse.
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Analysis of Action Research Conducted by Student Teachers and its Facilitation by Teacher Educators at Haramaya University, Ethiopia - Tadesse, Adinew (East African Journal of Sciences, 2011)
This study examined action research conducted by student teachers, a major education component in the preparation of teachers in Ethiopia. It sheds light on the existing practices of engaging student teachers in action research and its facilitation at the Faculty of Education of Haramaya University. Data were gathered from student teachers, teacher educators and cooperating teachers who were involved in the practicum program during the 2007/2008 academic year. Accordingly, the findings showed that the effort made to restructure a very technical practicum model into one that has inquiry as its basis is  appreciative. The student teachers, the teacher educators and the cooperating teachers involved in the study noted that action research work helps student teachers adopt an inquiry-based approach towards teaching. Nevertheless, the participants were highly critical of the existing practices of preparing student teachers and involving them in action research at the Haramaya University. Keywords : Action Research; Practicum; Student Teachers; Teacher Educators; Cooperating Teachers
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Doing justice to social justice in South African higher education - Tjabane, Masebala; Pillay, Venitha (Perspectives in Education, 2011)
This paper attempts to develop a conceptualisation of social justice in higher education based on a close reading of the current literature in the field. An important assumption we make is that higher education is a valuable mechanism for social justice. We set the literature against policy documents that detail South African aspirations with regard to the achievement of social justice goals. Our aim is to stimulate debate on and engagement with issues of social justice in the local and global context that continues to manifest increasing socio-economic injustices. We argue that human liberation from global social injustice is intertwined at the individual and collective level and that it requires a collective human agency inherent in the radical tradition of social justice, which exhibits impressive credentials for facilitating the achievement of social justice.
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Adoption and use of computer technology among school principals in Botswana secondary schools - Totolo, Angelina (International Information & Library Review, 2011)
Information technology adoption continues to be a subject of enquiry among researchers dealing with adoption. A descriptive study was carried out to find out whether the investment made in the computer infrastructure across all secondary schools in Botswana was met with the desire to adopt and use computers by principals in Botswana. A random sample of 111 participants responded to the questionnaire that used the Technology Acceptance Model (TAM) constructs. The result of the study revealed that TAM is statistically significant at R of 0.522 and adjusted R2 of 0.273, with the two independent variables (Perceived Usefulness (PU) and Perceived Ease Of Use (PEOU)) accounting for 27% of the variance in the behavioral intention (BI) to adopt and use computers. However, a small number of school principals (6.3%) did not want to adopt and use computers. The study recommends a follow up of the participants to probe further the reasons for the lack of adoption and use of computers by some school principals, so as to put intervention measures in place.
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Adoption and use of computer technology among school principals in Botswana secondary schools - Totolo, Angelina (International Information & Library Review, 2011)
Information technology adoption continues to be a subject of enquiry among researchers dealing with adoption. A descriptive study was carried out to find out whether the investment made in the computer infrastructure across all secondary schools in Botswana was met with the desire to adopt and use computers by principals in Botswana. A random sample of 111 participants responded to the questionnaire that used the Technology Acceptance Model (TAM) constructs. The result of the study revealed that TAM is statistically significant at R of 0.522 and adjusted R2 of 0.273, with the two independent variables (Perceived Usefulness (PU) and Perceived Ease Of Use (PEOU)) accounting for 27% of the variance in the behavioral intention (BI) to adopt and use computers. However, a small number of school principals (6.3%) did not want to adopt and use computers. The study recommends a follow up of the participants to probe further the reasons for the lack of adoption and use of computers by some school principals, so as to put intervention measures in place.
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Poverty as a Source of Behavioural Problems that Affect the Realization of the Right to Basic Education among Children: A Case Study of Schools in the Eastern Cape - South Africa - Wadesango, Newman; Chabaya, Owence; Rembe, Symphorosa; Muhuro, Patricia (Journal of Social Sciences, 2011)
It is evident that although the South African Government has put in place policies and strategies to ensure safe and secure teaching and learning environment, poverty, especially in rural areas, has become a source of behavioural problems among learners that disrupt learning in schools and deny others the right to education. The study examined how poverty in the home influences children’s behaviour problems and how, in turn, it affects access to education among children. This was a qualitative research where data was collected through interviews with 12 primary school learners with behaviour problems from 3 schools in the Eastern Cape, educators, parents/guardians and some members of the community as well as document analysis. The findings showed that children can be forced by poverty to adopt anti-social behaviour including criminal activities which are anti school. This affects access to education as well as safety and wellbeing of other children in schools.
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Striving to Be in the Profession and of It: The African American Experience in Physical Education and Kinesiology - Wiggins, David; Wiggins, Brenda P. (Research Quarterly for Exercise and Sport, 2011)
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PUREFOOD: Food security and public procurement: Civil society-led school meal reform in Kampala, Uganda - Wiskerke, J.S.C.; Bassinello, Thaís Leonardi (2011)
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Adult education in the Limpopo province of South Africa: challenges for policy implementation - Zeelen, Jacobus; Rampedi, M.; Jong, Gideon de (International Journal of Lifelong Education, 2011)
In this article we report and reflect on a study about the problems encountered in the implementation of adult education policies in the Limpopo province of South Africa. We used the model of intergovernmental policy implementation of Van Horn and Van Meter as a theoretical framework. We reflect on this study and link the findings with more recent literature on and experiences with developments in the implementation of adult education policies. The findings of our study show several discontinuities and contradictions in the implementation of an adult education policy, partly caused by the legacies of the past. A central recommendation, informed by contributions from stakeholders at grassroots level, is to use a combination of bottom-up and top-down approaches (bottopdown) in policy development to improve the quality of the implementation.
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[Usage of information technology in the regulation of pediatric nursing students in Algeria]. - Zerrouk, Habiba; Bousbaa, Abdelkader (PubMed, 2011)
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Disability and barriers in Kenya (2011)
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Disability and social suffering in Zimbabwe (2011)
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“No disabled can go here…”: how education affects disability and poverty in Malawi (2011)
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Social inclusion of people with disabilities in poverty reduction policies and instruments: initial impressions from Malawi and Uganda (2011)
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“We too are disabled”: disability grants and poverty politics in rural South Africa (2011)
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Where culture really matters: disability and well-being in Yemen (2011)
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Criminal intent and educational aspiration of disadvantaged school-age hawkers in two selected North central cities of Nigeria - Agbonna, Samuel Ayorinde; Jekayinfa, Alice Arinlade; Yusuf, Abdulraheem; Jarimi, Mustapha (International Journal of Educational Administration and Policy Studies, 2011)
One of the international agenda is to utilize all available human and non-human resources towards enhancing youth’s educational and moral development. However, evidences abound that a good number of Nigerian youths are drawn by negative socio-economic experiences to a life of full time or part time hawking. The consequences of this life-style on the educational aspiration and moral development of the youths were studied in this research. The research comparatively surveyed the levels of criminal intent and educational aspiration of school-age hawkers and non-hawkers in North-Central Cities of Nigeria. Thus, it employed purposive sampling technique to draw a sample of 246 school age hawkers from Lokoja and Ilorin in Northern Nigeria. Data were obtained using two researcher-made questionnaires; Criminal Intent Questionnaire (CIQ) and Educational Aspiration Questionnaire (EAQ). To answer the raised research questions, data were analyzed using frequency count and percentages while t-test statistic was used to test the postulated hypotheses. Findings showed that school-age hawkers have higher criminal intent (73.98%) and low educational aspiration than school-age non-hawkers (14.63%). It was also found that the criminal intent and educational aspiration of the two categories of sampled respondents varied on the basis of gender. While criminal intent was higher on the side of male hawkers, educational aspiration was higher on the side of female non-hawkers. Based on these, it was concluded that on the basis of gender, hawking can develop criminal intent and discourage educational aspiration in school-age children. Thus, it was recommended that parents and Nigeria government should intensify efforts at reducing hawking among school-age children, if the country wants to avert raising youth with criminal orientation and if it wants to be among nations around the world to achieve the goals of Education for All (EFA) come 2015. Key words: Intent, aspiration, school-age, level, criminal, high, low.
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Evaluation of Primary Education Studies Programme in Colleges of Education in Southwest Nigeria - Babalola, Hannah Ayodele; Yara, Philias Olatunde (Asian social science, 2011)
The editorial board announced that this article has been retracted on September 6, 2012. If you have any further question, please contact us at: ass@ccsenet.org
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“No disabled can go here…”: how education affects disability and poverty in Malawi - Braathen, Stine Hellum; Loeb, Mitch E. (2011)
One of the main predictors of poverty becomes the level of and access to education. It is generally believed that having an education can lift individuals and their families out of poverty, while the lack of an education merely entrenches the individual in a perpetual state of poverty. This chapter focuses specifically on the challenges and obstacles faced by people with disabilities in Malawi in obtaining an education. It draws on the results from three studies conducted there on topics of living conditions for people with disabilities. The first study was a quantitative national representative survey of living conditions among people with activity limitations. The second study was a qualitative study concerning albinism. The third study focused on living conditions for women with disabilities.
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Obstetric outcome following free maternal care at Enugu State University Teaching Hospital (ESUTH), Parklane, Enugu, South-eastern Nigeria - Ezugwu, Euzebus Chinonye; Onah, HE; Iyoke, Chukwuemeka Anthony; Ezugwu, Frank Okechukwu (Journal of Obstetrics and Gynaecology, 2011)
This study aims to determine the impact of free maternal care on the utilisation of the available delivery services and to evaluate the obstetric outcome. All deliveries at ESUTH, Parklane within the 4 months of free maternal care from 1 September to 31( )December 2008 were studied and compared with deliveries that took place 4 months before and after the free services. The results were analysed using Epi-info statistical software version 3:2:2. There was an 88% rise in the number of deliveries with the introduction of free maternal services and a 30% drop within 4 months of its termination. The maternal mortality ratio (MMR) dropped slightly, but morbidity increased significantly, as well as stillbirth rate (77/1,000 births), especially intrapartum stillbirth. Cost barrier limits women's access to healthcare in developing countries and must be addressed if we aim to achieve Millennium Development Goals (MDGs) 4 and 5.
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Seasonal availability and consumption of wild edible plants in semiarid Ethiopia: Implications to food security and climate change adaptation - Feyssa, Debela Hunde; Njoka, Jesse T.; Asfaw, Zemede; Nyangito, Moses (Journal of Horticulture and Forestry, 2011)
Quantitative ethnoecological analysis of seasonal availability and implication to food security of wild edible plants (WEPs) was conducted in Boosat and Fantalle districts of semiarid east Shewa, Ethiopia from October, 2009 to September, 2010. Semistructured interview, focus group discussions, key informants discussions, seasonal record of fruits abundance were used to collected data on gathering and consumption of WEPs to cope with food shortage and adapt to climate change. Collected data was summarised into frequency tables, graph and qualitatively described under each subtopic. Thirty seven WEPs were identified for use as human food, and livestock feed and other multipurpose uses. About 24.3 % of WEPs were locally marketed, 75.7% were not marketed. All wild fruits were not included in official production system in the study area. It has indicated the underutilized existing potential of WEPs. Wild edible plants were preferred by local people of the study area not only for their food value, but also for their availability during dry seasons and shortage of food, potential for dryland agrobiodiversity and multipurpose to human wellbeing, livestock and environmental services they provide. Pairwise ranking by key informants was in agreement with direct matrices ranking for multiple uses of WEPs. The pairwise ranking, market survey and participant observations, community preference has confirmed the real potential of top seven priority WEPs species for dryland agrobiodiversity and agroforestry. Hence, these WEPs can be potential for dryland agrobiodiversity and agroforestry, to enhance people’s livelihoods in semiarid areas. This result can shed light on further research and promotion work on WEPs utilization and management. Key words: Wild, edible plants, seasonal, availability, food security, use, management.
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Disability and barriers in Kenya - Grut, Lisbet; Olenja, Joyce; Ingstad, Benedicte (2011)
Abstract People with impairments encounter many barriers in their daily life. This chapter describes the variety of barriers and looks at how the collected sum of many barriers influences access to what is considered essential and indispensable for all humans: healthcare services and education. It describes some of the mechanisms that create and maintain a difficult life in a resource-poor context by describing the particular challenges people living in poverty with disabilities encounter. The chapter also describes some of the given options of coping with these challenges. It argues that a family perspective should direct actions that are implemented in order to reduce barriers, as well as to develop coping strategies.
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Disability and barriers in Kenya - Grut, Lisbet; Olenja, Joyce; Ingstad, Benedicte (2011)
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“We too are disabled”: disability grants and poverty politics in rural South Africa - Hansén, Camilla; Sait, Washeila (2011)
Abstract This chapter examines the relationship between disability and poverty in the new democratic South Africa. During this country's transitional period, a new conceptual understanding of disability has mainstreamed disability in new policies and laws. The anthropological material presented here shows how these processes of programme implementation have shaped people's social experiences in rural areas of the Eastern Cape, around Mthatha. The history of apartheid, with its establishment of structural inequalities, has created a specific type of poverty forming people's social experiences as well as their understanding of disability. The chapter also discusses the local conceptualising of disability and Ubuntu in the surrounding areas of Mthatha. In this setting, disability grants are a tool of survival for both the person with a disability and the household. In addition, the grants contribute to establishing a commonly shared disability category that people make use of.
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Where culture really matters: disability and well-being in Yemen - Ingstad, Benedicte; Baider, Arwa; Grut, Lisbet (2011)
This chapter shows a situation in which culture makes the difference in the life situation of poor disabled women and men. It concentrates on data from Yemen, mainly qualitative interviews with 35 individuals and one group interview with young physically disabled girls in an orphanage. The chapter confirms that poverty gives people less access to healthcare and preventive measures, education, and money to buy nutritious food and medicines. Thus poor people are more at risk than others of developing impairments. Similarly, education, social services, and employment are less accessible to a disabled person in Yemen than to those who have full use of their limbs, senses, and intellectual ability. The gender issues of segregation and male dominance play an important role in making girls/women with an impairment more disadvantaged in many ways than boys/men.
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Respiratory physiology training in Tanzania: Need to focus on primary respiratory care - Massele, Amos; Njelekela, Marina; Mamuya, Simon; Mashalla, Yohana (Journal of Physiology and Pathophysiology, 2011)
Effective management of Chronic obstructive pulmonary disease (COPD) by General Practitioners is likely to be compromised by respiratory physiology training that has main focus on acute respiratory diseases with high mortality and little focus on empowering medical and nursing students and practitioners on respiratory care. Results of this study indicate that lack of responsiveness of respiratory physiology courses for undergraduate and postgraduate and lack of structured in-service training programmes on respiratory care and inadequate training facilities for lung function assessment are key challenges to the medical schools. It is concluded that concerted effort is required through global partnership to enhance training and re-training of general practitioners and nurses on primary respiratory care and making accessible relevant resources needed for building competencies in lung function assessment and interpretation of results. Key words: Respiratory care, respiratory care practitioners, chronic obstructive pulmonary disease.
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Disability and social suffering in Zimbabwe - Muderedzi, Jennifer; Ingstad, Benedicte (2011)
This chapter presents the findings of a study that took place from August to November 2005 in Binga District, located in North West Zimbabwe, towards the border of Zambia. As one of the poorest districts in the country, it has been struck especially hard by recent economic developments, and poverty is prevalent. The major aim of the study was to gather knowledge on the situation of rural families with disabled pre-school children in Zimbabwe. The study also gathered information on traditional beliefs about the causes of impairment, as well as on attitudes and behaviour towards children with disabilities in the past and present. Almost all the causes of disability were seen to be present among the Tonga. Some of these were malnutrition, poor child health, poor maternal health, ill-conceived policies, and illnesses such as tuberculosis, malaria, measles, and HIV/AIDS, among others. The two-way causality between disability and poverty was clear.
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Disability and social suffering in Zimbabwe - Muderedzi, Jennifer; Ingstad, Benedicte (2011)
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Motivating Zimbabwean secondary school students to learn: A challenge - Mufanechiya, Tafara; Mufanechiya, Albert (Journal of African Studies, 2011)
Motivating Zimbabwean secondary school students to learn has been a daunting task for both parents and teachers. The economic and social situation obtaining in Zimbabwe has not encouraged secondary school students to take education seriously and prepare themselves for service and contribution to nation building and self- development. Thus the study sought to understand factors that militate against student motivation and what can be done to motivate secondary school students to learn, soliciting views from teachers, parents/ guardians and students themselves. The research was a case study of five Masvingo urban secondary schools; employing qualitative data collection methods. These participatory data collection methods were used to get insight and tap into the experiences and views of these three stakeholders on how students could be motivated to learn. The research found that the motivational level of secondary school students was at its lowest ebb mainly because of limited employment prospects and other militating factors. The research recommends that each school establishes a tripartite supervision and communication arrangement involving the parent/guardian, teacher and the student to monitor the student’s school work, behaviour and development. The other recommendation is that Zimbabwe as a nation should seriously embrace student empowerment initiatives by having professionally trained school – based counsellors and increased availability and access to career guidance services thus motivating students to drive their energies towards goals. Key words: Motivation, curriculum relevance, teacher morale, parental involvement, peer pressure.
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Training and utilization of staff and job performance in post primary education board, in North Senatorial District of Delta State, Nigeria - Nakpodia, E. D. (Journal of economics and international finance, 2011)
This is an empirical study which examined the relevance of training and utilization of staff for job performance in Post Primary Education Board, in North Senatorial District of Delta State, Nigeria. To guide this study, three null hypotheses were formulated. The design of the study was survey. The sample of the study was 20 (13.24%) schools / offices and 200 (3.5%) staff, drawn from 5,734 staff of Post Primary Education Board and 153 public schools / offices, through stratified sampling technique. The major instrument used for data collection was a questionnaire which was validated and found reliable at 0.75 reliability coefficient. The results revealed that there is a high significant difference between the performance of NCE graduates and University graduates; the work reveals that there is a significant difference between full-time and part-time graduates. Also, the study exposed that there is significant difference between deployment of staff according to sex. Key words: Training, utilization, staff, Job performance, post primary education board, Nigeria.
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Simulation of the Effects of Climate Change on Yield of Maize in Zimbabwe - Nkomozepi, Temba; Chung, Soo Young (Han'gug nong'gong haghoe nonmunjib, 2011)
기후변화는 에너지 수지와 물 수지의 변화를 초래하여 육상 생물권에 영향을 미칠 것이다.기온과 강수량의 변화와 대기중의 탄산가스 농도 변화는 작물의 생육환경을 크게 변화시킬 것이다.본 연구에서는 FAO AquaCrop 모형을 이용하여 기온과 강수량 의 변화와
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Academic Performance of Male versus Female Accounting Undergraduate Students: Evidence from Nigeria - Okafor, Chinwuba A.; Egbon, Osamuyimen (Higher Education Studies, 2011)
Prior researches on the differences in classroom performance between male and female students show mixed results.While significant differences exist in some studies, others show no differences.Moreover, such studies were done in developed countries.This study aims to contribute to this gender discourse by using a developing country setting.It was hypothesized in this study that no differences exist between male and female performance in undergraduate accounting courses.The finding of this study reveals that there is no significant difference between academic performance of male and female accounting students in undergraduate accounting courses, although the males achieve a higher mean performance than their female counterpart in all the courses.
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A Dental Health Education Video for Nigerian Children in the Yoruba Language - Oo, Bankole; Ibiyemi, Olushola; Ga, Oke (African Journal of Biomedical Research, 2011)
Abstract The development of this video titled “ Itoju Eyin” ( meaning care of the teeth) was prompted by the fact that research findings revealed poor oral hygiene among Nigerian children from the lower socioeconomic class. Videos have been employed as a medium of dental health education and research has shown them to be useful and valuable visual aids . This may be attributed to the fact that what is seen is usually retained better having a lasting impression on the target population. The video was produced in the Yoruba language which serves as a culturally appropriate dental health education tool for children particularly in south western Nigeria . The video particularly targets children from the lower socioeconomic class.
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Class Size and Academic Achievement of Secondary School in Ekiti State, Nigeria - Owoeye, Joseph Sunday; Yara, Philias Olatunde (Asian Social Science, 2011)
The study looked at the class size as it relates to academic performance of students in Ekiti state of Nigeria between 1990 and 1997.The study population was the results of the West African School Certificate Examinations (WASCE) conducted between 1990 and 1997 in 50 secondary schools in both rural and urban areas of the state.One validated instrument Students' Class Size Questionnaire (SCSQ) was used for data collection.One hypothesis was formulated and answered.Data were analysed using mean and t -test.The result showed that there was no significant difference in the academic achievement of students in small and large classes from urban schools (t = 1.49; p < 0.05); there is no significant difference between performance of students from rural large and rural small classes (t = 0.58; p < 0.05).It was recommended that policy makers and government should ensure that more classrooms are built and number of students in a class should not be more than 30.The Parent Teacher Association (PTA), philanthropist and other charitable organizations are also implored to compliment the effort of the government to boost the performance of students in SSCE by building more class rooms and buildings.
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Challenges of E-Learing in Nigerian University Education Based on the Experience of Developed Countries - Oye, N. D.; Salleh, Mazleena; Iahad, Noorminshah A. (International Journal of Managing Information Technology, 2011)
This paper present a review of the challenges of e-learning in Nigerian University education based on the experience of four developed countries, UK, Australia, Korea and France.The survey shows that these countries have: (i) vision and action plans for e-learning, (ii) they have good government policies and financial support, (iii) they earmark action programs and set committees with sufficient funds to pursue it goals, (iv) they believe in research as a fundamental part of e-learning strategy, and lastly (v) they embark on awareness, training and motivational programs.The paper pointed out that, for the challenges of Nigerian university education to be reduced to minimum, the Federal Government should improve on educational funding as UNESCO recommended 26% of the annual budget.In addition the government should fulfill her promise on the issue of improving Electricity supply in the country.Furthermore, the university administrators should embark on awareness and training of staff on the use of ICTs, with motivations attached.The Internet is a major driver of ICT in education and bandwidth is a major issue in the deployment of e-learning.Therefore government should make Internet connectivity a priority for higher education to be able to leverage on the promises and opportunities ICTs present.
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Homosexuality and HIV in Africa: An Essay on Using Entertainment Education as a Vehicle for Stigma Reduction - Sallar, Anthony M.; Somda, Domegoure Aurelie Kpagnane (Sexuality & Culture, 2011)
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Social inclusion of people with disabilities in poverty reduction policies and instruments: initial impressions from Malawi and Uganda - Wazakili, Margaret; Chataika, Tsitsi; Mji, Gubela; Dube, Kudakwashe; MacLachlan, Malcolm (2011)
Abstract This chapter reviews the importance of people with disabilities being included in the process of national and international development, and of them being substantial beneficiaries of this process. It begins by briefly considering the case for social inclusion in international development work in low-income countries. The chapter then reviews the internationally agreed targets set out in the Millennium Development Goals (MDGs) and how these may be restated in terms that are more inclusive of people with disabilities. It also describes an important policy instrument – the Poverty Reduction Strategy Paper (PRSP) – which has a critical role in achieving these goals at the level of individual countries. The major analysis is drawn from initial impressions of the extent to which people with disabilities have had a meaningful role in the formulation of PRSPs in Malawi and Uganda.
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School Plant Planning as Correlate of Students’ Academic Performance in Southwest Nigeria Secondary Schools - Adesina, Odufowokan Benard (International journal of business administration, 2011)
This study among other things examines the relationship between school plant planning and students` academic performance in south west Nigeria secondary schools using descriptive survey research design. The sample consists of 1650 respondents comprising 150 school principals and 1500 students. Multistage, stratified and simple random sampling techniques were used to select the sample. Data collected were analyzed using frequency counts, percentages, means and Pearson product moment correlation. Five null hypotheses were tested at 0.05 level of significance. The study revealed that the levels of school plant planning and students` academic performance were relatively close, and as such students` academic performance was significantly related to instructional space planning, Administrative space planning, circulation space planning, planning for accessories and space for convenience planning. Based on the findings, it was recommended that authorities concerned should implement architectural designs of buildings and spaces for education to ensure students` academic performance.
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Teachers perception, beliefs, and self-efficacy about parental engagement and school family partnerships in Kenya. - Ajanga, Alice Jepnyago (2011)
A descriptive research design, purposive sampling technique, and quantitative research methods were used to examine teacher perceptions and beliefs about parental engagement and their ability to influence children's school success. Teachers of children in baby class (kindergarten) through class eight employed by two schools in Nairobi, Kenya voluntarily participated. Participants (N= 91) completed two on-line questionnaires: 1. School and Family Partnerships: Questionnaire for Teachers in Elementary and Middle School Grades (Epstein & Salinas 1993); and 2. The Teacher Self-Efficacy Scale (Bandura, 1986). Responses from questionnaires were entered into Pyschdata and translated into SPSS Statistical Software for analyses. Responses from The School and Family Partnerships: Questionnaire for Teachers in Elementary and Middle School Grades were analyzed to answer research question one. Responses from Teacher's Self-Efficacy Scale were vii analyzed to answer research question two. For research question three, Pearson Product Moment Correlation investigated correlations between subscales of the School Family Partnership Questionnaire and total scale mean scores of teacher self-efficacy Frequencies, percentages, mean scores, and standard deviations were reported in tables, bar graphs, and in-text. The results of the present study revealed teacher support for parental engagement and could be useful for informed decision-making. Pearson Product Moment Correlations reported statistically significant correlations. analyzed to answer research question two. For research question three, Pearson Product Moment Correlation investigated correlations between subscales of the School Family Partnership Questionnaire and total scale mean scores of teacher self-efficacy Frequencies, percentages, mean scores, and standard deviations were reported in tables, bar graphs, and in-text. The results of the present study revealed teacher support for parental engagement and could be useful for informed decision-making. Pearson Product Moment Correlations reported statistically significant correlations.
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Language in education and the role of applied linguistics in Kenya - Michieka, Martha Moraa (Journal for language, technology & entrepreneurship in Africa, 2011)
Language in education has remained a major concern in most African countries, especially those that were formerly colonized by European countries. Several problems that Africa and Kenya in particular, faces are closely tied to the language of education. What is the nature of these problems and whose responsibility is it to solve them? What is the role of an applied linguist in this linguistically complicated situation in Kenya? The definition of applied linguistics or who an applied linguist is eludes many. This paper does not propose to provide a definition either. Using the varied definitions that exist in literature, a working definition is developed and based on that definition; the paper shows that Kenya has several language issues that call for the services of applied linguists. While the issues range from the national language policies, language in education, multilingualism, second language teaching to language acquisition, the paper narrows the focus to four language-based problems, all of which are closely tied to the language of education. Although no solutions are suggested to these problems, a list of questions is formulated for the applied linguist to research on. Key Words: Language planning, language in education, language policies.
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Zambian Grade twelve pupils' experience s of biology practical work during school certificate examinations : the case of Kabwe High School - Mudenda, Vincent (2011)
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Factors limiting Career Choice Among Grade 12 Visually Impaired School Leavers in Zambia - Mulenga, Chulumanda Benson (2011)
The study examined the factors that limit career choice among grade 12 visually impaired school leavers in Zambia. The objectives of the study were to determine if lack of information on career choice is a limiting factor among grade 12 school leavers in Zambia, to find out if the socio-economic status of the family limit career choice among Grade 12 visually impaired school leavers, to examine if the geographical location of the school attended impacted on career choice and to establish if inadequate job opportunities in Zambia is a limiting factor in Career choice among Grade 12 visually impaired school leavers. The researcher used a survey as his research design. The target population for the study included visually impaired basic school teachers, visually impaired telephone switchboard operators and School Counsellors. The sample consisted of forty-eight (48) respondents, twenty (20) visually impaired basic school teachers, twenty (20) visually impaired telephone switchboard operators from Lusaka and Copperbelt Provinces and eight (8) School Counsellors from eight high school units for the visually impaired spread throughout the country. Purposive sampling was used to arrive at the School Counsellors while snowball was used to get the visually impaired respondents. In collecting data, questionnaires were administered to the School Counsellors while interviews were administered to the visually impaired respondents. These instruments were piloted before they were used in the study. Qualitative and quantitative data analysis methods were used while tables were used in the presentation of data. The findings of the study revealed that lack of information on career guidance was one of the limiting factors in career choice among Grade 12 visually impaired school leavers. Other limiting factors for career choice among the visually impaired school leavers included low socio-economic status of the family, poor combination of subjects taken at school, inadequate vocational training institutions, inadequate job opportunities for the visually impaired and lack of supportive policies and legislation. Geographical location of the school attended by Grade 12 visually impaired school leavers was not a significant factor in Zambia. In view of the findings, it was recommended that the government should create more vocational and rehabilitation centres for people with visual impairment. The government should also come up with career guidance programmes for visually impaired school leavers and a deliberate policy and legislation on the employment of people with visual impairment. Moreover, children from low socio-economic status families should be given financial and material support by government so that they have equal chances in pursuing their career aspirations as their sighted peers.
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Principals and teachers' perceptions of communication and human resources management and their compliance with culture in Nigerian educational system - Nakpodia, E. D. (2011)
This paper attempted to establish the influence of communication in human resource management and its compliance with culture in Nigeria educational system. To achieve this, three research questions and three hypotheses were formulated to guide the study based on a correlational design. The population of the study included all principals and teachers for public secondary schools in Delta State. Form the existing 265 schools, the researcher sampled 54 (20%) principals/schools, and 335(5%) teachers were selected through simple random sampling technique. An instrument was constructed to gather data in the study on communication and human resource management in a particular cultural setting. The instrument was validated and found reliable. Data generated were analyzed with Pearson ‘r’ statistic. The result of the findings revealed that human resources management undergoes different form of training and development by way of effective communication. The results also revealed that there is a significant relationship between principals and teachers’ perceptions of communication and human resources management and their compliance with culture in terms of staff recruitment, training and development in Nigerian educational system. The researcher therefore recommended that human resource in schools that are not trained professionals, for lack of effective communication, should be advised to go for further training to develop skills which depend on effective communication in a particular cultural setting and by way of improving the efficiency of human resources and the ability to communicate a suitable cooperate culture. Since culture is not static and communication is not a purely inborn ability; it is necessary therefore to develop them. Key words: Communication, human resources management, cultural settings, educational institutions, Nigeria.
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Computer usage as instructional resources for vocational training in Nigeria - Oguzor, Nkasiobi Silas (Educational Research Review, 2011)
The use of computers has become one of the driving forces in the delivery of instruction of today’s vocational education and training (VET) in Nigeria. Though computers have become increasingly accessible resources for educators to use in their teaching activities, most teachers are still unable to integrate it in their teaching and learning processes. Computers are used to improve teaching quality where quality is very expensive to reproduce, or to substitute for the lack of teachers, or schooling opportunities that cannot be made available with conventional teaching methodologies. This paper examines the challenges of integrating ICT into instructional practices in VET and the barriers confronting implementation. Hence, the need for compatible computer education policies, suggestions to integrate ICT into teaching and learning practices are provided to assist the teachers to the use of computers in order to help the students acquire theoretical knowledge, grounded in real practice. It is the contention of this paper that though creating an ICT environment for teaching and learning in Nigeria may seem difficult, it would enhance students’ achievement in vocational education and training.
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Have Returns to Education Changed in Nigeria? Uncovering the Role of Democratic Reforms - Oyelere, Ruth Uwaifo (Journal of African Economies, 2011)
There is documented evidence that returns to education were low during the military rule of the 1990s in Nigeria. In this paper, I investigate the claim that after democracy in 1999, there have been increases in the returns to education. In addition, I examine the possible role of democratic reform in explaining this time difference in return. Following the sudden death of military general Sanni Abacha, Nigeria moved to democracy in 1999, ending a 15-year stretch of military rule. This move was followed by significant institutional and economic reforms, which could lead to changes in returns to education. The average return to education before and after 1999 is estimated using instrumental variables, and consistent estimates of the change in return are derived. The results provide evidence that returns to education have increased in Nigeria after 1999. More importantly, I show that reforms implemented after democracy in Nigeria can explain a significant part of this increase in returns to education although we cannot completely rule out other secondary factors. Further, evidence is provided that the wage reform implemented after democracy plays a significant role in explaining the higher increases in returns for government workers and those with tertiary education, in comparison to others. Copyright 2011 , Oxford University Press.
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Online Teaching of Languages: A case study of Moi University, Kenya. - Seminega, Emmanuel Corneille; Nginye, Michael Gichangi (Journal of Language, Technology & Entrepreneurship in Africa, 2011)
Online learning is the fastest growing trend in education. It has fundamentally changed the way people learn, communicate and do business. Its adoption at various levels of education can greatly transform the nature of education including “where” and “how” education takes place and the roles of students and the teachers in the learning process. Therefore information and Communication Technology (ICT) is a powerful tool for extending education opportunities, to previously disadvantaged areas which include: scattered rural populations traditionally excluded from education due to cultural or social reasons such as ethnic minorities and gender. The use of computers (or even mobile phones) as tutors for drill and practice and instructional delivery combined with traditional instruction can result in increased learning which will be evidenced in students learning more quickly, demonstrating greater retention and being better motivated to learn. The objective of this study is twofold: To find out the benefits of ICT in teaching of languages and also whether the teaching of languages online faces particular challenges as compared to other subjects, the study case being Moi University. Key words e-learning, language, m-learning
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Strengthening African higher education through the dissemination of research content: the role of the library. - Tise, Ellen R. (2011)
Paper presented during the Association of African Universities – Conference of Rectors, Vice Chancellors & Presidents of African Universities, Stellenbosch, South Africa: May 30 - June 3, 2011.
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Social protection arrangements for retired mineworkers with physical disabilities in Maseru urban, Lesotho. - Tlhaole, Thuso (2011)
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Globalization and the Reform of Faculties of Education in Egypt: The Roles of Individual and Organizational, National and International Actors - Ginsburg, Mark; Megahed, Nagwa (Education Policy Analysis Archives, 2011)
In this paper we outline the history of institutionalizing pre-service teacher education in Egypt, and then examine efforts in the mid-1990s to the mid-2000s to reform faculties of education. We document previous criticisms of and proposed changes in teacher preparation programs, but note that concerted reform efforts occurred only after the Egyptian government in the 1990s focused on improving educational quality, including teacher preparation, and the World Bank and USAID also put the issue pre-service teacher education on their agendas – and committed funds for this purpose. We also describe how the proposed reforms of policy and practice (e.g., improving assessments of entrants and graduates, increasing a focus on practice versus theory in coursework, expanding the amount of time devoted to field experiences, and organizing “induction” programs to support and guide new teachers) reflected global teacher education reform discourses characteristic of the 1990s and 2000s. However, rather than treating globalization as a process without real actors, we trace how these ideas were promoted by many Egyptians and non-Egyptians (e.g., faculty of education staff and Ministry of Higher Education personnel, but also World Bank staff, USAID personnel, and members of the two international organization-funded project teams). In examining the planning and implementation of two internationally funded faculty of education reform projects, we explore the interplay between and among local and global actors and identify individual and organizational factors that enabled or constrained these efforts to achieve significant and sustainable improvements in the quality of pre-service teacher education in Egypt.
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Performance of Pre-School Children in Kenya - Kerich, Mary E. (2011)
In Kenya, the transition of children from early childhood development centres to primary schools is measured by their ability to pass an entrance test. There is a wide gap regarding marks scored in class one selection tests by children in private and community-assisted centres. Children in private pre-schools score higher than those in community-assisted pre-schools. In the author's view, this difference arises from factors within and outside the centres. Factors from within are learning resources and facilities, teacher's qualifications and motivation; while factors from outside are parental involvement, poverty and teachers' pre-service training. The author argues that children in the two types of ECD centres do not compete on a level ground and therefore she recommends that entrance to class one should be based on holistic developmental readiness other than academic assessment. Holistic developmental readiness is a concept that considers cognitive, social, physical, emotional and spiritual needs in the process of educational instruction. This is book is an important resource for the Ministry of Education, Early Childhood Education trainers, trainees and parents.
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Climate change and energy implications of gas flaring for Nigeria - Nwanya, Stephen C. (International Journal of Low-carbon Technologies, 2011)
The flaring of oil-associated gas continues to generate insidious environmental and energy consequences against efforts toward sustainable development for Nigeria. This study compared some of the economic benefits lost due to flared gas at flow stations with fuelwood energy consumption. The objectives were to assess comparative cost suffered by host communities, estimate greenhouse gases emissions of burnt-off gas and evaluate possible effects of post-global financial meltdown support policies on climate change. Parameters for evaluating the environmental and energy impacts were measured directly or collected from flow stations through opinion surveys and meetings. An inventory of the motors, voltages and power ratings of the machines used at the flow stations was made, with a view to quantifying the energy involved in drilling operations. For estimation of health risks and gaseous emissions, SIMPACTS method was used. Results from the study show that an annual average of 2040 MJ of fuelwood is consumed in Nigeria, 77.3% of the sourcing is done by children and the time spent in fuelwood trips is between 4 and 5 h, at a frequency of three to four times a week. This amount of fuelwood consumed examined alongside 2.5billion standard cubic feet of gas flared per day, revealed the quantity of energy that ought to be saved and related avoidable extreme weather conditions that prevail in Nigeria. Therefore, gas flaring violates the tenets of sustainable development and seriously contributes to global warming. In conclusion, flare down can be achieved by utilizing micro-gas turbines, re-injection and pursued as part of a new agenda for responsible governance in Nigeria.
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Intestinal Helminthiasis among School Children in Ilie, Osun State, Southwest, Nigeria - Adefioye, OA; Efunshile, AM; Ojurongbe, O; Akindele, AA; Adewuyi, I. K.; Bolaji, OS; Adedokun, SA; Adeyeba, AO (Sierra Leone journal of biomedical research, 2011)
A cross sectional study of intestinal helminthiasis among school pupils was undertaken in three primary schools in Ilie in Olorunda Local Government Area of Osun state in order to determine the prevalence and intensity of helminthic infections.The relationship between intestinal helminths and anthropometric indices and the factors that could favour the infection were also studied.Faecal samples from three hundred and four (304) randomly selected out of the four hundred and seven (407) school children in the study area were collected and analysed with the semi-quantitative Kato Katz technique and concentrated method.The intensity of infection was classified into light, moderate or high according to World Health Organisation (WHO) thresholds.The overall prevalence rate was 52.0% while five species of intestinal helminths were identified.Ascaris lumbricoides (36.2%) was the most common, followed by Hookworm (10.5%),Schistosoma mansoni (4%), Strongyloides stercoralis (0.7%) and Hymenolepis nana (0.7%).Multiple helminthic infection were recorded with Ascaris -Hookworm (6.58%) having the highest prevalence among the children.Female (56.6%) were more infected than male (46.4%) and the difference was statistically significant (P=0.0019).Seventeen percent (17%) of the children were below the third percentile for weight (wasted) while fourteen percent (14%) were below the third percentile for height (stunted).There was a relationship between intensity of infection and wasting since there were fewer underweight pupils (13%) with normal stool than those moderately infected (35%) (P<0.05).There was statistically significant association between type of latrine use and prevalence of infection; and also between water treatment and infection.Periodic surveillance of school children for intestinal helminthiasis should be part of the public health activities while periodic deworming programme should be done routinely as this would reduce intensity of intestinal worm infection among school children.
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Experience and Perpetration of Violent Behaviours among Secondary School Students in Ibadan, Nigeria - Aj, Ajuwon; Fawole, Olufunmilayo I; Osungbade, Kayode O. (Sierra Leone journal of biomedical research, 2011)
Worldwide, adolescents are disproportionately affected by violent behaviours.The nature and extent to which Nigerian adolescents have perpetrated and experienced violence has not been fully investigated.This crosssectional survey assessed experience and perpetration of physical, sexual and psychological violent behaviours among school-based adolescents.A total of 1366 students (50.4% females and 49.6% males) randomly selected from six public secondary schools in Ibadan, Nigeria were interviewed using a 36-item questionnaire.Respondents answered questions regarding demographic profile, sexual behaviour, and the extent to which they had experienced or perpetrated physical, sexual and psychological violent behaviours.The lifetime experience of at least one of the three forms of violence was 97.9%: physical violence ranked first (94.4%),followed by psychological (77.6%) and sexual violence (34.9%).The most common types of these forms of violent behaviours experienced were slaps (84.5%), unwanted touch of breast and backside (22.7%) and being belittled (63.2%).Approximately 8% of the study group haave had sex and 25% of sexually active respondents claimed that their first sexual encounter occurred in coercive circumstances.The predictors of experience of violence among males were use of alcohol, witnessing domestic violence, involving in work and parental use of alcohol.Among females parental use of alcohol and being young were predictors of violence.Reports of perpetration of physical, sexual and psychological violence among males were 75.3%, 44.9% and 13.3% respectively.Comprehensive interventions targeting students, teachers and parents are recommended to address this problem.
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Aspirations for higher education among junior commissioned officers in the Zambia Army - Mizinga, Siandia Judah (2011)
The main objective of the study was to determine whether junior commissioned officers in the Zambia Army attached any value to higher education and whether they aspired to go for further education. The study tried to establish what the junior commission Army officers perceived to be the factors that hindered their aspirations for further education and what interventions they thought could be implemented to enable most of them get into higher education institutions.The population was drawn from all the Lieutenants, Captains and Majors who belonged to the thirteen Corps of the Zambia Army. The rationale for selecting junior ranks of Lieutenant to major was that such officers were still expected to aspire for further education.A total of 165 of the 658 junior Zambia Army commissioned officers were selected using proportional stratified sampling so that the Corps could be satisfactorily and adequately represented. The selected sample of officers completed self administered questionnaires while the others were organised in study group discussions to obtain the following information; whether they thought degree and diploma programmes were necessary to the Zambia Army, how far they wished to go in their education, what they perceived to be the hindering factors to their aspirations for higher education and what interventions they thought had to be implemented in the Zambia Army in order to enable more officers access higher education. In addition, 23 senior officers responsible for administration, 'training and education at Army Headquarters, Defence Services Command and Staff College and the Military Establishment of Zambia were given a separate questionnaire to supply the following information; whether they thought degree and diploma programmes were necessary in the Zambia Army, whether they would allow an officer who requested to go for a higher education programme, what they felt were thehindering factors to the junior officers' aspirations for higher education and what interventions the Zambia Army had to implement in order to have more officers get into degree and diploma programmes.The investigations and findings revealed that the majority of the junior commissioned officers aspired for university education. The study found seven main factors which were perceived to be hindering the officers' aspirations for higher education. The seven were: Financial constraints (inadequate sponsorship), red tape, hindrance, unclear policy on higher education, irrelevant programmes in civil institutions, absence of career guidance and Inadequate incentives for graduates. This complex set of findings fits in with barriers established in the literature.The study further identified eight main interventions. The eight interventions were: increasing funding on higher education, sourcing for more places in higher institutions of learning, removing red tape, formulation of a clear education policy, raising officer cadets' entry qualifications, improving incentives for graduates, creation of a career guidance cell and encouragement of distance education.
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Availability and Utilization of Classroom Computers Across Urban and Rural Schools in Southwestern Nigeria - Aduwa-Ogiegbaen, Sam. E. O.; Iyamu, Ede O. S. (2011)
The purpose of this study was to determine the availability and use of classroom computers in urban and rural schools in Southwestern Nigeria. Since it is nearly a universal agreement that, when properly utilized, computers hold a great deal of promise to improve teaching and learning, it is pertinent to ascertain the availability of computer facilities and their use by teachers in secondary school in urban and rural schools in Southwestern Nigeria. Data for the study was collected through a structured questionnaire which was administered to 540 (300 male and 240m female) teachers in the schools. The result indicated that the urban schools were better equipped with computers than the rural schools. Also, it was found that the female teachers utilized computer facilities in their instructional activities than the male teachers. Recommendations were made as to how the situation can be improved in terms of computer supply and usage in the schools.
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How students perceive medical competences: a cross-cultural study between the Medical Course in Portugal and African Portuguese Speaking Countries - Barbosa, Joselina; Severo, Mílton; Fresta, Mário; Ismail, Mamudo R.; Ferreira, Maria Amélia; Barros, Henrique (BMC Medical Education, 2011)
A global effort has been made in the last years to establish a set of core competences that define the essential professional competence of a physician. Regardless of the environment, culture or medical education conditions, a set of core competences is required for medical practice worldwide. Evaluation of educational program is always needed to assure the best training for medical students and ultimately best care for patients. The aim of this study was to determine in what extent medical students in Portugal and Portuguese speaking African countries, felt they have acquired the core competences to start their clinical practice. For this reason, it was created a measurement tool to evaluate self-perceived competences, in different domains, across Portuguese and Portuguese-speaking African medical schools. The information was collected through a questionnaire that defines the knowledge, attitudes and skills that future doctors should acquire. The Cronbach's Alpha and Principal Components Analysis (PCA) were used to evaluate the reliability of the questionnaire. In order to remove possible confounding effect, individual scores were standardized by country. The order of the domain's scores was similar between countries. After standardization, Personal Attitudes and Professional Behavior showed median scores above the country global median and Knowledge alone showed median score below the country global median. In Portugal, Clinical Skills showed score below the global median. In Angola, Clinical Skills and General Skills showed a similar result. There were only significant differences between countries in Personal Attitudes (p < 0.001) and Professional Behavior (p = 0.043). The reliability of the instrument in Portuguese and Portuguese-speaking African medical schools was confirmed. Students have perceived their level of competence in personal attitudes in a high level and in opposite, knowledge and clinical skills with some weaknesses.
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Making space for expressive and creative writing in African primary Schools: a two-site action research study in Kenya and South Africa - Gains, Paula; Graham, Barbara (Reading & writing, 2011)
Similar concerns about the development of children’s creative writing abilities in Kenya and South Africa prompted two Mother Tongue (MT) education practitioners in Summer Institute of Linguistics (SIL) and Molteno Institute for Language and Literacy of Linguistics (MILL) to undertake parallel intervention studies to increase teachers’ competence in writing pedagogy and improve the quantity and quality of learners’writing. Most early literacy teachers have had no experience themselves of expressive writing, so it is not surprising that this activity rarely, if ever, features in public school early literacy classrooms. The hypothesis which formed the basis for this action research study was that educators, exposed to extensive and expressive writing themselves, will be more skilled in the generation of such activities with learners. This paper reports on the workshop processes in the two sites, identifying similarities and di"erences in the experience. Whilst the hypothesis, though tested, remains unproven,this paper presents findings that are of relevance to further study in the area of writing pedagogy research and also to teachers and teacher educators involved in writing in the primary school.
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Visual acuity status of primary school children in Oredo Local Government Area of Edo State, Nigeria - Isara, AR; Uhumwangho, Odarosa M (Annals of Biomedical Sciences, 2011)
Objective: To assess the visual acuity status of primary school children in Oredo Local Government Area of Edo State, Nigeria.Methodology: A descriptive cross-sectional study was carried out. A multistage sampling technique was used to recruit participants for the study. Socio-demographic data and the ocular history of the pupils were collected using a structured pre-tested researcher administered questionnaire while the alphabet Snellen chart was used to measure their visual acuity. Data analysis was by SPSS version 16 statistical software. Results: A total of 126 school children made up of 56 (44.4%) males and 70 (55.6%) females participated in the study. Fifty (39.7%) had visual complaints made up of 22 (44.0%) pupils with poor distant vision, 20 (40.0%) with poor near vision and 8 (16.0%) with eye pain while reading. Half (50.0%) of the pupils have had visual symptoms in the past and a higher proportion 40 (63.5%) resulted from trauma to the eyes. Majority 103 (81.7%) of pupils had visual acuity of 6/6 or better. There was no statistically significant association between the age group (p = 0.942), sex (p = 0.674), positive family history of visual disorders (p = 0.167) and the visual acuity of the pupils. Conclusion: The prevalence of visual acuity < 6/6 was found to be high among public primary school children in Oredo Local Government Area of Edo State. There is need for a regular and periodic visual screening in primary schools.
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This is Literacy! Reading of photographs in research on San students’ literacy in a Remote Dweller School in Botswana - Ketsitlile, Lone Elizabeth (Reading & writing, 2011)
I discuss here part of my larger study which investigated what San students and their non-San friends in a Remote Area Dweller (RAD) Junior Secondary School in Botswana understand as literacy in school and at home. A narrative case study approach was used to gain an in-depth understanding of what students’ value and understand by literacy. Findings across participants’ stories revealed that they saw literacy as those things that had value to them and these influenced how they read ‘the word’ and ‘the world’. Storytelling, games, singing, knowledge of different plants, basket weaving and sculpting were variously identified as literacy by the six San and Tswana participants.
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An examination of factors that influence entrepreneurial intention of high school students in Kenya - Kibuka, Gethaiga (2011)
Abstract Considerable research has been carried out on entrepreneurship in efforts to understand its incidence in order to influence and maximize its benefits. Essentially, researchers and policy makers have sought to understand the link between individuals and business creation: Why some people start businesses while others do not. The research indicates that personality traits, individual background factors and association of entrepreneurship with career choice and small business enterprises, cannot sufficiently explain entrepreneurship. It is recognized that entrepreneurship is an intentional process and based on Ajzen’s Theory of Planned Behavior, the most defining characteristic of entrepreneurship is the intention to start a business. The purpose of this study was, therefore, to examine factors that influence entrepreneurial intention in high school students in Kenya. Specifically, the study aimed at determining if there were relationships between the perceptions of desirability, and feasibility of entrepreneurship with entrepreneurial intention of the students, identifying any difference in these perceptions with students of different backgrounds, and developing a model to predict entrepreneurship in the students. The study, therefore, tested how well Ajzen’s Theory of Planned Behavior applied in the Kenyan situation. A questionnaire was developed and administered to 969 final year high school students at a critical important point in their career decision making. Participants were selected using a combined convenience and random sampling technique, considering gender, rural/urban location, cost, and accessibility. Survey was the major method of data collection. Data analysis methods included descriptive statistics, correlation, ANOVA, factor analysis, effect size, and regression analysis. iii The findings of this study corroborate results from past studies. Attitudes are found to influence intention, and the attitudes to be moderated by individual background factors. Perceived personal desirability of entrepreneurship was found to have the greatest influence on entrepreneurial intention and perceived feasibility the lowest. The study findings also showed that perceived social desirability and feasibility of entrepreneurship contributed to perception of personal desirability, and that the background factors, including gender and prior experience, influenced entrepreneurial intention both directly and indirectly. In addition, based on the literature reviewed, the study finds that entrepreneurship promotion requires reduction of the high small business mortality rate and creation of both entrepreneurs and entrepreneurial opportunities (Kruger, 2000; Shane & Venkataraman, 2000). These findings have theoretical and practical implications for researchers, policy makers, teachers, and other entrepreneurship practitioners in Kenya.
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AUC...Teaches the Egyptian Revolution - Nafie, Rania Mahmoud (2011)
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Blended Learning in Nigeria - Ololube, Nwachukwu Prince (2011)
Blended learning requirements are increasing, in part because of the population explosion and policies pertaining to the democratization of education. Yet, thousands of students and faculty remain deficient in the use of blended learning to advance technology in developing countries, especially sub-Saharan Africa. This research employed a quantitative assessment design aimed at improving best available practices, processes, and performance in terms of the blended learning offered in a university setting. A six-point Likert-type questionnaire was used to gather data. Multiple statistical procedures were employed in the subsequent analysis—percentage, mean point values, chi-square, and ANOVA. Majority of the respondents to the questionnaire agreed that the teaching of MIS to students is effective and has a positive impact on their academic achievements. This groundbreaking research presents a realistic resource for the practical application of blended learning in university education in Nigeria, as well as a comprehensive view of the benefits and problems of the applicability of blended learning.
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Towards Alleviating the Post-Apartheid Education Crisis in South Africa - Padayachee, Pragashni; Harding, Ansie (2011)
Post-apartheid South Africa is witnessing an education crisis of significant proportions. The new outcomes-based education system has failed to deliver, and universities are suffering the consequences of under-preparation of learners for tertiary studies. The educator corps is lacking, and it has become common practice for universities to deploy augmented programmes in mathematics for secondary school learners in the surrounding area. This chapter describes a particular model of blended learning, devised for the Incubator School Project (ISP), an initiative of the Nelson Mandela Metropolitan University (NMMU) in the Eastern Cape of South Africa. The defining feature of this blended model is that it incorporates DVD technology, which offers an affordable and accessible option for the particular group of learners. DVD technology was used as an ingredient in this blended learning approach since it is easily available to the majority of learners and to the schools they attend. This chapter describes the particular blended model and reports both qualitatively and quantitatively on its success: qualitatively, based firstly on a questionnaire completed by learners and secondly on interviews of educators; quantitatively, based thirdly on learner performance before and after the intervention and fourthly on a single school case study where the mathematics performance of the learners who participated in the ISP is compared to those who did not participate in the ISP. Finally, the scope of blending of this model is evaluated by means of a radar chart, adapted from an existing radar measure. The findings of the study suggest that the use of DVD technology in the blended learning approach impacted favourably on the mathematics learning and enhanced the mathematics performance of these learners.
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Sex stereotypes and school adolescents' sexual behaviour in Osun State, Nigeria - Popoola, Bayode Isaiah (Sex Education:Sexuality, Society and Learning, 2011)
This study investigated the association between sex stereotypes and the sexual behaviour of Nigerian school-going adolescents. It also ascertained the effects of age and sex on adolescents' beliefs about sex stereotypes. The study sample consisted of 658 (male = 287, female = 371) adolescents from nine randomly selected secondary schools in three urban towns in Osun State, Nigeria. A survey questionnaire consisting of items describing various misconceptions about sexuality to which respondents were to indicate their levels of agreement on a five-point Likert scale was used to collect data. The instrument measured the extent to which respondents engaged in risky sexual behaviour such as casual sex, multiple sexual partners and unprotected sexual intercourse. Data were analysed using simple percentages and chi-squared statistics. The results showed that Nigerian adolescent students strongly believed in sex stereotypes and demonstrate a tendency to engage in risky sexual behaviours. Results also indicated that respondents who reported a level of sex stereotypes showed a tendency to engage in risky sexual behaviour and that respondents' sex had a significant relationship with their belief in sex stereotypes. A large majority of respondents who reported a high level of stereotypes were males.
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Application of E-Learning in Teaching, Learning and Research in East African Universities - Walimbwa, Michael (2011)
The challenges of an increasingly borderless world, as seen in the advancements in information technology, have brought reform in universities and re-conceptualized what constitutes learning, teaching, and research. E-learning is often implemented as a response to increasing educational demand and an increasingly networked community. E-learning is considered as an interactive means to provide an alternative environment that stimulates practical learning and equips learners with the skills to manage technological change and innovations. This chapter evaluates the initial phase of e-learning, the importance of a rightful attitude, context, and instructional design in digital learning environments in Makerere University, Uganda, University of Nairobi, Kenya and University of Dar es Salaam, Tanzania. The increase in enrollment in these universities brings in many challenges in service provision, negatively affecting instruction, learning, assessment and research services. A crisis-solving approach is presented as stimulating a creative context for the meaningful introduction of e-learning. It is also discussed whether the environment created so far through computer-mediated learning motivates institutions to integrate e-learning further. The sample involved instructors and learners from three universities in three different countries of Eastern Africa. Findings conclude that an e-learning environment must be introduced by creating relevant awareness to change attitude and empower users with an authentic approach without too much technological complexity. Review of curriculum, assessment and training around e-learning environments are also imperative as these interrelated factors form part of the e-learning process.
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Effects of Three Modes of Personalisation on Students' Achievement in Mathematical Word Problems in Nigeria. - Awofala, Adeneye O. A.; Balogun, T. A.; Olagunju, M. A. (International Journal for mathematics teaching and learning, 2011)
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An Appraisal of a Computer-Based Continuing Professional Development (CPD) Course for Nigerian English Teachers and Teacher-trainers - Ayoola, Kehinde A. (2011)
This chapter is a presentation of a continuing professional development (CPD) programme for English teachers and teacher-trainers in Nigeria using one of the states in Nigeria as a case study. It evaluates the effectiveness of the computer assisted programme, which was part sponsored by the British Council, and concludes that it did not achieve its desired objectives due to a number of reasons. For instance, it was observed that the course content was too loaded for a part-time course. Other reasons for the failure of the programme include absence of internet connectivity, low level of computer literacy, poor power supply and lack of commitment on the parts of both the trainees and the institutions they worked for. The chapter ends with suggestions on how the anomalies observed could be corrected so that computer resources could be used more effectively in the design and implementation of continuing professional development (CPD) programmes for English Language teachers and teacher-trainers in developing countries.
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Knowledge, attitude and practice of El-Minia university students towards pandemic H1N1, Egypt, 2009 - Kamal, Nashwa Nabil; Seedhom, Amany Edward (Journal of Public Health, 2011)
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Virtual Organizations in Post-Graduate Education in Egypt - Kamel, Sherif (2011)
New online learning techniques lead to improved ways to investing in larger numbers of people and optimizing the use of resources. Respectively, virtual organizations are gaining grounds in the education sector with its vehicle capable of closing the digital divide and spreading knowledge that can help improve the literacy rate. This article covers the case of the Regional IT Institute (RITI), an institute located in Cairo, Egypt, that specializes in providing quality education in the fields of information and communication technology and management. The institute’s goal is to educate more students while overcoming the challenge of scarce resources, trying to meet the needs of 30% of the population (70 million) enrolled in education programs (Economic News Bulletin).
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Preparing African Higher Education Faculty in Technology - Kinuthia, V. (2011)
One of the most difficult challenges facing African higher education institutions (HEIs) is the successful resolution of the inherent tension that underlines efficient and effective utilization of existing resources on one hand and intensified demand for more and better education on the other (Okuni, 2001; Sawyerr, 2004). Although the potential of information and communication technologies (ICTs) to enhance participation in African HEIs has been widely recognized, its transformational capacity has barely been reached because of limited infrastructure, technological capacity, funding and sustainability of resources, and human resources and expertise. Poor infrastructure and weak regulatory policies and frameworks have resulted in inadequate access to affordable telephones, broadcasting, computers, and the Internet (Johnson, 2002).
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Malawi school forms Christian entrepreneurs - Kumwenda, Noel (2011)
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Factors contributing to disparities in school certificate results in English : a study of some selected schools in Zambia - Mbozi, Evan Malambo. (2011)
This study tested the hypothesis that performance in the school certificate English examination is better in grant-aided schools than it is in government schools. The sample consisted of eighteen boarding schools of which sixteen were located in the Southern Province and two were located one each in the Northern and Luapula Provinces. The instrument used to collect data was an interview schedule end the following variables were studied: the age of the school, the size of the school, teacher quality, pupil quality, school resources, location of the school, time spent on teaching English and examination preparation. Data analysis consisted of a simple break-down by percentages as well as crosstabulation procedures. The statistics used were the chi-square to show statistical significance, Cramer's V to show the strength of the relationship between the variables and gamma to show the direction of the relationship. The overall analysis showed that grant-aided schools performed better than government schools in the school certificate English examinations for the period under study. The findings also showed that the variables size, distance, age, time spent and examination preparation had significant relationships with the performance of the pupils. These variables could, therefore, be used to show relationships between them and pupil performance.
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An investigation into the teaching practice component of pre-service primary teacher education in Zambia - Moyo, Jojo Angelo (2011)
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The Nature and Prevalence of Reading and Writing difficulties in grade two under the Primary Reading Programme: The Case of Twelve Basic Schools in the Northern Province of Zambia - Mubanga, Ebby (2011)
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The Decline of Home Economics in Zambian Basic Schools: The Case of Lusaka District - Mubita, Likando Simamuna (2011)
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The Impact of Social and Economic Factors on Access to Free Education in the Basic Schools of Zambia: The Case of Monze District - Muchimba, Donijah (2011)
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Marketing E-Learning and the Challenges Facing Distance Education in Africa - Ojo, Bamidele A. (2011)
This chapter examines the marketing of e-learning and challenges facing distance education in Africa. While discussing the growing trend in distance education, this chapter also examines the socio-political and economic factors limiting its effectiveness on the continent. The conclusion of this chapter is that the crisis within the African state constitutes a hindrance to effective marketing and implementation of e-learning and distance education.
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Improving education by using social media for developing countries: A focus on Kenya - Osaga, Alibina Mburu (2011)
Countries in the developed world embraced opportune implementations of social media applications to improve the quality of several services; one being education. These countries are actively pursuing additional solutions that can improve educational practices. Conversely, developing countries are lagging behind in the implementations of such technologies due to educational system related problems. To address the issues affecting developing countries, a sampling region was selected – Kenya. Different personals namely lecturers, non-teaching staff and students from both worlds (developed and developing, the latter represented by Kenya) were approached in order to understand the problem better. Data was collected through interviews, surveys and related studies. The data enabled understanding of socio-economic values, cultures, differences, teaching methods, group works, participation methods, student interactions, and several other issues pertaining to education. The results led to the generation of three proposed models, discussed in Chapter 5. This report was written, and the research for it conducted, in close collaboration with Muhammad Faraz Khan, who did a similar study based on the Pakistani society.
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Etiological spectrum and treatment outcome of Obstructive jaundice at a University teaching Hospital in northwestern Tanzania: A diagnostic and therapeutic challenges - Chalya, Phillipo L; Kanumba, Emmanuel S.; Mchembe, Mabula D (BMC research notes, 2011)
Obstructive jaundice poses diagnostic and therapeutic challenges to general surgeons practicing in resource-limited countries. This study was undertaken to highlight the etiological spectrum, treatment outcome of obstructive jaundice in our setting and to identify prognostic factors for morbidity and mortality.This was a descriptive prospective study which was conducted at Bugando Medical Centre between July 2006 and June 2010. All patients with a clinical diagnosis of obstructive jaundice were, after informed consent for the study, consecutively enrolled into the study. Data were collected using a pre-tested structured questionnaire and analyzed using SPSS computer software version 11.5.A total of 116 patients were studied. Females outnumbered males by a ratio of 1.3:1. Patients with malignant obstructive jaundice were older than those of benign type. Ca head of pancreas was the commonest malignant cause of jaundice where as choledocholithiasis was the commonest benign cause. Abdominal ultrasound was the only diagnostic imaging done in all patients and revealed dilated intra and extra-hepatic ducts, common bile stones and abdominal masses in 56.2%, 78.9%, 58.1% and 72.4% of the cases respectively. A total of 110 (94.8%) patients underwent surgical treatment and the remaining 6 (5.2%) patients were unfit for surgery. The complication rate was 22.4% mainly surgical site infections. The mean hospital stay and mortality rate were 14.54 days and 15.5% respectively. A low haematocrit and presence of postoperative sepsis were the main predictors of the hospital stay (P < 0.001), whereas age > 60 years, prolonged duration of jaundice, malignant causes and presence of postoperative complications mainly sepsis significantly predicted mortality (P < 0.001).Obstructive jaundice in our setting is more prevalent in females and the cause is mostly malignant. The result of this study suggests that early diagnosis and treatment plays an important role in the prognosis of patients with obstructive jaundice.
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Women’s Education and Modern Contraceptive Use in Ethiopia - Gordon, Charlie; Sabatés, Ricardo; Bond, Rod; Wubshet, Tsedey (International journal of education (Las Vegas, Nev.), 2011)
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The application of the Suffolk Reading Scale (2) on South African learners. - Ramaahlo, Maria (2011)
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A conceptual exploration of values education in the context of schooling in South Africa - Solomons, Inez Denise; Fataar, Aslam (South African Journal of Education, 2011)
This article is based on the assumption that values education has much to offer to a country that is struggling to overcome a fractured moral landscape. Pursuing a modest agenda, the focus of the article is on values and values education in the context of schooling in South Africa. We suggest that debates about what constitutes values and values education raise important philosophical and pedagogical questions about what values are and which values should be prioritized. We contend that it is unlikely that values education will in any significant way meet the expectations of South Africa’s Constitution and its national school curriculum intentions, if it is not underpinned by conceptual clarification of what values are in relation to the role that values education is expected to fulfil in South Africa’s schools. Intended as a conceptual investigation, the article explores different interpretations, tensions and assumptions that confront the notions of values and values education. We suggest that the insights from such a conceptual clarification could provide an appropriate platform not only for a coherent approach to values education, but also for the more effectual transfer and take up of values in schools. We favour a pragmatist conception based on the notion ‘shared goods’ in terms of which values education in schools can lay the basis for dialogical encounters necessary for addressing our country’s diverse and even divergent values orientations.Keywords: conceptual exploration; critical individuation; moral fracture; pragmatist conception; shared goods; socialization; South African schools; values education; values
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Distributed leadership in South African schools: possibilities and constraints - Williams, Clarence G (South African Journal of Education, 2011)
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What We Can Learn of Resilience from Older African-American Women: Interviews with Women Who Worked as Maids in the Deep South - Wormer, Katherine van; Sudduth, Charletta D.; Jackson, David W. (Journal of Human Behavior in the Social Environment, 2011)
Resilience theory is increasingly informed by an in-depth study of personal narratives and story telling by survivors of personal trauma and cultural hardship. From the perspective of risk and resilience theory, this study examines the personal narratives of three older African-American women who engaged in domestic service from childhood. Collectively, their autobiographical memories describe experiences coping with the forces of an oppressive social and economic system. Our analysis of these personable narratives reveals how these women not only endured the cruelties of segregation and racism but somehow prevailed over them.
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The possible cause of school governance challenges in South Africa - Xaba, Mgadla Isaac (South African Journal of Education, 2011)
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Studying the Adaptive Comfort Model: A Case Study in Arid Climate: Cairo, Egypt - Farghal, Amgad A. (2011)
This study focused on investigating the thermal environment and its effect on the comfort mechanism in the hot arid climate of Cairo, Egypt. The effects of individual factors on the perception and preference of occupants in three educational buildings in the Greater Cairo Region were studied.
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Cancer of the uterine cervix at the University of Calabar Teaching Hospital, Calabar, Nigeria. - Ago, Boniface; Agan, TU; Ekanem, Ekpenyong E. (Journal of Clinical Oncology, 2011)
e15518 Background: This study was carried out to highlight the prevalence of cancer of the uterine cervix and shortcoming in the management of cervical cancer in our hospital. There is the need to improve on our personnel training and equipment acquisition. Methods: This was a retrospective study. Case folders of forty-seven patients who were diagnosed with cancer of the cervix were retrieved and reviewed. Information on age, parity, clinical presentation, stages of the disease and management as well as management problems were analyzed. Data were analyzed using tables showing figures and simple percentages and arithmetic mean was used to depict the mean age that patients present with the disease. Results: There were 1,450 gynaecological admissions during the study. Forty patients had histologically confirmed cancer of the cervix. This gave a prevalence of 2.76% of gynaecological admissions in this center. Majority of the women (52.5%) were aged 40-59 years. The youngest patient in the study was aged 30 years. The mean age at diagnosis was 51.5 years. Vaginal bleeding and offensive vaginal discharge was present in 85.5% and 80.0% of patents respectively. The lesions were commonly exophytic/hard, or fungating and friable in 77.5% of cases. 82.5% presented with late stage disease where little or nothing could be done for them. Twelve patients (30.0%) had total abdominal hysterectomy. This was done for stages 1 and II diseases. Two (16.7%) had vault recurrence. Fifty-five percent of the patients had referrals for radiotherapy. Three patients (13.6%) died in the ward after discharge. Conclusions: Cancer of the uterine cervix is still a problem in our setting where uptake of screening methods and the availability of cytopathologists are still dismally low. There is the clear need for training in gynecologic oncology especially in the area of radical surgeries and use of current therapeutic options in the care of these patients.
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Water Management and Water Governance in a Changing Climate - Experiences and insights on climate change adaptation in Europe, Africa, Asia and Australia - Huntjens, Patrick (2011)
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‘Low-risk youth?’ : students, campus life and HIV at a university in Zimbabwe - Masvawure, Tsitsi B. (2011)
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An evaluation of the implementation of ICT policy for education in rural Namibian schools - Ngololo, Elizabeth Ndeukumwa (2011)
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Investigating the extent to which the implementation of the no-fee policy effects on access to quality education in Gauteng, South Africa. - Ramothwa, Ntombizanele (2011)
ii DECLARATION iv ACKNOWLEDGEMENTS v LIST OF ACRONYMS vi Chapter One: Introduction 1 1.1 Topic 1 1.2 Background 1 1.3 Aims and objectives of the study 2 1.4 Problem statement 2 1.5 Rationale of the study 3 1.6 Chapter review 4 Chapter Two: Literature Review 6 2.1 Debates related to education policy implementation 6 2.2 Debates related to Education for All and school access 9 2.3 No-fee schools policy as a concept 18 2.4 Procedure followed when determining the monetary target allocations to no-fee schools 26 2.5 Appraising the extent to which the no-fee schools policy enhances the efficacy of the delivery of quality public education for all 30 2.5.1 Overview 30 2.5.2 Plan of Action 32 2.6 Chapter review 38 Chapter Three: Research Design and Research Methodology 39 3.
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Linking Higher Education Resources to the West Bank Business Community: A Program Manual - Stone, Liz; Determan, Angela; Haas, K. B. (2011)
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School Enrollment in Rural Tanzania: The Effect of Household Characteristics - Svec, Joseph (2011)
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Learner performance disparities between former white and former black schools in Gauteng Province of South Africa after more than a decade of democracy. - Baloyi, Hlengani (2011)
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Role of code-switching in teaching and learning in selected senior secondary schools in Botswana - Mokgwathi, Tsaona Mathula (2011)
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Young people’s transport and mobility in sub-Saharan Africa : the gendered journey to school - Porter, Gina; Hampshire, Kate; Abane, Albert; Tanle, Augustine; Munthali, Alister; Robson, Elsbet; Mashiri, Mac; Maponya, Goodhope (Documents d'anàlisi geogràfica, 2011)
This paper draws on rich ethnographic data and complementary survey research from a three-country study (Ghana, Malawi, South Africa) of young people’s mobility to explore the gendered nature of children’s journeys to school in sub-Saharan Africa. In most African countries, girls’ participation in formal education is substantially lower than boys’, especially at secondary school level. Transport and mobility issues often form an important component of this story, though the precise patterning of the transportation and mobility constraints experienced by schoolchildren, and the ways in which transport factors interact with other constraints, varies from region to region. We draw attention to the nature of gendered travel experiences in rural and urban areas, the implications of these findings for access to education, and finally suggest areas where policy intervention could be beneficial.
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Youth, Sexual Risk-Taking Behavior, and Mental Health: a Study of University Students in Uganda - Agardh, Anette; Cantor‐Graae, Elizabeth; Östergren, Per-Olof (International Journal of Behavioral Medicine, 2011)
Little focus has been paid to the role of mental health among young people with regard to risky sexual behavior and HIV prevention in sub-Saharan Africa. The aim of this study was to investigate the relationship between poor mental health and risky sexual behavior (HIV/AIDS) among a population of university students in Uganda. In 2005, 980 Ugandan university students completed a self-administered questionnaire (response rate 80%) assessing sociodemographic and religious background factors, mental health, alcohol use, and sexual behavior. Mental health was assessed using items from the Hopkins Symptoms Checklist-25 and the Symptom Checklist-90. High scores on depression and high numbers of sexual partners among both males (odds ratio (OR) 2.0, 95% confidence interval (CI) 1.2–3.3) and females (OR 3.3, 95% CI 1.3–8.6) were significantly associated. Elevated anxiety scores among men were associated with high numbers of sexual partners (OR 1.9, 95% CI 1.1–3.3) and inconsistent condom use (OR 1.9, 95% CI 1.1–3.6). Psychoticism was also significantly associated with high numbers of sexual partners among men. The associations remained statistically significant after controlling for sociodemographic factors and level of alcohol consumption. These findings indicate that previous conclusions on the association between sexual behavior and mental health from high- and middle-income countries also are valid in a low-income setting, such as in Uganda. This knowledge has implications for policy formation and HIV/AIDS preventive strategies. Coordinated youth-friendly mental health and sexual and reproductive health services to meet the needs of young people would be desirable.
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Breastfeeding knowledge and attitudes among Egyptian baccalaureate students - Ahmed, Azza H.; Guindy, S.R. El (International Nursing Review, 2011)
AHMED A. & EL GUINDY S.R. (2011) Breastfeeding knowledge and attitudes among Egyptian baccalaureate students. International Nursing Review 58 , 372–378 Aim: To assess the breastfeeding knowledge, attitudes and perceived adequacy of breastfeeding education among baccalaureate nursing students in Cairo, Egypt. Self‐confidence to provide breastfeeding support for mothers was also investigated. Background: Nurses play a crucial role in promoting breastfeeding. Studies in Western countries have found inadequate breastfeeding knowledge among undergraduate nursing students. No published literature about breastfeeding knowledge and attitudes among nursing students in Egypt was found. Method: An exploratory descriptive study used a sample of 110 baccalaureate nursing students from Cairo, Egypt. Students who had completed maternal/child nursing didactic and clinical courses were eligible to participate. Ninety two (83.6%) students completed the survey during spring 2009. We used a Breastfeeding Knowledge Questionnaire adapted from Brodribb et al. to measure breastfeeding knowledge and the Iowa Infant Feeding Attitude Scale to test students' breastfeeding attitudes. Results: Students' age ranged from 18 to 21 years with a mean of 19.5 ± 1.2 with 75% being female. The mean breastfeeding knowledge score was 12.41 points out of 24, which represents 52% of the total score. The attitudes mean score was 3.13 ± 0.64. There was a significant relationship between the students' knowledge and attitudes scores ( r = 0.236, P = 0.011). Eighty per cent of the students reported that they received adequate breastfeeding knowledge and skills in their nursing programme, and 70% were confident in their ability to provide breastfeeding support. Conclusion: Results revealed weak breastfeeding knowledge scores among students and neutral breastfeeding attitudes. Strategies to improve breastfeeding education in nursing curriculum focusing on breastfeeding management skills are warranted.
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Racial Identity, School Racial Climate, and School Intrinsic Motivation Among African American Youth: The Importance of Person–Context Congruence - Byrd, Christy M.; Chavous, Tabbye M. (Journal of Research on Adolescence, 2011)
Researchers have been concerned with whether strong racial identification promotes or inhibits achievement motivation among African American youth, but current literatures have paid little attention to the role of youths' contexts. In this study, we outline a racial identity–context congruence framework that predicts positive benefits of a strong, positive racial identity when the context is congruent with youths' beliefs. To test this framework, we examined school racial climate as a moderator in the relationships of three racial identity variables (centrality, private regard, and public regard) with intrinsic motivation for attending school in a sample of 11th graders. Overall, results support the congruence perspective and also demonstrate how feelings of belonging at school mediate the relationship between racial identity–racial climate congruence and school intrinsic motivation.
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Discrimination by Microcredit Officers: Theory and Evidence on Disability in Uganda - Labie, Marc; Méon, Pierre‐Guillaume; Mersland, Roy; Szafarz, Ariane (2011)
This paper studies the relationship between a microfinance institution (MFI) and its credit officers when the latter discriminate against a group of the target population. Using survey data from Uganda, we provide evidence that credit officers are more biased against disabled borrowers than other employees. In line with the evidence, we then build an agency model of a non-profit MFI and a discriminating credit officer. Since incentive schemes are costly and the MFI’s budget is limited, even a non-discriminating welfare-maximizing MFI may prefer paying smaller incentivizing compensation, and letting its credit officer discriminate to some extent.
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Factors contributing to absenteeism among high school teachers in Zambia: The case study of selected high schools of Lusaka District - Malungo, Emeldah Michelo (2011)
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Teachers' views on inclusive practices : a case study of basic schools in Kasama district, Zambia - Mandyata, Joseph (2011)
The purpose of the study was to investigate the views of teachers on inclusive practices in basic schools in Kasama District, Zambia. In the present study, inclusive practices referred to an arrangement in which pupils with disabilities learn together with other pupils in ordinary schools. Studies undertaken in other countries such as Australia, Israel and the united States of America have shown that the arrangement had been problematic in that many disabled pupils struggle to learn in ordinary schools. This could have been due to a gap between teachers' opinions in ordinary schools and the way inclusion was practiced. A gap theory used in the study suggested that teachers were more likely to use effective teaching behaviour in inclusive schools when inclusion was perceived positively (Stanovich and Jordan, 1998). The study therefore, was carried out to investigate the nature of teachers' views on inclusive practices in basic schools in the district. 124 respondents participated in the study. Respondents consisted of ordinary teachers (N=60), special education teachers (N=32), head-teachers (N=09), deputy head-teachers (N=09) and senior teachers (N-14) from basic schools in the district. Questionnaires and interviews were used to obtain information from respondents. Frequencies, percentages and chi-square test were used to analysis the quantitative data obtained. Responses from interviews were coded and grouped to establish the emerging themes in the study. The study found that teachers were not in favour of including pupils with disabilities in ordinary schools, type of training was not a potent factor in teachers' acceptance of pupils with disabilities in ordinary schools, location of a school, length of service of a teacher, educational resources and information on inclusive practices were significant in teachers' acceptance of pupils with disabilities, and teachers preferred pupils with learning difficulties, physical impairments and partially sighted for inclusion in ordinary schools. The study recommended that: • pre- service and in- service teachers should be provided with relevant skills and knowledge on inclusive practices in schools through short and long training programmes. • teachers, head-teachers, deputy head-teachers and senior teachers should be sensitized so that their levels of awareness on inclusive practices, is increased. • existing facilities and distribution of resources should be strengthened to enable inclusive practices to be run smoothly. • Ministry of Education, parents, local communities, line ministries and nongovernmental organizations should work together in ensuring the success to inclusive practices in schools.
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HIV and AIDS knowledge among High School Pupils with Hearing Impairments in Zambia - Masuwa, Doris (2011)
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Teachers' assessment of school based continuing professional development in selected basic schools of Lusaka District, Lusaka Province, Zambia - Mataka, Sheba Moyo (2011)
Continuing Professional Development (CPD) programmes are planned educational activities practiced both within and outside school, primarily to develop or upgrade the professional knowledge, skills, attitudes and performance of teachers in schools. In Zambia, the idea behind professional development began as early as 1939 at the then Jeans School, Chalimbana. However, from the Iate1950s to the early years after the independence, in-service training received increased emphasis.In the 1990s, educationists further realised that instead of relying on colleges for the provision of in-service training, was useful to introduce In-service Education for Teachers (INSET) at school level so as to provide opportunities for teachers to participate in these programmes.The aim of this study was to explore the views of the basic school teachers on school based CPD activities. It also identified factors that influenced teachers'participation and non-participation in the school based CPD.Both quantitative and qualitative paradigms were utilised in the collection of data.Data were collected from the twenty schools in four zones of Lusaka district.According to the findings of this study, the value attached to CPD varied with qualifications, whereby, certificate holders were more positive towards CPD activities than diploma and degree holders. Among diploma holders the views were diverse depending on whether they held managerial positions or not. Those who held managerial positions valued CPD for its contribution to their management skills. Diploma holders who were not in managerial positions attached value to CPD for its contribution to their enhancement of classroom practice. This view was similar to that held by the majority of the certificate holders. However, degree holders attached less value to CPD activities as the majority felt only contributed to their managerial skills for handling school affairs. These differences were further consolidated with more differing reactions that included statements such as 'CPD is not known' and it is time wasting due to its monotony (same issues being looked at). However, some teachers, especially those with degrees had taken an 'expert' syndrome thinking that they had reached the maximum level of education and did not need any more self improvement while others were keen to participate in CPD at every opportunity.
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The World Starts With Me: A multilevel evaluation of a comprehensive sex education programme targeting adolescents in Uganda - Rijsdijk, Liesbeth E.; Bos, Arjan E. R.; Ruiter, Robert A. C.; Leerlooijer, Joanne N.; Haas, Billie de; Schaalma, H.P. (BMC Public Health, 2011)
This paper evaluates the effect of the World Starts With Me (WSWM), a comprehensive sex education programme in secondary schools in Uganda. The aim of the present study was to assess the effects of WSWM on socio-cognitive determinants of safe sex behaviour (delay; condom use and non-coercive sex). A survey was conducted both before and immediately after the intervention among students in intervention (N = 853) and comparison (N = 1011) groups. A mixed model repeated measures analysis was performed to assess the effectiveness of the WSWM programme on the main socio-cognitive determinants of safe sex behaviour at post-test. A similar post-hoc comparison was made between schools based on completeness and fidelity of implementation of WSWM. Significant positive effects of WSMW were found on beliefs regarding what could or could not prevent pregnancy, the perceived social norm towards delaying sexual intercourse, and the intention to delay sexual intercourse. Furthermore, significant positive effects of WSWM were found on attitudes, self-efficacy and intention towards condom use and on self-efficacy in dealing with sexual violence (pressure and force for unwanted sex). A reversed effect of intervention was found on knowledge scores relating to non-causes of HIV (petting, fondling and deep kissing). A follow-up comparison between intervention schools based on completeness of the programme implementation revealed that almost all significant positive effects disappeared for those schools that only implemented up to 7 out of 14 lessons. Another follow-up analysis on the basis of implementation fidelity showed that schools with a "partial" fidelity score yielded more significant positive effects than schools with a "full" fidelity of implementation score. The study showed an intervention effect on a number of socio-cognitive determinants. However, the effectiveness of WSWM could be improved by giving more systematic attention to the context in which such a programme is to be implemented. Implications for the systematic development and implementation of school-based safe sex interventions in Uganda will be discussed.
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Exploring academic achievement among African American students in a predominately White suburban high school. - Taylor, Kandice Wilson (2011)
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The effects of free education policy in selected basic schools of Ndola and Masaiti districts of the Copperbelt province, Zambia - Kaulule, Ronald Siame (2011)
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Detection of mantle earthquakes beneath the East African Rift - Lindenfeld, Michael; Rümpker, Georg (Geophysical Journal International, 2011)
Recordings from a temporary seismic network in the Rwenzori region of the East African Rift show seven earthquakes at a depth range between 53 and 60 km. Evidence from receiver functions indicates a crustal thickness of about 32 km in this region suggesting that the earthquakes are located well within the mantle beneath the rift. The occurrence of faulting at this depth is of relevance for models of continental-rift initiation and related deep magmatic processes.
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The challenges of visually impaired learners in the mainstream schools of Lesotho - Macheli, Mantoa (2011)
This study was aimed at investigating the challenges of visually impaired (VI) learners in the mainstream schools of Lesotho. This aim was achieved by reviewing relevant literature with the purpose of finding out what the authorities regard as the challenges of visually impaired pupils in the mainstreams.Empirical research was also conducted in order to elicit VI learners, sighted learners and their teacher's views about the challenges the VI learners encounter in the mainstream. Also considering the importance of Quality Education for All, they were to indicate whether adequate arrangements were made prior integrating the VI learners in the regular school system.The study revealed that the mainstream curricular was not responding to the needs and interests of the VI learners. Teachers were also not adequately trained to teach VI learners in the regular system. Further more, there was insufficient teaching and learning resources to assist the VI learners to learn smoothly in the system.On the basis of these findings, recommendations were made so that due attention could be given to issues of concern by the relevant powers. It is hoped that this study will be an invaluable contribution to the improvement of education, particularly special education in Lesotho.
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E-Learning Management System for Simad University in Somalia - Abdisamed, Abdiaziz Agane (2011)
With the advancement of Information and Communication Technology in this era, teachers should take the advantage to improve their teaching techniques. Students should be allowed to learn at anytime, anywhere and at their own pace. Teachers also be able to keep a collection of test/tutorial questions online. Furthermore, the motivation for this study is to improve the learning environment in SIMAD University through the use of Internet technology. Therefore, based on the above ideas, a prototype of E-learning Management System has been developed. In addition, this software is a web based application system that can be accessed by students as well as lecturers through the Internet technology by anywhere and anytime. The methodology adopted in this study is the design research Methodology by Vaishnavi and Kuechler (2004).
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The association between students' perceptions of a caring teacher and sexual initiation. A study among South African high school students - Helleve, Arnfinn; Flisher, Alan J.; Onya, Hans; Mathews, Catherine; Aarø, Leif Edvard; Klepp, Knut‐Inge (Health education research, 2011)
This paper has the following aims: (i) to explore the extent to which students who received an intervention involving HIV/AIDS and sexuality perceived that their teacher cared for their health and well-being, (ii) to investigate the characteristics of students who reported to have caring teachers and (iii) to document the association between students' perceptions of care and reported onset of sexual activity. Data were obtained from the second follow-up survey of a prospective study carried out among high school students in South Africa (Cape Town and Mankweng). We analyzed data from 3483 students who met the inclusion criteria. Students from the intervention group perceived greater care from teachers than students in the control group. Female students and students from Cape Town perceived having received more care, and their perception of care was associated with the number of lessons received, how often students expressed their opinions in class and how often teachers talked about HIV/AIDS, condoms and abstinence. Students who perceived that their teacher cared for their health and well-being were less likely to initiate sexual intercourse. This is the first paper to demonstrate the salience of the concept of care in studies of school-based HIV/AIDS prevention programs in sub-Saharan Africa.
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Incidence of rotavirus infection in children with gastroenteritis attending Jos university teaching hospital, Nigeria - Junaid, Surajudeen A.; Umeh, Chijioke; Olabode, Atanda O; Banda, Jim Monday (Virology Journal, 2011)
This study was conducted to determine the incidence of rotavirus infection in children with gastroenteritis attending Jos university teaching hospital, Plateau State. A total of 160 children with acute diarrhea were selected by random sampling. Stool samples were obtained and assayed for rotavirus antigens by enzyme linked immunosorbent assay technique using standard diagnostic BIOLINE Rotavirus kit. Demographic data of parents were also recorded. Rotavirus were detected in faeces of 22(13.8%) children with acute diarrhea, 90.9% of positive cases of rotavirus gastroenteritis were under 2 years of age with highest prevalence in children 7-12 months of age. Males excreted rotavirus at a significant higher rate than females (P<0.05). Rotavirus excretion was highest when all three symptoms (diarrhea, fever and vomiting) occurred in the same child (7.5%) and lower when 2 symptoms occurred together (diarrhea and vomiting) with 3.8%, diarrhea and fever with 1.3% and lowest when diarrhea occurred alone with 1.3%. Playing with toys, attending day care, distance of source of water from toilet, eating of food not requiring cooking and playing with other children may serve as predisposing factors of rotavirus disease in these children.
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Challenges for faculty management at African higher education institutions - Mayer, Peter Karl; Dinku, Abebe; Shitemi, Naomi L.; Fedrowitz, Jutta; Wilde, Marc; Wahlers, Marijke; Ziegele, Frank (2011)
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Availability of Library Resources And Services to Students in Selected Private Secondary Schools in Ondo West Local Government Area of Ondo State, Nigeria - Ogunniyi, Samuel Oke; Adeniji, Moses A.; Jato, Michael (International Journal of Library Science, 2011)
This study is on the availability of library resources and services to students in six selected private secondary schools in Ondo West Local Government Area of Ondo State. Survey approach was the research design used. Relevant data were collected from one hundred and seventy nine respondents with the aid of questionnaire. The findings reveal among others that all sampled schools have libraries; textbooks are the major resources in the school libraries. Virtually all the respondents made use of the school library. Recommendations were made to improve the resources and services of the school libraries.
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Perceptions of climate change and adaptation: a case of peasants in the Builsa district of the Upper East Region of Ghana - Awen-Naam, Michael Ben (2011)
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Viewing the reconstruction of primary schooling in Southern Sudan through education data, 2006–2009 - Kim, Hye-Jin; Moses, Kurt D.; Jang, Bosun; Wils, Annababette (PROSPECTS, 2011)
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Multi-parametric approach to assess combined effects of pollution and climate change in West African aquatic ecosystems - Ndiaye, Awa; Sanchez, Wilfried; Durand, Jean‐Dominique; Budzinski, H.; Palluel, Olivier; Diouf, Khady; Ndiaye, Pape; Panfili, Jacques (2011)
In the last decades, West African aquatic ecosystems were strongly impacted by climate change inducing increase of water salinity, and by anthropic activities such as industry, agriculture and intensive fisheries that discharge chemical pollutant in environment. To assess the combined effects of both environmental changes, a multiparametric approach was performed. For this purpose, Black chinned Tilapia (Sarotherodon melanotheron) were sampled during dry and rain period in 8 sites characterized by various contamination and salinity profiles. Levels of pollution by PAHs, PCBs, OCPs in sediments of eight sampling sites were characterized. A set of biochemical biomarkers including biotransformation enzymes (EROD activity and glutathione-S-transferase), oxidative stress indicator (lipoperoxidation), neurotoxicity end-point (brain acetylcholinesterase) and estrogenicity biomarker (circulating vitellogenin) was measured to understand the effects of contamination. Moreover, physiological parameters such as growth rate, condition factor and gonado- somatic index were measured in all tilapia to provide data on effect of environmental conditions on fish physiology. The results of this work shows that the health fish living in West African aquatic ecosystems is impacted by combined effects of chemical pollution and climate change and argue for a better assessment of these ecosystems to prevent furthers degradation.
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The Effects of Sawdust/poultry Litter and Brachiaria Silages on the Performance of West Africa Dwarf Goats | University of Nigeria, Nsukka Open Education Resources (OER) - Nwaigwe, C.O.; Nwaigwe, C.U.; Nwankpa, C.a. (2011)
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Teacher Unionism and Policy Implementation in South African Schools - Zengele, Vincent Thulani (2011)
The role of teacher unions is to protect the interests and well being of all it's members during the filling of promotional posts and redeployment processes. Well managed schools are a result of properly selected, well qualified and dedicated school personnel. Research findings reveal that in most cases during the selection process for new and promotional posts, teacher unions ignore their observer role and become active participants,thus getting their key members unjustly promoted and deployed to key positions. This happens despite legislation on the approved guidelines for union involvement.The author argues that uncontrolled union involvement during redeployment and the filling of promotional posts may lead to anarchy and the exodus of dedicated teachers to other professions. Recorded focus group interviews were conducted with teachers,school principals,the Gauteng Department of Education officials and Union officials using open ended questions. Verbatim transcribed data were analysed by means of the constant comparative method.Recommendations focus on facilitation for improved involvement of unions for effective teaching and learning including improved teacher morale.
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An Assessment of Training Material Resource Management in Ethiopia - Getachew, Alemseged (2011)
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International briefing 23: training and development in Morocco - Hassi, Abderrahman (International Journal of Training and Development, 2011)
International Journal of Training and DevelopmentVolume 15, Issue 2 p. 169-178 International briefing 23: training and development in Morocco Abderrahman Hassi, Corresponding Author Abderrahman Hassi School of Part-time Studies and Continuing Education, Algonquin College, Ottawa, CanadaAbderrahman Hassi, Professor, School of Part-time Studies and Continuing Education, Algonquin College, Ottawa, Canada. Email: hassia@algonquincollege.caSearch for more papers by this author Abderrahman Hassi, Corresponding Author Abderrahman Hassi School of Part-time Studies and Continuing Education, Algonquin College, Ottawa, CanadaAbderrahman Hassi, Professor, School of Part-time Studies and Continuing Education, Algonquin College, Ottawa, Canada. Email: hassia@algonquincollege.caSearch for more papers by this author First published: 13 May 2011 https://doi.org/10.1111/j.1468-2419.2010.00361.xRead the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Volume15, Issue2June 2011Pages 169-178 RelatedInformation
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Pupil Background Characteristics and Academic performance in grade nine: A case of selected schools in Lufwanyama District in the Copperbelt Provice of Zambia - Longwe, Mabvuto (2011)
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Adapting the NEO-PI-3 for a South African context : a pilot study using a South African student population. - Quy, Gregg (2011)
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Developing ethical and democratic citizens in a post-colonial context: citizenship education in Kenya - Wainaina, Paul K.; Arnot, Madeleine; Chege, Fatuma N. (Educational Research, 2011)
Abstract Background: Youth citizenship is now on the international agenda with African countries increasingly interrogating their national perspectives on citizenship andcitizenship education. In this emergent field of research, African scholars arebeginning to challenge the prevailing (Western) theories of citizenship and democracy. Purpose: The aim of this paper is to contribute an African perspective to the study of citizenship education by exploring the political influences and meanings that shaped citizenship education in Kenya, and how these have evolved from independence to the present day. Data and Methods: This article is based on a documentary analysis of key policy-related documents, complemented by an analysis of some critical historical moments in the life of Kenya as a postcolonial nation. The policy-related documents include government policy documents, as well as political statements, speeches, development reports, technical commission reports, media articles, research publications and reports, education syllabi and curriculum documents. Main Findings: Post-independence, the Kenyan government focused on rethinking the colonial concept of citizenship in line with its political–cultural traditions, encouraging new notions of belonging, of civic virtues and of duties in relation to nation-building and economic development. Social Ethics and Education (SEE) programmes in schools were established and then later removed from the secondary school curriculum. Conclusions: This paper yields important insights into the international and national political agendas that shape Kenya's notions of active citizenship. It indicates the tensions which vulnerable and fragile states such as Kenya experience in negotiating their citizenship education agenda, whilst attempting to win foreign investment and aid for their economy, and whilst addressing regional and ethnic inequalities and high levels of poverty. Keywords: active citizenshipsocial ethics educationKenya Acknowledgements This paper was developed for the Youth Gender and Citizenship: An inter-generational study of educational outcomes and poverty project, as part of the Research Consortium on Educational Outcomes and Poverty (RECOUP) research programme (2005–10) funded by the Department for International Development in the UK. The views expressed here are those of the authors alone. Notes 1. This paper draws on Arnot et al. (2009). 2. See Harber's (1997) account of political education in African countries, which explored the ways in which schools were organised and how they socialised youth, and Preece and Mosweunyane (2004)' s study of citizenship education in Botswana. 3. See World Development Report (2007) for the views of Kenyan youth on this agenda. 4. Political figures gained legitimacy from supporting such projects. Moi's governments seized control of harambee, centralising the funding and thus undermining civil society organisations and ethnic coalitions in communities (Gibbon 1995). 5. The 8-4-4 system entailed eight years primary, four years secondary and four years university. See Otiende and Njoroge (2001), and Otiende, Wainaina, and Waiyaki (1986, 1987) for details of the SEE syllabus content. 6. When students chose RE, they could then select from a range of separate Christian, Islamic or Hinduism examination papers. 7. In 2009, secondary enrolment rose to 1.5 million, which is a drop compared with the increase in 2008 (GoK 2008). The 2010 Economic Survey also indicates that secondary school enrolment increased by 6.2% – from 6566 (2008) to 6971 (2009); the number of secondary school teachers rose by 11.8% from 43,016 to 28,087, while the student–teacher ratio increased nationally from 28:1 (2008) to 30:1 (Gok 2010). 8. There were attempts to develop local citizenship within the community through the use of district secondary schools under Moi's 24-year rule. As a result, the establishment of district secondary schools increased considerably compared with the number of national schools. This had far-reaching implications on citizenship identities that cannot easily be explored here. 9. Researching findings from 92 schools found a close relationship between democratic school administrative and pedagogic practices and students' social capabilities (Wakhulia 2004). 10. The Centre for the Study of Adolescence found that more than half of all the convicted criminals in jail were between 16 and 25 years (Daily Nation, 18 August 2007). A survey carried out by the BBC on 10 cities worldwide, and involving some 3000 youth in the 15–17 age group, revealed a lack of citizenship identity and national belonging among 81% of Nairobi youth in the sample who said they would emigrate if the opportunity arose. 11. The FIDA booklets offer basic education on voting rights and procedures as well as how to support women's inclusion into mainstream politics. These kinds of ‘easy-to-read’ civic education documents play a key role in persuading men and women to work together and hence model a gender cohesive citizenship for the youth. The League of Kenya women voters addressed issues of gender discrimination in laws that denied women the right to property, land and child custody etc. By the mid-1990s, it had pushed the women's political agenda forward to include agitation for constitutional reforms thatwould embrace women's agendas and the education of female citizens. 12. Tikly (2004, 194) argues that citizenship education in postcolonial contexts could, at least in theory, be used to expose such Eurocentric assumptions and values, particularly around development discourses by rethinking the issues of inequality and social transformation in African contexts.
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Building new identities in teacher preparation for inclusive education in Ghana - Agbenyega, Joseph Seyram; Deku, Prosper (2011)
âWe want our classrooms to be just and caring, full of various conceptions of the good. We want them to be articulate, with the dialogue involving as many persons as possible, opening to one another, opening to the worldâ (Greene 1993 as cited in Nieto & Bode, 2008). These words sum up inclusive education as a multifaceted practice that deals with value and belief systems, invites and celebrates diversity and difference arising from family background, social class, gender, language, socio-economic background, cultural origin or ability with human rights and social justice at its core. In this paper we reflect critically on current pedagogical practices in Ghana in relation to inclusive education. Using a critical post-colonial discursive framework the paper takes up the challenge to problematise the existing pedagogical practices, which are intensely oppressive. It examines the impact of colonial and cultural practices (beliefs, values, norms) on teaching and learning, using data obtained from three focus groups with 21 student teachers, a total of 42 hours of non-participant observation of their classroom teaching and existing research commentaries. We found that current pedagogical practices are prescriptive, mechanistic, and do not value student diversity and different learning styles. We conclude with new directions for teacher education programs in Ghana that value and celebrate diversity, and difference.
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Formal body bequest program in Nigerian medical schools: When do we start? - Akinola, Oluwole Busayo (Anatomical Sciences Education, 2011)
Abstract Human body dissection is a prerequisite for the training of health professionals and the conduct of medical research. However, most Nigerian medical schools experience difficulty obtaining an adequate and regular supply of human tissue. Presently, the major source of anatomical material comes from unclaimed bodies collected from hospital mortuaries. However, one sure way to ensure a regular supply of bodies for anatomical dissection is to establish a whole body bequest program among the departments of anatomy in Nigerian medical schools. If such a program were to be supported by an appropriate legislative act of parliament, the supply of acceptable cadavers for anatomical teaching and research would be substantially increased. The author advocates for establishing a whole body bequest program among Nigerian medical schools. Anat Sci Educ. © 2011 American Association of Anatomists.
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THE ROLE OF METACOGNITION IN EVERYDAY PROBLEM SOLVING AMONG PRIMARY STUDENTS IN KENYA - Aurah, Catherine M.; Koloi‐Keaikitse, Setlhomo; Isaacs, Calvin Earle; Finch, Holmes (Problems of education in the 21st century, 2011)
Metacognition is an important dimension of problem solving because it includes problem-relevant awareness of one’s thinking, monitoring and regulation of cognitive processes, and application of heuristics. This study investigated the effect of Metacognition on problem solving among 150 students at Muraka Primary School, Kenya in June 2010. Students answered a 25-item self-report Metacognitive Awareness Inventory (MAI), and a 1-item multiple choice Problem solving questionnaire (PSQ). Data were analyzed using linear regression and ANOVA. Results indicated that metacognition is a good predictor of problem solving ability. Students showed significant differences in problem solving based on grade. There was also a significant difference in metacognition level based on grade. These results imply that metacognitive ability develops with age, such that the higher the grade levels the higher the metacognitive ability. Therefore, understanding the role of metacognition in children’s everyday problem solving may lead to the development of more effective instruction, by teachers, which incorporates metacognitive skills to help children improve in their problem solving skills and overall academic achievement. Key words: cognition, metacognition, problem solving.
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Management of educational materials in selected basic schools of Monngu district, Zambia - Kalumiana, Inutu Akushanga (2011)
Over the recent years, there have been concerns among Zambians with regard to the quality of education in Zambia with a general feeling that it is declining. One of the factors that contributes to quality in education is the availability of adequate Educational Materials (EMs). However, in spite of financial resources, policies and strategies put by the Ministry of Education, basic schools were still experiencing critical shortages of teaching and learning materials. The question to ask is how adequate Educational Materials can be made available to basic schools. This study therefore, investigated factors that would improve the management of Educational Materials in selected basic schools of Mongu District in Zambia by way of establishing: (i) if the Ministry of Education was procuring sufficient EMs, (ii) whether the EMs procured got to the schools, (iii) key management issues that affected the provision of EMs to basic schools and (iv) to establish the extent to which basic schools implemented the policy on EMs.The study used a survey design involving questionnaires and interview techniques to obtain information. A sample totaling 251 respondents was selected using random and purposive sampling. As the survey combined quantitative and qualitative methods, the quantitative data was analysed using a Statistical Package for Social Scientists (SPSS) while that for qualitative data was analysed by coding and grouping similar themes together. The study found that Educational Materials were still not adequate in most basic schools surveyed. The textbook to pupil ratio was still above 1:3 in core subjects like Mathematics and Environmental Science instead of the recommended ratio of 1:2. Following the findings of the study, the following recommendations are made in order to improve the management of EMs in Basic Schools: (a)Funding for the education sector in general and basic education in particular should be increased; (b) There is need to improve the storage of educational materials to increase their life span; (c) There is need to continue with central procurement of highly specialized requisites like laboratory equipment as most basic schools had no capacity to procure these on their own; (d) The Ministry of Education should constantly evaluate its policies to ensure that they are being implemented on the ground; (e) The replenishment of Educational Materials should be made when need arises and not after 5 years as per the prevailing policy at the time of writing this report in the year 2007; (f) There was need for the Ministry to ensure that all key educational personnel clearly understood the existing policies so as to achieve successful implementation of such policies.
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School heads and mentors in cahoots? Challenges to teaching practice in Zimbabwean teacher education programmes - Makura, Alfred Henry; Zireva, Davison (Journal of Sexual Aggression, 2011)
Abstract Mentors and school heads play cardinal roles in teacher education programmes in most countries, including Zimbabwe. The side-effects of such symbiosis have not yet been investigated fully. This article used a qualitative methodological approach to investigate the perceptions of some Zimbabwean student teachers regarding their teaching practice experiences. A sample of 10 ex-teaching practice students from a teacher education college was selected and interviewed during data collection using a semi-structured interview schedule. The participants reported a high prevalence of sexual harassment/aggression of the students by the host schools' heads and mentors, irrespective of student gender. The form of aggression included seeking sexual favours and intimidation. Most perpetrators used metaphors and satirical or sarcastic language to convey their intentions. The female student teachers reported higher incidences than did the male students. Constant workshopping is imperative to remind mentors and school heads of their professional and social obligations regarding teacher education.
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FIGHTING FOR PEACE IN THE SOUTH AFRICAN CLASSROOM: PEACE EDUCATION THE MISSING LINK? - Msila, Vuyisile (Problems of education in the 21st century, 2011)
The post-apartheid education in South Africa is based on the Constitution of the Republic (Act 108 of 1996). Among its aims are to heal the divisions of the past and improve the life of all citizens. The policy is also intent on preparing the learners to live in a free non-racial and democratic country. This curriculum is ideal; with learner-centred approaches, learners are expected to act in the interests of a society that respects human dignity and morality. Schools are seen as institutions that could instill the democratic ideals in a country that is still trying to address the past ills left behind by the apartheid damage. However, years after the attainment of the democratic society, there are a number of challenges that schools face: drug abuse, sexual violence and hate crimes are among these. Recently, South African children have witnessed widespread xenophobia meted by society against black African foreign nationals. This article explores Peace Education, an aspect that the current system is hardly emphasizing. Effective Peace Education goes beyond building peaceful citizen; it yearns to develop citizens that can enhance democracy and social justice. There is a need to create proactive citizens who will be creative peace soldiers, who manage conflicts effectively, showing respect for fellow human beings. Teachers and schools can play a vital role in the creation of these future citizens. Some critics perceive Peace Education as a contentious and value-laden approach; however, the society needs strategies to act against the threat of violence that has brought the culture of learning and teaching almost to a standstill in many schools. Key words: peace, peace education, human rights, Ubuntu
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DECENTRALIZATION OF EDUCATION: THE EXPERIENCE OF KENYAN SECONDARY SCHOOLS - Mulwa, David M.; Kimiti, Richard; Kituka, Titus M.; Muema, Elizabeth N. (Problems of education in the 21st century, 2011)
Kenya has undertaken several educational reforms since independence in 1963. Several committees, commissions and task forces have been set up over the years with the mandate to make suitable recommendations on how to overcome the ever rising challenges facing the Kenyan education. The necessary legal and policy guidelines have also been prepared to guide the administration, management and governance of education, in line with the country’s educational philosophy. The latest educational reform of 2005 was geared towards decentralization of education. For this paper, decentralization is limited to the transfer of decision-making authority to stakeholders at the secondary school level. This paper therefore gives a brief history of educational reforms in Kenya, discusses the challenges facing the Kenyan education, the concept of decentralization and the limitations of secondary schools to promoting it. Lastly, it makes recommendations on what should be done for secondary schools to fully embrace the concept of decentralization in Kenya. Key words: challenges, decentralization, democratization.
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Perceptions about sexual abstinence and knowledge of HIV/AIDS prevention among in-school adolescents in a western Nigerian city - Oladepo, Oladimeji; Fayemi, Mojisola M (BMC Public Health, 2011)
Young people are becoming increasingly exposed to the risk of HIV infection. According to the 2008 HIV/Syphilis sentinel survey in Nigeria, 3.3% of young people aged 15-19 years are infected. Primary prevention especially abstinence, remains one of the most realistic interventions for reducing further spread of the virus. However, the adoption of sexual abstinence as a prevention strategy among adolescents remains low and factors influencing its practice among urban young people in Nigeria are relatively unknown. The aim of the study was to document the sexual abstinence behaviour of in-school adolescents, the factors influencing or obstructing abstinence, and knowledge of HIV and AIDS in Ibadan, South-West Nigeria. The study was a descriptive cross-sectional survey of students in Ibadan South-West Local Government Area. A total of 420 respondents (52% males and 48% females), selected through a multistage sampling technique, completed a semi-structured questionnaire. This was supplemented with eight focus group discussions (FGDs) which had an average of 9 respondents within the 10 and 19 years age group. The data from the FGDs were transcribed and summarized manually while the quantitative data was analyzed using the Statistical Package for the Social Sciences to generate frequencies, cross tabulations of variables and logistic regression analysis. Twelve percent of the entire sample had ever had sex. Overall, knowledge of HIV transmission and prevention was high and most respondents favoured the promotion of abstinence as an HIV prevention strategy. A smaller proportion of male respondents (79%) abstained compared with the females (98%). Major predictors of sexual abstinence were being a female, not having a boyfriend or girl friend, not using alcohol and having a positive attitude towards abstinence (P < 0.05). Sexual abstinence was also significantly associated with perceived self efficacy to refuse sex and negative perception of peers who engage in sexual behaviours (P < 0.05). Majority of the FGD discussants suggested the involvement of parents, media, schools, faith-based institutions and non governmental organizations in promoting the adoption of abstinence. The sexual abstinence behaviour of young persons is influenced by multiple factors and should be considered in determining the effectiveness of interventions targeting this behaviour. Coherent sexuality education interventions to promote the adoption of abstinence among young people are urgently needed.
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Radiological assessment of the structural shielding adequacy of the radiotherapy facility at Korle-Bu Teaching Hospital, Accra, Ghana - Adu, Simon; Emi-Reynolds, G.; Schandorf, Cyril; Darko, E. O.; Gyekye, Prince Kwabena (Radiation Protection Dosimetry, 2011)
A 60Co radiotherapy source with an initial activity of 185 TBq has exhausted its useful half-life and has been replaced with a 222 TBq 60Co source at the Korle-Bu Teaching Hospital; a radiological assessment was performed to ascertain the shielding integrity of the facility. Dose rate at selected critical positions were calculated for the old and new sources. Dose rate measurements were also performed at these critical locations for the new source. The dose rates at all the critical locations of the public and staff access areas were within the recommended dose rate limit of 0.5 and 7.5 µSv h−1 for the public and controlled area, respectively. The concrete biological shielding at the facility at the moment is adequate enough to attenuate the gamma photons from the new 222 TBq 60Co source. High dose rates were recorded at the entrance to the treatment room, it is therefore recommended that optimisation of procedures should be encouraged to restrict activities in this area.
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Maximising return on investment in I.T. training-an African perspective - Denny, Peter; Maharaj, Manoj (2011 IST-Africa Conference Proceedings, 2011)
For too long, training spend has been seen by many organizations as a necessary evil and as an expense rather than an investment. This is in large measure due to the inability of training and development practitioners to demonstrate the true impact of training to their management. This research demonstrates what ROI (Return On Investment) in Training is being achieved and proposes a model for proactively determining the best ‘training mix’ for particular trainee profiles, with a view to assisting corporate Africa to maximise the returns on their training investment. The research identifies significant linkages between trainer and trainee profile matches (e.g. in terms of ethnicity and home language) and the quality of results achieved (i.e. ROI). The tools produced as part of this research provide useful insights to industry in terms of how training decisions can be made in future with a view to maximising ROI in Training.
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Bagamoyo Caravan: Pervasive learning game for a Tanzanian museum - Laine, Teemu H.; Duveskog, Marcus; Sutinen, Erkki (2011 IST-Africa Conference Proceedings, 2011)
Bagamoyo Caravan is a story-based pervasive learning game on Android mobile phones for a slavery museum in Bagamoyo, Tanzania. It was contextualised in Tanzania together with museum experts and local students. The game aims to distinguish pedagogy from entertainment to avoid overshadowing of the former by the latter. The division of pedagogy and entertainment also attempts to meet the need for rhythm in learning to keep the players interested and their concentration level high. The flexible architecture of Bagamoyo Caravan allows the game to be expanded to other locations and stories. An initial evaluation of the game prototype revealed several aspects: 1) controlling a novel technology can be a challenge; 2) children and adult emphasised different things in the game; 3) story related to the real life of a player; and 4) the game has potential outside the museum. Additionally, the overall impressions from the players suggested high interest towards the game. The next step is to finalise the game based on these results and run a full-scale evaluation to measure the educational value of the game in order to properly prove or disprove the overshadowing effect.
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mHealth applications for clinical education, decision making, and patient adherence in Botswana - Littman-Quinn, Ryan; Chandra, Amit; Schwartz, Adam; Chang, Aileen Y.; Fadlelmola, Faisal M.; Ghose, Sankalpo; Armstrong, Katie; Bewlay, Lesedi; Digovich, Katy; Seymour, Anne; Kovarik, Carrie L. (2011)
This paper describes mHealth projects in Botswana that increase provider and patient access to health information. mHealth is defined to include any aspect of health care facilitated by mobile phone technology. The University of Botswana School of Medicine is currently evaluating the use of mobile phones to facilitate specialist trainee (resident physician) mentoring. Residents are provided data-enabled mobile phones that provide medical references and applications that allow them to consult with specialist supervisors on difficult cases. An SMS query system can also be used to obtain Botswana National Treatment Guidelines based on keyword searches. A local NGO, PING, provides SMS services for patients to facilitate appointment scheduling and attendance as well as medication adherence. The initial successes of mHealth projects in Botswana demonstrate the potential for mobile phone technology and mobile learning in clinical education, decision making, and patient adherence.
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Education and Humanism : an investigation into the ideology of Zambian Humanism as a basis of education in Zambia - Lungwangwa, Geoffrey (2011)
Education, is one of the important issues which occupy the minds of the new leaders when they are in the reigns of power in any former colonial dependency. This concern for education by the new governments in the newly independent countries is brought about by a number of factors. Firstly, the problem of the scarcity of skilled manpower and the high level of illiteracy in these societies, strikes the new leaders, as a cardinal issue to be solved if the societies they are to lead are to attain any level of development. The solution of the problem of lack of skilled manpower and illiteracy is generally envisioned to be carried out through the educational system by expanding the system at all levels and by removing the educational practices of the colonial rulers so that educational opportunities and facilities are extended to a wide range of the population. Secondly, education becomes a matter of immediate concern for the new governments because the educational system which is inherited from the colonial period is considered unsuitable to meet the new demands and changes of the new nation. This view towards the inherited colonial educational system is held because education is considered to be an important instrument through which the values, principles and ideals of an independent state are to be realized. These values, principles and ideals generally constitute the ideological conception of the new leaders and they express what a desirable society ought to be. Since the colonial educational systems which these societies inherit were established on the assumptions of the values of the colonial administrators and they were devised in order to enhance the colonial values, the inherited colonial educational systems are considered from this point of view as unsuitable for the needs of an independent state. Because education is looked upon as an instrument for the realization of a desirable society which is envisaged to be established through the new values, principles and ideals of the new leaders in most independent countries, it has been my contention in this thesis that education is generally inseparable from the values, principles or ideals of the society. This view considers education as being influenced by the ruling ideology of the leaders who are responsible for establishing and managing a particular educational system. When seen in context of a newly independent country, this view entails that the values, principles and ideals of the new leaders in that society will influence greatly the structure, organization contents and objectives of education in the country and, this influence entails a change of the inherited system of education so that the educational system which is established is based on the values, principles and ideals of the new leaders and in addition, it functions in order to transmit them. In order to illustrate this assumption, I have, in this thesis,tried to analyse the impact or influence which the ideology of Zambian Humanism has had on the inherited colonial educational system…
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African American Students in Private, Independent Schools: Parents and School Influences on Racial Identity Development - DeCuir‐Gunby, Jessica T.; Martin, Pamela P.; Cooper, Shauna M. (The Urban review, 2011)
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From Traders to Teachers: A History of Elite Women in Onitsha, Nigeria, 1928—1940 - Ejikeme, Anene (Journal of Asian and African studies (Leiden), 2011)
In Onitsha, an important commercial center in Nigeria, success as a merchant was the usual route for women who aspired to elite status in the period before the 1930s. In 1928, a school for girls was opened by the Holy Rosary Sisters, a Catholic order created especially by the bishop in charge of Onitsha Diocese. The opening of this convent school in Onitsha heralded a major transformation in the lives of Onitsha women, marking the transition between two epochs with regard to how women achieved elite status. From the mid-1930s a new class of elite women began to appear in Onitsha, all products of mission education; this transition from traders to teachers marks a major shift in the lives and roles of elite women. The colonial government contributed to this transformation with policies that undermined women’s ascendancy in the market by placing men in leadership positions there.
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The role of education in driving conflict and building peace: The case of Rwanda - Hilker, Lyndsay McLean (PROSPECTS, 2011)
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An Investigation into the relationship between home background and scholastic achievement of a group of Junior Secondary School Pupils in Zambia - Kapambwe, Godfrey Mwango (2011)
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Democratic Education Only for Some: Secondary Schooling in Northern Uganda - Kelly, Philip; Odama, Stephen (International Journal of Education, 2011)
This article analyzes the effects of the political, social and cultural contexts of secondary education in northern Uganda. Specifically, the authors examine interactions between several factors with the schooling system, including post-colonial curriculum, centralized examination system, several decades of war and instability, poverty, and intra-national and inter-tribal prejudice and discrimination. Informing the analysis is the fact that Uganda is a democracy and thus has certain democratic responsibilities to its children and students. To explore these issues, the lenses of democratic theory and critical theory are employed.
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Training birth attendants in rural Zambia in neonatal resuscitation, and the use of amoxicillin coupled with facilitated referral, reduces neonatal mortality - Marsh, David; Wall, Stephen (Evidence-based Medicine, 2011)
Commentary on: CJ Gill, G Phiri-Mazala, NG Guerina, et al.. Effect of training traditional birth attendants on neonatal mortality (Lufwanyama Neonatal Survival Project): randomised controlled study. BMJ2011;342:d346.
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CURRICULUM DESIGN AND MUSICAL COMMUNICATION: EMBEDDED PATHWAY MODEL FOR INTERACTIVE LEARNING FOR SECONDARY SCHOOLS IN KENYA - Mushira, Evelyne (2011)
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Smallholder Farmers' Perceptions of Climate Change and Conservation Agriculture: Evidence from Zambia - Nyanga, Progress H.; Johnsen, Fred H.; Aune, Jens B. (2011)
Norwegian Ministry of Foreign Affairs through the Royal Norwegian Embassy, Lusaka to Conservation Farming Unit.
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CONSTRAINTS TO PRINCIPALS’ DELEGATION OF RESPONSIBILITY TO TEACHERS IN PUBLIC SECONDARY SCHOOLS IN KENYA - Ruto, David Kiptanui (Problems of management in the 21st century, 2011)
This research paper presents the principals’ practices in delegating responsibility to teachers in public secondary schools in Kenya. A random sample of 20 secondary schools was used where 120 teachers filled questionnaires, and 20 principals from the selected schools were interviwed. Both the questionnaire and interview guide were designed based on six research questions. The data were analyzed using both quantitative and qualitative methodology. The study revealed that responsibilities related to financial decisions were not delegated. Teachers needed to consult before making any decisions on delegated responsibilities. There was little preparation of teachers for delegated responsibility; had limited opportunity to attend seminars and staff development programmes; little support was given to them, and had little or no guidance from the principals. Lack of finances, inadequate training, understaffing, and lack of cooperation among the teachers constrained the process of delegation. It is suggested, among other recommendations, that schools should be adequately financed and staffed, while motivation and staff development programmes need to enhancement in order toimprove the effectiveness of the delegation process. Key words: consult, delegating, leadership, responsibility, school principals.
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Soil and water conservation technologies: a buffer against production risk in the face of climate change? Insights from the Nile basin in Ethiopia - Kato, Edward; Ringler, Claudia; Yesuf, Mahmud; Bryan, Elizabeth (Agricultural Economics, 2011)
This study investigates the impact of different soil and water conservation (SWC) technologies on the variance of crop production in Ethiopia to determine the risk implications of the different technologies in different regions and rainfall zones. Given the production risks posed by climate change, such information can be used by decision makers to identify appropriate agricultural practices that act as a buffer against climate change. Results show that SWC investments perform differently in different rainfall areas and regions of Ethiopia and that the effectiveness of technologies such as irrigation, fertilizer, and improved seeds often depends on whether these investments are coupled with SWC measures. These results underscore the importance of the selection of appropriate combinations of technologies and careful geographical targeting when promoting and scaling up SWC technologies for adaptation to climate change.
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Analystical study on factors influencing school-based-teacher-evaluation practice in secondary schools in seleted districts of Western province, Kenya - Itolondo, Wilfrida Arnodah (2011)
Thesis Submitted In Fulfilment of the Requirements of the Degree of Doctor of Philosophy in Education Kenyatta University, November 2008
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Prevalence of osteochondritis among preparatory and primary school children in an Egyptian governorate - Soud, Amany M. Abou El; Gaballa, Hala A.; Ali, Manal Abdo (Rheumatology International, 2011)
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Evaluation of a school-based HIV prevention intervention among Yemeni adolescents - Al-Iryani, Buthaina; Basaleem, Huda; Al-Sakkaf, Khaled; Crutzen, Rik; Kok, Gerjo; Borne, Bart van den (BMC Public Health, 2011)
This article describes an evaluation of a school-based peer education intervention for HIV prevention among students in twenty seven high schools in Aden, Yemen. The intervention was developed after a survey among the same population in 2005, which revealed a high level of stigma towards people living with HIV (PLWH) and a low level of HIV knowledge.In a quasi-experimental design students who received the peer education intervention (78.6%) were compared with students who did not receive the intervention (21.4%). No systematic procedure was applied in selecting students for the intervention condition. Data were collected using a self-administered questionnaire from a sample of 2510 students from all 27 high-schools in Aden governorate. To increase internal validity, students were also compared with a cohort control sample surveyed in 2005, which was a random sample of 2274 students from the same schools.Sixty eight percent of students targeted by peer education had good knowledge scores, compared with 43.3% of students not targeted by peer education (χ(2) = (df = 1) = 111.15, p < .01). Multi-level regression analysis revealed that, although there was a significant difference among schools, the intervention effect of peer education at the individual level was significant; students who received peer education had a statistically higher knowledge score(9.24 out of 12.0) compared with those not targeted (7.89 out of 12.0), OR = 2.11, 95% CI = 1.04-4.27, p < .05). Compared with the 2005 cohort control sample, students targeted by peer education had better knowledge on the modes of transmission and prevention and fewer misconceptions; and knowledge on the use of condoms increased from 49.4% to 67.8%. In addition, students who received the peer education interventions suggested significantly more actions to provide care and support for PLWH. Also, the levels of stigma and discrimination were much higher among the 2005 cohort control group, compared with those who received the peer education intervention.The school-based peer education intervention has succeeded in improving levels of knowledge on modes of transmission and prevention, and in decreasing levels of stigma and discrimination in a culturally conservative setting.
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Learning to count : an analysis of the arithmetic methods of the Egyptians and the Romans - Erdely, David R. (2011)
The Egyptians and the Romans are known for their great monuments and pub lie works projects. Behind these buildings, however, lies a foundation of mathematicsa foundation that is unknown to the general public. This article is a brief exploration of Roman and Egyptian numerical symbolism and arithmetic n1ethods. It examines each of the four major arithmetic manipulations of numbers (addition, subtraction, multiplication, and division) and looks at the similarities and differences between the two ancient number systems. The paper also hypothesizes the reasons behind the developn1el1t of these systems as well as other methods that may have been used to perform the manipulations.
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The performance of women school managers in Zambia : the case of Mumbwa and kabwe Districts in Central Province - Halyondo, Mathews (2011)
The study was aimed at finding out the views of teachers and female managers on the performance of female managers in top management positions in selected basic and high schools of Mumbwa and Kabwe Districts of the Central Province. The sample consisted of eight High Schools, six Basic schools of Kabwe urban district and six Basic Schools of Mumbwa rural district. All the schools sampled were co-educational and managed by females. The sample had a total of twenty female managers who were purposively selected and one hundred and twenty male and female teachers who were selected using simple random sampling procedures. Two officers from the Ministry of Education Headquarters were also picked using the simple random method. Quantitative and qualitative techniques were used in collecting data. Data from the questionnaires were computer analyzed using the Statistical Package for Social Sciences (SPSS) to generate tables of frequencies, percentages and graphs. Qualitative information from interviews were manually organised and coded in common themes. The themes were categorized and grouped together using the constant comparative analysis technique. Some of the following variables relevant to management performance were studied and examined: Facilitating the confirmation and promotion of teachers, provision of teaching/learning materials, Continuing Professional Development help given to teachers, delegation of work to subordinates transparency in the use of finances and Frequency of staff meetings The overall analysis showed that the performance of female managers in running schools was good. They facilitated the confirmation and promotion of teachers through recommendations to the Teaching Service Commission through the Hierarchy. All the teachers were confirmed in their positions and some were promoted to the position of deputy heads or senior teachers. In the monitoring and evaluation aspect, female managers checked teachers' preparation books occasionally. Three quarters of managers were transparent in the use of school finances and used financial committees chaired by Deputy Heads. The orientation programmes for new members were delegated to their subordinates. In relation to examinations, children performed well in final examinations in schools managed by female managers .The managers held staff meetings and briefings where they communicated the administrative programmes. The general view of the female school managers was that they performed well in their management duties.
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Status of teachers in urban and rural basic schools of kafue district of the Lusaka province, Zambia - Hamaimbo, Georgina (2011)
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the rate of zambianization of the secondary school teaching force - Jackman, Robert Howard (2011)
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Impacts of the Political Regime on the High Education System of Sudan - Mohamed, Issam A.W. (Social Science Research Network, 2011)
In totalitarian systems, especially that of dogmatic nature, education is often targeted to be devoted for the preparations of young generations and dedicating them to the regimes' structure and principles. However, such method negatively influences the educational system and renders the efficient inputs to students. The results can be manifested in deteriorations of knowledge, human capital development and the future performance per se.
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What does it mean to be a boy? Implications for girls’ and boys’ schooling experiences in Lesotho rural schools - Morojele, Pholoho (Gender and Education, 2011)
Abstract A doctoral study on constructions of gender in Lesotho rural primary schools has found that meanings attached to children’s identities play a role in undermining gender equality in schools. The study employed the social constructionist paradigm as its theoretical framework. Drawing from ethnographic data (conversations, observations and informal discussions), this article discusses boys’ constructions of gender and their implications for gender in/equality in the schools. Analysis shows that being a boy was closely linked to certain qualities that every boy had to perfect. Boys’ strivings to attain these qualities was the source of gender-based violence. Boys’ failure to attain these qualities was the source of anguish and embarrassment for them. Gender inequality in the schools could be traced to forms of masculinities that boys were encouraged and pressured to perform. The conclusion provides strategies that Free Primary Education could employ to address the scourge of gender inequality in Lesotho schools. Keywords: hegemonic masculinitiesalternative masculinitiesboy heirsFree Primary Educationgender inequalityLesotho rural schools Acknowledgements The author wishes to express gratitude to the following: The Commonwealth Scholarship Commission (United Kingdom), National Manpower Development Secretariat (Lesotho) and the Spencer Fellowship Grant (University of KwaZulu-Natal) for financially supporting the PhD study on which this article is based; Professor Deevia Bhana and Professor Relebohile Moletsane for supervising the study that led to the production of this article; Mr Crispin Hemson for critically reading and copy-editing this article; and the Gender and Education journal reviewers of this article. Attempts to address their critical and constructive comments have had far-reaching positive implications in enhancing the author’s research and academic capacity. Notes The first wife of my father died after they had six daughters. Due to the minority cultural status of females in Basotho communities there were worries that all the cattle, sheep and fields that belonged to my family would be inherited by other Morojele’s families who had boys who were entitled by law to own property. Consequently, my father married (albeit, as I was informed, with much contempt from extended family members) a second wife (my mother) at the age of 60, with whom they were blessed with a first-born (an heir) boy (myself). I was named Pholoho (which means salvation/redemption) denoting that my birth rescued my family from losing all its property to extended family members upon the death of my father. From a very early age I was socialised to be protective of my sisters against the social ills to which the patriarchal Basotho society relegated girls and women. I was also pressurised to grow up quickly so I could take on my father’s responsibilities as he grew older and became unable to carry out some of the male duties. To grow up quickly so I could protect my sisters (girls and women) was part of my earliest consciousness of being. This might partly explain my political inclination towards gender equality, and my subjectivity which has inflected analysis in this paper. Scholars such as Morrell (Citation2001), Connell (Citation1995), Epstein (Citation1997) and Epprecht (Citation2000) served as intellectual bolsters of this inclination, which culminated in a motivation to focus my PhD studies on gender equality. Basotho means people of Lesotho. Mosotho is the singular. Sesotho is the language of Basotho. Lesotho people speak Sesotho. Customary laws refer to the customs and traditions of the Basotho which have been part of them for centuries. Originally these were not written down, but in 1903 the Basutoland National Council wrote these laws down for reference in the judiciary and also as means to preserve Basotho customs which were seen to be under threat due to the introduction of the Western (commonly known as the Dutch) laws. These laws are still intact even today and thus Lesotho has a dual legal system with customary laws having the same legal force and recognition as the Dutch/Common laws in the judiciary (Poulter Citation1972). However, there is a wealth of scholarship that describes how the phenomenon of Sesotho culture has been changed and complexified in response to various factors including Christianity, colonialism, capitalism etc. (Coplan Citation1981; Eldredge Citation1993; Epprecht Citation2000). According to the dominant discourse in Lesotho, it is a thing of shame in Basotho communities to have a woman who is not married. The Bill was passed into law in 2006 to repeal the gender-biased customary law. Under customary law, women were regarded as minors; married women were under the guardianship of their husbands and unmarried women were under the guardianship of their fathers, brothers or even sons. In 2000 when Free Primary Education was first introduced in Grade 1, in most Lesotho primary schools, children who did not attend school because their parents could not afford to pay school fees enrolled in huge numbers. As there were no age restrictions, the eldest enrolled, according to the Ministry of Education and Training, Lesotho (Citation2001), was a 56-year-old male learner. This might partly explain why much of the data in this article comes from children in their teens. Conversations were conducted in Sesotho and were later transcribed in English. Muthi is part of traditional Basotho belief systems. When I was young my father made small cuts with a razor on all the joints throughout my body and inserted a black itchy substance. This ritual was performed every year towards summer months like October. We were told that the muthi protected us from being struck by the lighting and from ‘bad spirits’. It was believed that traditional witches/wizards also used muthi to bewitch people. I used to be scared to sleep at night since I was told that witches/wizards used muthi to enter in the house while people sleep and give them poison. A small container locally used to keep lip balm. Phehla is a mysterious traditional Basotho muthi believed to make men calm, soft and understanding. In traditional Basotho villages, if a man co-operated, loved and spent time with his wife, this was normally blamed on the wife. The wife was ridiculed and insulted as a wicked wizard who has given the husband phehla. Other men and women laughed at the man saying he had eaten phehla-mokh’obolo – phehla the pacifier. So being cruel, not co-operating, and sometimes abusing their wives was seen as proof that the man had not eaten phehla. Goebel (Citation2002) has identified an analogous form of husband-taming herb among the Shona women in Zimbabwe, which also denotes the role of African women’s metaphysical powers.
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Awareness and use of Effective Study Techniques (EST) among Secondary School Students in Rivers State of Nigeria - Nayeiyi, T. (Social Science Research Network, 2011)
The study investigated the awareness and use of effective study techniques (EST) among post-basic students in Rivers State of Nigeria. It covered the influence of gender (male and female), location (rural and urban), and type (public and private). Three hypotheses were raised to guide the study. A total of 400 post-basic students were randomly selected from 10 secondary schools. The research design was of the survey type and the stratified random sampling technique was used for the selection of the students. A research instrument “Students’ Awareness and use of effective study techniques questionnaire” (SAUESTQ) constructed in the Likert fashion was adopted and used to elicit responses from the respondents. It was validated by experts in test and measurement. A reliability coefficient value of 0.72 was obtained through the test and re-test method. Data collected were analyzed using the independent samples t-test on the three hypotheses at the 0.05 level of significance. The results revealed that students had very low awareness of effective study techniques. There was no significant difference in awareness in all the three hypotheses and hence were accepted. Recommendations were made for improvement.
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Indigenous Knowledge and Science Education in Zimbabwe - Shizha, Edward (2011)
Teachers are gate-keepers in schools. They process what is assumed valid and how it is taught. The process marginalizes indigenous knowledge and legitimizes western science. This book explores and discusses teachers' definitions of science and indigenous knowledge,their attitude towards incorporating the latter in science, and pedagogical techniques they use to bridge the cultural gap between science and indigenous knowledge. While teachers are expected to facilitate new knowledge and perspectives in teaching, they are sometimes conservative and resistant to new ideas. Science and indigenous knowledge are cultural and contextual constructs. Teachers should apply this contextual knowledge in their classes and allow students to move hermeneutically between western and indigenous sciences. The book challenges the cultural domination, universalization and rationalization of western science which negates other voices. The constructivist analysis that promotes multiple sciences should be of significant help to teachers, teacher educators, curriculum developers, policy makers, and others interested in promoting intercultural or cross-cultural sciences.
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Indigenous Knowledge and Science Education in Zimbabwe: Perspectives of Rural Primary School Teachers - Shizha, Edward (2011)
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ICTS and education: news media portrayal of e-learning in Kenya - Tuwei, David (2011)
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Managing Resource Dependence Difficulties in African Higher Education: The Case of Multiple Exchange Relationships - Wangenge‐Ouma, Gerald (Higher Education Policy, 2011)
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Opening Speech by the Minister for Higher Education Science and Technology, Kenya - Wesonga, John (2011)
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Alternative Formats Availability and its Utilisation by Visually Impaired Students in Nigerian Secondary Schools - Adetoro, Niran (Asian journal of information science and technology, 2011)
Visually impaired students need alternative format in braille, talking books and large prints to function like sighted students. Because few materials get converted into these formats, the availability and consequent use of alternative format for study and leisure by visually impaired students has been of concern. This study reveals the availability and use of alternative formats by visually impaired students in Nigerian Secondary Schools. The study is a survery and it purposively focused on southwestern, Nigeria. Using total enumeration technique, data were collected 123 students from six purposively selected secondary schools in southwestern Nigeria. A questionnaire having two rating scales on availability and utilisation of alternative format with reliability scores of á = 0.77 and á = 0.73 respectively were used. 104 (84.5%) of the instrument was correctly admistered. The study found, that braille (77%), talking books/tape recordings( 65.4%) are not readily availabile while large prints (96.2%) are not available. Braille is the most requently used on dailly basis (91.3%) followed by talking books (34. 6%) while large prints are not used. There was no significant positive relationships between alternative formats availability and its utilisation in the selected libraries. The study recommends increased transcription of information materials into alternative formats for the students, adequate funding from government and donors and the building of a balanced collection of alternative formats in the school libraries.
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Higher Education, Libraries, and Nigeria Government’s Vision 20-2020 Project - Anyira, Isaac Echezonam (Asian journal of information science and technology, 2011)
This study explored the role of higher education and libraries in attaining the vision 20:2020 of the Nigerian Government. The study utilized the purposive sampling method to select 300 educationists and librarians in Niger Delta Region of the country. It was found that Nigerian libraries are greatly under stocked, and internet services are lacking in the library. It was moreover discovered that librarians lack adequate skills to render effective services to support the human capital target of vision 20:2020 of the federal government, and Nigerian libraries are grossly under funded. It was recommended that Nigerian Government should prioritize the development of internet services in all higher institution and public libraries to enable them support the vision; librarians should engage in ICT training; higher institutions in Nigeria should come up with an ICT/library development policy which must include how the library should be funded; and the public and the private sector should come together in partnership to ensure that libraries are adequately funded.
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Evaluation of a Comprehensive Refresher Training Program in Malaria Microscopy Covering Four Districts of Uganda - Kiggundu, Moses N.; Nsobya, Samuel L.; Kamya, Moses R.; Filler, Scott G.; Nasr, Sussan; Dorsey, Grant; Yeka, Adoke (American Journal of Tropical Medicine and Hygiene, 2011)
Microscopy remains the gold standard for malaria diagnosis. However, quality microscopy services are severely lacking in most African countries. To improve capacity for malaria microscopy in Uganda, a 3-day refresher training program was conducted in four districts. Training impact was measured through a written examination and evaluation of the quality of blood-slide preparation and accuracy of field microscopy. A total of 184 of 192 (96%) identified laboratory personnel participated in the training. Average test scores improved from 41% to 75% (P < 0.001). A total of 1,079 and 1,190 routinely made thick blood smears were collected before and after the training, respectively. Sensitivity improved from 84% to 95% (P < 0.001), and specificity improved from 87% to 97% (P < 0.001). The proportion of well-prepared blood smears improved from 6% to 75% (P < 0.001). Supplemental training can have a significant impact on the knowledge of staff, accuracy of microscopy, and quality of blood-slide preparation.
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Identification process of articulation and phonemic disorders in children with communication disorders in primary schools, Nairobi Province, Kenya - Maneno, Robert J. (2011)
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The determinants of public expenditure and expenditure on education in particular in a selection of African countries - Akanbi, Olusegun Ayodele; Schoeman, N.J. (South African Journal of Economic and Management Sciences, 2011)
This study reports on research aimed at measuring the drivers behind public expenditure with specific reference to education expenditure in Africa. The empirical estimations are carried out using a public choice model on a panel of 15 selected African countries over the period 1995-2004. The results show that government expenditure on education is resilient to shocks and the education sector is not seriously affected by allocative changes that favour corruption. Expenditure on education in the countries included in the study generally complies with the guidelines set by the IMF in terms of their fiscal adjustment programs.
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Testing the Waters: Climate Change in Africa and Anticipating Regional Conflicts - Horlbeck, Michael (2011)
Abstract : With limited resources, USAFRICOM currently focuses its efforts on the African continent in areas related to traditional security concerns such as combating terrorism, trafficking and coastal patrols. This paper argues that the expected climate changes within the continent can be known with enough fidelity to warrant changing how the command allocates resources within Africa in pursuit of American strategic interests. Focusing on West Africa and Nigeria in particular, the expected migration patterns and humanitarian stresses in the region are likely to channel towards Nigeria. Current engagement methods are not only ill-prepared to meet long-term objectives even without considering climate change, but are void of displaying any significant forethought regarding climate change and how to best enable the continent to deal with that threat.
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Demographically corrected norms for African Americans and Caucasians on the Hopkins Verbal Learning Test–Revised, Brief Visuospatial Memory Test–Revised, Stroop Color and Word Test, and Wisconsin Card Sorting Test 64-Card Version - Norman, Marc A.; Moore, David J.; Taylor, Michael J.; Franklin, Donald; Cysique, Lucette A.; Ake, Christopher F.; Deborah, L; Vaida, Florin; Heaton, Robert K. (Neuropsychology, development, and cognition. Section A, Journal of clinical and experimental neuropsychology, 2011)
Memory and executive functioning are two important components of clinical neuropsychological (NP) practice and research. Multiple demographic factors are known to affect performance differentially on most NP tests, but adequate normative corrections, inclusive of race/ethnicity, are not available for many widely used instruments. This study compared demographic contributions for widely used tests of verbal and visual learning and memory (Brief Visual Memory Test–Revised, Hopkins Verbal Memory Test–Revised) and executive functioning (Stroop Color and Word Test, Wisconsin Card Sorting Test–64) in groups of healthy Caucasians (n = 143) and African Americans (n = 103). Demographic factors of age, education, gender, and race/ethnicity were found to be significant factors on some indices of all four tests. The magnitude of demographic contributions (especially age) was greater for African Americans than for Caucasians on most measures. New, demographically corrected T-score formulas were calculated for each race/ethnicity. The rates of NP impairment using previously published normative standards significantly overestimated NP impairment in African Americans. Utilizing the new demographic corrections developed and presented herein, NP impairment rates were comparable between the two race/ethnicities and were unrelated to the other demographic characteristics (age, education, gender) in either race/ethnicity group. Findings support the need to consider extended demographic contributions to neuropsychological test performance in clinical and research settings.
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Enhancing E-Learning at the Polytechnic of Namibia - Price, Ryan Michael; Rayworth, Kayla Mae; Brooks, Scott Stephen; Ketterer, Taylor Bree (2011)
iii Executive Summary iv Background iv Methodology v Results vii Conclusion viii Acknowledgements x Table of
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Triple wins for Kenyan agriculture—Capturing synergies between agricultural productivity, climate change adaptation & GHG mitigation - Ringler, Claudia; Bryan, Elisabeth; Okoba, Barrack; Koo, Jawoo; Herrero, Mario; Silvestri, Silvia (2011)
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Left out in the cold while the planet heats up: How can feminists contribute to climate change and energy debates and policy in South Africa today? - Annecke, Wendy (Agenda, 2011)
abstract The issue of climate change is one of the most critical issues confronting feminism today. Since energy use and in particular burning fossil fuels is the largest contributor to greenhouse gases and global warming, feminist input to determine what sources of energy South Africa should develop for the future is fundamental to the debate. To facilitate feminist responses, a workshop was held by the Gender and Energy Network South Africa in collaboration with the Commission for Gender Equality on 18–19 May 2010 to examine some of the new State initiatives to formulate relevant policy. Policies concerned are the Draft National Climate Change Policy, the Renewable Energy policy and the Integrated Resource Plan II. Interestingly enough, the most critical problems to emerge from this workshop were not issues around the substance of the policies (although there are plenty of those), but how to relate to a State that is deaf to its constituencies, and how to deal with the lack of women's voices in construc...
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Assessment of heavy metals pollution of sediments from Fosu lagoon in Ghana - Bentum, John Kwesi; Anang, Michael Akrofi; Boadu, Kankam; Koranteng-Addo, E. J.; Antwi, Edward (Bulletin of The Chemical Society of Ethiopia, 2011)
The distribution of some heavy metals, namely Cu, Pb, Zn, and Fe in sediments of Fosu lagoon of Cape Coast, Ghana was studied in the early summer (November) of 2009. The levels of the selected trace metals were determined using atomic absorption spectrophotometry. The overall mean ± RSD % of Cu, Pb, Zn, and Fe were, respectively 26.4 ± 51.0, 28.1 ± 101.0, 20.90 ± 41.90 and 1.15 × 103 ± 2.02 mg/kg. Fe recorded the highest concentration levels, the distribution of which followed the sequence Fe > Pb > Cu > Zn. Statistical analyses also showed different mean levels of trace metals at the five sites. The heavy metal burdens in the sediments revealed significant variations in the distribution of the metals, with Pb showing the greatest variation and Fe the least. Enrichment level of Fe was minimal; Cu and Zn were significantly enriched and Pb showed very high to extremely high enrichment. The average geoaccumulation values and pollution load index calculated for the five studied sites indicated that the lagoon is practically unpolluted with Fe, Cu and Zn, but moderately polluted with Pb.KEY WORDS: Fosu lagoon, Heavy metal, Enrichment, Pollution Bull. Chem. Soc. Ethiop. 2011, 25(2), 191-196.
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Veterinary education in South Africa : the classes of 1938 and 1939 : historical article - Bigalke, R.D. (Journal of the South African Veterinary Association, 2011)
Concise descriptions are given of the life histories of the 10 members of the classes of 1938 and 1939. All of them initially joined the government service, Hugo, Steenekamp and Schatz spending their entire careers in the South African Veterinary (Field) Services. Mansvelt, the first recipient of the much-coveted Theiler medal, was the 2nd veterinarian to be appointed Director of Veterinary Services, a position specially created for the 'Field' in 1962. Having first established a successful private practice, Hofmeyr was appointed as the 1st full-time Professor of Surgery of the Onderstepoort Faculty in 1958 and its 1st full-time Dean in 1976. Albertyn opted for a career in public health, becoming director of 1 of the largest local municipal abattoirs. Turner spent virtually his entire career in private practice and was eventually joined by Brown who had served in the British Colonial Veterinary Service for many years. Fick was a government veterinarian for his entire career, first in South Africa, then in the British Colonial Service (for 13 years) and finally returning to South Africa. Like Hugo, Muller filled a senior position in Veterinary (Field) Services before he opted for a farming career.
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Mali - Mali Development Learning Center project - LIL : P082187 - Implementation Status Results Report : Sequence 13 - Carrillo, S. Rodríguez (2011)
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Mali - Mali Development Learning Center project - LIL : P082187 - Implementation Status Results Report : Sequence 13 - Carrillo, S. Rodríguez (2011)
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Sexual harassment of female students in three selected high schools in urban Masvingo, Zimbabwe - Chireshe, Excellent (Agenda, 2011)
abstract This study sought to establish the nature and extent of sexual harassment of female students in coeducational high schools in urban Masvingo, Zimbabwe. The survey design, incorporating questionnaires and interviews, was adopted, and a purposefully selected sample of 60 female peer educators (students) and 9 school counsellors (teachers) participated. Data were analysed both quantitatively and qualitatively. The study revealed that sexual harassment of female students was rampant in schools, where they experienced mostly physical, verbal and sexual harassment perpetrated mostly by males (teachers and students). The study also revealed that sexual harassment was viewed in terms of victim-initiated, perpetrator-related and mystical factors. It also emerged that often the sexually harassed female students do not report the abuse, mainly due to social factors. Recommendations are made to alleviate sexual harassment.
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Factors that inhibit implementation of policies on gender-based violence in schools: A case study of two districts in Eastern Cape Province, South Africa - Education, Owence Chabaya PhD in (Agenda, 2011)
abstract The magnitude and severity of gender-based violence (GBV) in schools led to development of policies by the Department of Education to address the problem. However, GBV in schools continues to escalate, notwithstanding adoption of these policies. Girls are most affected by the violence, which is committed by other learners, teachers and school employees. This study examined the factors that inhibit implementation of policies on GBV in South African schools. It examined the extent to which teachers and other members of the school community understand such policies and their rights and responsibilities in this regard; how incidents of sexual violence are reported; steps followed to address such incidents; people involved in the implementation process, etc. The findings show that many teachers, learners and other members of the school community are not aware of some of the policies nor the seriousness of the phenomenon and their rights and responsibilities in implementation of these policies.
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‘Plain Clean Facts’ and initiation schools: Christianity, Africans and ‘sex education’ in South Africa, c. 1910–1940 - Erlank, Natasha (Agenda, 2011)
abstract This focus engages with what I see broadly as two (there are more) different discourses around African sexuality in the 1920s and 1930s. In one, concern for sexuality was linked to a moral panic around the behaviour of young girls and boys who were attempting to assert their independence from what were essentially patriarchal forms of control. In contrast to this, I look at other currents around sexuality for the same period and examine how Christian Africans learned about sex, and what they were taught.
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Understandings about the interrelationship of gender inequality, poverty and education, and gender-based strategies to reduce poverty : some findings from two case studies in the South African education sector - Karlsson, Jenni (Agenda, 2011)
abstract How do role players in the education sector in South Africa understand the interrelationship between gender equality, poverty and education, and what strategies are pursued to reduce poverty? In this Focus I explore these questions by drawing on data from school and provincial education department case studies in South Africa that were conducted in 2008 and 2009 respectively. The findings are that education managers and gender advocates do see an interrelationship between poverty and gender inequality and it manifests as three deficits: educational, macro-economic and professional. I found that individuals and households and the bureaucracy pursue a range of strategies, related to gender, which are aimed at reducing poverty. However, the individual and household strategies lead to teen pregnancy that interrupts girls' schooling. One of the Department's strategies seeks to obviate that interruption by requiring girls to return and continue their studies, while another seeks to organise and empower...
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Discourses and Politics of Racism in Higher Education in South Africa - Mekoa, Itumeleng (Africa insight, 2011)
The purpose of this article is to analyse the discourse and politics of racism asthey manifest themselves in legislative and policy directives of higher education (HE) in South Africa. Focus will be on how black Africans are constricted and as such continue to be disadvantaged therein. The author will show how various HE policy imperatives since the advent of the new South Africa have attempted to deconstruct and remove racism from the HE landscape, but how unfortunately this aberration continues to bedevilprovisioning of curricula and opportunities of learning in this sector of education.
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Feminism matters in the primary school: A case from Lesotho - Morojele, Pholoho (Agenda, 2011)
abstract This Briefing uses semi-structured interviews with mothers of children in three co-educational rural primary schools to illustrate how feminism matters in understanding insidious forms of gender inequalities in Lesotho. The study sought to understand factors that inform mothers' constructions of gender and the implications of these on gender in/equality in schools. A feminist reading enables an understanding of dominant discourses in Basotho society. Such discourses appeal to divine ordinance in justifying gender inequalities. The tendency is for mothers to protect the privileged position of men (through the construct of a powerful husband), and the pattern of privileging based on age and gender. The conclusion provides strategies that would strengthen mothers' ability to promote gender equality in schools.
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Gender violence: Narratives and experiences of girls in three rural primary schools in Lesotho - Morojele, Pholoho (Agenda, 2011)
abstract This article discusses forms of gender violence that characterised girls' experiences and narratives of gender, drawing on a qualitative study (part of a doctoral dissertation) conducted in three rural schools within the context of Free Primary Education (FPE) in Lesotho (Morojele, 2009). Drawing from the ethnographic data (conversations, observations and informal discussions), the article illustrates how boys and teachers inflicted (and incited) sexual violence and sexual harassment against girls. The article is sensitive to the ways in which girls' age and social minority status (and that of women) in Basotho communities affected reporting of these events. These painful realities occurred against the backdrop of high numbers of girls' enrolment in Lesotho primary schools (UNICEF, 2008) which provide a misleadingly rosy picture of girls' education that is at odds with girls' lived experience.
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The Impact of HIV/AIDS Education on University Students in Kenya - Wosyanju, Mary Goretti (2011)
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Prevention of cisplatin-induced hearing loss by administration of a thiosulfate-containing gel to the middle ear in a guinea pig model - Berglin, Cecilia Engmér; Pierre, Pernilla Videhult; Bramer, Tobias; Edsman, Katarina; Ehrsson, Hans; Eksborg, Staffan; Laurell, Göran (Cancer Chemotherapy and Pharmacology, 2011)
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The Face of Disability in Nigeria: A Disability Survey in Kogi and Niger States - Smith, Natalie (Disability, CBR and Inclusive Development, 2011)
The Leprosy Mission Nigeria conducted a disability survey in Kogi and Niger States of Nigeria in 2005, investigating the demographic characteristics of people with disabilities, including gender, age, religion, marital, educational, occupational, employment and economic status, understanding of disability and health-seeking behaviour. Information was gathered from a convenience sample of participants, across 30 randomly selected towns and villages in the two states. Twelve trained bilingual research assistants were used, to translate the English language questionnaire verbally into the local language of each participant. From the 1093 respondents studied, the most common disabilities involved vision (37%), mobility (32%) or hearing (15%). A third of these were less than 21 years of age and had no occupation, and 72% were Muslim. Over half of them had no education, 20% had primary, 8% secondary, 2% tertiary and 18% had Islamic education. Common occupations were begging (16%), studying (14%), farming (11%) and trading (8%).The majority were unemployed (61%) due to their disability. Over 70% were not able to access disability specific health services and 37% had an assistive device. Services accessed included health - mainstream (90%), traditional (61%) and counselling (58%); and other - rehabilitation (30%), assistive device provision (24%), welfare (22%), special education (15%), vocational training (10%) and economic empowerment (4%). These results are comparable with findings in other studies. Disability affects a person’s ability to participate in education, work, family life and religion, influences health-seeking behaviour and contributes to poverty.
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‘Welcome to My Life!’ Photovoice: Needs Assessment of, and by, Persons with Physical Disabilities in the Kumasi Metropolis, Ghana - Tijm, Mandy M.; Cornielje, Huib; Edusei, Anthony Kwaku (Disability, CBR and Inclusive Development, 2011)
Disability, CBR and Inclusive Development aims to enhance knowledge in the field of disability and inclusive development, addressing the needs of practitioners, policy makers, DPOs and the scientific community.
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LibGuides at USA: African American Studies: Research and Education - Wheeler, Kathy (2011)
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ALGERIA: Students Demand Better Education (Africa Research Bulletin: Political, Social and Cultural Series, 2011)
Africa Research Bulletin: Political, Social and Cultural SeriesVolume 48, Issue 4 p. 18803A-18804A ALGERIA: Students Demand Better Education First published: 18 May 2011 https://doi.org/10.1111/j.1467-825X.2011.03818.xRead the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume48, Issue4May 2011Pages 18803A-18804A RelatedInformation
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Volunteers teach Tanzanians to extract teeth (British dental journal, 2011)
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Library Habits of Distance Learning Students of the University of Ibadan, Ibadan, Oyo State, Nigeria - Adetimirin, Airen; Omogbhe, Godwin (Library Philosophy and Practice, 2011)
Libraries library play an important role for students in their academic programme, Distance Learning students in University of Ibadan were studied to investigate their library habits and factors affecting use of libraries. Purposive sampling technique was adopted for this study to select 100 library registered distance learners from Faculties of Education and Social Sciences. Questionnaire, interview and observation were the instruments employed for the study. Findings revealed that 67.9% of the respondents from Education and 62.5% from Social Sciences had access to available library resources, while 36(46.2%) from Education and 8(50%) Social Sciences used the library twice in a week when they were in session. The major library habits were searching for materials through the shelf, catalogue and using the libraries alone. Respondents from Education and Social Sciences (80.7% and 93.7%) respectively searched through the shelf, The major factors affecting their use of the library were inadequate reading materials 77% from Education; 62.5% from social Sciences) and their inability to borrow library materials. The maximum use of the library can only be obtained when these students are allowed to borrow library materials and given library use instructions as their full time counterpart.
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Enhancing Motivation in the EFL Classrooms Is the Solution (A Case Study of Secondary Schools of the Gezira State, Sudan) - al-Haj, Abd ul-Gayoum M. A. (Journal of Language Teaching and Research, 2011)
The purpose of this paper is to explore and resolve the worse situation of motivation which is too often missing in Sudanese secondary students' classrooms and without it success in learning EFL is improbable.In order to solve this problem, the paper is conducted in some secondary schools of the Gezira State making use of three tools: the previous studies, the direct observations and the guided interviews in order to obtain valuable information.Then, the study comes out with the fact that, the bad situation of motivation in EFL Classrooms of secondary schools is due to many factors of which are: teachers and their training, schools, families and the lack of developing programmes which maintain students' interest.Then, the reasons for this worse situation of motivation in EFL Classrooms of secondary schools are discussed and the remedies are recommended as well.
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Prevalence and co-infections of schistosomiasis/hepatitis B and C viruses among school children in an endemic areas in Taiz, Yemen - Al-Shamiri, Adam Hezam Faed; Al-Taj, Mohammed A.; Ahmed, Ameera (2011)
To determine the disease prevalence and its relationship with hepatitis B and C viruses among school children in five endemic areas by schistosomiasis.During June 2007 and March 2009, 1 484 school children aged between 5 - 16 years participated in the current study from 32 basic schools in five districts (Al-Dhabab, Hedran, Warazan, Al-Barh and Al-Shmaytin) in Taiz Governorate, Republic of Yemen. Out of school children who participated in the study; 1 406 stool samples, 1 484 urine samples and 214 blood samples were collected and examined.Schistosoma mansoni (S. mansoni) was found in all the studied areas except Al-Barh. However, Schistosoma haematobium (S. haematobium) was recorded only in Al-Shmaytin and Al-Barh. Both S. mansoni and S. haematobium were observed in Al-Shmaytin district. The overall prevalence was 20.76% for S. mansoni and 7.41% for S. haematobium. The prevalence rate of infection among males was higher than females, showing no significant differences. Rate of light, moderate and heavy infections in the case of S. mansoni were 41.78%, 25.34% and 32.87% respectively. Whereas, for S. hematobium it was 50.90% for light infection and 49.09% for heavy infection. Regarding to the prevalence of viral hepatitis among infected school children with schistosomiasis, it could be noticed that hepatitis B virus was higher than the prevalence of hepatitis C virus. But, the presence of HBsAg and anti-HCV was not associated with Schistosoma infection.Schistosomiasis infection is an important public health problem in Taiz Governorate, Republic of Yemen. There was a correlation between S. haematobium and hepatitis B, but no association between S. mansoni infections and hepatitis B and C viruses.
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Quality education in African countries: Teacher and school effects on student achievement in mathematics - Almonte, Juan Leon Jara; Youn, Minjong (2011)
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Typology of school dropout: The dimensions and dynamics of dropout in Ghana - Ananga, Eric Daniel (International Journal of Educational Development, 2011)
This paper explores the dropout experience of children who dropped out of schools located in two rural communities1 in the Central Region of Ghana. The main research question sought to explore the meaning and types of drop out founded on the views of children who had dropped out of school. The study tracked 18 children aged 7–17 years. Snowball sampling was employed to identify participants of the study. Data was collected from children and significant others2 using in-depth interviews. Using CREATE's analytical framework of zones of exclusion, this paper identify five type of school dropouts and argues that policies to prevent dropout and encourage drop-in requires specific rather than general targeting.
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The Reading Behavior of Junior Secondary Students During School Holidays in Botswana - Arua, Arua E.; Arua, Comfort E. (Journal of Adolescent & Adult Literacy, 2011)
Botswana's reading culture has captured the attention of reading experts in the country for more than two decades. The survey reported in this article involved 121 junior students (aged 12 to 15 years) from two private and two government‐aided secondary schools. The results indicate that a majority of the students read during school holidays; that they engaged in both academic and leisure reading; that they read at home rather than at the library; and that their parents modeled reading behavior and bought them reading materials. Students' responses further indicate that they understood the importance of reading and read not only for leisure or academic purposes, but also to please their parents and thus promote family harmony.
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Malaria Morbidity in Akure, Southwest, Nigeria: A Temporal Observation in a Climate Change Scenario - Ayeni, A.O. (Trends in Applied Sciences Research, 2011)
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Symbolism to substance: Implementing learner-centered teaching methods in Rwandan classrooms - Baxter, Aryn; Pike-Baky, Meredith; Kwabiliwa, Cephas (2011)
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Rheumatic heart disease in Ugandan primary school children : applying the 2006 WHO/NIH Consensus on echocardiographic guidelines - Beaton, Andrea; Okello, Elialilia S.; Batambuze, Winston; Lwabi, Peter; Mondo, Charles; Sable, Craig (Cardiovascular Journal of Africa, 2011)
Rheumatic heart disease in Ugandan primary school children : applying the 2006 WHO/NIH Consensus on echocardiographic guidelines
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Academic achievement of economically disadvantaged African American students in secondary career-technical education - Blackburn, Meredith Ann (2011)
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