Factors leading to students' poor performance in KCSE mathematics examination: the case of public secondary schools in Kiambu district, Kenya - Ng'an'ga, Florence E.W.K. (2011)
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Relationship between students' English language competence in solving word problems and mathematics performance in secondary schools in Maara District, Kenya - Njeru, Lawrence Gitonga (2011)
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The role of NGOs in financing public primary education in Kenya: a case of Budalangi division, Busia District, Kenya - Obonyo, Paul Muga (2011)
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Impact of pesticides use on heavy metals pollution in cocoa soils of Cross-River State, Nigeria - Ogunlade, M. O.; Agbeniyi, S. O. (African Journal of Agricultural Research, 2011)
The high incidence of phytophthora pod rot and mirids resulting from high rainfall and relative humidity in cocoa producing areas of Nigeria necessitated the use of fungicides and other pesticides on cocoa. This is causing increased worldwide concern about heavy metal contamination of the soil environment and cocoa beans. Thus the objective of this study is to evaluate the status of some heavy metals in selected cocoa farms in Ikom, Etung and Boki local government areas of Cross River State - the highest cocoa producing state in eastern Nigeria, where farmers use a lot of pesticides to combat pests and diseases. The results indicated that the soil contents of the heavy metals were in the order (Cr > Pb > Co > Ni > Se > Cd > As) in the selected farms evaluated in the three local government areas. The values ranged between 0.88 and 1.33 mg/kg for chromium and between 0.59 and 0.86 mg/kg for lead. The soil contents of the heavy metals in the adjacent forest were similar to that obtained in the cocoa farms. The values of chromium ranged between 1.01 and 1.02 mg/kg soil while that of lead ranged between 0.5 and 0.74 mg/kg soil in adjacent forest. This suggests that heavy metal contents of the soils in the cocoa farms evaluated were not primarily due to chemicals being sprayed but probably naturally occurring. Their concentrations were also below the optimum limit allowed in the soil. Key words: Heavy metals, cocoa soils, lead, Cross River State, cocoa plantation.
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Analysis of adequacy and utilization of instructional resources for learners with mental retardation in special schools in Nyanza Province, Kenya - Orao, Remi Odero (2011)
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Climate change adaptation and mitigation in Zambia: An examination of policy and institutional response to environmental and human security - Tembo, Oscar (2011)
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Challenges Faced in the Provision of Quality Early Childhood Education in Kitui District, Kenya - Wambua, Gillian Jane Mutanu (2011)
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Instructional constraints faced by learners with Duchenne Muscular Dystrophy: a case of Joy Town Special primary school, Thika, Kenya - Wang'ang'a, Annrose Wanjiku; Wamocho, Franciscah Irangi; Kioy, Paul (Journal of the American Academy of Special Education Professionals, 2011)
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Diagnosis of tuberculosis in Ghana: The role of laboratory training - Addo, Kennedy Kwasi; Yeboah-Manu, Dorothy; Dan-Dzide, M; Owusu-Darko, K; Caulley, P; Mensah, Gideon; Minamikawa, M; Lienhardt, Christian; Bonsu, Freda; Ofori‐Adjei, David (Ghana Medical Journal, 2011)
Objectives:The laboratory is considered the cornerstone of tuberculosis (TB) control programme.International review of Ghana's programme in the late nineties identified the laboratory services as the weakest component.Sputum smear microscopy (SSM) being the main method of diagnosing pulmonary TB in Ghana, the training objectives were to: (i) strengthen the knowledge and skills of laboratory personnel on SSM (ii) impart necessary techniques in biosafety and (iii) introduce a Quality Assurance (QA) system in order to strengthen SSM services. Methods: Personnel were selected for training during a nationwide situation analysis of SSM centres in 2000/2001.Four training sessions on SSM/QA were held between 2001/2004.Results: A total of 80 personnel were trained: 10 regional TB coordinators and 70 laboratory personnel.The participants upon return to their respective regions also organized training within their districts.This approach resulted in another 100 district TB coordinators and 200 laboratory personnel being trained.Improvement in smear preparation, staining and reading ability of the participants were observed during the post-test and subsequent visit to their respective laboratories.The training has led to strengthening of TB laboratory services in the country and has contributed to increase in case detection from 10,745 in 2000 to 11,827 in 2004 and 14,022 in 2008.It was observed during the post-training follow-up and quarterly supervision visits that morale of the personnel was high.Conclusion: Continuous training and re-training of laboratory personnel on SSM and QA at regular intervals do play an important role for effective and efficient TB control programme.
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Funding Strategies for Quality University Education in Nigeria: The Principle of Fiscal Justice - Akinyemi, Samuel (Journal of Studies in Education, 2011)
The problem of funding and financing of our universities in Nigeria has become a reoccurring decimal, often times resulting into strikes and closures of the ivory towers.The fact that these problems are yet to be tackled by the government emphasizes the need for universities to evolve strategies for generating additional funds.The Federal Government directed through the National Universities Commission (N.U.C.) that all Federal Universities should generate 10 percent of their total yearly funds internally through various revenue diversification means.In view of the above, this paper examines the funding pattern in relation to qualitative university education in Nigeria, using alternative strategies in generating additional funds.The paper recognizes funding as an external factor in achieving quality university education.Since the pursuit of Quality University education bothers on all stakeholders -the government, parents, individuals, firms and corporate bodies (who are the employers of labour).Based on this, the paper recommended some funding strategies with emphasis on the "Fiscal Justice' principle of fairness" as a tuition fee strategy.Also private sector participation, partial deregulation and the macroeconomic strategies are other strategies recommended in the paper.
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Factors influencing teachers turnover in public secondary schools in Makadara district,Nairobi province,Kenya - Nyambura, Karanu Jane (2011)
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Information literacy training for teachers in rural South Africa - Fourie, Ina; Krauss, Kirstin (Journal of Systems and Information Technology, 2011)
Purpose Information literacy (IL) training for teachers in developing communities, e.g. rural areas or townships in developing countries, is expected to pose special challenges in terms of sustainability, contextualisation, life‐long learning and empowerment. Little has been reported on such training in developing countries. Based on the authors' involvement in a UNESCO‐funded IL training project for teachers in a developing community in South Africa, the purpose of this paper is to review literature and to suggest a model that can further research and training in IL that meets actual requirements and needs of developing communities. Design/methodology/approach Literature reviews on four issues are reported on: ICT skills, teachers and developing/rural contexts; IL skills, teachers and developing communities; internet usage, search skills, teachers and developing communities; and lessons from ICT for development (ICT4D). Findings ICT4D literature and critical social theory seem useful to further research on IL training in developing communities as it empowers researchers to take up a position of enquiry that questions the value of ICT and the underlying assumptions embedded in the ways ICT is introduced in developing contexts. It is assumed that this would also apply to IL. Originality/value The contribution is original in its attempt to combine IL and ICT training for teachers in a developing community against an ICT4D background.
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African American and European American Children in Diverse Elementary Classrooms: Social Integration, Social Status, and Social Behavior - Wilson, Travis; Rodkin, Philip C. (Child Development, 2011)
With a sample of African American and European American 3rd‐ and 4th‐grade children ( N = 486, ages 8–11 years), this study examined classroom ethnic composition, peer social status (i.e., social preference and perceived popularity as nominated by same‐ and cross‐ethnicity peers), and patterns of ethnic segregation (i.e., friendship, peer group, and cross‐ethnicity dislike). African American—but not European American—children had more segregated relationships and were more disliked by cross‐ethnicity peers when they had fewer same‐ethnicity classmates. African American children’s segregation was positively associated with same‐ethnicity social preference and perceived popularity and with cross‐ethnicity perceived popularity. European American children’s segregation was positively associated with same‐ethnicity social preference but negatively associated with cross‐ethnicity social preference and perceived popularity.
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Teachers attitude towards female school managers in mixed public secondary schools in Nairobi province, Kenya. - Amugune, Sayo Emmy (2011)
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Factors affecting the initial literacy development of urban and rural learners in the Iganga district, Uganda - Banda, Felix; Kirunda, Rebecca Florence (Per Linguam, 2011)
The initial motivation for the study was data from the Ministry of Education in Uganda that suggests that in terms of academic performance, urban learners continually outperform rural schools at primary and secondary school levels (Ministry of Education 2002).At present all government examinations are written in English.However, the language in education policy in Uganda differentially stipulates the use English as medium of instruction in urban schools and the use of the mother tongue in rural schools (cf.Kyeyune 2004).Other factors which mitigate against rural learners" successful academic performance are untrained educators, poor infrastructure and school management practices in rural schools, poverty, lack of supportive academic discourse practices, and a general lack of enthusiasm among rural parents (most of whom have very little formal education) for their children"s education.Using data from observations of selected urban and rural homes and schools in The Iganga district and field notes in the form of diary entries, the study draws on New Literacy Studies (NLS) particularly the notion of literacy as social practice (Street 2001;Gee 2000;Baynham 2000Baynham , 2001)), to explore the differential effect of urban and rural-based acculturation processes on the initial literacy development of learners.Finally, since 88% of Ugandans live in rural areas (Uganda Bureau of Statistics 2002), the pedagogical implications for primary schools are discussed and suggestions are made on how to establish an inclusive education system.
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Educating for integral personal development in the catholic secondary schools in Nairobi archdiocese, Kenya - Churu, Beatrice W. E. (2011)
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Ten years of democracy: attitudes and identity among some South African school children - Dyers, Charlyn (Per Linguam, 2011)
Ten years into South Africa's democracy, how do school children feel about themselves as part of specific groups, and what is the role of language in their socio-cultural identities?This paper looks at the ways in which two groups of fourteen-year-old Xhosa-speaking and mixed-race 'Coloured' South African secondary school learners in a new housing area near Cape Town negotiate their identities through language in a context of rapid social change.It analyses their beliefs and attitudes about the languages and speech communities to which they are exposed.
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Status of dyslexia among pupils in public primary schools: a case of Thika District, Kenya. - Giku, Wairimu Florence (2011)
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An Examination of the Representation of African Canadians in the Montréal High School History Textbook, Panoramas Volumes One and Two - Glean, Jodie (2011)
Canadian culture is largely depicted as a tapestry of different cultures woven into one. However, there is a growing awareness that the history taught in schools is not reflective of this cultural tapestry. The omission and erasure of topics addressing the presence and experiences of Blacks in Canadian history are particularly pervasive. My research examines the representation of African Canadians in the textbook Panoramas, an assigned high school history textbook used in Montreal. I will specifically examine and analyse the extent to which African-Canadians are included in and excluded from the textbook through the use of written and graphic texts. I will also discuss the potential effects of the lack of representation on the concept of 'identity and belonging' in the Canadian context. My research will firstly demonstrate that not only is history important to identity formation, it is a key component. Secondly, it will reveal that there is a gross exclusion and misrepresentation of the experiences of African Canadians in the textbook, and finally it will establish that issues of race and racism, as they affect African Canadians, still have not found a place of priority in the Quebec historical discourse. The results of my research will open a dialogue on the need for an in-depth analysis of the current curriculum, textbooks and pedagogies used in Quebec schools, for omissions and biases of experiences around race, gender, sexuality and other differences. It will also continue the discussion on incorporating Afrocentric education as it provides the frame work to depoliticise culture and issues of identity.
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Status of bacteriological, hydrocarbon and heavy metal pollution on lake Tanganyika and pollution's effect on public health in Mpulungu area, Zambia - Kabumbu, Christine Mulenga (2011)
This study investigated bacteriological, hydrocarbons and heavy metal pollution status on Lake Tanganyika in Mpulungu area in the period of October 1999 to March 2000. The purpose of this study was to identify the origin and sources of bacteriological, hydrocarbon and heavy metal pollution on the lake. The objectives were to (i) identify the sources and causes of bacteriological, oil and heavy metal pollution; (ii) determine the magnitude of bacteriological, oil and heavy metal pollution in the lake water; and (iii) assess the epidemiological pattern of water-borne diseases in Mpulungu area.The responses from interviews with the people generally revealed that there are waste materials being introduced on the lake by local people as well as fishing companies. Since many people depend on the lake water for domestic use, chances are that there is a relationship between the quality of water and the spread of water related diseases in the area.In order to determine the status of the water in Mpulungu in terms of bacteriological pollution,samples of lake and river water were analysed for coliform bacteria because this type of bacteria is used as an indicator organism for bacteriological pollution. To determine the amount of oil and heavy metals in the lake water, sediments were analysed using acetone/chloroform and Flame Atomic Absorption respectively. Analysis of data revealed that none of the five sampling stations, on the lake, namely, Mbete Bay,Musende Bay, Ngwenya/Harbour, and Lunzua River road bridge and one township tap, had coliform bacteria below the WHO Permissible Standard for Drinking Water of 0 colonies/100 m/s.Musende Bay where all fishing companies and the harbour are situated, recorded the highest percentage of oil/g in sediments of 0.4 %/g, which was above zero Maximum Permissible levels of oil for WHO Guidelines for Drinking Water. During the study, it was found that there was a strong relationship between the percentage of oil in sediment and the percentage of fine grains in sediments.The study found that there were minute or close to zero concentrations of copper and aluminum in Mpulungu Bays. Chituta Bay was found to contain lead at the level of (0.04mg/l) above the Maximum Permissible levels according to WHO Guidelines for Drinking Water of O.Olmg/1. It is concluded that though at slow rate and in small concentrations, Lake Tanganyika is actually receiving substances, which might degrade and destroy the lake permanently. Lake Tanganyika being in a rift valley and located in the tropics has very high temperatures throughout the year.This high temperature favour the growth of some dangerous pathogens and also favours the decomposition of material.It is recommended that Mpulungu Township Council should improve the water purification system, and set up good wastewater and solid waste control strategies. Finally there is need for more research on lead pollution, the relationship between water-borne diseases and coliform bacteria in the water and the assessment of the effect of pollution on…
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Unveiling their worlds: the use of dialogue as a health-promotion tool for HIV/AIDS education in a poor community in Kenya - Kiragu, Susan; McLaughlin, Colleen (Sex Education:Sexuality, Society and Learning, 2011)
Three decades since the onset of HIV/AIDS, 33.2 million people worldwide are infected and prevalence in Kenya is on the rise. This paper contributes to discussions about HIV/AIDS education and draws on the health promotion approach and the emancipatory theory of Paulo Freire. Freire argued that through dialogue people unveil their world. The researchers used the method of dialogue to facilitate parents' and teachers' reflections on sexuality education for the children. The dialogues seemed to facilitate some reflection and showed the attitudes of the community to matters that impact on sexuality education (e.g. gender and sexuality). This paper illustrates how dialogic processes can be useful to the process of constructing realistic and contextually relevant HIV/AIDS education. The challenges for the researcher as an outsider are also discussed.
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The relationship between identity, language and teaching and learning in Higher Education in South Africa - Leibowitz, Brenda; Adendorff, Hanelie; Daniels, Shariefa; Loots, Ansie; Nakasa, Sipho; Ngxabazi, Nosipiwo; Merwe, Amelia van der; Deventer, Idilette Van (Per Linguam, 2011)
The study on the relationship of identity, language and teaching and learning was conducted by a team of eight members at a higher education institution in the Western Cape.The aims of the research were to investigate the relationship between language, identity and learning, to show how this investigation can benefit dialogue about transformation, and to facilitate the research development of the team.The research design made use of narrative and educational biography in semi-structured interviews with 64 staff members and 100 students.The study supports views of identity as constructed and non-unitary.It shows how language, both as proficiency in the dominant medium of communication and as discourse, is a key component of identity in a higher education institution.The interviews demonstrated how, according to lecturers and students, language and discourse function as primary influences on individuals' acculturation and integration into the academic community.According to the interviewees, language as a marker of identity is interwoven with other aspects of identity.It is both a resource and a source of identification and affiliation.The research demonstrated that dialogue and self reflection can be facilitated via research into identity, teaching and learning, and that this can be beneficial for both the interviewees and the research team.
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Evaluation of the implementation of the new Zambian High School Geography syllabus in rural high schools : The case of Mkushi District, Zambia - Muleya, Habowa Godwin (2011)
In the year 2000 the Zambian Ministry of Education, through its Curriculum Development Centre, published and implemented the New Zambian High School Geography Syllabus. This new syllabus was necessitated by the need to improve the quality of education at High School level as stipulated in the National Policy on Education document called Educating Our Future, (Ministry of Education, 1996). This study was aimed at evaluating the implementation of the New Zambian High School Geography Syllabus in three rural- based high schools found in Mkushi district of Zambia. The study sought to investigate views and experiences of Geography teachers in the three high schools who taught the new syllabus and prepared the first shoot of grade twelve candidates for their 2004 final SC/GCE geography examinations. Through this study, it was hoped that common methods employed by teachers at that time would be established as a way of displaying them for some critical evaluation with respect to achievement of the stated objectives of the new syllabus and the National Policy on education. The study further aimed at bringing out the practical challenges encountered by teachers in the course of implementing this new syllabus. This study also sought to find out from the rural based high school geography teachers their perceptions about the new syllabus, in general, and about the geography field project component, in particular. Finally, the study sought to solicit suggestions from the teacher respondents regarding the kind of teaching /learning resources and in- service professional training they would require if they were to effectively teach the new syllabus. In order to achieve the above stated aims and objectives, ten purposefully sampled geography teachers drawn from three high schools of Mkushi district formed part of the study sample. In addition, thirty-five grade twelve pupils from these three high schools were picked as respondents. A stratified random sampling method was used to arrive at the sampling frame from which a final study sample of 35 pupils was picked using the pick-a-lot random sampling method. From each school, the Head teacher or Deputy Head teacher, as well as one Head of Department (HOD) and one Head of Geography Section were interviewed. The total study sample was 54 beside the key informants from the Curriculum Development Centre (CDC), Examinations Council of Zambia (ECZ) and Dons from the University of Zambia (UNZA) department of Language and Social Sciences Education (LSSE), geography section. Primary information was gathered using separate questionnaires for each of the three groups of respondents namely teachers, pupils and key informants. A Semi-structured interview schedule was used for Head teacher/ Deputy Head teachers and HODs. Questionnaires had open-ended and few closed items, the latter were mostly capturing the Biodata of respondents. In addition, a non- participatory observation method was used to collect information. A qualitative research methodology capturing views and experiences…
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Voodoo Dolls, Charms, And Spells In The Classroom: Teaching, Screening, And Deconstructing The Misrepresentation Of The African Religion - Reuber, Alexandra (Contemporary Issues in Education Research, 2011)
New Orleans voodoo, also called crole voodoo, is an amalgamation of an honoring of the spirits of the dead, a respect for the elderly and the spiritual life, African knowledge of herbs and charms, and European elements of Catholicism. It is a religion of ancestor worship that is unknown to us, and that we are not necessarily exposed to or included in. As such, it is something foreign to our own belief system. Being ignorant about what the religion entails, people in general stigmatize it as something not worthy to discuss, nor to practice. Unfortunately, popular novels like Voodoo Season (2006) and Voodoo Dreams (1995) by Jowell Parker Rhodes, and especially Hollywoods production of horror movies such as White Zombie (1932), I Walked with a Zombie (1943), The Serpent and the Rainbow (1987), Voodoo Dawn (1998) or Hoodoo for Voodoo (2006), do not provide the public with a truthful background of the African, Haitian, or New Orleanean voodoo tradition. All too often these fictional sources fuel the already existing misrepresentations of the religion and represent it as something shadowy, highly secretive, and fearful. This differentiated introduction to New Orleans voodoo via Iain Softleys film The Skeleton Key (2004) exposes students to the major characteristics of the religion, makes them aware of popular cultures falsified voodoo construct, and teaches them how to deconstruct it. This interactive approach is student centered, appeals to their individual intelligences and learning styles, promotes critical thinking, and trains analytical skills.
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Effect of 'SAFE' on improving girls education in Zambia :A case study of Kabale Basic and Lwitikila Girls secondary school of Mpika, 2002-2005 - Simukwasa, Gideon (2011)
The main purpose of the research was to assess the effect of SAFE on improving girls' education in Zambia by examining the interventions put in place by SAFE at Kabale Basic School and Lwitikila Girls Secondary School. The research assessed the impact of SAFE'S interventions on the academic achievement of girls in each of the two schools. Further, the research assessed the contribution of SAFE'S interventions to girls' access to education, retention, and to girls' assertiveness, self-awareness and leadership skills. The study population for the study was 1,110 people for both schools, and the sample size was 110. The study population comprised head teachers, deputy head teachers, senior teachers, heads of department, class teachers, SAFE overseers, SAFE pupils, non-SAFE pupils and SAFE committee members, who included some members of the school community. SAFE members constituted the largest number of respondents in the survey. There were also more female than male respondents in the entire sample. The response rate to the questionnaire was 100 percent. The study employed the quantitative and qualitative techniques of data collection. Primary data collection instruments included the questionnaire and the interview guide. Focus group discussions were also conducted. Secondary data was obtained from pupils' record cards, attendance registers, academic progress reports, school reports and other official school documents. The study found that SAFE had pursued interventions in HIV/AIDS, reproductive health, academic activities, life skills and giving material support to girls. SAFE performed well in improving girls' academic performance especially in Mathematics and Science. This was evidenced by the good Grade 9 and 12 examination results for girls who had been attending tuitions conducted by SAFE. SAFE also provided material and financial support and lobbied for girls' bursaries from cooperating partners. There was a rise in the number of girls who received bursaries from 2002-2005. In the area of reproductive health, there was a steady decline in unwanted pregnancies and early marriages, which was attributed to the education and sensitisation interventions employed by SAFE in each of the two schools. There was a rise in the reporting of cases that involved sexual abuse and forcing girls into early marriages. In addition, there was a rise in the number of girls who had voluntary counselling and testing after education and sensitisation conducted by SAFE. Statistics of the increased number of SAFE girls who attained leadership positions indicated that SAFE had equipped girls with life skills such as assertiveness and self-esteem. However, findings also revealed that SAFE did not have adequate material and financial resources to fully satisfy the needs of the children who needed support. Besides, SAFE membership was relatively small in comparison with the total girls' enrolment in each of the two schools. SAFE had largely achieved its objective of improving girls' education in terms of access, retention and…
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Developing a Communication Skills Training Program for Pharmacists Working in Southern African HIV/AIDS Contexts: Some Notes on Process and Challenges - Watermeyer, Jennifer (Journal of Pharmacy Practice, 2011)
In an attempt to understand why patients do not take medications, researchers are increasingly focusing on how communication processes influence adherence behaviors. Pharmacists have an important role to play in this regard. However, existing communication skills training (CST) programs for pharmacists are not necessarily sensitive to the needs of pharmacists working in specific contexts such as Southern Africa. In addition, CST programs are often poorly described in the literature, lack a theoretical background, and focus excessively on evaluation. This article describes the process of developing a CST program for pharmacists working in Southern African HIV/AIDS contexts, focusing on conceptualization and design. Some shortfalls in current approaches to CST are addressed. A number of sources were consulted during the development phase of the project, including interactional and focus group research, previously developed training models, analysis of currently available CST materials for pharmacists, and a literature review. These are discussed and some attention is also given to the challenges of implementing and evaluating the program. The project highlights the importance of providing CST that is disease- and context-specific, grounded in appropriate research and theoretical frameworks, and based on a rigorous process of development.
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Low Birth Weight and Prenatal Exposure to Indoor Pollution from Tobacco Smoke and Wood Fuel Smoke: A Matched Case–Control Study in Gaza Strip - Abusalah, Akram; Gavana, Magda; Haidich, Anna‐Bettina; Smyrnakis, Εmmanouil; Papadakis, N.; Papanikolaou, Athanasios; Benos, Alexis (Maternal and Child Health Journal, 2011)
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Nigerian Teachers’ Integration of Personal Response System into ESL Classroom - Agbatogun, Alaba Olaoluwakotansibe (International journal of education (Las Vegas, Nev.), 2011)
In the last two decades, there has been the global clamour for the integration of emerging technologies into school curriculum; hence researchers and educators have had increased focus on technology integration in schools in order to have a shift of paradigm from the teacher-centred to student-centred classroom instruction. This study examined the predictive power of teachers’ perceived usefulness (PU), perceived ease of use (PEU), behavioural intention (BI) to use Personal Response System (PRS) and computer experience (CE) on teachers’ acceptance and attitude towards using PRS in improving communicative competence in the classroom where English is taught as a second language (ESL). Seventeen (17) teachers constituted the sample for the study. A self-report questionnaire and a semi-structured interview-guide were used for data collection. Descriptive statistics such as simple percentage, mean and standard deviation as well as inferential statistics such as Pearson Product Moment Correlation Coefficient, and Multiple regression were used for data analysis at 0.05 significance level. Results indicated that teachers were generally positively disposed to integrating PRS in ESL classrooms. Moreover, teachers’ disposition was not significantly dictated by gender. Except for CE, constructs like PU, PEU and BI showed significant positive correlation with attitude to PRS. The results of regression analysis indicated that the set of variables combined to predict teachers’ acceptance and attitude towards using PRS. Relatively, PU was the potent predictor of the dependent variable.
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LibGuides. The Library@CHAD: Dedicated to Building Lifelong Learners. Home. - Morein, Lisa (2011)
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Integrating ICT in Pre-Primary Education: The Case of Mauritius - Pudaruth, Sameerchand; Bahadoor, Bibi Rushda (International journal of education (Las Vegas, Nev.), 2011)
In this paper, we give an overview of how pre-primary education is conducted in different countries and also about the positive impact of ICT on early childhood education.Pre-primary education is gaining up more and more importance as it deals with young learners' future.Brain-based research shows that the period from birth to the age of eight is a critical phase, so quality pre-primary education should be provided to the children for them to perform better in different skills such as mathematics, arts and languages.ICT can be used to enhance the traditional way of teaching and the learning processes.We are of the opinion that the integration of ICT can have long-lasting benefits however a limit should be placed on the amount of time that the young learners will spend in front of a computer screen.We have also made a substantial survey on the requirements of an online tool for pre-primary education in Mauritius.The results obtained are described and explained.
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Promoting environmental public health in rapidly urbanizing areas of less-developed countries in Africa: a collaborative interdisciplinary training in Ibadan, Nigeria. - Shendell, Derek G.; Ana, Godson (PubMed, 2011)
Globally, urbanization has been occurring more rapidly in small-to-medium-sized cities in less-developed countries of Africa and Asia. Studies have suggested associations between traffic and industry-related air pollutants and adverse health outcomes. These chemical and physical exposure agents have also received increased attention for environmental quality concerns like global climate change. Most research to date, however, was conducted in larger industrialized country urban centers. Ibadan, Nigeria, is a historic city characterized by urban sprawl and increasing modernization as an academic and medical training center but is lacking in the implementation of environmental laws. The authors conducted their first training in Ibadan, Nigeria, May 19-23, 2008, based on initial collaborative work during 2006-2008 as well as a trip in mid-March 2007. They describe the rationale for and components of the training, likely one of the first of its kind in Africa. The title of the training was "Advances in Community Outdoor and Indoor Air and Environmental Quality Monitoring and Exposure Assessment." Content was multimedia and interdisciplinary. The authors included lectures, group discussions, field experiences at community and industrial sites with cross-sectional environmental monitoring, and planned pilot studies including master's thesis projects based on real-time, grant-funded monitoring equipment provided to the University of Ibadan, including protocol development demonstrations.
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Musculoskeletal Birth Injuries in a South West Nigerian Teaching Hospital - Adewole, OA; Fabamwo, AO; Williams, O. Martin; Disu, EA; Kayode, MO; Shoga, MO; Ra, Balogun (The Nigerian Journal of Clinical Medicine (online), 2011)
Background Musculoskeletal birth trauma in our environment has been sparsely reported. Knowledge of the patterns of musculoskeletal birth trauma should enable us in making recommendations for prevention and early treatment. Methods All children who were referred to the out-patient Orthopaedics Clinic and Surgical Emergency Department with musculoskeletal birth injuries between June 2006 and May 2007 were included in this study. Biographic data, birth weight, maternity facility and calibre of obstetric attendant were recorded and analysed using SPSS version 15. Results In the study period, 57 patients were seen with a male-female ratio of 1:1.28. Those born in private hospitals constituted 49.1% while the rest were born in government hospitals churches, at home, or by herbal healers and traditional birth attendants. Birth weight was known in only 41 babies (71.9%) ranging from 2.8kg to 5.5kg. Although brachial palsy was the commonest birth injury seen in 21 (36.84%) cases, there were more fractures on the whole-the clavicle being the most frequently fractured bone (33.3%). Conclusion Birth injuries are not uncommon in our environment. Fractures appear to be more common than obstetric palsy in our practice. Public enlightenment and training of birth attendants should reduce the incidence of birth injuries and facilitate early referral for treatment. Keywords: musculoskeletal, birth, hospital, trauma, obstetric palsy. http://dx.doi.org/10.4314/njcm.v4i1.3
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Of drama, dreams and desire: creative approaches to applied sex education in southern Africa - Casale, Marisa; Hanass-Hancock, Jill (Sex Education:Sexuality, Society and Learning, 2011)
In the midst of a generalised HIV and AIDS epidemic in southern Africa, the argument for more coordinated and comprehensive youth sexual health interventions is intensifying. Yet the crucial question of how best to provide young people with these skills and knowledge remains a key challenge for policy-makers, researchers and practitioners in our region. Moreover, amongst the available literature on sex education in southern Africa, few authors have taken an applied perspective, to look at fresh approaches and tools with the potential to be implemented more broadly. This paper argues for a greater focus on concepts of masculinity and sexuality in the development of sexual health efforts in southern Africa. It aims to bridge theory and practice by advancing six promising approaches with the potential to create a suitable space and environment for participants to engage with these issues. Approaches include methods and tools currently being implemented in existing programmes, as well as ideas emerging from r...
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The effectiveness of Kenya Education Staff Institute in-service training for heads of Departments of secondary schools in Kiambu East District - Chege, Esther Wanjiku (2011)
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Conflict management styles and their effect on teacher performance in secondary schools in Bomet district, Kenya. - Cherono, Margaret Kirui (2011)
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Agrobacterium tumefacients mediated introgression of Nicotiniana Protein Kinase (NPK1) gene in selected Kenyan maize genotypes to enhance drought tolerance - John, McCormick (2011)
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Argumentation and indigenous knowledge: socio-historical influences in contextualizing an argumentation model in South African schools - Martinez, G.; José, Alejandro (Cultural Studies of Science Education, 2011)
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Investigating into factors influencing students' poor performance in secondary school chemistry: a case of Nyamaiya Division in Nyamira District, Kenya - Ndemo, Aloys Nyang'ai (2011)
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The status of school feeding programme and implication for access and retention: a case study of primary schools in Kamukunji District, Nairobi, Kenya - Ndung'u, Nancy (2011)
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Teachers' Task Practices in Relation to Teachers' Knowledge in Nigeria - Sanni, Rasheed (2011)
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Quality of education offered in private secondary schools: a case of slum schools in Nairobi Province, Kenya. - Achando, Sikobe Dorothy (2011)
Department of Educational Management Policy & Curriculum Studies, 72p. The LC 55 .K4A25 2010
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EXAMINATION OF THE EFFECTS OF COST SHARING POLICY ON SCIENCE AND TECHNOLOGY EDUCATION AND TRAINING IN KENYA NATIONAL POLYTECHNICS - Amuka, Lorna; Olel, Maureen; Gravenir, F.Q. (Australian journal of business and management research, 2011)
Strengthening equitable gender access to and success in science and technology courses is an essential pre-requisite for Kenya’s economy. The country’s potential for development in agriculture, health and industry is going to depend on a cadre of scientists and technologists from the polytechnics for their services. This study focused on the challenges of access into Kenya national polytechnics. The findings indicate that fewer female students than male students accessed science and technology courses and that the common factor which affected their access was lack of sufficient funds for training. Despite the disparity in access, they were at parity in performance.
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Management of physical and material resources in secondary schools in Kenyenya division, Gucha district, Kenya - Ayaga, Oseko Andrew (2011)
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Cost Saving Measures in Enhancement of Internal Efficiency in Public Secondary Schools in Kericho District, Kenya - Conrad, Harry Masimbwa (2011)
Following the successful implementation of Free Primary Education (FPE) in Kenya in 2003, focus has shifted on to ways of making Secondary Education (SE) more affordable and accessible to accommodate the envisaged high enrolments. The Government of Kenya (GOK) plan to subsidize tuition fee in secondary schools as from January, 2008 calls for immense support from all stakeholders to ease the likely immense financial implications. The purpose of this study was to investigate how public secondary schools in Kericho District were instituting cost - saving measures to enhance internal efficiency as well as to establish other options available for financing SE. The researcher adopted a descriptive survey design. Out of the 38 public secondary schools, 12 schools (31.6%) were selected for the study using stratified sampling techniques based on administrative divisions and whether they were girls, boys or mixed schools. A sample size of 12 respondents (head teachers) was requested to fill in a questionnaire on resource utilization while the researcher used a document analysis guide to collaborate responses given. The researcher sought expert opinion on the validity of the questionnaire while test - retest technique was used to attest reliability. The filled questionnaires were collected after one week and the data obtained analyzed using descriptive statistics. Presentation was done in tables and pie charts showing frequencies and percentages. The study established that only 3 (25%) of the schools were pure day, indicating the need to establish more that could be affordable to all. It was further revealed that only 3 (25%) of the sampled schools shared their facilities yet most didn't have adequate physical facilities. Concerning the teaching load, it was established that only 3 (25%) and 1 (8.3%) of Languages and Mathematics teachers respectively had over 29 lessons a week. Though all the head teachers 12(100%) accepted payment of fees in kind and 9 (75%) of the schools engaged in Income Generating Activities (IGAs) to supplement funding, all the schools had fees arrears as at 31st Dee, 2007. Out of these, 5 (41.7%) had fees arrears of over KSh 3,000,000. each. Against this backdrop, there was a steady rise in enrolment from 2005 - 2007 with effects of FPE being cited as a causal factor. However, repetition and drop out cases were highly registered in 2007. Only 3 (25%) of the schools managed a mean grade of C plus in KCSE from 2005 - 2007. On financial management, only 2 (16.7%) of the headteachers had attended courses while 1 (8.3%) had their books of accounts audited regularly. Apart from 10 (83.3%) of headteachers citing cases of duty combination by ancillary staff, 9 (75%) employed them on contract terms as away of reducing expenses. The researcher recommended project management training for school managers and workers for effective management of IGAs, whose proceeds should be channeled towards supporting needy students. Schools should also embrace sharing of facilities as one of the cost sharing measures. More so, school purchases should be done in bulk in order to reduce the unit cost.
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Methods used to enhance students discipline in public secondary schools in Kamukunji division Nairobi province, Kenya - Ekombe, N. Redempta (2011)
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Decentralization of the teachers service commission: Issues and challenges- a case of Muranga South District, Kenya - Githaiga, B. N. (2011)
Department of Educational Management Policy & Curriculum Studies, 79p. The LB 2832.4 .K4 G5 2009
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Benefits of Kenya National Union of Teachers' welfare programmes to Primary school teachers in teachers in Mwingi district, Kenya - Kitungu, S. M. (2011)
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Assessment of the level of implementation of safety standards guidelines in public secondary schools in Ngong division, Kajiado District, Kenya - Muigai, Grace Wanjiru (2011)
Department of Educational Management, Policy and Curriculum studies,80p.The LB 2864.5 M8 2010
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Effectiveness of the Kenya education staff institute trained headteachers on management of puplic secondary schools: a case of Kitui District, Kenya - Muli, Elijah Munyasia (2011)
Department of Educational Management Policy & Curriculum Studies, 69p. The LB 2831.966 .K4 M8 2009
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Improvement of internal efficiency of primary school education in Kandara division, Murang'a south district Kenya - Mungai, Sarah Njeri (2011)
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Analysis of income generating activities in public secondary schools in Mulot division of Narok south district, Kenya - Mutegi, Jacqueline Mwende (2011)
Department of Educational Management, Policy and Curriculum Studies,LB 2826.6.K4 M8 57p.2009
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The challenges facing the sponsors in the management of public secondary schools: the case of Kibwezi district, Eastern province Kenya. - Mwanthi, Kanini Patricia (2011)
Department of Educational Management, Policy and Curriculum studies, 94p The LB 2970 .K4M9 2010
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Assessment of effects on drugs and substance abuse on students' performance: a case of secondary schools in Kagundo district,Kenya - Nyaga, Justin Muriuki (2011)
Department of Educational Management Policy & Curriculum Studies, 81p. The HV 5801.N9 2009
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Rethinking argumentation-teaching strategies and indigenous knowledge in South African science classrooms - Òtúlàjà, Fẹ́mi S.; Cameron, Ann; Msimanga, Audrey (Cultural Studies of Science Education, 2011)
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Availability, acquisition and utilization of teaching-learning resources of english language in primary schools in Buuru division of Imenti north district, Kenya. - Ruthiri, Moses Kaaria (2011)
Department of Educational Management, Policy and curriculum Studies, 70p. The LB 1044.88.R8 2009
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Breakneck Expansion and Quality Assurance in Ethiopian Higher Education: Ideological Rationales and Economic Impediments - Semela, Tesfaye (Higher Education Policy, 2011)
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The planning school versus the learning school in new venture creation : in South Africa - Solomons, Ricky (2011)
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Technophobia among Female Undergraduate Students: A Challenge to Attainment of the MDGs in Nigeria - Achuonye, Keziah Akuoma; Ezekoka, Gertrude Kanayo (2011)
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The consequences of change management in an institutional performance: a case of Machakos Technical Training Institute, Kenya - Ajwang, Miriam Waganda (2011)
Department of Educational Management Policy & Curriculum Studies, 80p. The HD 58.8 .A38 2010
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Climate Change and Nigerian Soils: Vulnerability, Impact and Adaptation - Akamigbo, F. O. R.; Nnaji, GU (Agro-Science, 2011)
This article reviewed the impact of climate change on our soils and suggested measures to combat or mitigate its negative effects on sustainable soil productivity. Climate change occurs when a situation in which a change in climate continues in one direction at a rapid rate and for an unusual long period of time. The article shows that Nigerian soils have high potential of susceptibility to the impact of climate change with adverse consequences. The vulnerability of our soils to impact of climate change is associated with among other things human factors, illiteracy, low level of technology applied in crop and animal production, type of soils and inadequate climate change policy and bills. Most Nigerian soils belong to the Ultisols, Alfisols, Inceptisols, Entisols, Vertisols order of the USDA Soil taxonomy and respond to climatic change differently depending on a lot of factors including their mineralogical classes. The mineralogy of Nigerian soils is dominated by low activity clays. The impacts of climatic change on soils could be positive or adverse and devastating. Some of the identified impacts are reduction in soil biodiversity, soil erosion, excessive soil wetness, high soil temperature, depletion of soil organic pool, increased soil acidity, change in soil consistence, desertification and general decrease in the overall quality of the soil for agricultural, engineering and other land uses. Based on our local condition and environment, mitigation and adaptation measures are presented in the paper for confronting climate change problems. These methods dwell on the following- management practices to be adopted by farmers, advocated government support programmes and policies and expected roles communities as well as individuals should play in reducing the negative impact of climate change on Nigerian soils. Generally, ensuring adequate cover, changing inputs and varieties and/or species of crops , making wide use of technologies in farming, creating incentive from government and reduction in deforestation and promotion of afforestation are some of the measures recommended. Research on carbon sequestration on continued basis is also recommended.Key words: Climate change, Nigerian soils, vulnerability, adaptation.
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Resources are needed for training in South Sudan - Carr, Pauline (Nursing Standard, 2011)
I am appealing to Nursing Standard readers for help. A hospital and nurse training school in South Sudan needs nursing textbooks, dictionaries, journals and anatomical wall charts.
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Resources are needed for training in South Sudan - Carr, Pauline (Nursing Standard, 2011)
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Climate Change and Livestock Production in Nigeria: Issues and Concerns - Cc, Nwosu; Ogbu, CC (Agro-Science, 2011)
The article reviewed the major issues concerning climate change and livestock production in Nigeria. The mechanism of the greenhouse effect (GHE) of the earth’s atmosphere as well as the relative importance of greenhouse gases (GHGs) in terms of greenhouse effect (GHE) and global warming potential (GWP) are presented. The probable changes in global climate as a result of atmospheric enrichment with greenhouse gases from results of simulated changes in atmospheric greenhouse gases are also presented. Emission scenarios and climate change models, atmospheric enrichment with GHGs were shown to have a net negative impact on global climate leading to global warming, more variable and unpredictable climatic and weather patterns (including tendencies for extreme events), net decrease in yield of grain, forage and pasture crops for livestock as well as changes in the epidemiology and dynamics of livestock diseases, pests and vectors. These stressors meant greater challenges on livestock production in terms of well being, reproduction and performance. A number of adaptation schemes which include environmental modification, selective breeding and modifications in the nutritional environment of animals were suggested. The integration of these adaptive measures in livestock production systems in Nigeria will minimize and/or forestall the negative impacts of climatic change and climate variability on livestock production in Nigeria.
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Effect of Climate Change on the Food Supply System: Implications for Food Processing in Nigeria - Enwere, N. J.; Ani, J. S. (Agro-Science, 2011)
Climate change has become an issue of great concern in recent years due to its effect on every aspect of life. The ecosystem, agriculture, industry, households and human well-being are all intertwined with climate change issues. The food supply system worldwide has been affected and is also contributing to climate change due to emission of greenhouse gases that results in global warming with its attendant consequences such as floods, drought, forest fires, poverty, malnutrition, health and various socioeconomic problems. Agriculture and food processing, preservation, storage and distribution activities are seriously affected leading to adverse effect on the food supply chain. Holistic global, regional and national policies are required to cope with effects of global warming in such a way as to build people’s resilience and that of food supply.
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Secondary school learners perceptions and expectations of life skills education: a case study of Kieni East division,Nyeri North district,Kenya - Githinji, Ephraim W (2011)
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Socio-Economic Impacts of Climate Change in Africa - Igbokwe, E. M.; Mkpado, Mmaduabuchukwu (Agro-Science, 2011)
This paper examined the arguments for and against the climate change phenomenon and attempted to weigh in with presentation of available evidence. It finally drew from literature and reviewed possible impacts of climate change in Africa. It concluded by calling for a wakening and preparedness by African governments for possible catastrophic events rather than waiting for external aid.
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Climate Change and Crop Vulnerability in Nigeria - Kalu, B. A.; Egbe, O. M. (Agro-Science, 2011)
In Nigeria, food insecurity remains problematic due to dislocations in the agricultural productivity pathways. Food preferences and utilization patterns are skewed in favor of crop-based staples, which availability in quantity and quality, depend on the aggregate crop output. Unfavorable environmental conditions such as caused by climate change would create some level of vulnerability of the crops and thus have implication on food security. Two components of the Agricultural Value Chain, production and storage, appear to be most responsive to changes in environments with production being the most vulnerable since all the activities involved in the process of production occur in the fields and are weather -dependent. Climate change -directed irregularities or deviation from the normal seasonal patterns such as onset and duration of wet and dry periods, short and prolonged dry spells clearly manifest in various levels of crop vulnerability. It would therefore appear that a sustainable crop-based agricultural system can only be achieved where crop vulnerability is considerably minimized. If climate change effects can be incorporated in the design and implementation of national development programs right away, it will help to reduce vulnerability, stabilize food production and better secure livelihoods. The ecosystem approach with crop rotations, bioorganic fertilizers (e.g., from legumes) and biological pest controls, improves soil health and water retention, increases fertile top soil, reduces soil erosion and maintains productivity over the long term.
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Experimentally Evaluating the Impact of a School-Based African-Centered Emancipatory Intervention on the Ethnic Identity of African American Adolescents - Lewis, Kelly M.; Andrews, Emily; Gaska, Karie; Sullivan, Cris M.; Bybee, Deborah; Ellick, Kecia L. (Journal of Black Psychology, 2011)
Ethnic identity, the extent to which one defines one’s self as a member of a particular ethnic group, has been found to be an important predictor of African American adolescents’ psychological and behavioral well-being. This study experimentally examined the effects of a school-based emancipatory intervention on the ethnic identity of African American adolescents. Using a promising education framework drawn from elements of East African Ujamaa philosophy and practice, the intervention was provided to a randomly selected group of 32 eighth graders in a predominately African American inner-city mainstream public school and then compared to a randomly selected group of 33 eighth graders in a regularly scheduled life skills class from the same population. Contrary to expectations, growth trajectory modeling indicated that participants’ ethnic identity significantly decreased throughout the intervention compared to youth in the control group. Intervention and evaluation challenges are discussed as are implications for future practice and research.
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Regional climate model simulation of projected 21st century climate change over an all-Africa domain: Comparison analysis of nested and driving model results - Mariotti, Laura; Coppola, Erika; Sylla, Mouhamadou Bamba; Giorgi, Filippo; Piani, C. (Journal of Geophysical Research, 2011)
[1] We analyze a transient climate change simulation for the 21st century (1980–2100) over a large all-Africa domain carried out with the RegCM3 regional model driven by the ECHAM5 global model. We focus the analysis on a comparison between the driving and nested model runs. For present climate, the two models show temperature and precipitation biases of similar magnitude but different spatial patterns. In particular the bias patterns in the regional model driven by ECHAM5 are more similar to those of a regional simulation driven by ERA Interim reanalysis fields than to the bias patterns in the present climate simulation by ECHAM5 itself. In the transient simulation, while the temperature changes are strongly driven by the global model, the precipitation change patterns are more different between the global and regional models, particularly over the West Africa and Sahel regions. A targeted analysis suggests that this is due to the different simulation by the two models of the local response to El Nino–Southern Oscillation forcing and of local soil moisture/precipitation feedbacks. Our results thus indicate that local processes and internal model physics and characteristics are important elements in determining the precipitation change signal simulated by the nested regional model in this large domain experiment, especially over equatorial and tropical regions. This adds an element of uncertainty that needs to be address through the use of ensembles of regional model experiments as planned in the Coordinated Regional Climate Downscaling Experiment (CORDEX) project.
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Library user education in public libraries in kenya with particular reference to the Kenya National Library Service and Macmillan Memorial Library - Ngacaku, Caroline Wanjiru (2011)
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Assesment of health-related fitness status of 6-9 year old primary shool pupils in Mukono and Wakiso Districts, Central Uganda - Nsibambi, Constance Adron Nakayiza (2011)
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The pedagogic process of writting in english as a second language (ESL) in Kenyan secondary schools. - Nthiga, Muthoni Purity (2011)
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Climate Change and Resource Utilization in Nigerian Agriculture - Nwajiuba, Chinedum (Agro-Science, 2011)
Climate change is already having predominantly adverse effects on the agricultural sector of the poorer parts of the world including Nigeria. Most crop and livestock production systems in Nigeria are low-technology based and are therefore heavily susceptible to environmental factors. This paper investigates the impact of climate change on agricultural resource utilization and productivity in Nigeria. The focus of the paper is the crop sector which is the more practised in comparison to the livestock sector. Time series data on the production of major crops (cassava, maize, and guinea corn) from the three ecological zones (coastal and rainforest, Savanna, and Sahel) obtained from the Federal Ministry of Agriculture, Central Bank of Nigeria and National Bureau of Statistics were combined. Data collected were on output, land, labour, fertilizer, seed, and credit for a period of thirty five years. Also, data from the Nigerian Meteorological Agency (NIMET) on long-term climatic variables (temperature and precipitation) for thirty five years (1975-2009) were collected. Precipitation and temperature were related with inputs variables (land, labour, fertilizer, seed, and credit). The ordinary least square regression analysis (production function) fits the data best. Decreased precipitation, increased temperature, increased hectarage cultivated, increased credit, and increased use of fertilizer have positive and significant impact on the production and productivity of the crops. Furthermore, the results show that the impact of precipitation on production is stronger than that of temperature. This suggests that the impact of climate change on production and productivity could be negative if the change increases temperature but reduces precipitation at the same rate and simultaneously. Moreover, the impact of other inputs (land, labour, credit, fertilizer, and seed) on production and productivity are positive, which supposes that increasing the availability and accessibility of these input will enhance crop production and resilient adaptation to the impacts of climate change for Nigerian agriculture.Key words: Climate change, resource utilization, agriculture, Nigeria.
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Effect of captioned television on instruction of learners with hearing impairement in Karen Institute for the deaf in Nairobi, Kenya - Nyarangi, Onchari Isanda (2011)
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Management of the change occasioned by free primary education in Kakamega and Kajiado districts, Kenya - Ogola, O. Martin (2011)
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Dropout Rate Among Secondary School Girls in Ekerenyo Division of Nyamira District, Kenya - Omwonywa, Maranga Lawrence (2011)
Department of Educational Management Policy & Curriculum Studies, 71p. The LB146.8 .K4O4 2010
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Challenges of in-service education at centre for mathematics, sciences and technology education in Africa, Kenya: - Theophilus, Mogoba Stephen (2011)
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Indicators of Climate Change in the Derived Savannah Niche of Nsukka, South-Eastern Nigeria - Uguru, M. I.; Baiyeri, K. P.; Aba, SC (Agro-Science, 2011)
To track changes in our climate over the past 40 years, three important weather elements namely; temperature, rainfall and relative humidity were analyzed. The results obtained revealed that there is a trend towards warmer temperatures, fluctuating rainfall distribution pattern and reduced relative humidly in the derived savanna ecological belt. The period, 2005-2010, represents the six warmest years in the past four decades in the derived savanna ecology. The bi-modal rainfall pattern is still in place but with a discernable shift of the second peak from September to October from 2001 to 2010. These glaring changes have implications on the development of Agriculture and preservation of biodiversity. Therefore, capacity building among native researchers to conduct locally relevant, policy-oriented research needed to support cogent decisions about adaptation and mitigation, and to provide reasonable options for the support structure required to facilitate and implement the research is imperative.Key words: climate change, agriculture, derived savannah, Nigeria
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Agricultural Innovations for Climate Change Adaptation and Food Security in Western and Central Africa - Urama, Kevin; Ozor, Nicholas (Agro-Science, 2011)
The study sought to examine various agricultural innovations for climate change adaptation and food security in eight countries in Western and Central Africa namely Nigeria, Liberia, Sierra Leone, Ghana, Gambia, Cameroon, Equatorial Guinea and Central African Republic. The countries were grouped into three clusters to facilitate comparative analysis of the data generated. Primary and secondary data were collected using questionnaire, participant observation and focus group discussions while secondary data were obtained through in-depth literature review. Descriptive statistics were mainly employed in data analysis. Results show that the most prominent adaptation measures in Nigeria, Sierra Leone and Liberia were; processing of crops to reduce post-harvest losses; increased weeding; mulching; increased manure application; movement to a different farm site; use of agrochemicals; and prayers for God’s intervention. In Ghana and the Gambia, most of the farmers did not do anything but relied on God’s intervention. However, others embarked on regular weeding, construction of drainage systems and trenches, and use of agrochemicals. They also referred difficult cases to extension agents. In Cameroon, Equatorial Guinea and the Central African Republic, farmers, resorted to late planting, blocking of drainage in rice fields to conserve water, multiple cropping; planting crops with different maturity periods, use of wood ash, and urban cropping. The study recommends more interaction of relevant stakeholders including farmers, extension agents, civil society actors, private sector actors and government in generating suitable agricultural innovations for climate change adaptation and food security in the regions. Above all, the study identified the need for capacity strengthening at all levels in the agricultural value chain to ensure food security even in the face of climate change.Key words: Climate change, innovation, adaptation, agriculture, food security, Africa
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THE EFFECTS OF HIV AND AIDS ON THE COMPLETION RATES OF GIRLS IN SECONDARY SCHOOLS IN THIKA DISTRICT, KENYA - Wahu, Jane Esther (2011)
Department of Educational Management Policy & Curriculum Studies, 85p. The LC 2438 .K4W3 2009
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Land use and climate change adaptation strategies in Kenya - Adimo, Aggrey Ochieng; Njoroge, John Bosco; Claessens, Lieven; Wamocho, L. S. (Mitigation and Adaptation Strategies for Global Change, 2011)
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Willingness to work in rural areas and the role of intrinsic versus extrinsic professional motivations - a survey of medical students in Ghana - Agyei‐Baffour, Peter; Kotha, S Rani; Johnson, Jennifer; Gyakobo, Mawuli; Asabir, Kwesi; Kwansah, Janet; Nakua, Emmanuel Kweku; Dzodzomenyo, Mawuli; Snow, Rachel; Kruk, Margaret E (BMC Medical Education, 2011)
Retaining health workers in rural areas is challenging for a number of reasons, ranging from personal preferences to difficult work conditions and low remuneration. This paper assesses the influence of intrinsic and extrinsic motivation on willingness to accept postings to deprived areas among medical students in Ghana.A computer-based survey involving 302 fourth year medical students was conducted from May-August 2009. Logistic regression was used to assess the association between students' willingness to accept rural postings and their professional motivations, rural exposure and family parental professional and educational status (PPES).Over 85% of students were born in urban areas and 57% came from affluent backgrounds. Nearly two-thirds of students reported strong intrinsic motivation to study medicine. After controlling for demographic characteristics and rural exposure, motivational factors did not influence willingness to practice in rural areas. High family PPES was consistently associated with lower willingness to work in rural areas.Although most Ghanaian medical students are motivated to study medicine by the desire to help others, this does not translate into willingness to work in rural areas. Efforts should be made to build on intrinsic motivation during medical training and in designing rural postings, as well as favour lower PPES students for admission.
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Teaching German as a foreign language in a multilingual South African context - Baker, Anne (Per Linguam, 2011)
Arguments for the promotion of indigenous languages should not be used as reasons against teaching German in a multilingual South African context.Elevating the status of the indigenous languages can go hand in hand with continuing to teach German as a foreign language.This article argues that teachers of German as a foreign language could valuably affirm African languages in their classrooms.The article demonstrates the importance of taking cognizance of the learners' first language in learning a foreign language.Knowing what to emphasise and which elements in the primary language are useful for more effective language learning to take place can be problematic for the teacher who is not familiar with the primary language of the learners.An error analysis of the written work of grade 10 and grade 12 learners of German as a foreign language provides valuable insights for teachers in South Africa who find that their classes are increasingly multilingual.It also suggests ways of providing opportunities to affirm African languages in the foreign language classroom.
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Earthquake Rupture at Focal Depth, Part II: Mechanics of the 2004 M2.2 Earthquake Along the Pretorius Fault, TauTona Mine, South Africa - Heesakkers, V.; Murphy, S.; Lockner, D. A.; Reches, Z. (Pure and Applied Geophysics, 2011)
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Effectiveness of the strategies used in managing student indiscipline in secondary schools-a case of Maara District, Kenya - Kagendo, Dinah Alexander (2011)
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Drought and desertification management in arid and semi-arid zones of Northern Nigeria - Medugu, Nasiru Idris; Majid, Mohammad Rafee; Johar, Foziah (Management of Environmental Quality: An International Journal, 2011)
Purpose – This paper seeks to review the state of desertification in Nigeria, historical trends and past national efforts as well as ongoing programs for combating the fast-spreading desert conditions in the arid zones of the country. Design/methodology/approach – The approach has been carried out through a comprehensive review analysis and detailed assessment on several methods of approach which includes archival materials as well as published government documents, field observation and learned background information of the working and funding dynamics of the program to combat desertification. Findings – The findings of this paper reveal that the failure of the past government effort in combating desertification in Nigeria is a result of the policies and the programs not having been designed to adequately tackle the problem of drought and desertification and of the phenomena being treated as sectoral issues rather than an integrated whole. Practical implications – This paper has practical implication for anyone interested in sustainable management of drought and desertification in the arid and semi arid zones of the world. Originality/value – The paper has articulated success and failure of the government programs in combating the twin environmental problems of drought and desertification in Nigeria and also shows that government could significantly combat desertification through sustainable management of its projects/programs if adequate resources are employed.
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An investigation into the preparedness for disasters in secondary schools in Ruiru division, Thika district, Kenya - Mururi, Wangui Susan (2011)
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Attitudes towards learning and performance in mathematics among students in selected secondary schools in Bureti district, Kenya - Mutai, Jackson Kipronoh (2011)
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Attitude of pre-school teachers towards inclusive education for children with hearing impairment in Makadara division, Nairobi, Kenya - Mwakachola, Majala Sylvia (2011)
A thesis submitted in partial fulfilment of the requirements for the degree of master of education (early childhood studies) in the school of education, Kenyatta University. May 2010, LB 1203 .K4M85
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Effectiveness of Kenya education sector support programme grants on primary school infrastructure improvement: a case of Kiambu District - Mwaura, Waithira Rosemary (2011)
Department of Education Management, Policy and Curriculum Studies, 84p. The LB 2826.6 .K4M9 2010
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Hindarances to effective Learning of Pupils with hearing Impairment in Meru North District-Kenya - Mwenda, Jennifer Muiti (2011)
One is learning when he is increasing the probability of making a correct response to a given stimulus. One has learned only when he is capable of giving an appropriate response. The 8.4.4 Curriculum of Education is followed in education of hearing impaired in special schools and units. Hence just as the case in regular education, the hearing impaired are expected to learn and perform well academically. Statement of the Problem was that children with hearing impairments are typically not educationally managed well to permit them compete satisfactorily in the society. The study aimed at investigating factors hindering effective learning of children who are hearing impaired in one special primary school and units in Meru North District in Eastern Province of Kenya. Education being a basic human right, children who are hearing impaired successful learning, needs to be emphasized and factors hindering it to be addressed. Literature was reviewed on trends in the education of children who are hearing impaired and how units of hearing impaired are successfully manned in order to mode children with hearing impairments. The study was carried out within Meru North District that is Tigania and Igembe. It used a descriptive survey design. One special primary school and 22 units were sampled for the study, which presents 30% of the total population. Purposive and stratified random samplings were used for the particular special primary school and units. Questionnaires, interviews and observation schedules formed the basic research instruments. Expert‟s knowledge from the supervisors was indispensable in determining the validity of the instruments. The reliability was determined by the use of a pilot study. The results show that Majority (62.5%) of the parents preferred their children to be enrolled in residential special schools. Only 57% of the teachers always use the teaching/learning resources, 87% of the respodents indicated that they have over 10 years of teaching experience, 75% of them went through KCSE system of education and 57% of the teachers prepare their lessons before teaching the children who are hearing impared.It was concluded that lack of many trained teachers in Special Needs Education may affect learning of pupils with hearing impairment in special schools and units,inadequate teaching and learning resources impede learning of pupils with hearing impairment and lack of inspction of special schools and units by the Ministry of Education officers will affect effectiveness.Among the recommendations, it was recommended that the QASOs be trained in Special Needs Education,the teachers to be given frequent workshops and seminars. Scools should solicit funs to buy the necessary materials and equipment and organise short sign language courses for parents and that parents should cater for the basiic needs of their children.The researcher also recommeds a similar study to be carried out at a wider scope to uncover the problem at a broad perspective that wouldl benefit children who are hearing impaired.
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Financing Education in Kenya Through Cooperatives - Mwenje, Mutungi Stephen (2011)
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PRE-SCHOOL TEACHERS' KNOWLEDGE AND ATTITUDE TOWARDS USE OF VISUAL MEDIA IN INSTRUCTIONAL DELIVERY IN KIBWEZI DISTRICT, KENYA - Mwololo, Josephat Nzika; Barbara, Grant; Begi, Nyakwara; Mutweleli, Samuel Mutua (2011)
The purpose of this study was to investigate pre-school teachers' knowledge and attitude towards use of visual media in instructional delivery. Descriptive research design and survey technique were used. Stratified random sampling technique was used to select the sample. It was found that trained pre-school teachers used instructional visual media more than the untrained pre-school teachers. There was no significant difference between trained and untrained pre-school teachers' knowledge and attitude. The relationship between pre-school teachers' knowledge and use of instructional delivery visual media was not significant, but the relationship between pre-school teachers' attitude towards visual media in instruction and use were positive and significant in Mathematics, Science, Social Studies, Music and Movement and Art and Craft and specifically the overall. It was concluded that pre-school teacher training was important and preschool teachers need to be motivated to continue using instructional visual media.
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EFFECT OF AN EMERGENCY CARE TRAINING ON THE MANAGEMENT OF ACUTE CHILDHOOD DIARRHOEA IN NAKURU DISTRICT, KENYA - Ndedda, Ouma Crispin (2011)
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Educational outcomes of reintergrated child offenders in Othaya rehabilitation school, Nyeri county, Kenya - Ndirangu, Joseph Muchemi (2011)
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Constraints facing acquisition of life-skills to curb risky behavior among public secondary school students in Thika municipality Kenya - Ndonga, Francis Kuta (2011)
Department of Educational Management Policy & Curriculum Studies, 112p. The HQ 2039 .K4K8 2010
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High School Dropout: Perceptions and Voices of African American and Hispanic Students - Baker, Wanda L. (2011)
The purpose of this study was to investigate the perceptions of African American and Hispanic students who dropped out of school while exploring their schooling experiences and the factors they believe contributed to their decision to drop out. The case study approach was used in an effort to capture the informants’ voices and the meanings they hold as students of color about the experience of dropping out. The findings from this study will contribute to the existing body of literature by contextualizing a student of color’s choice to dropout of school. The informants in this study were members of a large, diverse suburban high school, in a large school district in Southeast Texas. The 12 informants were purposefully selected resulting in seven Hispanic, five African American, seven female, and five male dropout students. A one-on-one interview with the informants generated data for this study. Additional data consisted of observations made by the researcher as a school administrator at the last school the informants attended and by prior knowledge about some of the informants from school records. The interpretational analysis process selected was based on Glaser and Strauss’ constant comparative approach to analysis. The constant comparative data analysis generated three major themes of the factors that informants attributed to dropping out of school: (1) challenging home situations, (2) personal realities, and (3) school related factors that reflected a lack of support systems. The theoretical framework that grounded this study was based on Mehan’s Contextual Factors Surrounding Hispanic Dropouts. His construct suggested that for students of color dropping out was a function of social reproduction and deficit thinking. He further asserted that such outcomes were a result of school factors controlled and institutionalized by schools. However, contrary to Mahen’s theory, my informants noted challenging home situations as the primary consideration in their decision to drop out. My findings, based on the context of the Horizon High School, suggest that while the school as an institution is not responsible or accountable for the family factors that contribute to students’ decision to drop out, it can provide systems of support for students to assist them in overcoming the causes outside of the school walls that contribute to their decision to leave.
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Constraints experienced by EFL literature students: A case study from an Algerian university - Bouazid, Tayeb; Roux, Cheryl Sheila Le (Per Linguam, 2011)
This article investigates the perceptions and experiences of second language reading and comprehension of Arabic-speaking university students in TEFL (Teaching English as a Foreign Language) literature classes.In reflecting students' observations and experiences in a variety of classroom activities, the study attempts to uncover the constraints and challenges students experience and to suggest ways in which these difficulties could be overcome.The findings of the study reveal that lecturers have a significant role to play in helping students overcome barriers to understanding and interpreting literature.Recommendations for improving comprehension and enjoyment in L2 literature studies include the teaching and modelling of appropriate reading strategies that improve critical and analytical thinking skills; teaching and learning within a collaborative learning environment which fosters the development and exploration of ideas; and improving students' background knowledge relevant to the text being studied.
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Access to and participation of women in science-oriented vocational education and training programmes in Kenya - Mbirianjau, Wandiri Lucy (2011)
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African American Urban Female Students' Perceptions of Social Factors Impacting Their Academic Achievement in One Public School District - Shelby-King, Rhonda Evette (2011)
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Ndlovu Pre-school project: Dennilton, South-Africa: “It takes a village to raise a child.” - Steenwijk, A.M.E. van (2011)
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A School Library in Sub-Saharan Africa - Anderson, Johanna (Library and information research (Online), 2011)
This paper reports on the success and suitability of a Western-donated school library in furthering literacy and reader development in Malawi.

A qualitative, case study approach was taken using semi-structured interviews with teachers and a library assistant at a primary school in Malawi.

The research reveals positive attitudes towards reading and literacy in a predominantly oral culture. Limitations include a lack of attention to reader development and inappropriateness of materials for the local context.

The study reveals that the book donation model commonly supported by international donors and non-governmental organisations (NGOs) falls short in its ability to contribute to global literacy and education targets. Recommendations to improve impact are given.

This research is original in representing the voices of school teachers in the debate over the suitability of libraries and the overseas book donation model to the sub-Saharan African context.
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Community Involvement in the Management of Secondary Schools in Delta Central Senatorial District, Nigeria - Nakpodia, E. D. (Social Science Research Network, 2011)
The study investigated community involvement in the management of secondary schools. A sample of 51 school principals were randomly sampled from 39 public secondary schools in the Delta Central Senatorial District. The respondents were surveyed by way of questionnaires. Two hypotheses; the data were analyzed using t-test. Results obtained showed that the communities in urban or rural areas are actively involved in the management of secondary schools with regards to staff development and further trainings. It also shows that the level of members of the community involvement varies from school to school.
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Human Resources Rating of Stress Factors in Delta State Secondary Schools, Nigeria - Nakpodia, E. D. (Social Science Research Network, 2011)
The study examined human resources in mean ratings of stress factors in secondary schools in Delta State, Nigeria. The population consists of 170 school personnel principals and 2633 teachers in the area. A sample of 24% representing 40 principals and 10.6%, representing 280 teachers was selected through the simple random sampling technique. The study was based on the ex-post facto design. Four hypotheses were formulated to guide the study, using t-test at 0.05 level of significance. The findings showed that principals and teachers experienced on the average a moderate level of stress and their ratings of stress factors of human resources in the schools. It also revealed that the level of stress and human resources rates of male and female, principals and teachers did not differ significantly in terms of the variables of the study such as inadequate funding, community relations and workload. Based on the findings, it was recommended that every school should set high standards of conduct for school principals and teachers; provide adequate infrastructure for teachers; and both principals and teachers should relate well with the school community and the immediate environment.
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Inclusive Education: Challenges of Students with Disabilities in Institutions of Higher Education in Namibia - Haihambo, Cynthy K. (2011)
submitted in accordance with the requirements for the degree of Doctor of Education in the subject of Inclusive Education at the University of South Africa
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Farmers’ Perceptions of Climate Change and Its Agricultural Impacts in the Abay and Baro-Akobo River Basins, Ethiopia - Bewket, Woldeamlak; Alemu, Dawit (Ethiopian journal of development research, 2011)
This article presents an assessment of farmers’ perceptions of climate change and its agricultural impacts in the Ethiopian portion of the Nile and Baro-Akobo river basins. A total of 500 randomly selected households were interviewed from 15 kebeles in five woredas, three each from dega, woina-dega and kolla agroecological zones. In addition, focus group discussions and key informant interviews were conducted in each kebele. Descriptive statistics and ÷2 and F tests were used to summarize quantitative data, while qualitative data were organized and used to augment the quantitative analysis. Results indicate that a majority offarmers perceived climate change as manifested in temperature and rainfall changes, over the past two to three decades. Regarding agricultural impacts, 77% of respondents stated having observed reduction in crop production while 60% observed reduction in the length of crop growing period. Similarly, 79%, 62% and 44% of respondents perceived increased incidence of insects, plant diseases, and weeds, respectively. Also, about 59% of the respondents perceived shift of suitable areas for major crops. The belg season production, in the traditionally belg growing areas, has been almost totally abandoned. A higher proportion of households in dega and kolla areas perceived negative agricultural impacts as compared to those in woina-dega, the difference being statistically significant.Similarly, statistically significant gender-based differences were observed inperception of climate change and its agricultural impacts, where the proportion of females perceiving climate change was lower than that of males. It is concluded that there is a need for identification and promotion of community-based adaptation measures that take into account local perceptions and knowledge of climate change and its multiple impacts.
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The Effectiveness of the Lee vs. Macon Consent Decree of 2003 with African Americans and Special Needs Students in Alabama’s Schools - Foster, Andrew (2011)
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Differential growth, physiological and biochemical responses of niger (Guizotia abyssinica Cass.) cultivars to water-deficit (drought) stress - Ghane, Savaliram G.; Lokhande, Vinayak H.; Nikam, Tukaram D. (Acta Physiologiae Plantarum, 2011)
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Pollution effect of food and beverages effluents on the Alaro river in Ibadan City, Nigeria - Ipeaiyeda, Ayodele Rotimi; Onianwa, P. C. (Bulletin of The Chemical Society of Ethiopia, 2011)
The main course of water pollution in the Alaro river is the direct discharge of food and beverages processing effluents.The impact of such effluents on the water quality was studied in detail by monitoring selected physicochemical parameters monthly between January 2003 and December 2007.The combined effluent was equally monitored.This study provided a detailed data on the quality of the effluent at the designated discharge point, upstream and downstream locations.The background levels of 250±4 mg/L (TS), 178±3 mg/L (TDS), 6.5±0.2FTU (turbidity), 132±5 mg/L (total hardness), 157±4 mg/L (Cl -), 157±0.3mg/L (NO3 -), 9.65±0.39mg/L (SO4 2-), 2.12±0.01mg/L (BOD), 103±5 mg/L (COD), 0.54±0.02mg/L (Ni), 0.59±0.02mg/L (Zn), 0.25±0.02mg/L (Cr) and 0.17±0.02mg/L (Pb).The overall levels of these water quality indicators went up after the effluent discharge point.Overall, the effluent contained contaminants whose levels exceeded the effluent guideline for discharge into surface water and drinking water criteria.Hence, water pollution of the Alaro river is very evident.
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Comparative Analysis of Vulnerability of Pastoralists and Agro-pastoralists to Climate Change: A Case Study in Yabello Woreda of Oromia Region, Ethiopia - Kebede, Alemu Alene; Hasen, Abul; Negatu, Workneh (Ethiopian journal of development research, 2011)
The article aims at measuring and comparing the relative vulnerability ofpastoralists and agro-pastoralists in Yabello Woreda of Borana Zone in Oromia Region. The study used vulnerability indicator method to determine the level of vulnerability of households and social groups. The study showed that half of the sample households are highly vulnerable to impacts of climate change. Among these highly vulnerable households agro-pastoralists comprise the highest proportion (60.5 %) of the highly vulnerable households. .This implies that the pastoral livelihood system is more resilient to climatic shocks and variability compared to that of agro-pastoralism in the study area. Generally, it is pointed out that resort to agro-pastoralism, though forced by local circumstances, seems to be a risky alternative. The problem, therefore, demands further investigation and efforts to create better policy, institution and infrastructure in order to widen opportunities for alternative and supplemental livelihood sources and resources.
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Reduced perinatal mortality following enhanced training of birth attendants in the Democratic Republic of Congo: a time-dependent effect - Matendo, Richard; Engmann, Cyril; Ditekemena, John; Gado, Justin; Tshefu, Antoinette; Kinoshita, Rinko; McClure, Elizabeth M.; Moore, Janet; Wallace, Dennis; Carlo, Waldemar A.; Wright, Linda L.; Bose, Carl (BMC Medicine, 2011)
In many developing countries, the majority of births are attended by traditional birth attendants, who lack formal training in neonatal resuscitation and other essential care required by the newly born infant. In these countries, the major causes of neonatal mortality are birth asphyxia, infection, and low-birth-weight/prematurity. Death from these causes is potentially modifiable using low-cost interventions, including neonatal resuscitation training. The purpose of this study was to evaluate the effect on perinatal mortality of training birth attendants in a rural area of the Democratic Republic of Congo (DRC) using two established programs.This study, a secondary analysis of DRC-specific data collected during a multi-country study, was conducted in two phases. The effect of training using the WHO Essential Newborn Care (ENC) program was evaluated using an active baseline design, followed by a cluster randomized trial of training using an adaptation of a neonatal resuscitation program (NRP). The perinatal mortality rates before ENC, after ENC training, and after randomization to additional NRP training or continued care were compared. In addition, the influence of time following resuscitation training was investigated by examining change in perinatal mortality during sequential three-month increments following ENC training.More than two-thirds of deliveries were attended by traditional birth attendants and occurred in homes; these proportions decreased after ENC training. There was no apparent decline in perinatal mortality when the outcome of all deliveries prior to ENC training was compared to those after ENC but before NRP training. However, there was a gradual but significant decline in perinatal mortality during the year following ENC training (RR 0.73; 95% CI: 0.56-0.96), which was independently associated with time following training. The decline was attributable to a decline in early neonatal mortality. NRP training had no demonstrable effect on early neonatal mortality.Training DRC birth attendants using the ENC program reduces perinatal mortality. However, a period of utilization and re-enforcement of training may be necessary before a decline in mortality occurs. ENC training has the potential to be a low cost, high impact intervention in developing countries.This trial has been registered at http://www.clinicaltrials.gov (identifier NCT00136708).
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Reduced perinatal mortality following enhanced training of birth attendants in the Democratic Republic of Congo: a time-dependent effect - Matendo, Richard; Engmann, Cyril; Ditekemena, John; Gado, Justin; Tshefu, Antoinette; Kinoshita, Rinko; McClure, Elizabeth M.; Moore, Janet; Wallace, Dennis; Carlo, Waldemar A.; Wright, Linda L.; Bose, Carl (Carolina Digital Repository (University of North Carolina at Chapel Hill), 2011)
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Effects of an in-service workshop for teachers on frequency of pre-school children's accidents in selected divisions in Nairobi, Kenya - Mugo, W. Juliet (2011)
A High number of accidents among children in school have been reported and in order to curb them, the City Centre for Early Childhood Education in Nairobi, Kenya was to conduct a refresher or in-service workshop for teachers on child safety-care. It was however not known whether or not, safety-care in-servicing would have a positive impact in influencing teachers' safety-care skills, thus reducing the high number of accidents among children thus the need for the current research. The Quasi Experimental research design using the pre and post test approach with an Experimental and Control group was used. Out of 541 pre-schools in Nairobi Province, random selection of 54 (10%) preschools was done and then they were evenly distributed amongst 3 divisions of Nairobi, ending up with nine schools in both the Experimental and Control group respectively. A similar number of teachers from each pre-school were selected. Half or nine of the teachers in each division were trained while the other half was not. This sample was adequate for an experimental design. Data were collected in five different phases: during piloting, pre in-servicing or Baseline Study phase, and post in-servicing phases in Rounds 1, 2 and 3, using a pre and post quasi experimental research design. The test-retest technique was used to test the instruments and Cronbach Alpha Coefficient used to correlate the test items. Descriptive and Inferential statistics were used to analyse data. Descriptive analysis involved use of frequency tables, means and percentages. For inferential analysis, One-Way ANOVA was used to test the six null hypothesis on the significant differences amongst teachers knowledge, beliefs and practices towards preschool children's accidents as well as actual number of pre-school children's accidents attributed to human factors and those in the pre-school play and learning environments. Results show positive effects of in-service training on teachers' knowledge, beliefs and practices towards accidents, which ultimately translated into reduced number of accidents among children particularly in Round One of the study. However, after the Baseline Study and subsequent in-servicing of teachers, the number of accidents progressively started to increase but at times the positive effect lasted until Round 2 and in some instances up to Round 3. This pointed to the fact that in-servicing if not done periodically may not be very useful. The reason was that, time lapse seemed to interfere with the I' teachers' ability to remember safety-care techniques imparted during in-servicing. To effectively curb accidents among children, it was therefore recommended that teachers be in-serviced regularly at least once a year if possible so that they retain knowledge gained during in-servicing workshops. The curriculum developers could also separate the subject on Safety from Health, Nutrition and Care so that it could be taught alone more comprehensively in order to give it the weight it deserves. This would ensure that children's safety right is provided adequately.
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The prevalence of gynaecological diseases at the Imo State University Teaching Hospital, Orlu, Nigeria - Ojiyi, EE; Dike, EI (Port Harcourt Medical Journal, 2011)
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Climate Change and Variability, Its Impact on Rural Livelihoods, Local Coping and Adaptation Strategies in Woreilu Woreda, North Eastern Ethiopia - Woldetsadik, Muluneh; Hailu, Demeke (Ethiopian journal of development research, 2011)
The study examines local climate change and variability situations, trends and impacts on the local adaptation and coping strategies in Woreilu Woreda.1 It uses historically recorded temperature and rainfall, and household socio-economic data gathered from four kebeles2, 8 villages and 154 rural households, which were analyzed using statistical tools and qualitative data analyzing techniques. The study revealed that the annual rainfall amount showed decreasing trend and increasing variability while temperature has, in general, increased. Drought has become more frequent and intense. As the local adaptation strategies become outdated, the people confronted with a situation that they are not sufficiently equipped to handle impacts of climate variability and change. Thus, the study suggests a relentless need to address these challenges both from short and longtermpolicy perspectives.
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Mini-Mental State Exam Performance of Older African Americans: Effect of Age, Gender, Education, Hypertension, Diabetes, and the Inclusion of Serial 7s Subtraction Versus "World" Backward on Score - Hawkins, Keith; Cromer, Jennifer; Piotrowski, Andrea S.; Pearlson, Godfrey D. (Archives of Clinical Neuropsychology, 2011)
The Mini-Mental State Exam (MMSE) is a clinically ubiquitous yet incompletely standardized instrument. Though the test offers considerable examiner leeway, little data exist on the normative consequences of common administration variations. We sought to: (a) determine the effects of education, age, gender, health status, and a common administration variation (serial 7s subtraction vs. "world" spelled backward) on MMSE score within a minority sample, (b) provide normative data stratified on the most empirically relevant bases, and (c) briefly address item failure rates. African American citizens (N = 298) aged 55-87 living independently in the community were recruited by advertisement, community recruitment, and word of mouth. Total score with "world" spelled backward exceeded total score with serial 7s subtraction across all levels of education, replicating findings in Caucasian samples. Education is the primary source of variance on MMSE score, followed by age. In this cohort, women out-performed men when "world" spelled backward was included, but there was no gender effect when serial 7s subtraction was included in MMSE total score. To ensure an appropriate interpretation of MMSE scores, reports, whether clinical or in publications of research findings, should be explicit regarding the administration method. Stratified normative data are provided.
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Availability and use of teaching and learning resources in public diploma teachers' training colleges in Kenya. - Kinyua, Gladys Wanjiru (2011)
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Efficacy of school-based HIV and AIDS education in achieving behaviour change in Kenya: towards a contextual model - Lengewa, Mesianto Catherine (2011)
XII CHAPTER ONE: INTRODUCTION 2 1.0 Background to the study 2 1.1 Statement of the problem 10 1.2. Purpose of the Study 11 1.3 Research Objectives 12 1.4 Research Questions 12 1.5 Significance of the Study 13 1.6 Scope and Delimitations of the Study 13 1.7. Assumptions of the Study 14 1.8 Theoretical and Conceptual Frameworks 14 1.8.1 Theoretical Framework 14 1.8.2 Conceptual Framework 17 1.9 Operational Definition of Key Terms 20 CHAPTER TWO: LITERATURE REVIEW 22 2.0 Introduction 22 2.1 HIV and AIDS, knowledge and behaviour change among the adolescents 22 2.2 Factors affecting knowledge acquisition and sexual behaviour of adolescents 25 2.3 The evolution of policy and school-based approaches to mitigating HIV and AIDS 28 2.4 Existing pedagogical approaches and teaching methods 31 2.5 HIV and AIDS education models of teaching 32
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HEADTEACHERS' SELF PERCEPTION OF THEIR ROLE IN THE MANAGEMENT OF SCHOOL BASED CHANGE IN WESTERN KENYA - Mabonga, L. O. Joel (2011)
Department of Educational Management Policy and Curriculum Studies, 184p. The LB 2831.92 .K4W3 2009
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Factors affecting the performance of mathematics by girls with visual impairments at Thika High school for the blind Kenya - Mang'ula, Nafula Everlyne (2011)
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ATTITUDES AND PERCEPTIONS OF SOUTH AFRICAN MILITARY ACADEMY STUDENTS TOWARDS INFORMATION AND COMMUNICATION TECHNOLOGY AND COMPUTERS - Moswetsi, William; Renken, Jaco; Neethling, Ariane (Scientia Militaria: South African Journal of Military Studies, 2011)
The proliferation of computer technology in both our personal and professional lives, and particularly during the last decade, has created an environment in which there are varying perceptions of, and ideas about, the value of Information and Communication Technology (ICT) and computers.In order to benefit from this, especially in a defence environment, a realistic perception about the worth of computers needs to be established.This paper presents the findings of a survey that was conducted to determine attitudes towards ICT/computers among students of the SA Military Academy.Two hypotheses were tested: (1) There are significant differences in attitude towards computers between students of different Arms of the Service; gender; academic year groups; ranks; those having previous experience with computers; and those owning a personal computer (PC); (2) There are significant differences in perception towards the value of ICT/computers between students within these groupings.In brief, the study concluded that there was a significant difference between experienced and less experienced students in the perceived value of ICT/computers in the work place and their personal lives.
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Factors affecting female students' participation in male dominated fields of study in tertiary institutions in Zambia : The case of the University of Zambia - Sikaulu, Munamuzunga C (2011)
Women have historically been under-represented in education and careers around the world. In Zambia, females are under-represented at all levels of the education system. However, the situation is worse at tertiary level, where most female students are found in fields of studies traditionally perceived to be for women such as teaching, nursing and social work. Males are dominant in science and technology fields. This situation prevails despite the high rates to education at the secondary and tertiary level, and the numerous benefits to society from educating females (World Bank, 1993). Females have accounted for one-fifth of the University of Zambia first year admissions for sometime. For instance, out of the total university enrolment of 4686 in all disciplines in the 1989/90 academic year, females accounted for nearly one-fifth, about 19.3 percent (MOE, 1995). This study sought to establish the factors that perpetuate females' low participation in science and technology fields at tertiary level. An investigation was also made on whether a pattern of choice of field of study existed between students from coeducation and those from single sex schools. Furthermore, an evaluation was made on whether the gender concerns on admission of the University of Zambia strategic plan were being met. The study was conducted at the University of Zambia and selected secondary schools in Lusaka. Both qualitative and quantitative techniques of data collection were used in this study. The qualitative technique of in-depth document review was employed in examining documents on performance of pupils in the Grade Twelve Examinations from selected secondary schools. Documents related to admission at the University of Zambia were also examined in order to establish the enrolment trends by gender in the period of the UNZA strategic plan of 1993 to 1998. The quantitative technique in the form of structured questionnaires was used to elicit responses from sampled first year students. Data from the questionnaires were analyzed using the Statistical Package for the Social Sciences while qualitative data were arranged, categorized and described to establish linkages, trends or differences. Both females and males ranked personal interest in a particular field as the main reason for choice of field of study. The students be it in the school of Education, Humanities or Natural Sciences attributed their choice of these schools to personal interest in them. This study could not conclusively establish the source of this personal interest whether from the social or psychological point of view. Further research is recommended on the factor of personal interest influencing the students' choice of field of study, as this study did not establish the source of this personal interest. Other factors also emerged as being responsible for the female's under-representation in science fields. These factors were, segregated secondary school curriculum (in terms of subjects offered), inadequate career guidance and counselling and…
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Teacher efficacy and its relationship to classroom management style among secondary school teachers of Kigali city, Rwanda - Sridhar, Y. N.; Javan, Semana (Journal of Education and Practice, 2011)
The purpose of this study was to examine relationship between each level of teacher efficacy and different components of classroom management style (instructional management, people management and behavior management).  This study investigated whether or not teachers are differing in classroom management styles and level of efficacy with reference to their gender.  One hundred and fifty teachers completed a standard teacher efficacy scale developed by Anita and Hoy (1990) and Attitude and Belief on Classroom control Inventory (ABCC) developed by Martin, Yin and Bardwin.(1997). Te results of the study revealed that the whole teacher efficacy had direct influence over classroom management, where as the teacher efficacy increased, Classroom management also increased linearly and significantly. It has been also found that male teachers were found to have higher levels on management than female teachers except for behavioral management and finally, most of the gender differences existed in the low teacher efficacy levels on management scores.
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Proficiency in Pedagogical Content Knowledge in Mathematics: Secondary School Mathematics Teachers' Interpretations of Students' Problem Solving Strategies in Kenya - Khakasa, Marguerite Miheso-O’Connor (2011)
A research thesis submitted for the degree of Doctor of Philosophy in the School of Education, Kenyatta University. October 2009, QA 14 .K4M5
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Proficiency in Pedagogical Content Knowledge in Mathematics: Secondary School Mathematics Teachers' Interpretations of Students' Problem Solving Strategies in Kenya - Khakasa, Marguerite Miheso-O’Connor (2011)
A research thesis submitted for the degree of Doctor of Philosophy in the School of Education, Kenyatta University. October 2009, QA 14 .K4M5
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Can Peer Education Make a Difference? Evaluation of a South African Adolescent Peer Education Program to Promote Sexual and Reproductive Health - Mason‐Jones, Amanda J.; Mathews, Catherine; Flisher, Alan J. (AIDS and Behavior, 2011)
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Unathi: The case study of a South African ESL learner who excels at writing in English - Ntete, Susan (Per Linguam, 2011)
This article discusses the case study of a learner in Mdantsane Township in the Eastern Cape.Most black learners find it difficult to express themselves effectively in English.According to a survey made by Bot (1996) majority of black grade 7 learners are unable to read in English.Many black learners in South Africa The study, which focused on five learners was an attempt to explain why some learners whose mother tongue is Xhosa are an exceptionally proficient writers of English.The article describes one of these learners and his writing practices.The data collected include formal interviews with this learner as well as an analysis of some of his writing.Some tentative conclusions are reached relating to the role of the teacher and certain affective factors.The article concludes with a few implications for researching teachers.Engels is de facto die lingua franca in die openbare lewe in Suid-Afrikaanse stede.Swart Suid-Afrikaners beskou Engels as 'n taal met prestige, voordele en geleenthede.Op hoërskool en daarna is vaardigheid in Engels 'n beduidende bepaler van onderwyssukses.Die feit benadeel 'n groot aantal swart leerders.Volgens 'n opname deur Bot (1996) kan die meerderheid van die swart graad 7-leerders nie Engels lees nie.In hierdie artikel word die skryfontwikkeling van 'n hoërskoolleerder in die dorpie Mdantsane in die Oos-Kaap bespreek.Hierdie gevallestudie vorm deel van 'n meer omvattende studie wat op vyf leerders fokus en wat poog om te verduidelik waarom sommige leerders wie se moedertaal Xhosa is, uiters bekwame skrywers van Engels is.Die data wat aangebied word, sluit formele onderhoude met die leerder sowel as 'n analise van enkele van sy skryfstukke in.Tentatiewe gevolgtrekkings gaan oor die rol van die onderwyser en bepaalde affektiewe faktore.Die artikel sluit af met 'n paar implikasies vir onderwysers wat by navorsing betrokke wil wees.
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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.; Kalinda, Thomson (Journal of sustainable development, 2011)
Actors involved in promoting conservation agriculture have often not taken into account perceptions of smallholder farmers of climate change and conservation agriculture as an adaptation strategy.This study documents smallholder farmers' perceptions of climate change and conservation agriculture.Most farmers attributed climate change to supernatural forces.Smallholder farmers' perceptions related to floods and droughts were significantly associated with adoption of conservation agriculture.The extent to which smallholder farmers perceived conservation agriculture as a climate change adaptation strategy was very low.This suggests existence of other important reasons for practicing conservation agriculture than adaptation to climate change.Policy implications of the study are: conservation agriculture projects should not only focus on technical approaches to increase adoption rates but also consider social aspects such as perceptions that are equally important in conservation agriculture.
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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.; Kalinda, Thomson (Journal of sustainable development, 2011)
Actors involved in promoting conservation agriculture have often not taken into account perceptions of smallholder farmers of climate change and conservation agriculture as an adaptation strategy.This study documents smallholder farmers' perceptions of climate change and conservation agriculture.Most farmers attributed climate change to supernatural forces.Smallholder farmers' perceptions related to floods and droughts were significantly associated with adoption of conservation agriculture.The extent to which smallholder farmers perceived conservation agriculture as a climate change adaptation strategy was very low.This suggests existence of other important reasons for practicing conservation agriculture than adaptation to climate change.Policy implications of the study are: conservation agriculture projects should not only focus on technical approaches to increase adoption rates but also consider social aspects such as perceptions that are equally important in conservation agriculture.
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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.; Kalinda, Thomson (Journal of sustainable development, 2011)
Actors involved in promoting conservation agriculture have often not taken into account perceptions of smallholder farmers of climate change and conservation agriculture as an adaptation strategy.This study documents smallholder farmers' perceptions of climate change and conservation agriculture.Most farmers attributed climate change to supernatural forces.Smallholder farmers' perceptions related to floods and droughts were significantly associated with adoption of conservation agriculture.The extent to which smallholder farmers perceived conservation agriculture as a climate change adaptation strategy was very low.This suggests existence of other important reasons for practicing conservation agriculture than adaptation to climate change.Policy implications of the study are: conservation agriculture projects should not only focus on technical approaches to increase adoption rates but also consider social aspects such as perceptions that are equally important in conservation agriculture.
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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.; Kalinda, Thomson (Journal of sustainable development, 2011)
Actors involved in promoting conservation agriculture have often not taken into account perceptions of smallholder farmers of climate change and conservation agriculture as an adaptation strategy.This study documents smallholder farmers' perceptions of climate change and conservation agriculture.Most farmers attributed climate change to supernatural forces.Smallholder farmers' perceptions related to floods and droughts were significantly associated with adoption of conservation agriculture.The extent to which smallholder farmers perceived conservation agriculture as a climate change adaptation strategy was very low.This suggests existence of other important reasons for practicing conservation agriculture than adaptation to climate change.Policy implications of the study are: conservation agriculture projects should not only focus on technical approaches to increase adoption rates but also consider social aspects such as perceptions that are equally important in conservation agriculture.
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IMPACT OF FARMER FIELD SCHOOLS ON AGRICULTURAL INCOME AND SKILLS: EVIDENCE FROM AN AID‐FUNDED PROJECT IN RURAL ETHIOPIA - Todo, Yasuyuki; Takahashi, Ryo (Journal of International Development, 2011)
Abstract This study estimates the effect of farmer field schools in rural Ethiopia on income from agriculture. The farmer field schools were established in association with participatory forest management associations for forest protection funded by Japanese aid. We employ a difference‐in‐differences propensity score matching approach to correct for possible biases due to selection of participants. We find that by participating in the farmer field schools, agricultural households increased their real income per worker by about 60‐160 US dollars in two years on average, which is equivalent to, or even more than, the average income per worker before the project. We also find evidence that the large increase in income is due to the use of new agricultural practices, such as new varieties, taught and promoted in the farmer field schools. Copyright © 2011 John Wiley & Sons, Ltd.
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DROUGHT AND FAMINE: East African Disaster (Africa Research Bulletin: Economic, Financial and Technical Series, 2011)
Africa Research Bulletin: Economic, Financial and Technical SeriesVolume 48, Issue 6 p. 19154A-19154C ECONOMIC TRENDS DROUGHT AND FAMINE: East African Disaster First published: 02 August 2011 https://doi.org/10.1111/j.1467-6346.2011.03983.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 onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume48, Issue6August 2011Pages 19154A-19154C RelatedInformation
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EDUCATION: Tunisia to Hire Thousands of New Teachers (Africa Research Bulletin: Political, Social and Cultural Series, 2011)
Africa Research Bulletin: Political, Social and Cultural SeriesVolume 48, Issue 7 p. 18928A-18928A EDUCATION: Tunisia to Hire Thousands of New Teachers First published: 12 August 2011 https://doi.org/10.1111/j.1467-825X.2011.03996.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 onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume48, Issue7August 2011Pages 18928A-18928A RelatedInformation
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WEST AFRICA: Central Bank Staff Training (Africa Research Bulletin: Economic, Financial and Technical Series, 2011)
Africa Research Bulletin: Economic, Financial and Technical SeriesVolume 48, Issue 6 p. 19167B-19167C FINANCE/MARKETS WEST AFRICA: Central Bank Staff Training First published: 02 August 2011 https://doi.org/10.1111/j.1467-6346.2011.04005.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 onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume48, Issue6August 2011Pages 19167B-19167C RelatedInformation
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Disaffected and delinquent male youth in Rwanda: understanding pathways to delinquency and the role of rehabilitation and vocational skills training: final report - Abbott, Pamela; Batoni, Florence (2011)
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P1-383 Sexual behaviour and knowledge of prevention of sexually transmitted infections among students in co-educational and non co-educational schools in Ibadan, Nigeria - Adejimi, Adebola A; Omokhodion, Folashade O.; OlaOlorun, Funmilola M. (Journal of Epidemiology and Community Health, 2011)
Sexual interaction between students may be different in co-educational (CE) and non co-educational (NCE) schools. The objective was to compare sexual behaviour and knowledge of prevention of Sexually Transmitted Infections (STIs) among senior secondary school students in CE and NCE institutions in Ibadan. A comparative cross sectional study was carried out using a multi-stage sampling technique. There were 510 respondents; 250 from CE schools and 260 from NCE. We used semi-structured self administered questionnaires which included a 30-point STI knowledge scale with scores classified as good and poor. χ2 statistics was significant at p<0.05. The mean age of respondents was 15.9±1.5 years, 47.5% were girls. The main sources of sex education were parents (44%) and teacher (30.8%). There were no significant differences between the two types of schools. Significantly higher proportion of girls in CE schools have had one sexual intercourse with the opposite sex (25.6%-CE, 12.4%-NCE) and had multiple sexual partners (29.0%-CE, 0%-NCE) compared with girls in NCE schools. Girls in NCE schools had significantly better knowledge of causes and prevention of STIs than those in CE schools (28.8%-CE, 45.5%-NCE). There were no significant differences in the sexual behaviour and knowledge of causes and prevention of STIs among boys in the two types of schools. More girls in CE schools have had sexual intercourse compared to NCE schools whereas girls in NCE schools had better knowledge on sexually transmitted infections than those in CE schools. There is a need for strategies to increase reproductive health education in schools, particularly in CE schools.
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Social Networking Sites Usage and Students' Attitudes Towards Social Behaviors and Academic Adjustment in Northern Nigerian Universities - Ahmad, Suleiman Alhaji (2011)
The present study examines the extent to which social networking sites (SNSs) usage, students’ social behaviors (SSB) and students’ academic adjustment (SAA) among university students in Northern Nigeria. It investigated relationship among the SNS usage SSB, and SAA. The variance in the extent of SNSs usage in relation to gender, age, faculty, ethnicity, socioeconomic background and religion was also investigated. The moderating effect of attitude towards SNS usage was examined. Four hundred participants were sampled and they completed the questionnaires. In addition, 24 volunteered participants from six universities were interviewed at six level focus groups on the constructs related to SNSs usage SSB and SAA. This study employed a mixed-method model as interviews and questionnaires were employed. The data were qualitatively and quantitatively collected, sorted, analyzed and reported separately at significantly equal weight. The thematic qualitative analyses and the quantitative descriptive results suggested that the extent of SNSs usage, the SSB and SAA is high among the university students in northern Nigeria. One way analysis of variance (ANOVA) also revealed that there were no significant differences in the extent of SNSs usage in terms of age, faculty, socio economic background and the level of study. However, significant differences exist among ethnicity and religion. The independent sample t-tests revealed no gender differences in the extent of SNSs usage. Similarly the present findings show significantly positive inter-relationships among the SNSs usage, SSB and SAA. The findings also found attitude to be a strong predictor and moderator of the relationship between the SNSs and both the students’ social behaviors and students’ academic adjustment.
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Higher Education and Economic Development in Africa: Introduction and Overview - Ajakaiye, Olu; Kimenyi, Mwangi S. (Journal of African Economies, 2011)
Journal Article Higher Education and Economic Development in Africa: Introduction and Overview Get access Olu Ajakaiye, Olu Ajakaiye * aAfrican Economic Research Consortium, Nairobi, Kenya *Corresponding author: Olu Ajakaiye, African Economic Research Consortium, 3rd Floor, Middle East Bank Towers, Milimani Road, PO Box 62882, 00200 Nairobi, Kenya. Telephone: +254 20 2734150/7. Fax: +254 20 2734170/3. E-mail: olusanya.ajakaiye@aercafrica.org Search for other works by this author on: Oxford Academic Google Scholar Mwangi S. Kimenyi Mwangi S. Kimenyi bBrookings Institution, Washington, D.C., USA Search for other works by this author on: Oxford Academic Google Scholar Journal of African Economies, Volume 20, Issue suppl_3, August 2011, Pages iii3–iii13, https://doi.org/10.1093/jae/ejr027 Published: 01 August 2011
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Body composition of South African rural school children aged 7-13 years: the Tshannda longitudinal study. - Amusa, L.O.; Goon, Daniel Ter; Amey, A. K. (PubMed, 2011)
The aim of this paper was, therefore, to present the cross-sectional data on the body composition profiles of rural primary school children in Tshannda, South Africa.A cross-sectional study was carried out to examine the body composition among 409 Tshannda rural school children, grade 1-7 levels, in Vhembe district of Limpopo province, South Africa. The anthropometric variable measured included, body mass, stature, arm circumference, triceps, biceps, subscapular and supraspinale. Derived indicators were sum of skinfold thickness, body mass index (BMI), mid-upper arm circumference, percentage body fat, fat mass and fat-free mass, which were used to determine body composition.A significant difference in the sum of skinfold thickness was noticed between boys and girls. The girls have higher skinfold thickness than boys at all ages. The percentage of body fat was higher in girls than boys.The high proportion of body fat among rural South African school children, especially girls, warrants an action strategy to prevent and control overweight and obesity in this age group.
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Strategies for promoting reading skills for the educational development of learners in Anambra state, Nigeria - Anyachebelu, Faith Ebele; Anyamene, Ada; Adebola, Helen Ebunoluwa (Journal of Emerging Trends in Educational Research and Policy Studies, 2011)
Knowledge of reading skills goes a long way to facilitate learning for life.The study sets out to investigate the reading skills teachers teach children to apply when reading a text, and the strategies teachers use to teach reading skills to children. Two research questions and one hypothesis guided the study. All the teachers about 3574 in public primary schools, in Anambra State constituted the population. Proportionate random sampling technique was used to select 1050 teachers. A validated and reliability tested 35-item researchers-developed questionnaire was used to analyze the research questions while t-test statistic was used to test the hypothesis. Findings revealed that greater percentage of teachers do not teach learners to apply reading skills to texts and the number of strategies they use in teaching reading skills is not encouraging. The implication of the finding was highlighted. Researchers recommended that curriculum planners should make teaching reading skills a subject in schools in Anambra State.
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Problems of Teaching and Learning Clothing and Textiles in Senior Secondary Schools in Anambra State, Nigeria - Arubayi, Damaro Olusoji; Obunadike, Joy Chinwe (Studies on home and community science, 2011)
The aim of this study was to examine the problems of teaching and learning of Clothing and Textile as perceived by senior secondary schools in Anambra State, Nigeria. The study was guided by four research questions. A sample of 941 Clothing and Textile students were randomly selected for the study. Data was collected through a questionnaire and anlaysed using mean scores and standard deviation. The findings revealed that in the students’ perception, the problems of teaching and learning of Clothing and Textiles include negative attitudes and lack of confidence among the curriculum and instructional impediments ranging from inadequate topics and tests, inappropriate methods in the curriculum, to lack of pedagogical skills among teachers; and lack of funds and failure of teachers to improvise and utilize instructional materials. To reduce these problems, it is imperative that programmes on attitude change, high quality teachers, sufficient instructional time and materials, as well as effective teaching of the subject. High quality stimulating materials such as computers should be provided and Clothing and Textiles teachers should regularly be sponsored to seminars and workshops.
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ADAPTIVE STRATEGIES OF PASTORALISTS TO CLIMATE CHANGE IN AYSAITA AND AFAMBO WOREDAS OF AWSA ZONE, AFAR NATIONAL REGIONAL STATE, ETHIOPIA - Aydahis, Afkea (2011)
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An exploration into the education innovations in Nigeria in the last two decades - Ayeni, MoyinOluwa; Dada, Michael Ayorinde (Journal of Emerging Trends in Educational Research and Policy Studies, 2011)
Nigeria education system has gone through various developments and changes which have been brought about by the government, individuals and organisations from the colonial era till date. The dynamic nature of education in Nigeria calls for repeated study of the history of educational development in Nigeria. This study focuses on the educational innovations in Nigeria with special attention on those that took place in the last two decades that witnessed both military and civilian administration.
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Islamic Schools, the Ulama, and the State in the Educational Development of Northern Nigeria - Baba, Nasir (Bulletin de l'APAD, 2011)
Islamic schools in Nigeria have undergone transformations from a position of monopolistic control over spiritual knowledge to one of competition and subsequently struggle for survival as they encountered missionary and colonial incursions. The post-colonial state that emerged had to endure weakened Islamic schools which nonetheless retained legitimacy in the eyes of observant Muslims as culturally and religiously valued institutions. This paper describes a fluctuating pattern of mutual isolation, engagement and competition that characterise the relationship between the state, Islamic schools and an influential corps of Islamic clerics (Ulama) operating outside the spheres of state bureaucracy. Northern Nigeria, where these schools are prevalent, has endured a long list of developmental challenges including a low level of educational attainment which places it at a competitive disadvantage in its relationship with Southern Nigeria. The paper claims that although both the state and a section of the Ulama realise that a reform of Islamic schools is vital to the development of Northern Nigeria, a long period of mutual isolation and the weak position of Nigeria's educational bureaucracy have made the finding of a common operational framework difficult. A strong state-driven education delivery mechanism is what Nigeria needs to control the unregulated growth of different brands of Islamic schools from compounding its many developmental challenges.
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Developing a model to teach information literacy at the National Library of South Africa - Baker, Kim (2011)
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The impact of health behaviour change intervention on indoor air pollution indicators in the rural North West Province, South Africa - Barnes, Brendon; Mathee, Angela; Thomas, Liz (Journal of Energy in Southern Africa, 2011)
Indoor air pollution has been associated with a number of health outcomes including child lower respiratory infections such as pneumonia. Behavi-oural change has been promoted as a potential intervention strategy but very little evidence exists of the impact of such strategies on actual indoor air pollution indicators particularly in poor rural contexts. The aim of this study was to evaluate a community counselling intervention on stationary levels of PM10 and carbon monoxide (CO) as well as CO measured on children younger than five. Using a quasi-experimental design, baseline data was collected in an intervention (n=36) and a control (n=38) community; the intervention was implemented in the intervention community only; and follow-up data was collected one year later amongst the same households. Despite the fact that indoor air pollution was reduced in both communities, the intervention group performed significantly better than the control group when stratified by burning location. The net median reductions associated with the intervention were: PM10=57%, CO=31% and CO (child)=33% amongst households that burned indoor fires. The study provides tentative evidence that a health behaviour change is associated with reductions in child indoor air pollution exposure. The intervention is relatively inexpensive and easy to replicate. However, more powerful epidemiological studies are needed to determine the impact on health outcomes.
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Maternal education and childbirth care in Uganda - Bbaale, Edward (Australasian Medical Journal, 2011)
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Nosocomial infections: knowledge and source of information among clinical health care students in Ghana - Bello, Ajediran I; Asiedu, Eunice N; Adegoke, Babatunde O. A.; Quartey, Jonathan; Appiah-Kubi, Kwadwo O; Owusu-Ansah, Bertha (International journal of general medicine, 2011)
This study determined and compared the knowledge of nosocomial infections among clinical health care students at the College of Health Sciences, University of Ghana.Two hundred undergraduate health care students from four academic programs participated in the study. The study sample was drawn from each academic program by a simple random sampling technique using the class directory from each course. The Infection Control Standardized Questionnaire (ICSQ) was used to assess the knowledge of students about three main domains, ie, hand hygiene, nosocomial infections, and standard precautions. A maximum score of 50 was obtainable, and respondents with scores ≥70% were classified as having a satisfactory knowledge. The response on each item was coded numerically to generate data for statistical analysis. Comparison of knowledge on the domains among categories of students was assessed using the Kruskal-Wallis test, while associations between courses of study and knowledge about nosocomial infections were determined using the Chi-square test. All statistical tests had a significant level of 5% (P < 0.05)Overall mean percentage score of the participants on ICSQ was 65.4 ± 2.58, with medical, physiotherapy, radiography, and nursing students recording mean percentage scores of 70.58 ± 0.62, 65.02 ± 2.00, 64.74 ± 1.19, and 61.31 ± 2.35, respectively. The main source of information about the prevention of nosocomial infections as cited by participants was their routine formal training in class. There was no significant association (P > 0.05) between course of study and knowledge of students about preventive measures for nosocomial infections.The students sampled demonstrated moderate knowledge of nosocomial infections and this was acquired largely through formal classroom training. These findings underscore the need for more emphasis on education about this important source of infection in the clinical training curriculum.
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Assessment of heavy metals pollution of sediments from Fosu lagoon in Ghana - Bentum, J.K.; Anang, M.; Boadu, K.O.; Koranteng-Addo, E.J.; Antwi, E. Owusu (DOAJ (DOAJ: Directory of Open Access Journals), 2011)
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Systematic Approach to Training Occupationally Exposed Workers in Ghana and the Rest of Africa - Boadu, Mary; Schandorf, Cyril; Emi-Reynolds, G.; Faanu, A.; Inkoom, Stephen; Gyekye, Prince Kwabena; Mensah, Cynthia Kaikor (Health Physics, 2011)
The International Basic Safety Standards requires that all personnel on whom protection and safety depends be trained and qualified. The Radiation Protection Institute of the Ghana Atomic Energy Commission has adopted a systematic approach to training those occupationally exposed to ionizing radiation in the course of their work. In collaboration with the International Atomic Energy Agency several training courses have been implemented at the national level and in the African region. From 1993 to 2008, more than 400 occupationally exposed workers in Ghana were trained on radiation safety. Several African regional training events on radiation safety have also been executed with a total participation number of 583 individuals. The training events have contributed towards upgrading the safety culture within institutions that have participated.
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P2-376 Developing sustainable epidemiology capacity among public health field workers in Zambia, results of a pilot training - Burn, Lesley; Amanzi, Patrick; Chilemu, K.; Daka, Dawit Wolde; Chisumpa, Vesper Hichilombwe; Banda, Andrew; Nikisi, Joseph; Meredith, Grant; Craytor, W.; Martín, Elena Álvarez; Mwenda, Elias Eric; Mumba, Maybin; et al. (Journal of Epidemiology and Community Health, 2011)
Introduction District and provincial-level public health field workers in Zambia collect, compile, and send data from various sources to national counterparts. However, these workers have had limited data training. They need skills to generate relevant, quality data, analyse them, and use them for local decision-making. A steering committee, comprised of the Zambian Ministry of Health, University of Zambia, National AIDS Council, Central Statistics Office, United States Centers for Disease Control and Prevention, and others, developed a training program for these workers to obtain these skills and build sustainable epidemiology capacity in Zambia. Methods We developed curricula to teach standardised data collection, summarisation, interpretation and use. The training was piloted among 12 district and provincial-level staff in December 2010. The pre-post test and course evaluations were linked directly to course objectives and administered during the pilot. Competency on the post-test was set at ≥70%. Tests and evaluations were analysed to guide curriculum improvements. Results Ten participants took the pre-post test; mean scores were 60.3% (46%–81%) and 76.7% (70%–83%) respectively, with a mean increase of 16.4% (1%–37.5%). On course evaluations, all participants indicated that training content was relevant to their work. Areas of improvement included the need for better guidance on improving data quality and interpreting statistical test results. Conclusion All participants demonstrated overall competency on knowledge and skills covered in training. Training will be revised and implemented among public health field workers throughout the country. We will continue to actively involve government and local partners to improve potential for sustainability.
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Distance education for empowerment and development in Africa - Butcher, Neil; Latchem, Colin; Mawoyo, Monica; Levey, Lisbeth A. (Distance Education, 2011)
As guest editors of this issue of Distance Education, we may seem an unlikely combination for a special issue on distance education in Africa: one Zimbabwean, one South African, an Englishman based...
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Training needs and evaluation of a neuro-HIV training module for non-physician healthcare workers in Western Kenya - Cettomai, Deanna; Kwasa, Judith; Birbeck, Gretchen L.; Price, Richard W.; Bukusi, Elizabeth A.; Meyer, Ana-Claire (Journal of the Neurological Sciences, 2011)
Recent efforts to improve neurological care in resource-limited settings have focused on providing training to non-physician healthcare workers.A one-day neuro-HIV training module emphasizing HIV-associated dementia (HAD) and peripheral neuropathy was provided to 71 health care workers in western Kenya. Pre- and post-tests were administered to 55 participants.Mean age of participants was 29 years, 53% were clinical officers and 40% were nurses. Self-reported comfort was significantly higher for treating medical versus neurologic conditions (p<0.001). After training, participants identified more neuropathy etiologies (pre=5.6/9 possible correct etiologies; post=8.0/9; p<0.001). Only 4% of participants at baseline and 6% (p=0.31) post-training could correctly identify HAD diagnostic criteria, though there were fewer mis-identified criteria such as abnormal level of consciousness (pre=82%; post=43%; p<0.001) and hallucinations (pre=57%; post=15%; p<0.001).Healthcare workers were more comfortable treating medical than neurological conditions. This training significantly improved knowledge about etiologies of neuropathy and decreased some misconceptions about HAD.
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Instructional Challenges Facing Learners With Disability In Kenya: A Case Study Of Kibwezi District, Makueni County - Charles, Irene N (2011)
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INVENTORY OF INNOVATIVE EXPERIENCES IN GIRLS' AND WOMEN'S EDUCATION IN EASTERN AND SOUTHERN AFRICA - Chege, Fatuma N.; Mwatha, Regina (2011)
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Teaching as a Profession in Zimbabwe: Are Teachers Facing a Motivation Crisis? - Chireshe, Regis; Shumba, Almon (Journal of Social Sciences (Print), 2011)
This study sought to investigate why Zimbabwean teachers seem demotivated in teaching as a profession and how the possible challenges could be addressed. A sample of 62 (32 male, 30 female) primary school teachers on the Bachelor of Education–in–Service programme in the Faculty of Education at a University in Zimbabwe was used in this study. A self–administered questionnaire was used to collect the data. Data were analysed using descriptive statistics. The study found that both male and female teachers raised the following factors/issues and challenges: poor salaries, poor working conditions, poor accommodation, lack of respect, political harassment/victimisation, overworking, the HIV/AIDS pandemic, absence of refresher courses, teachers not trained to cater for special needs children, and incompetency in terms of technological advancement. Among other issues, these challenges have resulted in low morale, poor delivery and brain drain in the education sector. There is a need for the Zimbabwean government to restore the dignity of the teacher through respect, better salaries and improved services.
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Global climate change in geography curricula for Ethiopian secondary and preparatory schools - Dalelo, Aklilu (International Research in Geographical and Environmental Education, 2011)
Given the magnitude and severity of the problem of climate change, it is not surprising that a marked emphasis had been put on the issue over the last two decades, resulting in a series of proposals containing mitigation and adaptation measures. Education is often considered as one of such measures. This study was aimed at assessing the extent to and ways in which global climate change has been addressed in the geography curriculum guides and students’ textbooks for Ethiopian schools. Content analysis has been used as a principal technique to generate data based on the latest versions of the curriculum guides and textbooks. Results show that the curriculum guides for Ethiopian schools’ geography provide a huge opportunity to systematically integrate issues related to global climate change. The students’ textbooks for all the four grades adequately cover the science behind climate change including its causes and consequences. However, issues related to the “politics of global climate change” are largely missing in the curriculum guides. The impact of human actions is, for instance, not clearly articulated while discussing factors that contribute to global climate change. Similarly, measures against climate change have been least emphasized in both the curriculum guides and students’ textbooks.
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Making Higher Education Finance Work for Africa - Devarajan, Shantayanan; Monga, Célestin; Zongo, Tertius (Journal of African Economies, 2011)
This paper identifies the twin problems of higher education financing in Africa—inadequate resources and poor use of existing resources—and traces them to the preponderance of free, public tertiary education in most countries, despite a weak economic rationale for such an approach and unintended consequences of inequitable access and politicization of higher education. It proposes a reform of higher education finance based on principles of rationalizing government's role, taking into account the politics of such reforms and the institutional changes needed for a well-functioning system of tertiary education in Africa.
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Peer Effects, Teacher Incentives, and the Impact of Tracking: Evidence from a Randomized Evaluation in Kenya - Duflo, Esther; Dupas, Pascaline; Kremer, Michael (The American economic review, 2011)
To the extent that students benefit from high-achieving peers, tracking will help strong students and hurt weak ones. However, all students may benefit if tracking allows teachers to better tailor their instruction level. Lower-achieving pupils are particularly likely to benefit from tracking when teachers have incentives to teach to the top of the distribution. We propose a simple model nesting these effects and test its implications in a randomized tracking experiment conducted with 121 primary schools in Kenya. While the direct effect of high-achieving peers is positive, tracking benefited lower-achieving pupils indirectly by allowing teachers to teach to their level. (JEL I21, J45, O15)
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Peer Effects, Teacher Incentives, and the Impact of Tracking: Evidence from a Randomized Evaluation in Kenya - Duflo, Esther; Dupas, Pascaline; Kremer, Michael (The American economic review, 2011)
To the extent that students benefit from high-achieving peers, tracking will help strong students and hurt weak ones. However, all students may benefit if tracking allows teachers to better tailor their instruction level. Lower-achieving pupils are particularly likely to benefit from tracking when teachers have incentives to teach to the top of the distribution. We propose a simple model nesting these effects and test its implications in a randomized tracking experiment conducted with 121 primary schools in Kenya. While the direct effect of high-achieving peers is positive, tracking benefited lower-achieving pupils indirectly by allowing teachers to teach to their level. (JEL I21, J45, O15)
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Peer Effects, Teacher Incentives, and the Impact of Tracking: Evidence from a Randomized Evaluation in Kenya - Duflo, Esther; Dupas, Pascaline; Kremer, Michael (The American economic review, 2011)
To the extent that students benefit from high-achieving peers, tracking will help strong students and hurt weak ones. However, all students may benefit if tracking allows teachers to better tailor their instruction level. Lower-achieving pupils are particularly likely to benefit from tracking when teachers have incentives to teach to the top of the distribution. We propose a simple model nesting these effects and test its implications in a randomized tracking experiment conducted with 121 primary schools in Kenya. While the direct effect of high-achieving peers is positive, tracking benefited lower-achieving pupils indirectly by allowing teachers to teach to their level. (JEL I21, J45, O15)
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Peer Effects, Teacher Incentives, and the Impact of Tracking: Evidence from a Randomized Evaluation in Kenya - Duflo, Esther; Dupas, Pascaline; Kremer, Michael (The American economic review, 2011)
To the extent that students benefit from high-achieving peers, tracking will help strong students and hurt weak ones. However, all students may benefit if tracking allows teachers to better tailor their instruction level. Lower-achieving pupils are particularly likely to benefit from tracking when teachers have incentives to teach to the top of the distribution. We propose a simple model nesting these effects and test its implications in a randomized tracking experiment conducted with 121 primary schools in Kenya. While the direct effect of high-achieving peers is positive, tracking benefited lower-achieving pupils indirectly by allowing teachers to teach to their level. (JEL I21, J45, O15)
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Preconsent education about research processes improved African Americans’ willingness to participate in clinical research - Dunlop, Anne L.; Leroy, Zanie; Logue, Kristi M.; Glanz, Karen; Dunlop, Boadie W. (Journal of Clinical Epidemiology, 2011)
To determine whether preconsent education about research processes and protections affects the willingness of African Americans to participate.This study examined the willingness of 192 African American outpatients (stratified by age, gender, and education) to participate in a hypothetical clinical study under varying consent conditions: phase I participants underwent a typical informed consent process and were asked to indicate whether they would be willing to participate in the hypothetical clinical study and the reasons for their decision; their responses were used to develop a preconsent educational digital video disk (DVD). Phase II participants viewed the DVD before the consent process. We compared the proportion of those who stated they were willing to participate in the clinical study using Fisher's exact tests and used qualitative methods to analyze open-ended responses.When the consent process included education about research processes and protections, significantly more patients reported willingness to participate in the hypothetical clinical study (43% vs. 27%; P=0.002). Patients receiving preconsent education were significantly less likely to cite mistrust, fear of side effects, lack of perceived benefits, and privacy as reasons for not participating.Preconsent education may improve the willingness of African Americans to participate in clinical research and may address important concerns about research participation.
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Physical activity profile of students in Mansoura University, Egypt - El‐Gilany, Abdel‐Hady; Badawi, Kholoud K; El-Khawaga, Ghada; Awadalla, Nabil J. (Eastern Mediterranean Health Journal, 2011)
A cross-sectional study was carried out on 1708 students from Mansoura University, Egypt, to describe the pattern of physical activity, predictors of physical inactivity and perceived barriers to and benefits of physical activity. The International Physical Activity Questionnaire (IPAQ) was used to measure physical activity. Data were analysed according to the guidelines for data processing and analysis of the IPAQ. Perceived barriers to and potential benefits of physical activity were asked for. More than 11% of students were physically inactive. On logistic regression analysis, the independent predictors of physical inactivity were high socioeconomic standard of the family (OR 2.1), female sex (OR 1.8), medical education (OR 1.8) and non-membership in sports clubs OR 1.6). The most frequent barriers to physical activity were time limitation and lack of accessible and suitable sporting places. More than 70% of the participants stated that physical activity promotes and maintains health.
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From the kraal to the classroom: Shifting musical arts practices from the community to the school with special reference to learning tshigombela in Limpopo, South Africa - Emberly, Andrea; Davidson, Jane W. (International Journal of Music Education, 2011)
In South Africa the arts and culture educational curriculum has undergone immense change and continues to impact and influence the role of musical arts practices in children’s lives throughout the country. In specific districts of the Limpopo province in particular, musical practices of the Venda culture are being integrated into the school classroom as a means to revitalize and regenerate musical forms that have been historically denigrated by missionaries and the apartheid government. The dance and performance genre known as tshigombela is one such example and, at present, it is a predominant musical practice that illustrates how a musical form can be preserved by shifting it from community settings and into government-sanctioned classrooms. This paper will explore this conscious shift of musical arts practices and the historical and current roles of tshigombela in communities and classrooms in Limpopo that are ensuring its legacy in the greater Venda musical culture.
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Climate Change and Fisheries in Africa: Issues and Challenges - Fawole, Femi John (Indian journal of science and technology, 2011)
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Peer effects and textbooks in African primary education - Frölich, Markus; Michaelowa, Katharina (Labour Economics, 2011)
Textbooks could be a cheap and efficient input to primary school education in Africa. In this paper, we examine the effects of textbooks on student outcomes and separate between direct effects and externalities. Using the rich data set provided by the ‘Program on the Analysis of Education Systems’ (PASEC) for five Francophone, sub-Saharan African countries, this paper goes beyond the estimation of direct effects of textbooks on students' learning and focuses on peer effects resulting from textbooks owned by students' classmates. Using nonparametric estimation methods, we separate the direct effect of textbooks from their peer effect. The latter clearly dominates but depends upon the initial level of textbook availability.
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Future productivity of fallow systems in Sub-Saharan Africa: Is the effect of demographic pressure and fallow reduction more significant than climate change? - Gaiser, Thomas; Judex, Michael; Igué, Attanda Mouinou; Paeth, Heiko; Hiepe, Claudia (Agricultural and Forest Meteorology, 2011)
In this century climate change is assumed to be the major driver for changes in agricultural systems and crop productivity at the global scale. However, due to spatial differences in cropping systems and in the magnitude of climatic change regional variations of climate change impact are expected. Furthermore, the recent climate projections are highly uncertain for large parts of West Africa. In particular with respect to annual precipitation and variability the projections vary between trends with decreasing precipitation and trends with slightly increasing precipitation within the next decades. On the other hand, the extensive fallow systems in this region suffer from increasing population pressure, which compromises soil fertility restoration. In the Republic of Benin, the demographic projections for the first half of this century indicate a continuous growth of the population with a narrow interval of confidence. Thus, in the absence of an adequate soil fertility management with judicious use of mineral fertilizers, the soil degradation process with decreasing crop yields is expected to continue. The objective of this paper was, therefore, to quantify the regional effect of future population growth on crop yields in West Africa and to compare it with the potential effects of climate change scenarios. Three land use scenarios (L1, L2 and L3) for the Upper Ouémé catchment where derived from different demographic projections combined with assumptions regarding future road networks and legal frameworks for forest protection using the CLUE-S modeling approach. The fallow-cropland ratio decreased in the three scenarios from 0.87 in the year 2000 to 0.66, 0.48 and 0.68 for L1, L2 and L3, respectively in 2050. Based on the projected ratio of fallow and cropland, trends of maize yield for the three land use scenarios were calculated using the EPIC (Environmental Policy Integrated Climate) model coupled with a spatial database. Maize yields followed the decreasing trend of the fallow-cropland ratio and estimated yield reductions amounted to up to 24% in the period 2021–2050. This trend was compared with the impact of the SRES climate scenarios A1B and B1 based on the output of the GCM ECHAM5 downscaled with the REMO model and the A1B scenario output of the GCM HADC3Q0 downscaled with the RCMs SMHIRCA and HADRM3P. The yield reductions due to the projected climate change in the three models accounted for a yield decrease of up to 18% (REMO A1B scenario) in the same period. Taking into account the smaller uncertainties in the scenario assumptions and in the model output of the land use scenarios, it is concluded that, in low input fallow systems in West Africa, land use effects will be at least as important as climate effects within the next decades.
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Interaction between Women Entrepreneurs’ Age and Education on Business Dynamics in Small and Medium Enterprises in Kenya - Gathenya, Jane; Bwisa, Henry M.; Kihoro, John M. (2011)
Women entrepreneurs have been considered more averse to exploiting entrepreneurial opportunities irrespective of age and education. A key question as a consequence arise – Do the two significantly influence the use of entrepreneurial strategic planning practices (entrepreneurial orientation, scanning intensity, planning flexibility, planning horizon and locus of planning) and firm performance among women-led SMEs in Kenya? An exploratory cross-sectional survey was carried out. The sample comprised of 128 small and medium scale women entrepreneurs. The results of the interaction of the UNIANOVA analysis revealed that there was significant interaction between the effects of both age and education on locus of planning. Both also had a significant impact on the profitability of the enterprises when firm performance was measured as return on asset. It is recommended that there is dire need for special courses and programs for women entrepreneurs whose highest educational achievement is primary education.
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Exploring online numeracy games for primary learners : sharing experiences of a Scifest Africa Workshop - Graven, Mellony; Stott, Debbie (Learning and Teaching Mathematics, 2011)
On the 5th of May we (Mellony Graven & Debbie Stott) ran a workshop aimed at Grade 3-5 learners, accompanied by their parents or teachers, on the use of free online numeracy game resources. This workshop formed part of the programme of Scifest Africa, the national science festival held annually in Grahamstown. We had such fantastic feedback from both learners and teachers that we thought we should share how we ran the workshop in the hope that schools with online computer facilities will run similar workshops not only with their own learners but with learners in nearby schools who do not have such facilities.
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Pre-Service Teachers’ Experiences of Teaching Practice: Case of South African University - Heeralal, Prem Jotham; Bayaga, Anass (Journal of Social Sciences, 2011)
The current study examined faculty of education students’ experiences of the quality of teaching practice. The intent was to determine how to equip prospective teachers to effectively cope with feelings and common problems they faced during teaching practice. A qualitative research design was adopted using a case study. Semi-structured interview schedule was administered, while content analysis was used for analysing the data. The sample included forty- three preservice teachers in a South African university. The data revealed that education pre-service teachers need to pay attention to (1) flexibility in time of course participation, (2) flexibility in content in the course, (3) flexibility in instructional approaches and learning materials, and lastly (4) flexibility in course delivery and logistics.
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Expanding doctoral education in South Africa: pipeline or pipedream? - Herman, Chaya (Higher Education Research and Development, 2011)
The purpose of this paper is to discuss both the status of the PhD in South Africa and the feasibility of the country's aspiration to increase by fivefold the production of PhDs by 2025. Based on the first empirical studies on doctoral education in South Africa, it argues that in order to move towards this target, an expanded and coordinated effort is necessary. This includes the removal of barriers that hinder the expansion of the South African higher education system. In particular the paper highlights insufficient funding, policy that stands in the way of expansion, scarcity of students, limited supervisory capacity and lack of recognition of the value of the doctorate and higher learning, as well as limited and inadequate partnerships. The main question is whether South Africa can achieve the desired outcome by following international trends or whether the expansion target is merely a pipedream.
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Internet browsing behavior: a case study of executive postgraduate students in Ghana - Hinson, Robert Ebo (Information Development, 2011)
This paper examines the motivation for Internet browsing amongst Executive MBA (EMBA) students at the University of Ghana Business School. It underscores the importance of the environmental influences on the social, academic and professional use of the Internet by executive masters students in Ghana. This paper is executed via a qualitative research design. Data for the study was gathered through structured focus group interviews with 24 Executive Master of Business Administration (EMBA) students of the University of Ghana Business School. The study revealed that students browse the Internet for social, academic and professional purposes. The social use of the Internet includes sending and receiving email, socializing through Facebook, chatting, and making new friends. Professionally, students browse the Internet to obtain trade information, interact with clients, check on conference alerts, and access databases of clients. The academic motivations for browsing the Internet include research, getting access to academic journal databases, interacting with lecturers and supervisors, registering for professional courses and obtaining information on specific courses of study.
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Perceptions of Women Teachers on Condom Availability in Schools: South African perspective - Hlalele, Dipane; Alexander, Gregory (Journal of Social Sciences, 2011)
The former Minister of Education in South Africa recently stated that education authorities will not be making condoms available to learners at school. In her opinion, “…holding teachers responsible for distributing condoms would make teaching very, very difficult”. On the contrary, despite acknowledging a dissident view which says that condom availability in schools may encourage sexual activity, one may argue that one way of increasing condom access for adolescents is to make condoms available in schools. Utilising a sample of 281 women teachers from primary and secondary schools in the eastern Free State region, South Africa, the study investigates perceptions of women teachers on condom availability in schools through a structured questionnaire. The majority of women teachers in the sample were aware that some schools in their area distribute condoms to learners and regard the distribution of condoms in schools not as a responsibility of teachers.
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ANOSMIA IMPAIRS REPRODUCTION IN THE MOZAMBIQUE TILAPIA - Huertas, Mar; Silva, S. (Indian journal of science and technology, 2011)
), males can discriminate between olfactory stimuli released by pre- and post-ovulated females [1] and increase their urination rate in the presence of pre-ovulatory females [2]. This suggests that female urine contains a pheromonal message directed at males. It is not known, however, whether olfactory input from females is necessary for maintenance of reproductive capacity in males. The current study therefore investigated the effects of anosmia on behaviour, steroid production and gametogenesis in males.
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Biomedical and Health Informatics Education and Research at the Information Technology Institute in Egypt - Hussein, Ramlah; Khalifa, Aly (Yearbook of Medical Informatics, 2011)
Summary During the last decade, Egypt has experienced a revolution in the field of Information and Communication Technology (ICT) that has had a corresponding impact on the field of healthcare. Since 1993, the Information Technology Institute (ITI) has been leading the development of the Information Technology (IT) professional training and education in Egypt to produce top quality IT professionals who are considered now the backbone of the IT revolution in Egypt. For the past five years, ITI has been adopting the objective of building high caliber health professionals who can effectively serve the ever-growing information society. Academic links have been established with internationally renowned universities, e.g., Oregon Health and Science University (OHSU) in US, University of Leipzig in Germany, in addition those with the Egyptian Fellowship Board in order to enrich ITI Medical Informatics Education and Research. The ITI Biomedical and Health Informatics (BMHI) education and training programs target fresh graduates as well as lifelong learners. Therefore, the program’s learning objectives are framed within the context of the four specialization tracks: Healthcare Man- agement (HCM), Biomedical Informatics Research (BMIR), Bioinformatics Professional (BIP), and Healthcare Professional (HCP). The ITI BMHI research projects tackle a wide-range of current chal- lenges in this field, such as knowledge management in healthcare, providing tele-consultation services for diagnosis and treatment of infectious diseases for underserved regions in Egypt, and exploring the cultural and educational aspects of Nanoinformatics. Since 2006, ITI has been positively contributing to de- velop the discipline of BMHI in Egypt in order to support improved healthcare services .
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Language Policy in Kenya With a Special Reference to Education - Hwang, Chul-sue; Deug, Kyu (Asian Journal of African Studies, 2011)
Kenya is a typical case of a multilingual society. However, it is argued that the Kenyan languages should include not only Kiswahili but also English as major languages. In fact, English is the exoglossic official language used in government, diplomacy and international arena while Kiswahili is the endoglossic national language that is used for government affairs and also used as a lingua franca facilitating the inter-ethnic communication. Nevertheless, it is important to note that Kiswahili itself is as extrinsic to most rural people as is English, and, only a small proportion who claim to speak are able to engage in serious conversation. The other indigenous and nomadic Kenyan languages are largely used for daily activities to communicate in homes and rural areas. Within the context of language policy for education in the complex language situation in Kenya, there exist some important socio-linguistic problems to be addressed in order to achieve a much more balanced and sustainable multilingual society. This paper recognizes the importance of such meanings and values that the historical experiences of language policy in Kenya should be put into serious consideration. Thus, it is to explore the colonial period of Kenyan language policy that impacted substantially on post-colonial language policy. Following these historical evolutions of language policy in Kenya, the paper attempts to link the main issue of language policy to education in relations to human rights.
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WASTE MANAGEMENT AWARENESS, KNOWLEDGE, AND PRACTICES OF SECONDARY SCHOOL TEACHERS IN OGUN STATE, NIGERIA—IMPLICATIONS FOR TEACHER EDUCATION - Ifegbesan, Ayodeji Peter (The Journal of solid waste technology and management, 2011)
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Influence of Locus of Control and Job Satisfaction on Organizational Commitment: A Study of Medical Records Personnel in University Teaching Hospitals in Nigeria - Igbeneghu, Bruno I.; Popoola, Sunday Olanrewaju (Library Philosophy and Practice, 2011)
The study examines the influence of work locus of control and job satisfaction on organizational commitment of medical records personnel in university teaching hospitals in Nigeria. The research design was the ex-post- facto. A total of 359 medical records personnel from federal and state university teaching hospitals in Nigeria participated in the study. The instrument for data collection was the questionnaire. The results of the study reveal that organizational commitment has a significant inverse relationship with work locus of control (r = -.131, P < 0.05), but has a significant positive relationship with job satisfaction (r = . 340, P < 0.05).The study also revealed that a combination of work locus of control and job satisfaction have significant influence on the organizational commitment of medical records personnel in university teaching hospitals in Nigeria. (F = 24.900, df = 2; 356, P < 0.05). A combination of work locus of control and job satisfaction have significant influence on the organizational commitment of medical records personnel in university teaching hospitals in Nigeria.
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Breaking even or breaking through : reaching financial sustainability while providing high quality standards in higher education in the Middle East and North Africa - Jaramillo, Adriana; Mélonio, Thomas (2011)
Higher education (HE) systems worldwide are faced with three main challenges: providing young people with the skills required by the job market; improving access to high quality services; and seeking out new sources of financing to cope with the growing student demand. This document will provide evidence on the need to seek sustainable financing strategies for countries in Middle East and North Africa (MENA), whether they are high income economies, such as the oil producing countries, or low to middle income economies. Chapter one presents an overall description of HE graduates and the many challenges they face in their transition into the workforce. The different elements that affect this transition are discussed and special attention is given to the mismatches between labor supply and demand. Chapter two analyses the current levels of spending on HE, projects the future financing gaps taking into account the need to continue expanding access and improving quality and relevance, and provides a framework for funding approaches linked to meeting access, equity, and quality goals. Chapter three outlines ways of using current funds in more effective ways, emphasizing the need to align financing allocations with policy goals. Innovative funding allocations that link funding to performance and demand- as well as supply-side mechanisms are discussed. Chapter four discusses different ways to diversify sources of funding and presents alternative methods of cost-sharing. The chapter emphasizes the equity measures needed for cost-sharing mechanisms, such as student fees, and provides an overview of student loan programs used in MENA and elsewhere. Chapter five discusses the role of private provision of HE, and how this can be an alternative to increase access and quality, provided the necessary regulatory and quality controls are in place. Chapter six describes an alternative source of funding not yet common in MENA, namely the use of philanthropic resources to build endowments to support HE.
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SP1-46 School--based intervention to promote healthy nutrition and physical activity in Sousse, Tunisia - Jihene, Maatoug; Imed, Harrabi; Rafika, G; Imene, Bouharati; Belkacem, Mylene; Hassen, Getaw Worku (Journal of Epidemiology and Community Health, 2011)
Throughout the world, and particularly in Tunisia, children are becoming overweight and obese at progressively younger ages. Our purpose was to evaluate the effects of a school intervention program to promote healthy nutrition and physical activity among adolescents, in terms of behaviours and intention. Methods It was a quasi experimental intervention study with two groups: control and intervention group with pre-post evaluation of nutrition and physical activity intention and behaviour in each group. The target population was composed with students aged 12–16 years schooled in colleges of Sousse in Tunisia. To evaluate the intervention, a sampling was used to include 2200 students who participated to the questionnaire. All the students of intervention group received a standardised program with information about healthy nutrition and physical activity. An Arabic pre-tested and auto-administered questionnaire was used to assess nutrition and physical activity intention and behaviour before and after the intervention. Results The intervention group9s posttest intention and behaviour were significantly higher than the control group9s posttest. Concerning “healthy behaviours”, in the intervention group, children improved significantly their vegetable intake. It passed from 45.4% to 56.8% (p<0.001). The proportion of children who practice 5 days per week physical activity for at least 30 min a day increased significantly from 23% to 44% (p<0.001). Conclusion School based intervention to promote healthy diet and physical activity is benefit and important at the middle age to prevent obesity and cardiovascular disease risk factors.
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A Study of factors influencing children enrolment in pre-school Education in Thogoto and Karai zones in Kikiuyu Division , District , Kiambu County - Kenya - Johnson, A Njoroge (2011)
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PHILOSOPHY OF PRIMARY EDUCATION IN NIGERIA | University of Agriculture, Makurdi Open Education Resources (OER) - Kajo, Rev. Fr. Dr. Didacus (2011)
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Modified taungya system in Ghana: a win–win practice for forestry and adaptation to climate change? - Kalame, Fobissie Blese; Aidoo, Robert; Nkem, Johnson; Ajayie, Oluyede C.; Kanninen, Markku; Luukkanen, Olavi; Idinoba, Monica (Environmental Science & Policy, 2011)
The formulation and implementation of an adaptation strategy is of growing concern to governments. The adaptation policy framework (APF) sets out indicative activities and features of an adaptation strategy. Understanding the extent to which existing practices can support adaptation in societies and ecosystems is an important step towards the solution. This study uses vulnerability, policy and financial analyses to investigate the compatibility of the modified taungya system (MTS) (a reforestation programme) in Ghana with the indicative activities of the APF. The findings indicate that MTS takes into consideration most of the activities of an adaptation strategy, is a profitable venture (BCR > 1) and has a high potential to reduce vulnerability due to short-term food production and long-term plantation establishment. Resource management in MTS is promising in the short term, but challenges remain to meet livelihood and adaptation needs in the medium and long term. Policy instruments related to MTS align with the forestry, climate change and the development goals of Ghana. We conclude that MTS is a potential win–win practice for forestry and adaptation. The legalization of all contractual arrangements coupled with continuous monitoring, evaluation and improvement may drive MTS to become a lasting activity that will support the long-term horizon of an adaptation strategy.
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The Effects of sex education on adolescents' sexual behaviuor in secondary schools in Thika District, Kenya - Kalinga, Mary Kola (2011)
With the achievement of puberty, the adolescent becomes sexually active and competent. This maturity involves the whole process of physical development, emotional feelings and social conditioning. It may well be for the adolescent a period of turmoil and awkward adjustment, of mystery and exchange of wrong information with other adolescents. Adolescents, therefore, need the best possible preparation to enable them to cope well with their sexual development and avoid the most obvious pitfalls. Proper sex education can correct misconceptions and help achieve the desired sexual behaviour among the adolescents. Most studies in Kenya have generally concentrated on identifying the major sources of sex education for adolescents. It is less clear, however, which sexuality outcomes are influenced by different sources, and which sources have greater general influences on adolescents in Kenya. The purpose of this study was to determine the contribution of various sources of education about sexual topics (family, peers, media, school and religion) on teens’ sexual knowledge and behaviour among public secondary school students in Thika District. The study used ex-post facto design to determine sources of sex education and its influence on secondary school adolescents’ sexual behaviour. Data analysis was both qualitative and quantitative. Qualitative analysis considered the inferences that were made from the opinions of the respondents. This analysis was then thematically presented in narrative form and where possible tabular form. Quantitative data was analyzed using descriptive statistics including frequency counts and percentages. These data were further subjected to significance tests using Chi-square test. The study established that the main sources of sex education were peers and the mass media. Parents and school were rated among the lowest with sources of sex education. Based on the findings of the study, the researcher concludes that adolescents in secondary schools in Thika District do not have adequate information about sex. This can be attributed to overreliance on peers for information about sex, and, because information from peers can be unreliable, most of the information that the adolescents have is often misleading. Consequently, most of the sexually active students do not use any form of protection during sexual intercourse, and this exposes them to the risk of contracting HIV/AIDS, sexually transmitted diseases, or getting unwanted pregnancies, which can result to school dropout or health complications as young girls attempt abortion. Other adolescents practice unreliable protection methods such as the withdrawal method due to lack of information. Therefore, the researcher recommends that parents should be sensitized about the whole question of adolescents’ sexuality so that they can be more involved in teaching them about the same; the education system should put into consideration the idea of incorporating sex education into the school curriculum; the community should work hand in hand with community-based organisations and NGOs to educate the adolescents on responsible sex behaviour; the church should play a more active role in educating the adolescents/youth on sex education; and, since most peers prefer getting their information concerning sex from their fellow peers, all the parties should make effort to train the adolescents in order to ensure that they give right information to each other.
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Analysis of wastage in secondary schools in Kenya: the case of Murang'a East district - Kamau, Wambui Fridah (2011)
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The famine in East Africa: how far are climate change and the long neglect of agriculture to blame? - Kaplan, Marcus; Speranza, Chinwe Ifejika (2011)
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A Kenyan perspective on the use of animals in science education and scientific research in Africa and prospects for improvement - Kimwele, Charles; Matheka, Duncan Mwangangi; Ferdowsian, Hope (DOAJ (DOAJ: Directory of Open Access Journals), 2011)
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Factors Influencing Secondary School Students’ Attitude towards Physics in Imenti South District, Kenya. - Kinai, T. K.; Gatumu, Haniel Nyaga; Mbaabu, F. N. (2011)
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Factors that influence the use of Instructional Resources for teaching mathematics in secondary schools in West Pokot District, Kenya - Koros, Symon Cheruiyot (2011)
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Factors affecting the delivery of comprehensive HIV/AIDS services amongst persons with disabilities in Uganda: A case study of Masindi District - Kyohairwe, Patience (2011)
A DISSERTATION SUBMITTED TO THE HIGHER DEGREES DEPARTMENT IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF MASTERS’ IN MANAGEMENT STUDIES (PROJECT PLANNING AND MANAGEMENT) OF UGANDA MANAGEMENT INSTITUTE
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School Resources and Academic Performance in Sub-Saharan Africa - Lee, Valerie E.; Zuze, Tia Linda (Comparative Education Review, 2011)
We investigate links between students’ achievement and several resource inputs in African primary schools, using data from the 2000 Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ-II). We focused on four sub-Saharan countries that had in place legislation mandating free and universal primary schooling: Botswana, Malawi, Namibia, and Uganda. Using multilevel modeling (hierarchical linear models), we found strong links between material and human resources and grade 6 students’ achievement in reading and mathematics. Structural features such as school shifts and school size were negatively associated with achievement, although effects varied across countries. We discuss policy implications of our findings within each country’s educational context.
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The Role of Private Higher Education Institutions (PHEIs) in Human Capital Development in Ethiopia: an impetus to achieve the Ethiopian Growth and Transformation Plan (GTP) - Leka, Wanna (2011)
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Women Principals in Small Schools in South Africa - Lumby, Jacky; Azaola, Cristina (Australian Journal of Education, 2011)
South Africa presents a distinctive and varied context in which to explore the experience of women principals. The article draws on a larger data set to explore the interplay of gender and school size in seven schools with 200 students or fewer. From this study, we conclude that gender remains a potent influence on the career and experience of women, but that it is influenced by other factors such as poverty, race, language and the size of the school. Small schools offer women a less competitive path to the principalship, but may also maroon them in a low-paid, low-status and extremely challenging role. In this context some women attempt to neutralise gender by denying its impact; others try to unsettle it by creating social capital from female attributes stereotypically viewed as limiting, such as a maternal approach to leadership. They may thereby only embed further the negative view of women's leadership capacity.
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The New Kind of a Teacher, to Handle the New Subject-Life Orientation, in a Township High School in South Africa - Magano, Meahabo Dinah (Journal of Social Sciences, 2011)
The study focused on the new subject introduced in South African schools’ curriculum, namely Life Orientation (LO). The purpose of the study was to investigate Grade 12 learners’ views with regard to characteristics of a new kind of a teacher to handle Life Orientation as a subject and the role played by this teacher, other than teaching the subject only. Also the LO teacher’s views regarding her role and knowledge and expertise were taken into consideration. The sample size was 39 Grade 12 learners and 1 LO teacher from a township high school in Gauteng province. The school was purposely chosen since it had a good track record of Grade 12 results for the past fifteen years. Questions evolved around what the learning content entailed and the role of the LO teacher at school. Learners were given incomplete sentences to complete and the teacher got a separate one to complete also. All ethical considerations were observed. Findings revealed that learners saw LO preparing them for life. They enjoyed conversations in class which were around real issues in life. They also highlighted that, what was missing, was more of physical training which would make Life Orientation periods more enjoyable. Learners saw their LO teacher as a loyal and caring person. Results indicated that there was a need for support since most learners went through challenges.
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Dilemma of school districts in managing career counseling in South Africa - Mahlangu, Vimbi Petrus (Journal of Emerging Trends in Educational Research and Policy Studies, 2011)
Historically most of the privileged white schools offered career guidance opportunities to their learners. Prior to 1994 career guidance was compulsory for white learners. Black education operated under the Department of Education and Training and some of the schools did offer guidance services through auxiliary services. School districts in South Africa are faced by the following challenges, namely: limited resources, lack of expertise and knowledge by some members of Institutional Learning Support Teams in managing multicultural counseling. Clustering of schools can help school districts and schools in sharing of expertise, resources, comparing of standards and for cooperative working.
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How Can Micro and Small Enterprises in Sub-Saharan Africa Become More Productive? The Impacts of Experimental Basic Managerial Training - Mano, Yukichi; Iddrisu, Alhassan; Yoshino, Yutaka; Sonobe, Tetsushi (2011)
The vast majority of micro and small enterprises in developing countries are located in industrial clusters, and the majority of such clusters have yet to see their growth take off. The performance of micro and small enterprise clusters is especially low in Sub-Saharan Africa. While existing studies often attribute the poor performance to factors outside firms, problems within firms are seldom scrutinized. Entrepreneurs in these clusters are unfamiliar with standard business practices. Based on a randomized experiment in Ghana, this study demonstrates that basic-level management training improves business practices and performance, although the extent of improvement varies considerably among entrepreneurs.
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How Can Micro and Small Enterprises in Sub-Saharan Africa Become More Productive? The Impacts of Experimental Basic Managerial Training - Mano, Yukichi; Iddrisu, Alhassan; Yoshino, Yutaka; Sonobe, Tetsushi (RePEc: Research Papers in Economics, 2011)
The vast majority of micro and small enterprises in developing countries are located in industrial clusters, and the majority of such clusters have yet to see their growth take off. The performance of micro and small enterprise clusters is especially low in Sub-Saharan Africa. While existing studies often attribute the poor performance to factors outside firms, problems within firms are seldom scrutinized. Entrepreneurs in these clusters are unfamiliar with standard business practices. Based on a randomized experiment in Ghana, this study demonstrates that basic-level management training improves business practices and performance, although the extent of improvement varies considerably among entrepreneurs.
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Active coastal thrusting and folding, and uplift rate of the Sahel Anticline and Zemmouri earthquake area (Tell Atlas, Algeria) - Maouche, Saïd; Meghraoui, Mustapha; Morhange, Christophe; Belabbès, Samir; Bouhadad, Youcef; Haddoum, Hamid (Tectonophysics, 2011)
Major uplifts of late Quaternary marine terraces are visible along the coastline of the Tell Atlas of Algeria located along the Africa–Eurasia convergent plate boundary. The active tectonics of this region is associated with large shallow earthquakes (M ≥ 6.5), numerous thrust mechanisms and surface fault-related fold. We conducted a detailed levelling survey of late Pleistocene and Holocene marine notches in the Algiers region that experienced 0.50 m coastal uplift during the 2003 Zemmouri earthquake (Mw 6.8). East of Algiers, Holocene marine indicators show three pre-2003 main notch levels formed in the last 21.9 ka. West of Algiers on the Sahel anticline, the levelling of uplifted marine terraces shows a distinct staircase morphology with successive notches that document the incremental folding uplift during the late Pleistocene and Holocene. The timing of successive uplifts related to past coseismic movements along this coastal region indicates episodic activity during the late Holocene. Modelling of surface deformation in the Zemmouri earthquake area implies a 50-km-long, 20-km-wide, NE–SW trending, SE dipping fault rupture and an average 1.3 m coseismic slip at depth. Further west, the 70-km-long Sahel fold is subdivided in 3 sub-segments and shows ~ 0.84–1.2 mm/yr uplift rate in the last 120–140 ka. The homogeneous Holocene uplift of marine terraces and the anticline dimensions imply the possible occurrence of large earthquakes with Mw ≥ 7 in the past. The surface deformation and related successive uplifts are modelled to infer the size and characteristics of probable future earthquakes and their seismic hazard implications for the Algiers region.
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