Effect of Class Attendance on Learners’ Performance in History Subject in Selected Public Secondary Schools in Kayonza District, Rwanda (Journal of education, 2024)
The research investigated the impact of class attendance on students' performance in the history subject in selected public secondary schools in Kayonza District, Rwanda. The study employed a descriptive and correlation design with a mixed approach, involving a population of 718 respondents, including 118 teachers and 600 students. Results revealed that 71.3% of respondents agreed that students attending classes on time significantly affected performance in the history subject. Additionally, 72.5% agreed that the number of presentations in class and 70.8% agreed that participation in group activities were also class attendance factors influencing performance. For the second objective, the study found that 72.1% strongly agreed that completion of homework was a crucial factor affecting students' performance in history. Moreover, 60.5% believed that test and exam results were instrumental in analyzing performance, and 65.1% agreed that student cooperation based on historical principles was a key factor. Regarding the relationship between attendance and performance, 95% of respondents agreed that students attending class on time had a positive correlation with greater cooperation based on historical principles (r=.451**) and test/exam results (r=.305**). Moreover, attendance correlated positively with student competition outcomes in the history topic (r=.632). The study revealed positive correlations of the number of students present in class with greater cooperation (r=.250), test/exam results (r=.029), and competition outcomes (r=.093). Based on the findings, the study recommended that the Ministry of Education (MINEDUC) and Rwanda Education Board plan teacher training programs on effective history teaching methods. It further suggested the provision of adequate teaching and learning materials, such as charts, textbooks, and dictionaries. Additionally, all stakeholders in the education sector were encouraged to support history teaching and learning activities in Rwanda. In conclusion, the research indicated a positive association between class attendance and students' performance in the history subject. The recommendations emphasized the importance of teacher training and the provision of appropriate teaching materials to enhance history education in Rwanda. The study also proposed further research on the effects of different teaching and learning methods on academic performance in the history subject. Keywords: Class Attendance, Learners’ Performance, History Subject, Selected Public Secondary Schools, Kayonza District, Rwanda
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Exploring the Influence of Adaptive E-Learning Technology on Learners’ Perceptions of Mathematical Modeling and Simulation in South African Schools - Bayaga, Anass; Alexander, M. Lizabeth (Computers in the Schools, 2024)
This study investigates the influence of adaptive e-learning technology on learners’ understanding of mathematical modeling and simulation. Through a comprehensive literature review, theoretical framework development, and empirical analysis, the study examines the relationship between learners’ qualifications, geolocation, and their perceptions of e-learning technology. It utilized a quantitative research approach with a sample size of 66 learners and administered structured questionnaires to urban and rural school learners and analyzed data at p < .05 using the factorial multivariate analysis of variance (FMANOVA). The findings reveal variations in opinions among learners at different qualification levels regarding the use of e-learning technology in mathematical concepts. Moreover, urban and rural learners show disparities in their association of e-learning technology with mathematical understanding. The study emphasizes the need for practical approaches to e-learning, addressing challenges related to access, reliability, and ease of use. Recommendations include integrating adaptive e-learning technology into school curricula and providing adequate training and support for teachers. Furthermore, suggestions for future research encompass exploring long-term impacts, individual differences, teacher roles, assessment and feedback, equity and accessibility, professional development, and comparative studies. Overall, this study contributes to understanding the role of adaptive e-learning technology in mathematics education, providing valuable insights for practitioners and policymakers to enhance teaching and learning experiences.
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Evaluation of CORDEX-Africa Model Data Reliability and Bias Correction for Climate Change Impact Assessment: Upper Tekeze River Basin, Tigray (Ethiopia) - Gebrehiwot, Ghrmawit Haile; Bekitie, Kassahun Ture; Abiko, Fikru; Seifu, Weldemariam; Gebremichael, Haftu Brhane (Green and Low-Carbon Economy, 2024)
Model simulation evaluation is crucial for selecting the best regional climate models, as their performance may vary across different locations or variables. This research aims to examine and correct potential biases in the CORDEX ensemble climate dataset over the period of 1987-2005 so as to establish trust in utilizing the CORDEX ensemble forecasts for climate change impact assessment focusing on the UTRB. The Pearson correlation coefficient is employed to assess the degree of correlation between CORDEX and observation data, and the applicability of the CORDEX ensemble data for the UTRB. The statistical analysis reveals a significant correlation between the monthly mean rainfall and temperature in the CORDEX-Africa ensemble simulation and the corresponding observation data for most of the 18 stations. The finding suggests that the CORDEX-Africa ensemble dataset holds promise for future climate projection in the UTRB. The statistical approaches of bias, RMSE, and MAE are employed to assess the adequacy of the CORDEX ensemble model in reproducing observed data. Various bias correction approaches are employed to enhance the accuracy of rainfall and temperature datasets, addressing discrepancies from over and under simulation. The reliability evaluation results indicate that the CORDEX-Africa ensemble precipitation and temperature data set has undergone bias adjustment in order to accurately reproduce the observed gridded dataset for the same period. This adjustment was performed using various methodologies across the 18 stations. Following the bias modifications, the CORDEX ensemble's precipitation and temperature dataset exhibited a high degree of concordance with the grid observation dataset across all 18 observation stations, for the corresponding time. The approaches utilized in this work possess the potential for practical applicability in generating dependable climate data that may be employed in evaluating and forecasting the consequences of climate change using globally accessible data resources.
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Impact of a Mindfulness-Based Intervention on Stress and Burnout among Physical Education Teachers in South Africa - Gugulethu, Jabulisile (International Journal of Physical Education Recreation and Sports, 2024)
Abstract
Purpose: The aim of the study was to impact of a mindfulness-based intervention on stress and burnout among physical education teachers
Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries.
Findings: This study investigated the impact of an eight-week mindfulness-based intervention on stress and burnout in 24 physical education teachers. The intervention included guided meditations, group discussions, and experiential exercises. Results revealed that the intervention group displayed significantly lower stress and burnout levels compared to the control group at both post-test and follow-up assessments.
Unique Contribution to Theory, Practice and Policy: Stress and Coping Theory, self-determination theory (sdt) & job demands-resources (jd-r) model may be used to anchor future studies on impact of a mindfulness-based intervention on stress and burnout among physical education teachers. Practitioners and program developers should collaborate to create interventions that address the unique stressors and challenges faced by educators in physical education settings. Policymakers in the field of education should acknowledge the potential benefits of mindfulness-based interventions for teacher well-being and, subsequently, for student outcomes.
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Nutritional Status of School Adolescents in the Sidi-Bel-Abbes City, Algerian western region - Hichour, Mokhtaria; Diaf, Mustapha (Egyptian Academic Journal of Biological Sciences. C, Physiology & Molecular Biology, 2024)
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Incidental Vocabulary Learning through Captioned Videos: An Experimental Study among Moroccan EFL Middle School Learners - -, Jaouad El Mazouzi (International Journal For Multidisciplinary Research, 2024)
The current experimental study aims to investigate the impact of watching captioned videos on incidental learning of the written form and meaning aspects of vocabulary knowledge among Moroccan EFL middle school learners. The study adopted a pretest-posttest experimental design. 60 middle school EFL learners were randomly assigned to the experimental group (N30), who watched captioned videos, and the control group (N30), who watched uncaptioned videos. The Paired Samples T-Tests results showed a statistically significant improvement in both word written form recognition and meaning recognition within the experimental group. In contrast, no statistically significant improvement was found within the control group. Analysis of Covariance (ANCOVA) was conducted to compare the differences in vocabulary gains between the control group and the experimental group and the results indicated a statistically significant difference between the experimental group and the control group in word form recognition. However, no statistically significant difference was found in word meaning recognition. These findings provided empirical evidence for the effectiveness of captioned videos in enhancing incidental vocabulary learning.
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Perceptions of climate change-related disasters and impact on household food security in rural farm households in Imo State, Nigeria - Kanu, Winifred; Onyekwere, Iwundu Anthony (Journal of Agriculture and Food Sciences, 2024)
This study investigates the perception of climate change-related disasters and their impact on household food security in rural farm households in Imo State, Nigeria. Studies have consistently shown an association between climate change and food insecurity in different parts of the world. However the impact of climate change varies over time and space and therefore cannot be generalized. If household food security is to be secured in Imo State, it becomes imperative to identify the specific climate change related disasters that adversely affect household food security as well as the intervention priorities in specific communities. The study utilizes descriptive analytical tools to analyze the data from 186 farm households across four agricultural communities in the state. Findings reveal that excessive rainfall leading to flooding is the most prevalent climate change-related disaster, followed by excessive heat and irregular rainfall patterns. A significant majority of respondents attribute household food insecurity to these climate change-related disasters at high or very high levels. Various mitigation strategies adopted by households include changes in farming practices, irrigation methods, crop replacement, and land modification techniques. The study also identifies top priorities for government intervention as improving drainage and irrigation systems, establishing community weather forecast centers, and providing fertilizer subsidies. Additionally, enhancing hedging technology and pest/disease control strategies were recognized as important interventions. The study emphasizes the importance of tailored interventions, continuous data collection, and awareness campaigns to enhance agricultural resilience and ensure food security in the face of climate change impacts.
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Training or Desactivación? Measuring Training Effectiveness Evidence from Ethiopian Ministry of Revenues - Kassaw, Moges Mengstu (Humanities and Social Sciences, 2024)
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Compliance with goodwill impairment disclosure and reasons provided by management: Evidence from South Africa - Louw, E.; Hall, John H.; Brümmer, Leon M. (South African Journal of Accounting Research, 2024)
Purpose: The aim of this article is to investigate compliance with the IFRS disclosure requirements regarding goodwill impairment testing in the South African setting, using JSE-listed firms as a sample. The article considers the explanatory strategies used by management to provide reasons for goodwill impairment.
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Climate change impacts on hydroclimatic variables over Awash basin, Ethiopia: a systematic review - Malede, Demelash Ademe; Andualem, Tesfa Gebrie; Yibeltal, Mesenbet; Alamirew, Tena; Kassie, Anmut Enawgaw; Demeke, Girum Getachew; Mekonnen, Yalemtshay (Discover Applied Sciences, 2024)
Abstract Hydroclimate combines hydrology and climate variables, including the influence of water resources and their processes on Earth’s climate pattern and the change in the hydrological cycle. This review aimed to investigate the historical, current, and future projections of hydroclimatic variables within the Awash River basin. The spatiotemporal climate fluctuations caused by meteorological anomalies, catchment topographical processes, and human activities impact hydroclimatic variables. This systematic review was conducted to define and conceptualize hydroclimatic variables’ trends and variation. Scopus, Web of Science, and Google Scholar were used to assess relevant works of literature. Most of the rainfall stations in the basin exhibited an increasing and decreasing trend; however, this was not statistically significant. The mean, maximum, and minimum temperature variables continuously increased in the basin while streamflow declined. Besides, hydroclimatic variables and trends in response to climate change differ by local topography, length of data and statistical methods. Additionally, the basin encounters various trends and patterns in hydroclimate variables over time. This review emphasizes the importance of historical, current, and future climate change scenarios in the development of water resources and practices for sustainable environmental management. As a result, reviewing the findings provides a scientific basis for evidence-based practice for environmental and water resource managers, researchers, and policymakers.
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Comparative Student Movements in South Africa - Mangcu, Xolela; Heffernan, Anne (2024)
Abstract The emergence of the Black Consciousness Movement (BCM) in the 1960s led to a nationwide process of consciousness-raising in apartheid South Africa. It also fostered a long-standing political and philosophical discourse about how exactly the movement could bring about a democratic society. Competing political parties and organizations debated about violent versus nonviolent methods, and about the benefits and risks of collaborating with White anti-apartheid activists. This ideological conflict continued through the violent protests of the 1970s and 1980s, which claimed the life of BCM and South African Students Organization (SASO) founder Steven Biko, among others; through the formal democratic transition in the 1990s; and into the age of social media in the twenty-first century, when activists used BCM-inflected rhetoric to challenge a majority-Black government in the #RhodesMustFall and #FeesMustFall protests. Author Xolela Mangcu provides firsthand narratives of the early days of the movement (particularly in the introductory section) in which he was directly involved. Mangcu also analyzes the political activities from the perspectives of social movement theorists such as Sidney Tarrow. Coauthor Anne Heffernan adds historiographical context to each of the major phases of the student movement in South Africa, with both providing separate reflections in the concluding sections.
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Funding Resilience: Exploring International Climate Finance Strategies in African Contexts - Qiu, Yu (Frontiers in business, economics and management, 2024)
This article addresses a gap in the existing literature by presenting comprehensive solutions to bolster international climate finance mechanisms, with a specific focus on alleviating the impact of extreme weather events in Africa. The core objective of this research revolves around examining innovative strategies that can augment the financial support flowing to African nations, ensuring their capacity to adeptly respond to the challenges presented by climate change. Through a critical analysis of the current landscape of international climate finance, along with the identification of successful models and a consideration of their limitations, the study aims to propose actionable recommendations. Beyond contributing to academic discourse, the article seeks to provide practical insights for policy-making, empowering African nations to enhance resilience and adapt to the escalating threats of extreme weather events amid a rapidly changing climate.
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Mapping the imaginary of Information Communication Technologies (ICTs) in education: the case of Botswana - Uleanya, Chinaza; Prinsloo, Paul (Learning, Media and Technology, 2024)
This article investigates policy-as-discourse and policy-as-technology with specific focus on how the deployment of Information and Communication Technology (ICT) in education is positioned as a redemptive force in the case of Botswana. Therborn's theory of inequalities was adopted to catalogue ways in which supranational organisations and the national government of Botswana consider the potential of ICT and/ICT in education to address (in)equalities in Botswana. A deductive Directed Qualitative Content Analysis (DQICA) was adopted focusing on how the national government and supranational organisations view and present ICT in education in Botswana with regards to being an equaliser. The analysis of the evidence points to ICT in education being seen and operationalised to ameliorate existing inequalities in education and broader society, without, necessarily, questioning broader socioeconomic structural arrangements and factors sustaining inequalities.
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Education Corporate Social Responsibility and Financial Performance of Telecommunication Companies in Kenya (Journal of finance and accounting, 2024)
The financial performance of telecommunication companies has witnessed a decline in recent years. Safaricom for instance reported a decrease in profit from 68,676.2 million in 2021 to 67,496.1 million in 2022. Additionally, Airtel Networks Kenya Limited reported losses of 24,822,606,000 in 2020 and 30,662,525,000 in 2021. Furthermore, in 2019, Telkom's market share significantly reduced after losing 600,000 customers, and its voice market share declined by 0.9 percent to 3.1 percent. Therefore, the current study aimed to investigate the influence of education Corporate Social Responsibility (CSR) on financial performance of telecommunication companies in Kenya. The population scope encompassed a total of 6,597 employees from the three major telecommunication companies in Kenya: Safaricom with 3,859 employees, Airtel Kenya with 1,694, and Telkom Kenya with 1,044. The unit of observation was employees in top and middle-level management positions due to their pivotal roles in strategic decision-making processes within organizations. The sample size was determined using Yamane's formula, resulting in 353 employees from top and middle-level management. Data collection employed semi-structured questionnaires. The collected data was analyzed using SPSS version 29 software. The correlation analysis found a positive and significant association between education CSR programs and financial performance (r=0.772, p=0.000). The regression analysis found a positive and significant relationship between education CSR programs and financial performance (β = 0.748, t (324) = 21.794, p<.05). The study concludes that education CSR programs can include scholarship initiatives, educational infrastructure, and skills development. Scholarship initiatives can include providing financial assistance to students who are unable to afford tuition, books, or other educational expenses. The study recommends that companies operating in the telecommunications industry should allocate resources towards providing scholarships and financial assistance to students who are in financial need. It is recommended that companies in the telecommunications industry leverage their capacity to contribute to the development of educational infrastructure. This can be achieved through various means, including providing support to existing schools or initiating the construction of new educational institutions. Keywords: Education CSR programs, Financial Performance, Telecommunication Companies, Kenya
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Mauritania Human Capital Review: Building, Utilizing, and Protecting Human Capital for Inclusive and Resilient Economic Development (2024)
This human capital review assesses human capital outcomes in Mauritania and identifies actions to strengthen, utilize, and protect human capital. The government of Mauritania has demonstrated a strong commitment to placing human capital at the forefront of its long-term vision, with dedicated efforts focused on enhancing childhood health and education outcomes. Despite Mauritania’s positive initiatives, the country’s human capital wealth per capita has declined over the last 20 years; and it is imperative to look at ways to quickly reverse this situation. Children born today in Mauritania will only be 38 percent as productive when they grow up as they could have been had they enjoyed complete education and full health. Increasing the productivity of Mauritanians—both men and women—and thus allowing them to fully contribute to the development of their society entails transforming the human capital challenge to a human capital opportunity. This report takes a comprehensive, cross-sectoral approach and proposes recommendations for building, protecting, and utilizing human capital in Mauritania.
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Women-Led Climate Change Solution Satellites: A Key Contributor to Social and Economic Empowerment of Women in Uganda (2024)
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Sex and HIV Differences in Preserved Ratio Impaired Spirometry (PRISm) Among Ugandans Postpneumonia - Abelman, Rebecca; Fitzpatrick, Jessica; Byanova, Katerina L.; Zawedde, Josephine; Sanyu, Ingvar; Byanyima, Patrick; Musisi, Emmanuel; Hsieh, Justin T.; Zhang, Michelle; Branchini, J.R.; Sessolo, Abdul; Hunt, P.; et al. (Open forum infectious diseases, 2024)
Abstract Background Preserved ratio impaired spirometry (PRISm), defined as a normal ratio of forced expiratory volume in 1 second (FEV1) to forced vital capacity (≥0.70) with low FEV1 (<80% predicted), has been associated with increased mortality in the general population. Female sex has been associated with increased odds of PRISm in people without HIV. People with HIV (PWH) are at increased risk for lung function abnormalities, but whether HIV modifies the effect of sex on PRISm development is largely unknown. Methods Adults with and without HIV underwent baseline followed by serial spirometry after completing therapy for pneumonia, predominantly tuberculosis (TB), in Kampala, Uganda. Using generalized estimating equations adjusted for age, body mass index, smoking, biomass fuel exposure, HIV, and TB status, we compared individuals with PRISm with those with normal spirometry. These models were stratified by HIV status. Results Of 339 baseline participants, 153 (45%) were women; 129 (38%) had HIV, of whom 53% were women. Overall, 105/339 participants (31%) had PRISm at baseline. HIV was associated with lower odds of PRISm (adjusted odds ratio [aOR], 0.38; 95% CI, 0.21–0.68; P = .001). Female sex trended toward increased odds of PRISm among all participants (aOR, 1.65; 95% CI, 0.99–2.75; P = .052). The association between female sex and PRISm tended to be stronger among PWH (aOR, 3.16; 95% CI, 1.14–8.76; P = .03) than among those without HIV (aOR, 1.34; 95% CI, 0.73–2.45; P = .34); this study was underpowered to detect an HIV–sex interaction of this magnitude (P = .30). Conclusions Among Ugandan adults who recovered from pneumonia, female sex was associated with increased odds and HIV with decreased odds of PRISm, suggesting independent sex and HIV effects on PRISm pathogenesis.
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Navigating Music Education in Ghana: A Guide to Composition, Performance and Listening for Primary School Teachers - Adjepong, Benjamin (2024)
Music as a subject of study is a strand of the Creative Arts curriculum content for teaching, learning and assessment in primary schools in Ghana. Composition, performance and listening which play pivotal roles in music activities form integral part of the methods and strategies that are supposed to be employed to teach these arts form to provide musical knowledge, skills and understanding to primary school learners. Elsewhere, it is argued that these three musical processes constitute the starting point of music activities in the primary school classroom. Having some knowledge and practical insight of each of these processes is therefore very significant for teachers’ professional practice and development in the music classroom. This article attempts to describe these processes and highlight some activities that can serve as a guide for the teacher to engage primary school learners in music activities under each of these three interrelated activities for effective musical learning and experiences. Challenges affecting effective music education in the primary schools include teachers’ lack of adequate knowledge and skills in teaching, inadequate trained teachers to teach music in the primary schools and lack of musical instruments to support teaching and learning. It is suggested to educational planners and authorities to plan and implement in-service training for primary school teachers to equip them in the provision of effective music education to pupils. It is also suggested to primary school authorities and teachers to find innovative ways to acquire the needed teaching and learning materials to ensure an effective music education in the primary school.
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Review of: "Impact of Environmental Education on the Knowledge and Attitude of University of Benin Students towards Waste Segregation" - Alsharari, Nizar Mohammad (2024)
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‘We are not ready’ – contradictions and contestations in basic education organising in South Africa at the advent of the COVID-19 pandemic - Black, Sara; Visagie, Ashley (Globalisation, Societies and Education, 2024)
This article reflects on our participation in two efforts at education organising at the advent of the COVID-19 pandemic – the national C19 People’s Coalition, and the Progressive Organisations Formation (POF). We suggest our experiences as participants in these movements reflect a broader political climate in South Africa in which large-scale, organised resistance is absent in the ‘post-1994’ basic education context. Using Gramsci’s concept of ‘interregnum’ and Gentili’s ‘crisis-as-dispositif’, we examine both collectives and their power relations to ask why we could not coalesce into legitimate, self-sustaining organising efforts, despite unviable conditions in basic public education in South Africa. We theorise the dispositif at work as captured resistance in the C19 People’s Coalition, where the process of NGOisation was evident, and nostalgic resistance in the POF, where the theory of change amongst an older vanguard of teachers had not yet reckoned with a ‘post’-apartheid political subjectivity in schools. What our direct experiences suggest is the state of unreadiness of South African education organisations, to both respond to unexpected exogenous shocks or sustain protracted struggles on any given issue. The original declaration of the C19 People’s Coalition Basic Education working group, ‘We are not ready!’, could not have been more ironic.
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RELATIONSHIP BETWEEN MOROCCAN CPGE STUDENTS MOTIVATION AND CRITICAL THINKING - Chana, Si Mohamed (European Journal of Education Studies, 2024)
Critical thinking is gaining momentum in the digital era, particularly with the propagation of social media. Improving students' cognitive abilities is not just meant to have easy access to the job market, but to be equipped in the time of misinformation and fake news. However, effective enhancement of this cognitive skill in students requires motivation as an important ingredient; without motivation for critical thinking learning, teachers will fail in their attempts to improve their students' thinking skills. This article is an empirical study on the importance of motivation for critical thinking for CPGE students and its relationship with the students' levels of critical thinking. 120 CPGE students, both male and female, were involved in this study. As the study is experimental, the students were divided into two groups: experimental and control groups. The results of the data analysis revealed that the treatment groups outscored the control group students in the motivation for critical thinking learning; the data also showed a positive correlation between the treatment group's motivation for critical thinking and their level of critical thinking. Article visualizations:
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Racial integration in post-apartheid South African desegregated high schools: a case study of multi-racial teacher perspectives at one high school in the Western Cape. - Chetty, Kumresh Sivalingum (2024)
The literature reveals the deleterious role of race and racism and its impact on society, particularly at post-apartheid desegregated schools, including the concomitant racial integration challenges. It also suggests that Critical Race Theory (CRT) is among the most apt approaches to effect social change and social justice at these beleaguered schools. Data/research from several studies highlights that racism and racist incidents have plagued post-apartheid desegregated schools since the advent of democracy. Most recently, media reports have again highlighted newer cases of racism and racist incidents taking place at postapartheid desegregated schools. The field of research interest focusing on teachers in relation to the challenges of reintegration in post-apartheid schools has not been totally exhausted. The research to date has tended to focus more on teacher reactions and responses but rarely propound teacher-led initiatives and interventions. This research study sought to explore how teacher-led initiatives and interventions relate to their directly addressing the challenges of racial integration in post-apartheid desegregated schools, especially the schools in which they actually teach. This research project was a mono-method interpretivist qualitative study. It employed one qualitative data collection method and a corresponding qualitative analysis procedure. Purposeful or judgmental sampling was the sampling procedure used to select the research participants. Data was collected through interviews from four multi-racial teachers who were based at President High School in the Western Cape. The computer-aided qualitative analysis of the data gathered through thematic analysis compared the responses of the four teachers. It indicated that there was significant variation in their responses based on race. This was beneficial due to their intimate knowledge of the racial integration challenges faced at postapartheid desegregated schools. This related to a disjuncture between policy and practice; teachers lacked formal conflict management skills which were needed to teach in racially diverse classrooms. This Political Science study highlights that the national and provincial departments of education need to be cognisant of the research inputs and outputs of teachers as political actors. This is informed by their interventions and recommendations in addressing the current educational crises of racism and racist incidents taking place at schools.
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Online entrepreneurship teaching and learning approaches: A South African conceptual perspective - Chiromo, Samuel John; Khosa, Risimati Maurice; Kalitanyi, Vivence (Journal of education (Durban), 2024)
In this conceptual paper, we review literature on entrepreneurship education with the aim of determining viable approaches for teaching entrepreneurship using online platforms. We discuss existing studies on constructivism as a theoretical framework and examine how entrepreneurship education can be offered through online teaching, as well as the effectiveness and the design of online teaching for entrepreneurship education. We used a conceptual analysis methodology and also conducted a library search to examine previous pertinent literature on online entrepreneurship education. Our findings indicate that online entrepreneurship education should be grounded in constructivism as a learning theory. Additionally, during online entrepreneurship learning, lecturers should introduce and explain new concepts by using students' prior knowledge and should assign practical and experiential tasks. Our findings also show that online activities should allow students to interpret and assimilate new knowledge, and that online entrepreneurship modules should incorporate learning by doing and experiential learning. Lecturers should also provide feedback as part of online entrepreneurship learning and, at the end of such learning, lecturers should assign online questions that provide an opportunity for students to reflect on their learning and knowledge.
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Unraveling the Diversity of GJB2 Mutations in Nonsyndromic Hearing Loss: A Comprehensive Study in the Moroccan Population - Fizazi, K.; Abbassi, Meriame; Nmer, Samira; Laamarti, Hajar; Elalami, Moahamed Nourdine; Ouldim, Karim; Bouguenouch, Laila; Ridal, M. (Audiology and Neuro-otology, 2024)
Despite the high genetic heterogeneity of hearing loss, mutations in the GJB2 gene are a major cause of autosomal recessive nonsyndromic hearing loss (NSHL) worldwide. However, the mutation profile of GJB2 in NSHL is under-investigated in Morocco, especially among simplex cases. This study aimed to identify the spectrum and frequency of GJB2 mutations in the Moroccan population among simplex and multiplex families with NSHL.Moroccan families with NSHL were selected according to well-defined criteria. Selected families were screened for GJB2 gene variants using direct sequencing of the entire coding region of GJB2.A total of 145 affected individuals from 115 families with NSHL were included in this study (49 simplex, 66 multiplex). Mutations in the GJB2 gene were noted in 28.69% of the families (33/115), of which 75.75% were multiplex families and 24.24% were simplex. In total, seven different mutations were detected: c.35delG(p.G12fs), c.551G>A(p.R184Q), c.139G>T(p.E47X), c.109G>A(p.V37I), c.167delT(p.L56fs), c.617A>G(p.N206S), c.94C>T(p.R32C). The last three mutations have not previously been reported in Morocco. The most common GJB2 mutation was c.35delG (21.73%), followed by p.V37I (2.60%) and p.E47X (1.73%).Our study confirms a high prevalence of GJB2 variants in the Moroccan population, particularly the c.35delG mutation. Additionally, we have identified previously unreported or rarely reported mutations, revealing a greater diversity of GJB2 mutations. These findings emphasize the importance of comprehensive screening beyond the 35delG mutation for patients with NSHL, regardless of their family history. Integrating this approach into clinical care will enhance diagnosis and management of hearing loss in the Moroccan population.
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A review of Applied Behaviour Analysis (ABA) as a method of early intervention for foundation phase learners living with Autism in South Africa. - Govender, Rivendri (2024)
Background: Applied behaviour Analysis (ABA) is a form of intervention that is primarily used in the treatment of Autism Spectrum Disorders (ASD) and is based on the premise that behaviours are caused by external stimuli resulting in the implementation of a reward and punishment system in order to discourage or encourage behaviours. Aim: This study is aimed at evaluating the effectiveness of the Applied Behaviour Analysis model as a method of intervention for foundation phase learners who were diagnosed with ASD. Methodology: Embedded within the Theory of Learning and Development, data was collected through the analysis of secondary data retrieved from case files from The Star Academy (South Africa). The study population focussed on foundation phase learners who were diagnosed with ASD and were receiving ABA intervention as the primary method of intervention and purposive sampling was employed in the selection of the case files. Results: The findings of the study revealed that the ABA method of intervention, has an array of areas of functionality which were targeted within each domain of functioning. This allowed the child to acquire a complete repertoire of skills in a natural manner. Conclusion: This research study concludes that the Applied Behaviour Analysis method of intervention is effective in the treatment of Autism in foundation phase learners within a South African context.
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Enhancing pedagogy for teaching visual arts in the South African Foundation Phase classroom: A collaborative endeavor - Kock, Mari de; Marais, Elma; Botha, Carolina (Journal of education (Durban), 2024)
In this article, we report on the pedagogy of a cohort of South African Foundation Phase teachers in the praxis of visual arts. We used participatory action learning and action research (PALAR) as paradigm and methodology and data was generated collaboratively through arts-based strategies such as photovoice, visual journaling, and reflexive group conversations. We analysed the data using an inductive analysis approach. The data indicated a set of extrinsic and intrinsic barriers experienced by the participants in the praxis and pedagogy of visual arts in a South African context. We provide recommendations for Foundation Phase teachers, school management teams, and governmental Departments of Education. This study contributes to the field of arts education by highlighting the plight of generalist teachers having to teach visual arts without sufficient training or support. We create opportunities for arts educators to contribute to the experiences of these teachers.
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Demographic Factors Influencing Career Aspirations of Secondary School Students in Kwara State, Nigeria - Lasisi, Adekola Kamil; Alabi, Mutiu Ayofe (International Journal of Research in Education, 2024)
The study investigated the demographic factors influencing the career aspirations of secondary school students in Kwara State, Nigeria. A descriptive survey research design was adopted for this study. Five research hypotheses were raised to guide the study. Simple and stratified random techniques were adopted to draw a total of 600 participants across the three senatorial Districts of Kwara State. Gregor and O’Brien’s Career Aspiration Scale-Revised was used with the reliability coefficients of the three subscales ranging between 0.76 and 0.92. t. Test and Analysis of Variance (ANOVA) statistics were used to test the six null hypotheses at a 0.05 significance level. Descriptive statistics were used for the demographic data. The results revealed that students’ career aspirations are influenced by gender, age, ordinal order and socioeconomic status but not by religion. Based on the findings, it was recommended that parents should relate well with their children and have a positive perception towards their ordinal positions. Career guidance/vocational counsellors should assist parents by providing them with information and support. School counsellors should collaborate with other school stakeholders to help students vocationally and educationally.
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Comparative Analysis of Climate Change Impacts on Climatic Variables and Reference Evapotranspiration in Tunisian Semi-Arid Region - Latrech, Basma; Hermassi, Taoufik; Yacoubi, Samir; Slatni, A.; Jarray, Fathia; Pouget, Laurent; Abdallah, Mohamed (Agriculture, 2024)
Systematic biases in general circulation models (GCM) and regional climate models (RCM) impede their direct use in climate change impact research. Hence, the bias correction of GCM-RCMs outputs is a primary step in such studies. This study compares the potential of two bias correction methods (the method from the third phase of the Inter-Sectoral Impact Model Intercomparison Project (ISIMIP3) and Detrended Quantile Matching (DQM)) applied to the raw outputs of daily data of minimum and maximum air temperatures and precipitation, in the Cap-Bon region, from eight GCM-RCM combinations. The outputs of GCM/RCM combinations were acquired from the European branch of the coordinated regional climate downscaling experiment (EURO-CORDEX) dataset for historical periods and under two representative concentration pathway (RCP4.5 and RCP8.5) scenarios. Furthermore, the best combination of bias correction/GCM-RCM was used to assess the impact of climate change on reference evapotranspiration (ET0). Numerous statistical indicators were considered to evaluate the performance of the bias correction/historical GCM-RCMs compared to the observed data. Trends of the Hargreaves–Samani_ET0 model during the historical and projected periods were determined using the TFPMK method. A comparison of the bias correction methods revealed that, for all the studied model combinations, ISIMIP3 performs better in reducing biases in monthly precipitation. However, for Tmax and Tmin, the biases are greatly removed when the DQM bias correction method is applied. In general, better results were obtained when the HadCCLM model was used. Before applying bias correction, the set of used GCM-RCMs projected reductions in precipitation for most of the months compared to the reference period (1982–2006). However, Tmin and Tmax are expected to increase in all months and for the three studied periods. Hargreaves–Samani ET0 values obtained from the best combination (DQM/ HadCCLM) show that RCP8.5 (2075–2098) will exhibit the highest annual ET0 increase compared to the RCP4.5 scenario and the other periods, with a change rate equal to 11.85% compared to the historical period. Regarding spring and summer seasons, the change rates of ET0 are expected to reach 10.44 and 18.07%, respectively, under RCP8.5 (2075–2098). This study shows that the model can be used to determine long-term trends in ET0 patterns for diverse purposes, such as water resources planning, agricultural crop management and irrigation scheduling in the Cap-Bon region.
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Supervisor and Scholarly Communication Training For OWSD Kenya Members - Masanja, Grace Verdiana; Wangari, Joyce; Gichuru, Virginia Gathoni (2024)
Explore the insightful sessions led by esteemed academic professionals, covering topics ranging from personal management and effective time management to the supervisor's role in managing students and overseeing Ph.D. programs.
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Impact of COVID-19 on engineering education in Zambia - Ndiaye, Musa; Bowa, Chilala Kakoma; Nyimbili, Wezi N.; Nkonde, Kangwa A.; Onyancha, Richard M.; Mwanza, Mabvuto; Kabaso, Musonda E.; Siame, John (European Journal of Engineering Education, 2024)
COVID-19 has caused major disruptions in the way engineering education is conducted all over the world. The impact has been greater in developing countries that still lack the necessary tools for pandemic-based training. In this work, we carry out a survey on three public universities based in Zambia. The survey investigates the impact of COVID-19 on engineering education in the study country. Visible in our findings are the challenges developing countries are experiencing towards effectively training engineers in these volatile times. Furthermore, we analyse the critical lessons learnt and provide useful insights for the engineering education stakeholders to consider. Information uncovered in this work puts us face to face with the stark reality that there is a need for adequate preparedness in times of global pandemics for engineering education.
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An Exploration into People with Disabilities’ Access to Sex, Sexuality, and Sex Education in South Africa - Neille, Joanne; McEwen, Haley; Andrade, Víctor (Sexuality and Disability, 2024)
Abstract Introduction The needs of people living with disabilities regarding sex and sexual health remain largely neglected. Knowledge and resources about disabled sexuality have emerged mainly from the global north and have centered on heteronormative ideas about sex, gender, and sexuality. Methods An affirmative, sex positive, queer, and intersectional exploration was undertaken of the experiences and needs a group of adults with disabilities living in Gauteng, South Africa in relation to accessing information about sex, sexuality, and sexual health. Interviews were conducted with people of diverse disabilities, language groups, and cultural backgrounds. Interviews were analyzed using thematic analysis. Results The participants revealed that sexual encounters, relationships, and dating were infused with negative experiences related to lack of understanding about sex, internalized ableism, exploitation, and physical, sexual, and emotional abuse resulting from societal stigma and ignorance regarding disability. Participants offered suggestions for how their needs could be addressed. Conclusion Our study concludes that the denial of sexual rights is a central element of the broader forms of social exclusion that people with disabilities. In South Africa, many of these forms of exclusion have been compounded by the legacy of apartheid, and the persistence of racial inequality, taboos about sex, and stigmas associated with disability.
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Comparing cardiorespiratory fitness and physical activity levels between third- and fifth-year medical students in a South African university - Neophytou, Natalia; Torres, Georgia; Faku, Masixole; Madoka, Ruvimbo; Mari, Enrique; Ndlovu, Mduduzi; Bope, Edward T.; Heerden, Lara Van; Constantinou, Demitri; Phaswana, Merling (South African Journal of Sports Medicine, 2024)
Background: Cardiovascular disease (CVD) risk factors such as sedentary behaviour, decreased physical activity (PA), and low cardiorespiratory fitness lead to an increased and accelerated risk of cardiovascular disease and mortality. Medical students tend to adopt sedentary lifestyles due to a demanding curriculum. This may have a negative effect on CVD risk factors and cardiorespiratory fitness levels of medical students. Objectives: To compare physical activity and cardiorespiratory fitness levels in a cohort of third- and fifth-year undergraduate medical students in a South African university. Methods: Data from 123 third-year and 139 fifth-year medical students in the Graduate Entry Medical Programme (GEMP) at the Faculty of Health Sciences, University of the Witwatersrand, were collected. Measurements included CVD risk factors, height, weight, blood pressure, waist circumference, cardiorespiratory fitness, physical activity vital signs and pre-participation health screening questionnaires. Descriptive statistics were presented as mean ± standard deviation or median [interquartile range] depending whether the data were normally distributed or not. Results: Both groups had low cardiorespiratory fitness when compared to norm values (GEMPI VO2 peak was 29.1 ± 5.9 ml.kg-1.min-1 and GEMPIII VO2 peak was 30.0[11.0] ml.kg-1.min-1). Most participants did not meet WHO physical activity requirements (GEMP I: 72%; GEMP III: 78%). There were significant differences in BMI (p=0.046), diastolic blood pressure (p=0.034) and VO2 peak (p=0.00001) between students meeting and not meeting WHO physical activity requirements (p<0.05). Conclusion: Third- and fifth-year medical students at a South African university fail to meet recommended WHO physical activity levels and are below cardiorespiratory fitness norms. Therefore, medical institutions should promote and implement targeted physical activity interventions to reduce the prevalence of low fitness levels and the associated health hazards among their students.
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Stunting among children under five years with disabilities in Bugesera District, Rwanda: prevalence and associated factors - Nkurunziza, Emmanuel; Rutayisire, Erigene; Kevin, Nwanna Uchechukwu; Habtu, Michael (Research Square (Research Square), 2024)
Abstract Background Global burden of disease report shows that 49.8 million children under the age of five worldwide suffer from disabilities together with other difficulties. The most prevalent of these problems is stunting, which negatively impacts children's physical health, growth, mental development, and resilience to disease. This heightened burden is attributed to inadequate food intake, exacerbating their nutritional status and worsening their overall well-being, particularly in developing countries like Rwanda. Thus, the primary objective of this study was to evaluate the prevalence of stunting and its associated factors among disabled children under the age of five in Bugesera district, Rwanda. Method This was a cross-sectional descriptive study. A multistage sampling technique was applied where the first eight sectors out of 15 were randomly selected then participants were selected using a simple random technique based on probability proportion to size (PPS) in each sector. Weight was obtained using a standard electronic balance scale while height was measured using a wooden height board and children less than 24 months lengths were obtained in recumbent position. Height for age was classified according to WHO z-score standards with the help of the zscore06 stata function. Independent factors including sociodemographic and socio-economic factors were obtained through an administered questionnaire. The description of independent variables was done using frequencies and percentages. The chi-square (χ 2 ) test was applied to determine the associated factors of stunting among children with disabilities. Multivariable logistic regression analysis was performed to test the strength of the association. The significance level was set at 5%. Results In total 265 children were recruited and the majority were aged between 25-59 months and more than half 59.66% were males. The prevalence of stunting among disabled children under the age of five was 44.91%. The factors positively associated with stunning after running multiple logistic regression were: age 25-59 months (aOR = 4.18 [95% CI: 1.71 - 10.23]), incomplete child immunization (aOR = 4.4 [95% CI: 1.16 - 16.69]), and rural residence (aOR = 3.08 [95% CI: 1.05 - 8.99]. However, the father’s education in primary school was a protective factor compared to those with no education ([aOR=0.52 [95% CI: 0.30- 0.90]). Conclusion The prevalence of stunting among under-five children with disabilities is high and being in preschool age, incomplete child immunization, and living in rural are associated with high risk of stunting among these children. There is a need to address stunting among disabled children through a strong program on parental education about nutritional guidance and support, as well as providing high-quality healthcare including child full immunization.
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Monitoring and evaluation implications of the 2014 regulations for reporting by public higher education institutions in South Africa - Nnadozie, Remigius Chidozie (Cogent Education, 2024)
This study reviews the implications of the 2014 reporting regulation for public higher education institutions (PHEIs) in South Africa. Guided by the monitoring and evaluation logical framework model and the theory of change, the research assesses the alignment between the regulation’s outcomes and practical implementation. Employing a Document Analysis methodology, the study examines relevant policy documents, institutional reports, and literature to uncover the link between planned interventions and academic success outcomes within reporting timelines. The study highlights a significant research gap regarding the feasibility of achieving desired improvements within specified timeframes. The proposed recommendation for a strategic six-year plan, coupled with synchronized reporting cycles, offers a structured approach for realistic academic intervention impact evaluation.
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The impact of flipped classroom design on an advanced auditing and assurance class in Ghana - Nsor-Ambala, Randolph (Accounting Education, 2024)
The study quantitatively explores the differential impact of a Flipped Classroom approach (FC) on specified learning outcomes in an Advanced Auditing and Assurance class for a one-year master’s in accounting Programme. It uses a dataset from a Ghanaian university to compare a flipped-classroom approach to a traditional teaching approach. The findings suggest that FC comparatively reduces pre-exam anxiety, improves student’s exam scores, and enhances knowledge retention. This study is among a few that explore the impact of FC on Accounting courses in a cultural setting that comparatively adapts slowly to change, and it improves our understanding of different teaching and learning approaches in different contextual, cultural, and geographical settings.
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The Influence of Urban and Rural Schools’ Socioeconomic Status on Grade 1 Learners' Performance in Zambezi Region, Namibia - Nzwala, Kenneth; Mukwambo, Muzwa (2024)
This chapter explores the influence of urban and rural schools’ socioeconomic status on Grade 1 learners’ performance in Zambezi Region, Namibia. Rural and urban schools have two different contexts with unique socioeconomic opportunities which may, as a matter of fact, enhance or dis-enhance learning opportunities. The present study was specifically focused on Grade 1 just as it would have been if any grade, apart from grade 1, was identified as focus grade, and as a way to weigh opinion legitimacy in terms of performance, between urban and rural schools. The study is qualitative in approach and is a case study in design. Data were generated through interviews and the emergent Early Grade Reading assessment (eEGRA) test done by Grade 1 learners at the four schools. Four lower primary school teachers were interviewed, two rural and two urban respectively. A sample of teachers was drawn using a purposive sampling technique, and Grade 1 learners who participated in the eEGRA test were selected using a stratified random sampling technique. Data were analyzed thematically. The study found that the school’s socioeconomic context is not a reliable yardstick to be used to determine and/or measure schools’ performance as rural schools can also outperform urban schools, and recommends that pedagogical activities of both urban and rural schools should be strictly monitored and funding and teacher placement formulae should be revisited. The appointment of teachers to schools matters and thus remains an issue of great concern and consideration. The study also highlights that with teacher commitment and teacher support, it is possible to shift performance goalposts of any school irrespective of its socioeconomic status.
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External Factors and Teacher Effectiveness in Enhancing Learners’ Academic Achievement of Government-Aided Secondary Schools in Lira District, Uganda - Odit, Emmanuel; Okumu, J.; Lajul, Wilfred; Opio, George; Omara, Denis (2024)
Objective: This chapter primarily focuses on establishing a relationship between school external factors and teacher effectiveness in promoting learners’ academic achievement in government-aided secondary schools in Lira District, Uganda. Background: Teacher effectiveness has been regarded as crucial to student achievement and, attainment of the 21st century competencies. Teacher effectiveness centers on the teacher’s knowledge of the subject matter, expertise and resourcefulness that enhance students’ academic performance. Effective teachers are expected to spell out the learning outcomes to focus learners on the learning goals; make the content as clear as possible and build on existing knowledge of the learners; engage learners in activities during the teaching and learning process; and display high level of enthusiasm that reflects professional competence and confidence. The initiatives by the government of Uganda to improve teacher effectiveness seems to be futile in most upcountry Districts, Lira inclusive as the Uganda National Examination Board (UNEB) reported poor academic performance of learners in National Examination in most of the Northern Uganda Districts including Lira which is an indicator of teacher ineffectiveness. It is based on this context that this study explored the effects of school external factors on teacher effectiveness in promoting learners’ academic achievement in government-aided secondary schools in Lira District, Uganda. Methodology: The study employed a mixed research approach, using a correlational research design. Study participants including head teachers, District Education Officer (DEO) and District Inspector of schools (DIS) were sampled purposively whereas teachers were identified using a simple random sampling technique. Data were collected using interviews and questionnaires. Pearson's product-moment correlation coefficient (r) was used to determine the association between the study variables whereas multiple linear regression analysis was used to determine the degree of predictability between the study variables. The researcher used thematic analysis to analyzed qualitative data. Results: The study revealed a strong positive association between school external factors and teacher effectiveness in promoting learners’ academic achievement in government-aided secondary schools in Lira District (r= 0.756, P<0.05). the study further revealed that school external factors significantly account for the teacher effectiveness in the promotion of learners’ academic achievement although it accounts for only 55.6% (R2 = 0. 572, p<0.05). The qualitative interviews held with the head teachers, District Education Officer, and District Inspector of schools also showed that school external factors influenced the teachers’ effectiveness in promoting learners’ academic achievement in government-aided secondary schools in Lira District. Conclusion: The study revealed a strong positive significant correlation between school external factors and teacher effectiveness in the promoting learners’ academic achievement in government-aided secondary schools in Lira District. This implies that any change on the school external factors causes a positive or negative shift on teacher effectiveness in the promoting learners’ academic achievement. Therefore, we recommend the government and policy makers and external supervisors should strike a balance between school external factors and teacher effectiveness in order to improve learners’ academic achievement. There is also need to replicate this study in tertiary institutions of learning. Finally, it is concluded that school external factors affect teacher effectiveness in promoting learners’ academic achievement in government-aided secondary schools in Lira District.
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Headteachers' Transformational Leadership and its Influence on Academic Performance: A Case of Public Secondary Schools in Uganda - Sengendo, David; Eduan, Wilson (East African journal of education studies, 2024)
Leadership style is an important aspect of students' academic performance in schools. Transformational leadership style is associated with students' academic achievement in Uganda's public secondary schools. The aim of this paper was to examine the influence of transformational leadership attributes on academic performance in public secondary schools in Uganda. Specifically, the study investigated the influence of transformational leadership attributes on academic performance at UCE and UACE in public secondary schools. The research was underpinned by the transformational leadership theory pioneered by James McGregor Burns and supported by Bass. The study was anchored on the positivism philosophy and guided by a correlation survey design with a quantitative research method. A multi-stage sampling technique was used to select 163 public secondary schools from a total sample of 253 public secondary schools, registered with the Ministry of Education and Sports in Uganda's central region. Primary data was collected using structured questionnaires. Data was analysed through descriptive and inferential statistics. Hypothesis testing was done at 5% significance level using the multiple linear regression model. The study established that transformational leadership is a significant predictor of academic performance both at Uganda Certificate Education (Ordinary level) and Uganda Advanced Certificate Education (Advanced level) through idealised influence, intellectual stimulation, individualised consideration, and the control variables. The study concludes that transformational leadership has a significant influence on academic performance. The study recommends that policymakers and strategists in Uganda's Education Ministry should closely monitor the school's alignment with the transformational leadership practices of head teachers for sustainable academic performance in public secondary schools
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Prevalence of Gonorrhea and Associated Knowledge, Attitudes, and Practices among High School Students in Burao City, Somaliland - Yosef, Dek Kahin; Adem, Abdiaziz Ali (Journal of BioMed Research and Reports, 2024)
Background: Gonorrhea, caused by the bacterium Neisseria gonorrhea, is a prevalent sexually transmitted infection (STI) that significantly impacts the health and well-being of individuals worldwide. It is the second most common preventable and treatable STI. In women, gonococcal infections often do not exhibit noticeable symptoms, leading to undetected and untreated infections. This can result in severe complications such as pelvic inflammatory disease, ectopic pregnancy, and infertility. Hence, the objective of this research was to evaluate the prevalence of gonorrhea infection among high school students in Burao city, Somaliland, while also examining their knowledge, attitudes, and practices associated with this infection. Methods: A quantitative method was employed to conduct an institutional-based cross-sectional study in selected schools in Burao city. The sampling method used was systematically random. To collect the data, a structured questionnaire with four parts was utilized. The collected data underwent a thorough process of checking for completeness, cleaning, coding, and entry using Kobo toolbox software (ODK). Subsequently, the data were exported to the Statistical Package for Social Sciences (SPSS) version 27 for analysis. Descriptive statistics were utilized to describe the study population to relevant variables. Furthermore, the chi-square test and odds ratio were performed at a 95% confidence interval using a p value of less than 0.05. Results: The study included 384 participants, with almost equal sex distributions. The response rate was high at 99%. The majority of participants had a negative attitude toward gonorrhea, while a significant proportion had accepted practices. The prevalence of gonorrhea was 2.1%. Logistic regression analysis revealed that good knowledge and a positive attitude toward gonorrhea were associated with higher levels of acceptable sexual practices. Additionally, practices and attitudes toward gonorrhea were strongly associated with each other. Conclusion: According to this study, the level of awareness regarding gonorrhea infection among schoolchildren in Burao city was significantly inadequate. Even though more than half of the students reported no sexual relationships, a considerable number of them were still engaging in risky sexual behaviors such as unprotected sex.
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Natural moisturising factor constituents in South African nursing students - Young, Monica; Plessis, Johan du; Kežić, Sanja; Jakaša, Ivone; Franken, Anja (Contact dermatitis, 2024)
Abstract Background The majority of South African healthcare workers are Black Africans with dark‐pigmented skin. Studies on how the markers of skin barrier function and natural moisturising factor (NMF) compare between dark and light‐pigmented skin are limited. Quantifying NMF in a nursing student population during their practical training at university may provide valuable insight into their potential susceptibility to skin conditions associated with low NMF. Objectives The objectives of this study were to quantify and compare NMF content of Black African, Mixed Race and White nursing students from their dominant dorsal hand. Methods Forty‐nine White, 32 Black African and 5 Mixed Race nursing students participated in this study. Tape strip samples were collected from the participants' dominant dorsal hand and NMF content was measured, including histidine (HIS), pyrrolidone carboxylic acid (PCA), trans‐urocanic acid (t‐UCA) and cis ‐urocanic acid (c‐UCA), as well as cytokines interleukin‐1 alpha (IL‐1α) and interleukin‐1 receptor antagonist (IL‐1RA). Results No statistically significant differences in PCA, t‐UCA, c‐UCA, IL‐1α or IL‐1RA were found between Black African and White nursing students. HIS was significantly ( p = 0.001) higher in White nursing students when compared to Black African students. The ratio of tot‐UCA/HIS was significantly higher in Black Africans ( p = 0.0002) when compared to White nursing students. Conclusion No significant differences were established in NMF content between White and Black African nursing students, other than HIS which was significantly higher in White students than in Black African students. Different HIS levels between the racial groups suggest variation in histidase activity which may be related to skin pH and pigmentation. This finding may suggest that nursing students at the beginning of their careers may have similar susceptibility to skin diseases related to NMF.
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Post-Method Perspective in Tertiary Education in Morocco - Hida, Moulay Abderrahman Sidi; Sekkal, Khadija (Journal of English language teaching and applied linguistics, 2024)
Kumaravadivelu’s seminal work on post-method pedagogy (1994, 2001, 2003, 2006) has signaled a pressing need to break away from conventional methods of language teaching and, in the meantime, announced the dawning of the post-method era. The latter has suggested pedagogic parameters and macro-strategies to place the ELT profession on a new trajectory. Within this scope, it has become a requisite to investigate this perceptual shift in the Moroccan teaching environment. The present research thus aimed to determine whether English language instructors in tertiary education subscribe to the post-method pedagogy or still rely on established methods. To verify the claim, the practicality and useability of macro-strategies were put to the test. 123 English language instructors from 12 Moroccan public universities willingly accepted to respond to an online survey questionnaire. It has been shown that over half of the participants adhered to the post-method pedagogy. Upon testing the influence of macro-strategies on the pedagogical decisions of instructors, the percentage massively upsurged. That was a key indicator for the transition into the post-method framework in some public universities. This represents ample evidence for the existence of the post-method perspective in tertiary education in Morocco.
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Review of: "Stakeholders’ Perceptions on Adoption of Blended Learning Approach in Tanzania Secondary Schools" - Huang, Fang (2024)
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THE ROLE OF HEALTH BENEFITS ON THE PERFORMANCE OF EMPLOYEES IN KENYA SCHOOL OF LAW - Mugo, Shelmith; Bula, Hannah (European Journal of Human Resource Management Studies, 2024)
Without a doubt, the most significant valuable asset for every company is its workforce. Retaining and satisfying staff is the hardest thing a business can do in today's cutthroat economy. Being a business owner means you have to find ways to cut expenses without sacrificing the quality of your net outcome. Therefore, although employers want more from their staff, employees also want more from them. Rewarding workers for putting out their best effort to come up with innovative ideas that improve company efficiency and further enhance both the financial and non-financial performance of the firm is one of the most effective ways to inspire employees. Kenya School of Law faces challenges pertaining to rewards strategies due to inadequate budgetary allocation and prolonged policy development processes that have affected employee performance. Recently, the Kenya School of Law reported reduced staff and staff dissatisfaction as among the reasons for not meeting its objectives. This thus justified the need as to why this study was carried out, with the aim to examine reward strategies and the performance of employees in Kenya School of Law. The specific objective of the study was: to analyze the effect of healthcare benefits on the performance of employees in Kenya School of Law. The study utilized a descriptive research design. The study targeted 155 respondents who are employees of the Kenya School of Law. The census approach was adopted as a result of the limited size of the research population. Both open and closed-ended questions in the questionnaire tool were employed to collect primary data from the respondents. Quantitative data was analyzed through descriptive statistics using Statistical Package for Social Sciences version 22 and Microsoft Excel and through inferential statistics mainly through multiple regression analysis. The study concludes that healthcare benefits should be taken into consideration since they had a positive and significant effect on the performance of employees at the Kenya School of Law. Article visualizations:
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Analysis of projected climate change in sorghum growing semi-arid rift valley of Ethiopia - Edao, Agere Lupi; Dechassa, Nigussie; Merga, Feyera; Alemayehu, Yibekal; Abebe, Tewodros (Italian journal of agrometeorology, 2024)
Global warming projected to have a significant impact on agricultural water availability for crops in Africa in particularly in Ethiopia. Therefore, the study was conducted to analyze the projected change of temperature and rainfall in sorghum growing semi-arid rift valley of Ethiopia. The weather data for 11 stations were generated using AgiMP5 technique for RCP 4.5 and 8.5 and for the period of 2050s and 2080s. MAKESENS employed for the detection of trend of extreme indices. InStat v3.37 were used for the analysis of start, end, and length of growth season. Under RCP 4.5, the projected mean annual minimum air temperatures in CRV, ERVE and NRVE could increase respectively by 1.9 °C (2050s) and 2.6 °C (2080s), 1.8 °C (2050s) and 2.5 °C (2080s) and 1.88 °C (2050s) and 2.69 °C (2080s). Under RCP 8.5, however, with same location it will projected to increase in both time frames (2050s and 2080s) in all studied sites. The mean annual maximum air temperature, projected under RCP 4.5 in the CRV, ERV and NRVE will increase by 1.59 °C (2050s) and 2.18°C (2080s),1.42 °C (2050s) and 2.08 °C (2080s) and 1.46 °C (2050s) and 2.09 °C (2080s) respectively. However, under the RCP 8.5, at same regions it projected to rise in both periods (2050s and 2080s). This will be convoy with increase of the hot and cold extremes’ indices in regions. The mean percentage change of annual rainfall is projected to decrease insignificantly in (0.6-5.5% and 2.6%) and increase (0.85-12.3% and 22.3%) in half of the stations located in CRV and ERVE, whereas, in NRVE it will projected to increase (6.1-14.6%) under RCP 4.5 in all stations in 2050s. Though the annual projected rainfall under RCP 4.5 in 2080s will decline in range of 2.1-10.1%, 3.12-4.5% and 0.9-4.6% at CRV, ERVE and NRVE respectively. In most of the location in CRV and ERVE stations growing season rainfall will projected to decline from 1.45% to 53.8% and 0.8 to 8.8%, whereas, in NRVE it will projected to increase in 9.2 to 19% under RCP 4.5 in period of 2050. The projected SOS will be changed in mixed pattern, whereas and LGP will prolonged in most locations. The findings indicated that there has been a change of projected climate change in semi-arid RV, which will be alter the agricultural practices in depletion of soil moisture. Therefore, in adjusting planting timing and using early/medium maturation sorghum varieties, may be necessary for farmers in the region. Soil and water management needs attention.
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Motivation In Second Language Acquisition; Primary Schools of Tanzania - Kadau, Ibrahimu (EDUTREND Journal of Emerging Issues and Trends in Education, 2024)
Motivation is among the leading predictors of second language learning. This study investigated the influence of motivation on second language (English) acquisition in primary school students. The study used a qualitative research approach, with case study design as the strategy. The researcher employed purposive sampling to conduct interviews with three primary school English language teachers. Besides, documentary reviews were used to collect suitable data for the study. The findings indicated that motivation is a paramount factor for Second language acquisition (SLA), however, cultivation of motivation to primary school students is a hindrance to most teachers as capacity to use varied experience, student’s efforts, and the learning environment obscuring cultivation of effective motivation. In conclusion, for effective SLA, teachers should develop their skills at fostering motivation to SL learners.
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The Prevalence of Hepatitis B Virus among Full-Term Mothers and their Infants at El-Obeid Teaching Hospital, Sudan - Suliman, E; Alloka, Aaza Algyli; Ismail, Hesham A.; Ali, Safdar; Ali, Taqveema; Mohammed, Nawal Ali Ahmed; Ahmed, Hussain Gadelkarim (Saudi journal of pathology and microbiology, 2024)
Background: The Hepatitis B virus causes dangerous liver illness. Infected pregnant women can infect their newborns and develop fulminant HBV. The study aimed to determine the prevalence of Hepatitis B virus among pregnant women and their newborns. Methodology: The study involved 226 randomly selected women from January to March 2023. Results: The results showed that 4.9% of pregnant women had HBV infection, with Caesarean Section being a significant risk factor. Around 27.3% of infected mothers transmitted HBV to their newborns. The age group 26-30 years had the highest prevalence rate of HBsAg, with urban residents having the highest prevalence. Conclusion: Caesarean section and urban resident were the most risk factors for infection with HBV. The study recommends laboratory-based screening and prophylactic vaccines to eliminate HBV from the general population.
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Role of the Community in Influencing Enrolment of Children in Schools in Juba County, South Sudan - Aleu, Aleu Garang (East African journal of arts and social sciences, 2024)
The government of South Sudan introduced free primary education for all to ensure children go to school and attain basic education. This study assessed community involvement in children`s enrolment and learning. Through their responses using focus group discussions and in-depth interviews, it was established that there were wide range of community members that influenced children’s schooling and learning. This was captured in past studies which typically focused on structured forms of community engagement that take place within the schools. The pupils’ reports on their perceptions of the community members’ influence on learning and schooling were mainly positive. They included: dispute resolution, health care, financial and material support, political advocacy, and infrastructure development. The negative influence by the community members were reported as holding back learning from attending school, insecurity, distractions such as noise; land disputes with schools. Although this study generated a lot of positive responses on the role of the community members in influencing children schooling and learning, resource mobilization as the key aspect of engagement is worth considering
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Cement-Stabilized Granular Volcanic Ash Materials for Construction of Low-Traffic Roads in Yemen - Alhadama, Saddam H.; Al-Maswari, Abdullah A.; Al-Gaboby, Ziyad (Advances in Civil Engineering, 2024)
Granular volcanic ash (GVA) is a volcanic activity material with low density, high porosity, and other undesirable properties that must be improved prior to use in any construction. This material can be considered an alternative for use in road building, given its availability in many locations and in large quantities in Yemen. This article aims to investigate the potential use of GVA for the construction of roads in Yemen when treated with cement stabilizer. Two types of GVA materials with different colors were selected and referred to as red and black GVA materials. Tests performed included the unconfined compressive strength (UCS), compaction, indirect tensile strength (ITS), wetting–drying durability test, and ultrasonic pulse velocity (UPV) test for samples curried for 7 and 28 days. For each GVA–cement mixture, the cement content varied as 2%, 5%, and 8% by dry weight of GVA. Test results revealed that the compaction energy applied during sample preparation led to a significant reduction in the finesse modulus for red and black coarse GVA materials, with reductions of 10% and 23%, respectively. In addition, the cement content and curing period had a significant effect on UCS, ITS, and UPV for cement-treated GVA. The applicable quantity of cement required stabilizing GVA and achieving the base course specification for strength and durability criteria in flexible pavement with low traffic is 8% cement.
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Whole body donation for teaching in Ghana: The perspectives of medical doctors - Arko‐Boham, Benjamin; Abankwah, Kofi Ampofo; Adutwum-Ofosu, Kevin Kofi; Ahenkorah, John; Hottor, Bismarck Afedo; Koney, Nii Koney‐Kwaku (Anatomical Sciences Education, 2024)
Abstract Historically, both donated bodies and unclaimed bodies have been the sources of human bodies for anatomy dissection globally with the latter discouraged for ethical reasons. Ghana lacks well‐established body‐donation programs, thus relying heavily on unclaimed bodies. Medical doctors benefit foremost from human bodies in their training and therefore should have a better disposition toward body bequeathal. This study assessed the perception, knowledge, and attitude of medical doctors in a Ghanaian institution toward body donation. As the first Ghanaian study on the subject, it provides the foundation for systematic study of the subject in Ghana. An internet‐based questionnaire was administered to volunteering medical doctors requesting information on their perception of, knowledge of, and attitude toward whole‐body donation. Data were summarized as frequencies. The 200 respondents comprised 1 consultant, 4 specialists, 14 residents, 63 medical officers, and 118 house officers. About 194 (97.0%) were familiar with body donation while 6 (3.0%) were not. Also, 39 (19.5%) were willing to donate their bodies, 98 (49.0%) were unwilling, and 63 (31.5%) undecided. Religion, culture, mishandling of bodies, and lack of awareness were barriers to body donation. Finally, 178 (89.0%) viewed human body dissection as relevant and should remain as part of medical curriculum. Doctors were aware of body donation though only few were willing to donate. Cultural and religious factors were major hindrances to body donation for anatomy education and research, though they were willing to persuade others to participate. Deliberate public education on the subject is required to grow body donation in Ghana.
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Class size reduction, bullying, and violent behavior: Evidence from West Bank schools - Hallaq, Sameh (Bulletin of Economic Research, 2024)
Abstract Class size is one of the predominant topics in educational policy debate, as its impact on academic performance has not always yielded consistent findings. Nevertheless, less emphasis was paid to noncognitive outcomes such as well‐being and behavioral issues. This study employs rich administrative and survey data to investigate the effects of class size on students’ bullying and violent behavior as well as cognitive abilities tests. The study uses the maximum class size rule to create a regression discontinuity (RD) relation between cohort enrollment size and class size in the public and the United Nations Relief and Works Agency school system in the West Bank. Further, this study provides evidence that there is no violation of the RD assumptions resulting from discontinuities in the relationship between enrollment and students’ household background at cutoff points induced by a maximum class size rule. The findings suggest that class size reduction improves the quality of life for children by mitigating bullying and violent behavior among pupils, which might have long‐term adverse effects on academic attainment. Finally, peer relationships and mental health problems are identified as potential mechanisms through which class size influences self‐reported levels of bullying and violent behavior among students.
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THE INFLUENCE OF COMPETENCY-BASED CURRICULUM PROMOTED STUDENTS’ SELF-DISCOVERY IN SELECTED GOVERNMENT-AIDED SECONDARY SCHOOLS OF WAKISO DISTRICT, UGANDA. A CROSS-SECTIONAL SURVEY. - Katurebe, Benon; Nalukwago, Harriet (2024)
Background This study aims to establish the influence of a competency-based curriculum on students’ self-discovery in selected government-aided secondary schools of Wakiso District, Uganda. Methodology The study applied descriptive research design with qualitative and quantitative research approaches. Data was collected randomly from 10 head teachers, 30 class teachers, and 120 students using both self-administered questionnaires and key informant interview guides. Results Both class teacher and student respondents agreed that a competency-based curriculum has highly promoted students’ competency in self-discovery in selected government-aided secondary schools of Wakiso District, Uganda. According to the class teachers, CBC students discover personal abilities, realize their life interests, discover their sports talents, and know their career choices after school. This is also supported by the responses given by the students who believe that the CBC program helps students discover their abilities, realize their life interests, or want to achieve in life, discover their sporting talents, and make their future career choices. Findings show that there is a high positive linear relationship between competency-based curriculum and students’ competency in self-discovery in selected government-aided secondary schools of Wakiso District, Uganda at a correlational coefficient r=0.740**, P value 0.000<0.01). About government-aided secondary schools in Wakiso District, the results mean that, when CBC improves, students’ competency level in terms of self-discovery improves as well Conclusion Based on the study findings, it was concluded that a competency-based curriculum highly promotes students’ competency in self-discovery in selected government-aided secondary schools of Wakiso District, Uganda. Recommendation Since the CBC promotes students’ self-discovery, innovativeness, and practicability government should ensure that all necessary facilities in terms of sporting equipment, Science laboratories, and computer labs are available in each school and are not only available but are well equipped with requirements including books, reagents, and other facilities.
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The Current Scene of Museum Education in Egypt - Keshk, Fatma; Amin, S. A. (2024)
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Pentecostal theology regarding disability in African neo-Pentecostalism - Kgatle, Mookgo Solomon (In die skriflig, 2024)
The Pentecostal approach to disability is currently informed by the imposed healing, deliverance, and performance of other miracles, particularly among neo-Pentecostals in Africa. This is also informed by the neo-Pentecostal pastor’s radical approach to the aspect of healing in Pentecostal theology. Therefore, instead of addressing disability from the point of environmental, social, and technological aspects, neo-Pentecostal pastors either impose healing on the disabled body, or blame them for a lack of faith. This in a way presents some power dynamics between the abled neo-Pentecostal pastors’ bodies and the disabled congregant bodies. This article uses a critical theory, to argue that the development of the Pentecostal theology of disability should take cognisance of the environmental, social, and technological factors. When this is done, a Pentecostal setting in the form of a church service, crusade, or revival will not become a place of imposed healing and deliverance, but an environmentally, socially, and technologically friendly one, that is conducive to those living with a disability.Contribution: This article highlighted the importance of the environmental, social, and technological factors in the construction of a Pentecostal theology of disability among the neo-Pentecostal churches, in an African context.
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A CASE STUDY TO EXAMINE THE FEEDING PRACTICES OF PUPILS IN PRIMARY SCHOOLS IN KAYUNGA DISTRICT, CENTRAL UGANDA. A DESCRIPTIVE CROSS-SECTIONAL SURVEY STUDY. - Manisuuri, Kintu; Bakashaba, Edmand; SSendagi, Muhamad (2024)
Background This study aims to document the feeding practices of pupils in primary schools in Kayunga district, central Uganda. Feeding is the provision of meals to a person or animals. In children, feeding occurs in the context of the caregiver-child dyad. Feeding practices in this context are arrangements of providing food to school children. For this study, feeding practices are home-packed food, school-prepared food, and commercialized food outlets. Feeding practices are an important determinant of children's nutritional status, which is directly related to the risk of becoming sick and dying. Kayunga district is one of the districts in the central region of Uganda with many pupils as the leading population of learners. Therefore, feeding is one of the basics to support an education. Therefore, this study seeks to assess the feeding practices of pupils in primary schools in Kayunga district, central Uganda. Methodology This study used a descriptive cross-sectional correlational survey design and adopted a mixed research approach. Results The findings showed that 59% of the pupils were getting meals prepared at school, 36% of the pupils get meals from home and 5% of the pupils are getting meals from food outlets. Conclusion There were three main feeding practices in primary schools in Kayunga District. Namely; package food from home, school arranged feeding and food from outlets like canteen and restaurants. The study documented that among the three main feeding practices, most pupils are fed from school on the school management arrangements in Kayunga District. Recommendation Schools should also provide storage places for meals of students. This will help students to have meals at the appropriate time and use available time to read without interruptions.
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Local Context Capacity Building Needs for Climate Change Adaptation among Smallholder Farmers in Uganda: Policy and Practice Implications - Mfitumukiza, David; Mwesigwa, Gordon Yofesi; Kayendeke, Ellen; Muwanika, Vincent B. (Climate, 2024)
Climate change impacts threaten sustainable development efforts. The magnitude of the impacts, however, varies with the socio-ecological characteristics of locations. This is the reason there is consensus on the necessity for climate change adaptive capacity building that is country driven, and based on, and responsive to, local needs. However, information on context specific capacity building needs in developing countries is not readily available. The objective of this study was to establish location specific awareness, training, educational research and technology capacity building needs for climate change adaptation among smallholder farmers in Uganda. Semi-structured questionnaires were used with 465 households from five agro-ecological zones, selected based on the level of vulnerability of agricultural systems to the main climate variation and change hazards. Results reveal substantial capacity building needs in all the zones. The majority of the farmers needed capacity building for interventions on soil-water conservation practices for adapting to drought and unpredictable rainfall. For all zones, education, research, and technology were perceived as key needs. However, the needs varied among zones. These results demonstrate the importance of context specificity in adaptation efforts. The study provides agro-ecological and social system specific information for climate change adaptation planning and policy interventions for effective capacity building.
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Prevalence of sickle cell trait and needs assessment for uptake of sickle cell screening among secondary school students in Kampala City, Uganda - Namukasa, Shamim; Maina, Rose; Nakaziba, Sarah; Among, Grace; Asasira, Lydia; Mayambala, Posiano; Atukwatse, Joseph; Namuguzi, Mary; Sarki, Ahmed M. (PLOS ONE, 2024)
Background Sickle cell disease (SCD) is one of the most frequent and traumatizing genetic disease in Uganda, with the prevalence of the sickle cell trait (SCT) estimated at 13.3% leading to serious psycho-social and economic impact on the patients and their families. Aim This study aimed to determine the burden of SCT and factors influencing the uptake of screening services among secondary school students in Uganda. Methods We used an analytical cross-sectional design with a multi-stage sampling approach. A total of 399 students from four secondary schools in Kampala City were enrolled in this study. Data were gathered using semi-structured questionnaires and blood screening. We used the sickling test to determine the presence of sickle cell alleles among the participants and hemoglobin electrophoresis as a confirmatory test. Data gathered using the questionnaire were analyzed using descriptive and inferential statistics. Results In total, 5.8% of participants who were tested during this study had SCT. Most (80.2%) participants were not in an intimate relationship at the time of data collection. The majority (60.4%) had moderate knowledge about SCT screening and obtained information about screening from the school. Only 29 (7.3%) participants knew of a family member with sickle cell. Overall, participants had a negative attitude toward SCT screening (67%), although 41.6% believed that most people who were sickle cell carriers did not live long and were often sick. Statistically significant associations were found between testing for SCT and knowing a partner’s sickle cell status (odds ratio [OR] 2.112, p = 0.043) and Anglican religion (OR 2.075, p = 0.047). Conclusion Despite the moderate level of knowledge and negative attitudes, a relatively large number of participants had SCT. This highlights the need for a comprehensive health education package targeting adolescents to promote SCD/SCT screening.
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The development of a computerised simulation model to guide the South African higher education sector in short and long-term planning of TEL infrastructure - Reddy, Pregalathan (2024)
This study deals with the development of a computerised simulation model to guide the South African higher education (HE) sector in short and longterm planning of TEL (technology enhanced learning) infrastructure. A critical realist orientation was adopted, using a case study approach focusing on provision of TEL infrastructure at three Natal universities, namely, the Durban University of Technology, the University of KwaZuluNatal and Mangosuthu University of Technology. A mixed methods approach was used, combining qualitative with quantitative techniques, in order to collect data to establish key model specifications. The qualitative aspect comprised an online survey to obtain user feedback on the proposed computerised simulation. Quantitative methodology involved using functional decomposition design to extract the specifications from the data. The computerised simulation model was developed using a system dynamics approach which could define forecasting in operational terms, and thus offer various scenarios to guide institutional decision-makers in future planning. The systems model thus developed was then configured online using simulation software and tested out with key stakeholders. While computerised simulations currently exist in the area of infrastructural forecasting, the new contribution to the field is thought to be in forecasting the provision of TEL infrastructure.
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Physical Education delivery in the intermediate schooling phase in South African public schools - Swanepoel, Christie; Roux, Charl J. (South African Journal of Childhood Education, 2024)
Background: The use of the Curriculum Assessment Policy Statement (CAPS) and delivery of Physical Education (PE) concerning time allocation, resources and number of learners per class is crucial for optimal delivery to the intermediate-phase (IP) learner.Aim: This study aimed to determine the gap between the understanding and the interpretation of the content and requirements of the CAPS document, and the delivery of PE in the IP, in selected public schools in the Alberton region of Gauteng province, South Africa.Setting: Alberton, a suburb of Johannesburg, was identified. This geographical area was divided into four segments. Two primary schools from each segment were purposefully selected according to the quintile levels.Methods: A mixed method of data gathering was used. Questionnaires were administered and focus-group discussions (FGDs) were held. Participants were selected using a purposive sampling method. Quantitative data were analysed using descriptive statistics. Qualitative data were analysed using direct quotes and themes.Results: The findings are in line with the results of the South African Universities Physical Education Association (SAUPEA) National Research Project in that teachers require further training on the interpretation of the CAPS document. Aspects of the CAPS document cannot be executed because of time allocation, class size, and a lack of resources and equipment.Conclusion: To adhere to the expectations of the CAPS document, the use of available facilities, equipment, number of learners per class, and time allocation in PE need improvement.Contribution: Enriching the PE curriculum through collaborating with stakeholders in local communities and governmental support.
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THE RELATIONSHIP BETWEEN CLASSROOM OBSERVATION AND TEACHERS’ EFFECTIVENESS IN PRIMARY SCHOOLS IN KAMULI MUNICIPAL COUNCIL, KAMULI DISTRICT, UGANDA. A CROSS SECTIONAL STUDY. - WAKABI, IVAN; Sendagi, Mohammed (2024)
Background The study sought to establish the relationship between Classroom observation and teachers’ effectiveness in primary schools in Kamuli municipal council, Kamuli district, Uganda. Methodology This research employed descriptive correlation design to describe the association and relationship between variables and a quantitative research approach was used. Given a population of 120 respondents, the sample was 92 respondents determined using Krejecie and Morgan (1970) table. The researcher applied purposive sampling alongside a simple random sampling technique. Results The majority of respondents in this sample ranged between 20-30 years of age, this also implied that the majority of respondents in this sample were in their middle adulthood and constituted 47%, these were followed by those between 31-40 years of age constituting 20%, hence indicating that these were in their early adulthood. It showed a higher relationship between classroom observation and teachers’ effectiveness in selected primary schools in Kamuli district, Uganda, since the sig. value (0.000) was less than 0.05 which is the maximum level of significance required to declare a relationship in social sciences. Conclusion There is a high level of relationship between classroom observation and teachers’ effectiveness in the selected primary schools in Kamuli district, Uganda (r=.830; SigO.000), hence concluding that high levels of classroom observations contribute to teachers’ effectiveness in the selected primary schools in Kamuli district, Uganda. Recommendation The head teachers should always inform their teachers when they need to observe their class lessons, and this will help them supervise well. This will help them perform their duties effectively.
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THE RELATIONSHIP BETWEEN CLASSROOM OBSERVATION AND TEACHERS’ EFFECTIVENESS IN PRIMARY SCHOOLS IN KAMULI MUNICIPAL COUNCIL, KAMULI DISTRICT, UGANDA. A CROSS SECTIONAL STUDY. - WAKABI, IVAN; Sendagi, Mohammed (2024)
Background The study sought to establish the relationship between Classroom observation and teachers’ effectiveness in primary schools in Kamuli municipal council, Kamuli district, Uganda. Methodology This research employed descriptive correlation design to describe the association and relationship between variables and a quantitative research approach was used. Given a population of 120 respondents, the sample was 92 respondents determined using Krejecie and Morgan (1970) table. The researcher applied purposive sampling alongside a simple random sampling technique. Results The majority of respondents in this sample ranged between 20-30 years of age, this also implied that the majority of respondents in this sample were in their middle adulthood and constituted 47%, these were followed by those between 31-40 years of age constituting 20%, hence indicating that these were in their early adulthood. It showed a higher relationship between classroom observation and teachers’ effectiveness in selected primary schools in Kamuli district, Uganda, since the sig. value (0.000) was less than 0.05 which is the maximum level of significance required to declare a relationship in social sciences. Conclusion There is a high level of relationship between classroom observation and teachers’ effectiveness in the selected primary schools in Kamuli district, Uganda (r=.830; SigO.000), hence concluding that high levels of classroom observations contribute to teachers’ effectiveness in the selected primary schools in Kamuli district, Uganda. Recommendation The head teachers should always inform their teachers when they need to observe their class lessons, and this will help them supervise well. This will help them perform their duties effectively.
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Airborne transmission risks of tuberculosis and COVID-19 in schools in South Africa, Switzerland, and Tanzania: Modeling of environmental data - Banholzer, Nicolas; Schmutz, Remo; Middelkoop, Keren; Hella, Jerry; Egger, Matthias; Wood, Robin; Fenner, Lukas (PLOS global public health, 2024)
The COVID-19 pandemic renewed interest in airborne transmission of respiratory infections, particularly in congregate indoor settings, such as schools. We modeled transmission risks of tuberculosis (caused by Mycobacterium tuberculosis, Mtb) and COVID-19 (caused by SARS-CoV-2) in South African, Swiss and Tanzanian secondary schools. We estimated the risks of infection with the Wells-Riley equation, expressed as the median with 2.5% and 97.5% quantiles (credible interval [CrI]), based on the ventilation rate and the duration of exposure to infectious doses (so-called quanta). We computed the air change rate (ventilation) using carbon dioxide (CO2) as a tracer gas and modeled the quanta generation rate based on reported estimates from the literature. The share of infectious students in the classroom is determined by country-specific estimates of pulmonary TB. For SARS-CoV-2, the number of infectious students was estimated based on excess mortality to mitigate the bias from country-specific reporting and testing. Average CO2 concentration (parts per million [ppm]) was 1,610 ppm in South Africa, 1,757 ppm in Switzerland, and 648 ppm in Tanzania. The annual risk of infection for Mtb was 22.1% (interquartile range [IQR] 2.7%-89.5%) in South Africa, 0.7% (IQR 0.1%-6.4%) in Switzerland, and 0.5% (IQR 0.0%-3.9%) in Tanzania. For SARS-CoV-2, the monthly risk of infection was 6.8% (IQR 0.8%-43.8%) in South Africa, 1.2% (IQR 0.1%-8.8%) in Switzerland, and 0.9% (IQR 0.1%-6.6%) in Tanzania. The differences in transmission risks primarily reflect a higher incidence of SARS-CoV-2 and particularly prevalence of TB in South Africa, but also higher air change rates due to better natural ventilation of the classrooms in Tanzania. Global comparisons of the modeled risk of infectious disease transmission in classrooms can provide high-level information for policy-making regarding appropriate infection control strategies.
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Strategies for social mobility through sports and/or school in working-class Moroccan families - Benkorti, Aziz (Sport, Education and Society, 2024)
This article examines the social mobility strategies employed by working-class Moroccan families in the context of the complex relationship of elite sport and school. To better understand these strategies, a qualitative study, including semi-structured interviews and participant observations, was conducted in the city of Temara (on the outskirts of Rabat) with young people aged 14–20 years and parents. From the analysis of this data, I identified five themes that reflect the different investments families held in sport and/or schooling, as strategies for their children’s futures. One group of parents invested in an educational strategy that focused on academic success. In contrast, others adapted their strategies to encourage their children to pursue an athletic career if they failed academically or showed signs of potential athletic success, while another group of parents tried to protect their children from the possible adverse effects of sports commitment. Another group supported their children in their chosen paths of social mobility. Lastly, there were parents who due to precarious living conditions and family conflicts were indifferent to sports as a pathway to social mobility and instead urged their children to become more productive immediately through seeking work. These differing family strategies in relation to young people's investment in sports point to the diversity of working-class families’ responses to the tensions that emerge when school and sport come into conflict as pathways to social mobility. I acknowledge that these family strategies are not fixed but may change with changes in available resources and opportunities. However, I argue that both schools and sporting organizations need to be aware and understand the complex environments, including family investments and strategies in which students may be making choices about their futures in relation to education and sport.
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Curriculum implementation challenges and responses during the COVID-19 pandemic in a rural secondary school in South Africa - Dlamini, Thuthukile Cebsile; Zulu, Free-Queen Bongiwe (African journal of career development, 2024)
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Geochemistry and Tectonic Evolution of Neoproterozoic Wadi Kid Dokhan volcanics, Southeast Sinai, Egypt - El-Desoky, Hatem M.; El-Awny, Hamada; Fahmy, Wael; El-Naggar, Islam M.; Abdelrahman, Ahmed S.; Khalil, Ahmed E.; Eraky, Ahmed M. (Research Square (Research Square), 2024)
Abstract Dokhan volcanics suite which is undisturbed and geographically connected to immature clastic deposits from the Hammamat molasse type sediments. The leucogranite intrusions have invaded these volcanics whereas relatively more deformed lithologies are represented by a syn-tectonic volcaniclastic metasediments association and granitic rocks. The Dokhan volcanics consists of basic, intermediate, and acidic. The basic and intermediate Dokhan volcanics are represented by andesites to basalts, which less common, while the acidic Dokhan volcanics is represented by rhyodacites, which considered the main rock unit encountered in the studied area. The geochemical values reveal that broad trends of decreasing concentrations of compatible elements with MgO, Fe 2 O 3 , FeO, MnO, CaO, Co, Sr, and Zn as well as increasing amounts of incompatible elements (Al 2 O 3 and Na 2 O) with increasing SiO 2 content. These geochemical characteristics are shared by Dokhan volcanics and associated Hammamat clastic sediments from Sinai and the Eastern Desert (ED) of Egypt. The geochemical behavior of Wadi Kid Dokhan volcanics are characterized by orogenic arc-type and anorogenic within-plate tectonic environments. The magma types of Dokhan volcanics are tend to be metaluminous to peraluminous, medium to high-K calc- alkaline affinities. Meanwhile, the basaltic rocks are of tholeiitic origin. The lava flow of the medium to high-K calc-alkaline post-collisional Dokhan volcanics shows a tectonomagmatic transition between the calc-alkaline arc-related magmatism and the alkaline anorogenic magmatism. The Dokhan volcanics in Sinai that were the focus of the inquiry exhibit a broad evolving compositional range (rhyolite-basalt). A typical rhyolitic composition with an average silica concentration (72.45–74.88%), an average andesitic content (58.25–59.8%), and an average basaltic content (48.83%) is also present in the Dokhan volcanics from the Eastern Desert.
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E-cigarette Perception and Intended Behavior among Medical Students, Egypt - Elsabagh, Hala M.; Moawad, A A R; Atlam, Salwa A. (Indian journal of respiratory care, 2024)
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Review of: "Implications of Large Class Size on Effective Teaching and Learning in Nigerian Tertiary Institutions: Lecturers’ Perception" - Enu, Justice (2024)
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“Engaging the Private Sector for Inclusive Extractive Industries and Sustainable Value Chains in Africa - Gatune, Julius (2024)
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A Comparative Assessment of the Traditional and Distance Models of Teaching Delivery at the Eastern Polytechnic, Sierra Leone - George, Tony; Jaba, Nathan Mbalu; Mbavai, Joseph James (2024)
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Prevalence and levels of disability post road traffic orthopaedic injuries in Rwanda - Ingabire, JC Allen; Stewart, Aimée; Sagahutu, Jean Baptiste; Urimubenshi, Gerard; Bucyibaruta, Georges; Pilusa, Sonti; Uwakunda, Carine; Mugisha, Didace; Ingabire, Leontine; Tumusiime, David (African Journal of Disability, 2024)
Background: Prolonged disability resulting from road traffic injuries (RTIs) contributes significantly to morbidity and disease burden. A good understanding of the prevalence and the level of disability of orthopaedic injuries in developing countries is crucial for improvement; however, such data are currently lacking in Rwanda.Objectives: To determine the prevalence and levels of disability of 2 years post-road traffic orthopaedic injuries in Rwanda.Method: A multicentre, cross-sectional study from five Rwandan referral hospitals of 368 adult RTI victims’ sustained from accidents in 2019. Between 02 June 2022, and 31 August 2022, two years after the injury, participants completed the World Health Organization Disability Assessment Schedule (WHODAS 2.0) Questionnaire for the degree of impairment and the Upper Extremity Functional Scale and Lower-Extremity Functional Scale forms for limb functional evaluation. Descriptive, inferential statistics Chi-square and multinomial regression models were analysed using R Studio.Results: The study’s mean age of the RTOI victims was 37.5 (±11.26) years, with a sex ratio M: F:3: 1. The prevalence of disability following road traffic orthopedic injury (RTOI) after 2 years was 36.14%, with victims having WHODAS score 25.0% and 36.31% were still unable to return to their usual activities. Age group, Severe Kampala Trauma Score and lack of rehabilitation contributed to disability. The most affected WHODAS domains were participation in society (33%) and life activities (28%).Conclusion: The prevalence and levels of disability because of RTOI in Rwanda are high, with mobility and participation in life being more affected than other WHODAS domains. Middle-aged and socio-economically underprivileged persons are the most affected.Contribution: This study showed that a good rehabilitation approach and economic support for the RTI victims would decrease their disabilities in Rwanda.
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Relationship Between Bungoma County Government Bursary and Students’ Access to Public Vocational Training Centres, Bungoma County,Kenya - Jason, Nganyi; Phyllys, Wafula; Geoffrey, Musera (Journal of the Kenya National Commission for UNESCO, 2024)
The county governments have been subsidizing trainees in public Vocational Training Centers (VTCs) in form of bursary to enhance enrolment and completion rates. The objectives of this paper are to determine the relationship between the Bungoma County Government Bursary (BCBG), gross enrolment and completion rates between the years 2014 to 2019. Correlational research design was adopted, and socialist economy theory guided the study. The study selected 48 VTCs and Training officers and 358 VTC trainees. Data was then collected using questionnaires. The strength of the correlation was established using Karl Pearson’s product moment correlation whereby, the study established that the BCGB had a weak positive correlation with enrolment and a very weak positive correlation with completion rates. Using the R2 obtained from the model. It was also established that BCGB explains 2.7% of the variation in gross enrolment and 5.1% of completion rates. The study recommended further diversification of VTCs courses in line with the ever-changing technological world and market demand and the introduction of diverse programmes like lunch in VTCs to attract more enrolment and increase completion rates.
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Towards a Model for Entrepreneurial University Ecosystem in the Evolving Higher Education Landscape in Kenya - Kaberia, Salome Kanini; Muithya, Victor Mwendwa; Muathe, Stephen M. A. (2024)
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Establishment of a post-disaster healthcare information booklet for the Turkey–Syrian earthquake, based on past disasters - Okuyama, Junko; Seto, Shuji; Fukuda, Yu; Suzukamo, Yoshimi; Okazaki, Tatsuma; Furusawa, Yoshihito; Izumi, Shin-ichi; Itō, Kiyoshi; Imamura, Fumihiko (Scientific Reports, 2024)
Abstract The scientific evidence based on experiences with past disasters points to the possibility of the occurrence of future mental health issues among those who were affected by the recent Turkey–Syria earthquake. However, post-disaster care information on factors that could give rise to mental health issues among those affected have yet to be provided. In March 2011, Tohoku University compiled and published a booklet with post-disaster healthcare information based on the experiences with the Great East Japan Earthquake. This study aimed to promote the introduction and use of this booklet for post-disaster care in Turkey and Syria by presenting the results of a satisfaction survey conducted with relevant Japanese organizations about the booklet. A total of 505 Japanese organizations participated in the satisfaction survey of, and evaluated, the booklet. The results indicated the need to consider the ease of understanding for the general public when providing information on post-disaster care through booklets. We hope that this study leads to the appropriate provision of easy-to-understand, post-disaster healthcare information to the victims of the Turkey–Syria earthquake and future disasters.
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Assessing the Role of Fruit Tree-Based Agroforestry in Climate Change Adaptation: A Case Study in Sofi District, Harari Regional State, Ethiopia - Sima, Diana; Estifanos, Solomon; Asfaw, Zebene (Research Square (Research Square), 2024)
Abstract The article investigates the impact of climate change on agricultural productivity in the Sofi District of Harari Regional State, Ethiopia, with a focus on smallholder farmers practicing agroforestry and monoculture. The study aims to understand smallholders' perceptions of climate change, identify climate change indicators, analyze observed climate trends, and explore adaptation strategies. The research employed a mixed-methods approach, combining focus group discussions, semi-structured surveys, key informant interviews, and meteorological data analysis. The study area, Sofi District, was described in terms of geography, climate, geology, soil, and land use. Results indicate that smallholders in Sofi District have observed rising temperatures, decreased rainfall, and increased drought frequency over the last three decades. Smallholder farmers practicing agroforestry are found to be more resilient to climate change impacts compared to monoculture practitioners. The study reveals that farmers perceive frequent droughts, erratic rainfall, shortness of rainy seasons, and temperature increases as significant indicators of climate change. Furthermore, respondents attribute climate change to anthropogenic factors such as deforestation, rapid population growth, and lack of soil and water conservation. Adaptation strategies employed by smallholders include crop diversification, adjusting planting dates, fruit tree-based agroforestry practices, reducing the number of animals kept, compost preparation, and improved animal feed production. Agroforestry practitioners exhibit significant differences in adaptation strategies compared to monoculture practitioners, emphasizing the importance of diverse coping mechanisms. Major constraints faced by farmers include pests and diseases, soil erosion, livestock deaths, crop loss, decreased farm income, and poor soil fertility. The study underscores the role of agroforestry in mitigating these challenges and enhancing smallholders' adaptive capacity. The findings suggest that agroforestry provides shade, fruit for income and consumption, reduces evapotranspiration, and minimizes soil erosion, making it a valuable approach for climate change adaptation. The research implies that promoting agroforestry practices can contribute to sustainable agricultural development and resilience in the face of climate change. Policymakers and agricultural stakeholders should consider supporting and implementing agroforestry initiatives to enhance the adaptive capacity of smallholder farmers in similar contexts.
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Assessment of Climate Trend, Meteorological Drought and Farmers' Perception to Climate Change and Variability in Hadero Tunto District, Southern Ethiopia - Sulamo, Desta; Mulugeta, Sinke (African Journal of Climate Change and Resource Sustainability, 2024)
Currently, climate change and variability are a hot issue, and more attention needs to be paid to their impact on Ethiopia. Farmers' perception plays a significant role in successfully implementing of adaptation strategies to reduce climate change impacts. The main objective of this study was to assess climate trends, meteorological drought and farmers' perception of climate change variability in Hadero Tunto district, Kembata Tembaro Zone, Southern Ethiopia. To determine historical climate trends, 30 years of rainfall and temperature data were obtained from the Hawassa branch of the Ethiopian National Meteorological Service, and trend analysis was performed. The multistage sampling technique was used to select 150 farm households to be surveyed. The modified Mann–Kendall and Sens' slope estimator trend tests were applied to detect the statistical significance of the trend as well as the magnitude in the time series data. The standardized precipitation index was computed for short and long-term scales to characterize the moisture content in the study area. Results of the standardized precipitation index revealed that the total number of drought events was higher in spring than summer. Still, the most extreme drought was recorded in summer. The years 1987 and 2015 experienced extreme drought in summer with indices values of -2.89 and -2.03, respectively, while, -2.27 was the spring season of 2003. In the long-term scale, -1.7 was recorded as the severe value. The historical average annual maximum and minimum temperatures both showed a significant upward trend. Historical annual rainfall shows a negligible downward trend from 1987 to 2016. This trend of rising temperatures and changing rainfall threatens smallholders´ agriculture, who are already limited by access to basic equipment and land use challenges. The descriptive result revealed that most people perceived long-term variability in the rainfall amount and distribution pattern and an increasing trend and variability of temperature. Based on these results, the study recommends that agricultural extension services be enhanced to sensitize the farmers about climate change, thus improving their perception. Further, studies at a larger scale to illustrate the associations between farmers' perceptions of climate change with meteorological data to figure out the risk of climate change are also critical
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Climate change impact on Spodoptera frugiperda (Lepidoptera: Noctuidae) life cycle in Mozambique - Sumila, Telmo Cosme António; Ferraz, Simone Erotildes Teleginski; Durigon, Angélica (PLOS climate, 2024)
Although different seasonal cues are important for fall armyworm (FAW, Spodoptera frugiperda J.E. Smith) survival, it is known that the life cycle of this insect is strongly dependent on air temperature, means that its development rate proceeds faster when the weather is warm. To develops the insect needs to accumulate an amount of thermal units, as known as Growing Degree-Days (GDD). However, with the climate change driven by global warming, the GDD pattern must be changed and therefore, the life cycle of this new bug in Mozambique may be different from that observed in its native region. In the present study it is estimated the possible changes of FAW life cycle by applying the GDD method over Mozambique, under two representative scenarios of climate changes, RCP4.5 and RCP8.5 for 2070–2099 relative to present climate (1971–2000). For this purpose, dynamical downscaling process through the regional model RegCM4, nested to global model HadGEM2 were used. The outputs of air temperature dataset from the simulations were used to compute the accumulated GDD and hence the FAW number of generations (NG) during the summer-season over the study domain. The findings indicate that there is a bipolar pattern of GDD accumulation, being negative over most of central and restricted areas in southern region, and positive in northern region, altitude-modified climate areas over central region, and over southernmost areas for both representative climate scenarios, relative to present climate. Meanwhile, there is an increase (decrease) in NG in the areas of higher (lower) increase in air temperature for both future scenarios relative to present climate.
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Hydrologic Extremes in a Changing Climate: a Review of Extremes in East Africa - Taye, Meron Teferi; Dyer, Ellen (Current Climate Change Reports, 2024)
Abstract Purpose Eastern Africa has a complex hydroclimate and socio-economic context, making it vulnerable to climate change-induced hydrological extremes. This review presents recent research on drivers and typologies of extremes across different geographies and highlights challenges and improvements in forecasting hydrological extremes at various timescales. Recent Findings Droughts and floods remain the major challenges of the region. Recently, frequent alterations between droughts and floods have been a common occurrence and concern. Research underlines the heterogeneity of extremes and the impact of climate change as increased intensity and duration of extremes. Moreover, the importance of local and antecedent conditions in changing the characteristics of extremes is emphasized. Summary A better understanding of these drivers and how they interact is required. Observational and modeling tools must capture these relationships and extremes on short timescales. Although there are improvements in forecasting these extremes, providing relevant information beyond meteorological variables requires further research.
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Teacher Preparation and the Implementation of Official Bilingualism in Anglophone Primary Schools in Cameroon: A Study of Some Teacher Training Colleges in the Buea Municipality - Chiatoh, Blasius Agha-ah; Mbah, Emmanuel Teke (Modern Journal of Social Sciences and Humanities, 2024)
Since the reunification of the two Cameroons in 1961, successive modes of application of official bilingualism have been adopted geared toward empowering every child leaving school with communication competencies in English and French. Despite the noble intentions, the pedagogic implications of the implementation remain uncertain. With the current Anglophone crisis, the much talked about ‘living together’ is threatened by a linguistic divide which, undeniably, has a huge toll on the cultural heritage of the two linguistic communities in the country. One wonders why after more than half a century; official bilingualism is not yet a living reality among school leavers. In teacher training institutions responsible for laying the foundation for the achievement of the policy, language curriculum still leaves much to be desired. This research investigates teacher preparation as a crucial link in implementing the official bilingualism policy in Anglophone primary schools. It focuses on language curriculum as the basis for teacher training to establish its adequacy in the achievement of official bilingualism. The paper examines official bilingualism in the professional preparation of teachers in some public, confessional and lay private teacher training institutions in the Buea municipality of the South West Region of Cameroon. The findings reveal that, though most teachers have a good working experience of over 10 years, their deficient bilingualism levels do not reflect effectiveness in bilingualism teaching. They cannot plan, implement and evaluate French and bilingualism training lessons. They lack exposure in terms of content knowledge and pedagogic skills and have limited time allocation for bilingual training. Finally, teachers do not master the French language subject matter they are expected to teach.
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Exploring temperature and precipitation changes under future climate change scenarios for black and white rhinoceros populations in Southern Africa - Mamba, Hlelowenkhosi S.; Randhir, Timothy O. (Biodiversity, 2024)
Climate change is a potential human-induced threat to rhino populations and their habitat. Information on the effects of climate change on rhinoceros species can help manage and develop conservation plans to adapt to these changes. In this study, two climate change scenarios were used to predict temperature and precipitation changes in national parks in southern Africa and the effect those changes would have on black (Diceros bicornis) and white (Ceratotherium simum) rhinoceros populations. The study used the Intergovernmental Panel on Climate Change (IPCC) Representative Concentration Pathways (RCPs) 4.5 and 8.5, atmospheric CO2 concentrations of 650 and 1370 ppm, for the years 2055 and 2085 to explore the temperature and precipitation changes. All spatial information was processed using Geographic Information Systems and statistical analysis. Results show the changing climate will have significant negative impacts on the probability of occurrence of both species. Temperature changes will affect these probabilities more than precipitation changes. All study parks will have zero probability of occurrence for the species throughout their ranges should conditions reach those represented by the RCP 8.5 scenario late in the century. Conservation activities for the rhinoceros should take into consideration the potential for temperature and precipitation changes modelled in this study.
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Teaching While Black: Black Women Millennials’ Experiences of Teaching in South African Universities - Mkhize, Zamambo V. (Journal of Women and Gender in Higher Education, 2024)
The South African government continues to work tirelessly to reverse the effects of apartheid by addressing social inequalities and transforming the higher education sector by dismantling structural, cultural, institutional, and interpersonal discrimination. BlackFootnote1
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Noise-induced hearing loss and hearing protection: Attitudes at a South African coal mine - Naicker, Kavitha (The South African journal of communication disorders. Die Suid-Afrikaanse tydskrif vir Kommunikasieafwykings, 2024)
Background: Negative attitudes and beliefs are major contributing factors to the rising numbers of noise-induced hearing loss (NIHL) cases in coal mines both locally and internationally. International literature confirms limited knowledge surrounding employees’ attitudes and beliefs regarding NIHL and hearing protection devices (HPDs), hence the need for the study.Objectives: To ascertain the attitudes and beliefs about NIHL and HPD use among employees at a large scale underground coal mine in Mpumalanga.Method: A descriptive and exploratory cross-sectional study was conducted using a self-administered questionnaire, developed by the National Institute for Occupational Safety and Health (NIOSH) on Beliefs about Hearing Protection and Hearing Loss (BHPHL). Participants (n = 241) included employees from a coal mine in Mpumalanga, South Africa.Results: Out of 241 completed surveys, this study found that 84% were aware of when to replace earmuffs; 95% believed wearing HPDs could prevent hearing loss in noisy environments; 83% felt their hearing was impacted by loud noise. Additionally, 86% mentioned discomfort from earmuff pressure; 95% emphasised HPD importance; and 95% used HPDs around loud sounds. Moreover, 98% knew how to properly wear earplugs, while lower education levels were linked to higher susceptibility to NIHL.Conclusion: The study identified positive attitudes towards NIHL and HPD use, but existing NIHL cases must be acknowledged. Organisations can use the findings to develop tailored hearing conservation programmes (HCP), including education, involving employees in protection decisions and promoting diligent HPD usage.Contribution: This study contributes to the limited literature on noise perceptions, NIHL, and HPD use in mining, emphasising the impact attitude has on HPD use and assessing the effect of miners NIHL knowledge on compliance. The findings, unique to coal mining, hold significance for enhancing hearing conservation and reducing NIHL.
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MODELING OF STORM WATER DRAINAGE SYSTEM FOR OBUBRA LOCAL GOVERNMENT AREA, CROSS RIVER STATE OF NIGERIA - Obio, Ekpe A.; Ahaneku, Isiguzo Edwin; Onwuka, Udochukwu Nelson (Fudma Journal of Sciences, 2024)
A model was developed for the Obubra catchment and subsequently applied in the study of the catchment basin. The model developed gave a multiple regression correlation of 0.994 at a significance level of 0.05. The model was calibrated using the first ten (10) set of values and a correction of 0.995 was obtained and was further verified using the second set of ten (10) values which gave a correlation of 0.995. the model was also validated using velocity- area method for water flow measurement having a relationship as Q= AV with a correlation of 1.0. Although, studies conducted in different areas have shown that a hundred percent (100%) success may not always be achieved in the urban environment yet, their damaging effects can be mitigated through management measures that can carefully designed by government or affected communities. Adequate constitution and routine maintenance of drainage channels be made, ensuring that the velocity satisfies the minimum requirement.
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Mapping Informal Learning for Displaced Learners during the War on Gaza 2023- Application of Situated Cognition - Phusavat, Kongkiti; Buheji, Mohamed (International Journal of Learning and Development, 2024)
War on Gaza since October 2023, presented a dire picture of the displaced children's situation, marked by psychological stress, health risks, educational disruption, and a profound impact on their physical, emotional, and cognitive development.This paper explores the criticality of sustaining learning and development for Gazan young people, particularly those displaced, amidst challenging environments such as war zones. And the primary aim of this study is to propose a construct to help develop and initial informal learning to help displaced not to miss learning opportunities.The researchers have taken into consideration the scenario of the ongoing conflict in Gaza and the Israeli occupation's increasing atrocities without seeing clear intentions for ceasefire. Then, the researchers propose a framework for informal learning that adapts to the realities of displacement and war, grounded in the concept of situated cognition. The constructs prioritize hands-on experiences and skills relevant to the displaced students' immediate context. It suggests a shift towards informal learning methods that foster cognitive reserve, resilience, and adaptability in children, utilizing play, storytelling, exploration, and cultural activities.The paper concludes by discussing the vital role of informal learning in maintaining the continuity of education for displaced children in Gaza. It argues for immediate educational interventions alongside long-term strategies for rebuilding the educational system, tailored to the complex needs of students in the recovery and healing phases. The study recognizes its limitations in addressing the potential of technology in informal learning, given the severe constraints of the situation in Gaza.
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Influence of temperature regimes on drought stress tolerance of cowpea genotypes in Northern Guinea savannah, Nigeria - S.S, Indabo; H.U, Muhammad; Adamu, A. K.; C.K, SOUMINI RAJAGOPALAN; O., A.; E., Amaral Maria do Carmo (Biological and Environmental Sciences Journal for the Tropics, 2024)
Drought is a major constraint that affects cowpea production in Zaria, Nigeria. It is unpredictable, and occurs at any growth stage of cowpea. Changes in global climatic trendsare consistently narrowing the cowpea growing season in Northern Nigeria by graduallypushing its cultivation towards drought-prone, colder temperatures. The study aimed to elucidate foresight data on the tolerance of cowpea landraces to drought at cold and hottemperatures in a bid to harness available germplasm towards mitigating climatic changes.Seedling drought tolerance of four hundred and twenty-two (422) cowpea genotypes obtainedfrom farmers’ collection (308) and the International Institute of Tropical Agriculture (IITA) (114) was evaluated by adopting the wooden box method. The parameters evaluated were number of plants, plant height, number of trifoliate, leaf senescence, stem greenness, and recovery. The mean square values for all evaluated traits were significant (p ≤ 0.05). Leaf senescence progressed rapidly in cooler temperatures (6 oC - 18 oC). Interestingly, the recovery rate upon reintroduction of water after drought stress was higher in cold temperatures. The percentage recovery and stem greenness of drought-tolerant plants were positively associated with hot temperatures (22 oC - 36 oC). As cowpea production is pushed into colder planting season, the resilience shown by cowpea landraces in northern Nigeria are positive.
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Communally established cattle feedlots as a sustainable livelihood option for climate change resilience and food security in sub-Saharan Africa: a systematic review - Slayi, Mhlangabezi; Zhou, Leocadia; Nyambo, Patrick; Jaja, Ishmael Festus; Muchaku, Shadreck (Frontiers in sustainable food systems, 2024)
Climate change poses a significant threat to agriculture and livestock production in sub-Saharan Africa, a region heavily reliant on livestock for smallholder farmers’ livelihoods. This systematic review investigates the potential of communally established cattle feedlots as a sustainable strategy to address the interconnected challenges of climate change resilience and food security in the area. The review focuses on the intensification of climate change, marked by rising temperatures and altered precipitation patterns, posing a direct threat to the livelihoods of millions in the region. Conducting a systematic literature review, we meticulously analyzed 72 articles that centered on communally established cattle feedlots in sub-Saharan Africa. The inclusion criteria considered studies within the context of climate change resilience and food security, utilizing both qualitative and quantitative methodologies. Published articles, grey literature, and relevant reports were systematically sourced from academic databases such as PubMed, Scopus, Google Scholar and Web of Science, complemented by manual searches of journals, conference proceedings, and organizational websites. The synthesis of findings reveals a nuanced landscape of successes and challenges associated with communal feedlots. Through a narrative synthesis, studies were categorized based on key themes, unraveling the impact of communal feedlots on livestock health, economic viability, and socio-economic dynamics. The review highlights the role of communal feedlots in mitigating climate-related shocks, enhancing livestock productivity, and fostering economic opportunities for smallholder farmers. However, challenges related to land tenure, community engagement, and resource allocation emerged as critical considerations. In conclusion, communally established cattle feedlots offer a holistic and sustainable approach to address climate change challenges in sub-Saharan Africa.
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Statistical modelling of travel mode choice of public university students in Freetown, Sierra Leone: the case of three campuses - Turay, Simeon Stevenson; Ababio-Donkor, Augustus; Adams, Charles A.; Massaquoi, Amara Ballack (Urban, planning and transport research, 2024)
Though much research has been conducted on students’ travel behavior around the world, not much is known about university students in Sierra Leone. This study investigates the most common transport modes amongst public university students, the factors influencing their preference, and the impact of their choice on the environment. Through a Revealed Preference survey, using the traditional paper-and-pencil method combined with a smartphone-assisted interviewing technique, 632 students were sampled. Discrete travel choice models were developed and estimated, and the methodology was demonstrated for the three campuses under the University of Sierra Leone. The study found that more than one-third of students preferred the paratransit mode, ‘podapoda’, followed by taxi, two and three-wheelers. According to the mode choice model results and exploratory analysis, sociodemographics, travel time, cost, and trip distance are the main factors considered by students’ for selecting a transport mode. Students varied widely in their assessment of how their mode choice affects the environment. These findings highlight the need for a sustainable transport system for university trips. Acquiring appropriate transport modes, promoting active travel, and developing student residences with shorter commutes will ensure long-term land management. This will promote the sociocultural, economic, educational, and ecological aspects of campus growth.
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A scoping functionalist reflections on the implementation of affirmative action in Higher Education Institutions in South Africa - Zwelendaba, Thokoza; Obioha, Emeka E. (Social Sciences, Humanities and Education Journal, 2024)
The scoping review was carried out to investigate the functionalist perspective on affirmative action for women in the workplace in the Eastern Cape Province’s selected South African universities. Given that university-specific information is available on affirmative action for women in the workplace, this scoping review employed a systematic review to investigate the implementation of the legislative framework for affirmative action policy in African-selected universities and ways to make improvements. Purposive sampling was used to select four higher education institutions (HEIs), in which there were two historically black and two historically white institutions, for representativeness. Evidently, affirmative action is indeed an existing policy in the selected institutions to redress the exclusion of women in senior positions in the past. While this review revealed the heightened visibility of women in executive positions in the four universities, women tend to be represented more than men in some executive categories. This demonstrates that the implementation of affirmative action for women has largely been successful in the country. Although with some challenges, the inclusion of women, without gender discrimination and biases, is a necessary ingredient for the sustainability of higher education administration in the country from a functionalist perspective.
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Evaluating the impacts of in-kind productive transfers and extension training in Zambia (2024)
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Developing an Assistive Technology for Visually Impaired Persons: Ethiopian Currency Identification - Alamirew, Samuel Gizachew; Kebede, Getnet Ayele (Research Square (Research Square), 2024)
Abstract In this study an innovative assistive technology designed to empower visually-impaired individuals by providing them with the means to independently identify Ethiopian banknotes. Visually-impaired individuals often face challenges in recognizing and differentiating between currency denominations, hindering their financial independence and day-to-day transactions. To address this issue, we developed a novel device that attaches to standard eyeglasses and leverages state-of-the-art deep learning techniques for real-time banknote detection and recognition. An extensive dataset comprising over 15,000 annotated images of five Ethiopian birr denominations (5, 10, 50, 100, and 200 Birr) was used for training. YOLOv5 was selected as the best-performing model, attaining a mAP of 97.9%. Additionally, the study compared YOLOv5 with other popular object detection models such as SSD_MobileNet_v2 and Faster_RCNN_Inception_v2. YOLOv5 outperformed the other models in terms of both accuracy and speed. The research goes beyond the development of the device and extends to the user interface, introducing a mobile application named "Genzebe." This application seamlessly integrates with their device, allowing users to capture images of banknotes, which are then processed for denomination recognition. The application has audio output of denomination to the user. By making use of cost-effective hardware components, including a Raspberry Pi and a Pi Camera, the device is implemented and demonstrated as a practical solution that could significantly enhance the autonomy and financial inclusivity of visually-impaired individuals. In conclusion, this work showcases a highly effective and user-friendly solution for identification of Ethiopian currency.
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A Poultry Farmers’ Perception and Coping Strategies to Climate Change: Implications on Poultry Production n Bono East Region, Ghana - Alhassan, Hamdiyah; Apuri, Michael Azumah; Cobbinah, Esther; Abujaja, Afishata Mohammed (Ghana Journal of Science Technology and Development, 2024)
The study assessed poultry farmers' perception and coping strategies to the effect of climate change on poultry production in the Bono East region of Ghana. The Chi-square test was used to examine the drivers of the choice of coping strategies used by poultry farmers to mitigate the effects of climate change on poultry production. The results revealed that poultry farmers were aware of climate change in their various localities. Majority of the farmers acknowledged that drought has increased (60%) while others mentioned that temperature has gone up (63%), and most of them also perceived that rainfall has reduced (75%). Majority of the respondents revealed that climate change reduced the growth rate of poultry birds (62%), increases the incidence of diseases outbreak (58%), and has high effect on feed quality (67%). The main coping strategies used by the poultry farmers in the study area are litter spreading and cleaning out and planting of trees. Marital status, educational level and main occupation are the factors that influence the choice of coping strategies used by the poultry farmers. Hence, interventions on enhancing poultry farmer’s awareness and knowledge about different adaptation strategies to improve their adaptive capacity on climate change should be encouraged.
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Technical Vocational Education and Training in Uganda: Career guidance and practices - Barigye, Doreen (African journal of career development, 2024)
Background: Effective career guidance is critical in Technical Vocational Education and Training in Uganda (TVET). The current career guidance practice is weighed down by lack of; funds, trained personnel, and policy. Since many studies explore career practices in secondary schools, examining the specific approaches in TVET as an entity is new.Objective: This study investigated the established career guidance practices for TVET in Uganda and it also aimed to determine the definition and goal of career guidance in TVET, including the related activities, impacts, and challenges.Method: A qualitative study using open-ended questions and interviews was employed. The questions were hosted on Google Forms. The questionnaire link was shared on the participant’s WhatsApp group by a contact person. Seventeen participants responded plus interviewees (3). The data was transcribed and synthesized in Microsoft Word with a three-column table to identify emerging patterns and themes.Results: The findings reveal that career guidance is very vital in TVET as much as it is in secondary schools, and it needs funding, trained personnel, policy, and planning. In addition, a model for institutions to follow in implementation of career guidance is relevant to streamline the service to all students. As well as a categorical service that caters for each student’s ability, talent, interests, and growth.Conclusion: The non-uniformity in career guidance implementation can be solved by creating a model that can be followed by all institutions. Looking into the major setbacks such as poor funding, few trained personnel, and no policy framework is paramount.Contribution: The current situation, engagements and potential of career guidance in Technical Vocational Education and Training in Uganda was explored in this article.
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Peace and Values Education as a Cross-Cutting Issue in Rwandan Schools: Teachers and Classroom-Based Perspective - Buhigiro, Jean Leonard; Sibomana, Emmanuel; Ngabonziza, Jean de Dieu Amini; Mukingambeho, Delphine; Ntawiha, Philothère (African journal of empirical research, 2024)
Peace and values is one of the cross-cutting issues in the Rwandan primary and secondary school curriculum. Different organizations such as the Aegis Trust have trained teachers in integrating peace and values in the various subjects, they teach by training learners on how to build a culture of peace. This is very important to Rwanda as a post genocide. However, no research (at the best of our knowledge) has been conducted to investigate how and to what extent teachers integrate peace and values in various school subjects. This article reports on empirical research conducted in five primary schools in four provinces of Rwanda plus Kigali City to examine the teaching of peace and values in Rwandan schools. A qualitative approach was adopted for this research. Classroom observations, focus group discussions and semi-structured interviews were conducted to collect data. Thematic content analysis was used to analyse the data. The findings show that peace values are not part of teachers’ planning and are not explicitly referred to in classroom practices. This is mainly because teachers lack skills and knowledge to do so. However, some peace related messages are shared in extracurricular activities but these are counteracted by violent practices such as corporal punishment and bullying. This article concludes that teachers’ limited understanding of peace impedes the integration of peace culture in schools. Thus, it suggests that peace values should be explicitly and systematically integrated in the teaching of all subjects. It also calls for strong measures to end school violence in Rwandan schools by equipping teachers for positive management of learners’ behaviours.
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Children’s cognitive impairment associated with cassava cyanide in Democratic Republic of the Congo: Burden of disease - Chen, Chen; Wu, Felicia (PLOS global public health, 2024)
Worldwide, tens of millions of children rely on cassava as a dietary staple throughout their formative years of brain and behavioral development. Recently, it was discovered that cassava cyanide can impair children’s neurocognitive development at relatively low exposures. We revisited the World Health Organization’s foodborne disease burden estimate of cassava cyanide, focusing on the new health endpoint of children’s cognitive impairment in Democratic Republic of the Congo (DRC). The loss of Intelligence Quotient (IQ) scores was used to measure the endpoint of cognitive impairment caused by cassava cyanide exposure, which was estimated based on the concentration-effect relationship between children’s IQ scores and cyanide concentrations in flour. We estimated the burden of intellectual disability (ID) associated with cassava cyanide exposure in terms of disability-adjusted life years (DALYs). The median content of cyanide in cassava samples collected from DRC was 12.5 mg/kg, causing a median decrement to children’s IQ of 2.37 points. The estimated number of children with ID associated with cassava cyanide exposure was 1,643 cases, although 1,567 of these cases (95%) were mild ID. The burden of cognitive impairment attributable to cassava cyanide in DRC alone was 13,862 DALYs per 100,000 children, or 3.01 million for all children under age 5. The results of the study, showing a significant burden of cassava cyanide-related cognitive impairment in children even at relatively low doses, can contribute to the implementation of cost-effective interventions to make cassava consumption safer for children in high-risk rural areas of DRC.
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Inclusive education and school dropout of special needs students in Morocco: A spatial analysis - Ibourk, Aomar; Raoui, Soukaina (Review of Education, 2024)
Abstract As a specific driver for the transformation of education systems in Morocco, inclusive education is a process that aims to reduce the exclusion of children with disabilities. Indeed, few studies have analysed the exclusion factors that cause children with disabilities not to pursue their education. Based on this, the present paper explores the spatial effect of factors related to accessibility and school supply. The database is from the latest national survey of the 2014 General Census of Population and Housing for the 75 provinces of Morocco. The designated age group is children aged 10–14 years. Exploratory spatial analysis has allowed us to map the hotspots of school dropout risk. The results of the spatial heterogeneity show a deficit in the distribution of accessibilities and the supply of paramedical services. From economic policy, we emphasise the need for spatial equity in the geographic distribution of inclusive education provision. The equitable distribution of psychological conditions for school retention is a straightforward factor in the success of the inclusive education model in Morocco.
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A Review of Energy Demands and its’ Implication on Climate Change in Africa - Idanegbe, Usiabulu Godsday; Sydney, Aprioku Peter; Ogechi, Okoye; Friday, Peters Joseph; Ogechi, Omeke Rita; Faithfulness, Olowe Emmanuel (Journal of Engineering Research and Reports, 2024)
Climate change is one of the most pressing issues facing the world today. Communities around the world are already feeling its effects, and the situation is only expected to get worse in the future. One of the sectors particularly vulnerable to climate change's effects is the energy sector. In many African countries, the energy sector is heavily reliant on fossil fuels. This makes African countries particularly susceptible to the effects of climate change, as the availability of fossil fuels is expected to decrease in the future because of climate change. This could lead to higher energy prices and a decrease in the availability of energy. In addition, climate change is expected to have a significant impact on hydropower, which is another important source of energy in many African countries. Changes in rainfall patterns could lead to lower river levels and reduced hydroelectric power generation. This could have a severe impact on the availability of energy in African countries. The effects of climate change on the energy sector are likely to have a knock-on effect on the wider economy. Higher energy prices could lead to inflation and a decrease in the availability of energy which could lead to blackouts and a decrease in production. This could have a devastating impact on the economies of African countries. The effects of climate change on the energy sector are likely to be very damaging for African countries. These countries need to take action to mitigate the effects of climate change and to adapt their energy systems to cope with the changes that are expected to occur. This review outlines the climate change impacts on the energy sector in African countries and recommendations to mitigate the effects of climate change impacts.
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Measuring palliative care integration in Malawi through service provision, access, and training indicators: the Waterloo Coalition Initiative - Kiyange, Fatia; Atieno, Mackuline; Luyirika, Emmanuel; Ali, Zipporah; Musau, Helena; Thambo, Lameck; Rhee, John Y.; Namisango, Eve; Rosa, William E. (BMC palliative care (Online), 2024)
Abstract Background Fewer than 1 in 20 people on the African continent in need of palliative care receive it. Malawi is a low-income country in sub-Saharan Africa that has yet to achieve advanced palliative care integration accompanied by unrestricted access to pain and symptom relieving palliative medicines. This paper studied the impact of Malawi’s Waterloo Coalition Initiative (WCI) – a local project promoting palliative care integration through service development, staff training, and increased service access. Methods Interdisciplinary health professionals at 13 hospitals in southern Malawi were provided robust palliative care training over a 10-month period. We used a cross-sectional evaluation to measure palliative care integration based on 11 consensus-based indicators over a one-year period. Results 92% of hospitals made significant progress in all 11 indicators. Specifically, there was a 69% increase in the number of dedicated palliative care rooms/clinics, a total of 253 staff trained across all hospitals (a 220% increase in the region), substantive increases in the number of patients receiving or assessed for palliative care, and the number of hospitals that maintained access to morphine or other opioid analgesics while increasing the proportion of referrals to hospice or other palliative care programs. Conclusion Palliative care is a component of universal health coverage and Sustainable Development Goal 3. The WCI has made tremendous strides in establishing and integrating palliative care services in Malawi with notable progress across 11 project indicators, demonstrating that increased palliative care access is possible in severely resource-constrained settings through sustained models of partnership at the local level.
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Urban planning education in the global south: exploring the possibilities for Egyptian curricula - Maged, Ola Ahmed; Brown, Robert E.; Abdel-Moneim, Nancy M. (Open House International, 2024)
Purpose The purpose of the research is to propose reforms that would help to bridge the gap between theory and practice and produce more effective urban planners. The research on urban planning curricula in the global South is a valuable contribution to the field of urban planning education. It provides a new perspective on the challenges facing urban planning education in these countries and offers a roadmap for improvement. Design/methodology/approach The research explores and evaluates the urban planning curricula in the global South, with a particular interest in Egypt. The research employs the use of questionnaires with 56 university instructors, analysed thematically, to evaluate the current content of curricula. The results are compared and correlated with a pilot study exploring research interest, government policies and practices of urban planning in Egypt. Findings Through comparing the results of the evaluation with the current research interest in urban planning in Egypt, the paper investigates the possibility of improving current educational curricula using comparative network analysis which would establish stronger interdisciplinary connections. Originality/value The seeming disconnects between urbanism concepts taught in educational curricula and their relevance in practice and reality is a vital issue in urban studies and planning. Interdisciplinary connections with topics like politics, economies, gender, and others can assist curricula in becoming more relevant to real-world situations. This disconnect is even more apparent in the global South where most educational content is highly derivative from Northern contexts. Though such interdisciplinary aspects are under discussed in educational curricula, they are frequently discussed in academic research.
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Inclusive education, gender inequality and public expenditure in sub‐Saharan Africa - Mbodji, Yérim Codé (Review of Education, 2024)
Abstract In the contemporary literature, several studies have attempted to see the effect of gender inequality and public expenditure on inclusive education. However, few have attempted to determine the gender inequality threshold. In this study, we first examined the threshold of gender inequality which, when exceeded, the effect on inclusive education becomes negative. Second, we examined the effect of public expenditure on inclusive education in 17 countries in sub‐Saharan Africa, in the period from 2000 to 2019. The fixed‐effect panel data model was used. The following results have been established: (i) the gender inequality threshold from which the effect of gender inequality becomes negative on the gross enrolment rate is respectively established at 0.38 in primary and 0.37 in secondary. At the higher level, the effect of gender inequality is linear and negative on the gross enrolment rate; (ii) public expenditure on education has a positive and significant effect at the primary and secondary level on inclusive education. However, its effect at the higher level is negative. As implications, the results constitute and intermediate objective for the countries for the sub‐Saharan Africa which failing to achieve gender equality, would benefit from reducing inequality to 0.38 at primary level and 0.37 at secondary level. Secondary, education in order to cancel out the negative effect of gender inequality on gross enrolment rates at the primary and secondary level. Secondly, states must further consider public education expenditure as a relevant instrument for achieving SDG 4.
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Adequate Completion of Radiology Request Forms: A clinical Audit at Managil Teaching Hospital, Sudan - Muhammed, Abdullah; Babiker, Mohamed; AlKheder, Mohammed Alsiddig; Awad, Mustafa Sabir Abakar (Research Square (Research Square), 2024)
Abstract Background Clinical auditing is a technique used to enhance the quality of patient treatment, which involves the thorough examination of a request form. Radiology request forms are essential instruments for facilitating communication between the referring clinician and the radiologist/radiographer. Objectives To evaluate the radiology request form and improve the request form content and design at Managil Teaching Hospital, Sudan. Methods A retrospective, prospective observational study conducted at Managil Teaching Hospital and three adjacent private radiology clinics. A total of 100 request forms were gathered and compared to the Royal College of Radiologist (RCR) standard structured form, a second cycle was done in which a ready request form was administered. The data were entered to Microsoft Excel 2016 and data were analyzed accordingly then the results were compared to the RCR Standard. Results A total of 100 sample were included in the study, 50 in the 1st cycle and 50 in the 2nd cycle. In the first cycle the samples were collected from the radiology department and a 50 request form were compared with the standard. The second cycle included 50 samples and the collected request form were compared with the RCR standards. A significant improving was observed in most areas, for instance the patient’s age was only written in 13% of the request forms in the 1st cycle and 92% in the 2nd cycle. Conclusion A significant proportion of radiology request forms are incomplete but after the 2nd cycle of the audit there was massive improvement regarding adequate filling of the radiology request forms. which will aid in effectively diagnosing patients.
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Effect of drought at different reproductive stages on yield and yield components of some cowpea (Vigna unguiculata l. Walp) varieties in Lapai, Niger State, Nigeria - Muhammed, Habiba Maikudi; Stephen, Deborah Yageh; Gabi, U.A.; Rabe, A.M.; Saratu, M.L. (Science World Journal, 2024)
Drought is one of the most unfavorable abiotic factors that can affect the growth and yield of cowpea. Drought at different reproductive stages can interfere with the morphological processes of plants. Therefore this research aim to determine the effect of drought at different reproductive stages on yield and yield components of some cowpea varieties. A screen house experiment was conducted at the Botanical Garden of Biological Science Department, Ibrahim Badamasi Babangida, University during the 2022 cropping season The three cowpea varieties used were; FUAMPEA 1, FUAMPEA 2 and ITK89KD-288 which were planted and subjected to water stress at three different reproductive stages which included; early flowering stage, early pod set stage, early seed filling stage and a well-watered treatment to serve as control. The treatments were arranged in a Complete Randomized Design (CRD) in three replications. Cowpea yield attributes evaluated were; number of pods per plant, pod length, pod weight per pot, number of seeds per pod, 100 seed weight, total grain yield per pot and estimated grain yield per hectare. Results revealed that variety was highly significant (p≤0.01) for pod length, total grain yield per pot and estimated grain yield per hectare. On the other hand, drought was significant (p≤0.05) for pod weight per pot. Variety however was not significant for number of pods per plant, number of seeds per pod and 100 seed weight. Drought showed a highly significant effect (p≤0.01) on number of pods per plant, pod length, pod weight per pot, number of seeds per pod, 100 seed weight, total grain yield per pot and estimated grain yield per hectare. Water stress at early seed filling stage significantly reduced total grain yield per plot and total grain yield per hectare. Drought at different reproductive stages affects the morphological and physiological processes of cowpea as a crop. This is an indication that water is very crucial during the growth and yield of cowpea.
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Environmental School Clubs in Tanzania: Learning to blame the "poor" and "uneducated" - Njau, Maria (Journal of Political Ecology, 2024)
In East Africa, environmental school clubs play an important role as an extension of conservation efforts, and have done so since the beginning of the post-colonial period. There is a lack of critical research on what students are taught at these clubs. Based on fieldwork at two clubs in northern Tanzania, this article reveals how students highlight narratives of poverty and low levels of education as the main reasons for environmental degradation. Drawing on political ecology and the emerging sub-field of the political ecology of education, I discuss what these narratives reveal about the environmental subjects formed through environmental school clubs. I examine the coloniality of these clubs, and I reveal how students learn to blame the 'poor' and 'uneducated' through the education system. It reproduces an apolitical development narrative that limits students' critical engagement with broader environmental issues.Education,conservation, development, political ecology of education, narratives,Tanzania, Africa
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Quantitatively Assessing Climate Resilience Capacities and Vulnerabilities Among Rural Smallholder Farmers in Nigeria - Ogunmodede, Peace (2024)
Climate change threatens vulnerable smallholder farmers in rural areas across Nigeria. While increasing climate resilience is important, there are few quantitative studies of community resilience. This study addressed this gap by analysing and comparing the climate resilience of 300 smallholder farmers each in Enugu and Oyo states of Nigeria using the Resilience Capacity Index is much higher. Regression modelling showed positive associations of higher resiliency education, access to agricultural extension, climate information processing, disaster preparedness, and agricultural preparedness The qualitative interviews differentiated data of relevance, resulting in higher scores in Oyo in conjunction with climate awareness agricultural systems, infrastructure, social capital and climate risk awareness Associated scores and socio-economic factors indicate a big difference, especially in Enugu. Interventions designed to strengthen smallholder climate resilience will focus on education, adaptation training, early warning systems, infrastructure development, access to credit and on social capital. The community resilience measurement approach provides a valuable model for resilience assessment and monitoring in climate sensitive communities across the region
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Maize meal (posho) served at selected boarding schools in western Uganda is highly contaminated with aflatoxins - Oyesigye, Elias; Nkurunungi, John Bosco; Mlahagwa, Wendo; Raymond, Albert L.; Mahuku, George; Medina, Ángel (World Mycotoxin Journal, 2024)
Abstract The study aimed to evaluate food handling practices and assess the maize-bean supply chain in selected boarding schools of western Uganda. Additionally, it sought to determine the extent of aflatoxin exposure in the maize-bean meal consumed by students within the age range of 5 to 24. A cross-sectional study was conducted in two districts of Bushenyi and Sheema to gather 95 samples (31 beans, 32 maize flour, and 32 cooked maize flour- posho ). In addition, 262 individual interviews were conducted. The findings revealed that only 9.38% of the schools store food as per World Health Organisation standards. The majority of schools (57.9%) purchase maize flour and beans from any stockist with no contractual obligations (random supplier), and all the 32 schools base on visual parameters, especially white colour, and smell to rule out aflatoxin contamination. Maize flour stored on the ground registered significantly ( P = 0.0018) higher levels (54.3 ± 10.1 μg/kg) of total aflatoxins than that stored on a raised platform (14.7 ± 2.6 μg/kg). Likewise, the supplier significantly influenced total aflatoxins levels ( P = 0.0064), with higher levels (44.6 ± 8.0 μg/kg) detected in maize flour supplied by a random supplier than a pre-qualified one (14.7 ± 2.6 μg/kg). Given the low levels (1.3 to 2.8 μg/kg), which are far less than the Maximum Tolerated Limit (MTL) of 10 μg/kg, aflatoxins do not pose a significant problem in beans. Aflatoxins exposure in younger children (5-12 years) was higher (61.5 ng/kg bw/day) than in older ones (13-24 years; 41.5 ng/kg bw/day). Similarly, the risk of developing hepatocellular carcinoma was greater in younger children (1.84 cases per 100,000 people) compared to older ones (1.24 cases per 100,000 people). The findings underscore an urgent need to formulate guidelines for procurement, storage, and food handling in schools, alongside intensifying inspection programmes for food handling. Additionally, there is need to expand the research scope by incorporating a greater number of schools from varied geographical areas within Uganda, while rigorously monitoring the entirety of the food supply chain.
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A Qualitative Analysis of the Barriers to Healthcare and Education for Adolescent Girls in Tanzania - Triantafyllidi, Varvara Ermioni; Basinda, Mundhir Semm Ally; Tayari, Margaret Sylvester; Amour, Ahlam A; Hamad, Nada; Macsali, Ferenc; Michala, Lina (Cureus, 2024)
Introduction: Tanzania has a high adolescent birth rate and many sexually active adolescents do not have access to effective contraception. Teenage pregnancy is considered a high-risk pregnancy. Furthermore, it leads to social inequalities for both mother and offspring. Methods: We conducted semistructured interviews with 12 adolescent mothers during their stay in the postnatal ward of the maternity department of a tertiary hospital in Zanzibar. The study took place between November and December 2022. Data were then analyzed qualitatively. Results: The main theme that emerged from the interview data was that pregnancy seemed to affect the lives of young girls in a negative way. The majority of pregnancies were unplanned, and the girls reported low family planning uptake. Another recurring theme was that girls had many οbstacles in their education prior to pregnancy, which left them uncertain about their future. Finally, despite the advice of local doctors, the majority of the girls received minimal prenatal care, mostly because they did not regard obstetric care to be a priority. Conclusions: Adolescent pregnancy remains an important public health issue in Tanzania, despite significant measures by authorities to reduce it. Educational changes and professional opportunities as well as family planning services may enable young girls to achieve professional and personal goals while delaying motherhood into adulthood.
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Optimizing the Methodology for Teaching Spanish in Tunisian Universities - Abidi, Yakoub (Analele Universităţii de Vest din Timişoara, 2024)
The aim of the following article is to improve the methodology used to teach Spanish in Tunisian universities. We will analyze current teaching methods and approaches and identify the limitations faced by both teachers and students. Based on this evaluation, we will propose more efficient pedagogical strategies to improve the quality of Spanish teaching. The implementation of these strategies will lead to greater success in language learning, as well as increased interest from students in studying Spanish in Tunisia.
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REVIEW OF AI IN EDUCATION: TRANSFORMING LEARNING ENVIRONMENTS IN AFRICA - Chisom, Onyebuchi Nneamaka; Unachukwu, Chika Chioma; Osawaru, Blessing (International journal of applied research in social sciences, 2024)
This study analyses artificial intelligence (AI's) impact on education in Africa, focusing on personalized learning, technology integration, and challenges in educational development. This review explores the transformative role of Artificial Intelligence (AI) in reshaping educational landscapes across Africa. As the continent strives for inclusive and quality education, AI emerges as a potent tool with the potential to address educational challenges, enhance learning outcomes, and bridge existing gaps. The review delves into various applications of AI in education, ranging from personalized learning experiences to adaptive assessment methodologies, and examines their impact on diverse learning environments. It gives an overview of the current state of education in Africa, the review highlights the disparities in access, quality, and infrastructure. It also investigates the innovative ways in which AI technologies are being integrated into educational systems. AI-powered adaptive learning platforms, virtual tutors, and intelligent content delivery systems are analyzed for their effectiveness in catering to the diverse needs of students across the continent. The review also addresses the potential of AI in overcoming language barriers, promoting literacy, and fostering digital skills development. Moreover, it explores the role of AI in facilitating teacher support, professional development, and administrative tasks, thereby contributing to the overall improvement of the education ecosystem. Ethical considerations, privacy concerns, and the digital divide are critically examined to ensure that the integration of AI in education aligns with ethical standards and promotes equitable access. Case studies and pilot projects from various African countries are presented to illustrate successful implementations, challenges faced, and lessons learned. Furthermore, the review discusses the importance of collaborative efforts involving governments, educational institutions, technology developers, and the private sector. Policy recommendations and strategic initiatives are explored to guide the responsible and sustainable integration of AI in education across the diverse socio-economic and cultural contexts prevalent in Africa. In conclusion, the review synthesizes the current state of AI in education in Africa, offering insights into its potential to revolutionize learning environments. The transformative power of AI in addressing educational challenges and fostering a culture of continuous improvement is underscored, paving the way for a more inclusive, accessible, and innovative education landscape in the African context.
Keywords: Artificial Intelligence, Education, Transform Learning, Environments, Africa.
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STEM EDUCATION ADVANCEMENTS IN NIGERIA: A COMPREHENSIVE REVIEW - Chisom, Onyebuchi Nneamaka; Unachukwu, Chika Chioma; Osawaru, Blessing (International journal of applied research in social sciences, 2024)
In an era where technological and scientific advancements are pivotal to national development, this paper meticulously examines the state of STEM (Science, Technology, Engineering, and Mathematics) education in Nigeria. It aims to dissect the complexities, challenges, and opportunities within this educational sector, particularly in the context of global educational trends and national developmental imperatives. The study's scope encompasses a critical analysis of the historical evolution, current practices, and future trajectories of Nigerian STEM education, with a keen focus on aligning it with global standards. Employing a systematic literature review methodology, the study rigorously selects and analyzes pertinent studies and reports, ensuring a comprehensive exploration of Nigerian STEM education. This approach facilitates an in-depth understanding of the multifaceted nature of STEM education in Nigeria, including its pedagogical approaches, policy implications, and comparative global perspectives. The findings reveal a landscape of innovation and progress, marked by advancements in teaching methodologies and curriculum development. However, these positive strides coexist with significant challenges such as persistent gender disparities, resource inadequacies, and deficiencies in teacher training. The study underscores the critical need for Nigeria to harmonize its STEM education with international benchmarks while addressing these endemic challenges. Conclusively, the paper advocates for strategic policy reforms aimed at enhancing teacher training, updating curriculum content, and integrating modern technologies in STEM education. It emphasizes the importance of fostering gender equity and tailoring education to meet industry demands, thereby equipping students with relevant skills for the global market. The recommendations provided serve as a roadmap for stakeholders, guiding efforts to revitalize Nigerian STEM education and position it at the forefront of global educational excellence.
Keywords: STEM Education, Nigeria, Global Trends, Curriculum Evolution, Pedagogical Innovation, Educational Policy.
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AFRICA CLIMATE SUMMIT 2023: CLIMATE CHANGE AND THE SOCIAL DIMENSION - Dal, Sylvain (Africania, 2024)
Climate change, driven by its effects of increasing greenhouse gas emissions, refers to systematic and long-term changes in the planet's climate system. These changes manifest themselves with various effects, such as the increasing frequency and severity of extreme weather events, rising sea levels, and higher surface temperatures. Beyond being an environmental issue, climate change has political, economic, and social dimensions. The African continent, where poverty rates are high, is the region that feels the impacts of climate change most intensely in social and societal contexts. The purpose of addressing the social dimension of climate change is to minimize its adverse effects through a comprehensive approach. In this context, this study focuses on the social dimension of climate change and examines the Africa Climate Summit 2023 (ACS’23). The goal of this study is to shed light on the social dimension of climate change in Africa. This study argues that summits play a crucial role in setting agendas, addressing issues, and generating solutions within the framework of climate change. In this context, it seeks to answer questions such as; what the effects of climate change are in general, how it impacts societies on a social level, and what the positioning of this issue is in the ACS’23. To address these questions, a descriptive analysis method is employed, centering on the work of the United Nations (UN) and the African Union (AU), with a literature review. The results indicate that climate change has gained prominence in discourse at the global/regional level, but there have been delays in taking action. They also highlight the critical importance of sustainable policies and financial resources in addressing the (social) problems caused by climate change in the African continent. This study is expected to contribute to the academic literature -in Türkiye- by drawing more attention to the social issues in Africa as a result of climate change.
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Is English Literature dying in South Sudan, if so, what is the way forward? A case study of Juba City Council in Four Selected schools South Sudan (CES) – Juba - Deng, Changzhou (European journal of English language and literature studies (Print), 2024)
The English Language has been an official Language Since British ruled settle in Sudan. It argued that it is rooted early 18th century. English language came to existence in Sudan through British Colony and Christian missionaries. It said that it was a tool of evangelizing in Sudan. Some claimed it is a tool of colonization, therefore, Muslim Brotherhood rejected the English Language and Literature because they misinterpreted that it carries soul and ideology of the west which is based on Christianity, Secularism, Capitalism and Mixed ideology of Capitalism and Socialism. It explored that the English Language came through Egypt. The Christianity and Islam were reported and spread through Egypt. The Socialism, Radicalization of Moslem brotherhood and Marxism came from Egypt. In Sudan, there is mixed relation about the issue of English Literature and Language. It observed that English language and Literature is hardly to die in Sudan and South Sudan because since English Language remains a language of Science, there is possibility of English Language to die. Literary writers, literary critics, linguists, educationists and policy makers argued that the life of English Literature is jeopardized. It believed that the challenges of any given country are beautifully reveal through Literature. Literature is expressed in poetry, drama, fiction and non-fiction. The second group think that English is not dying because English Language is an official language of South Sudan. Literature experts stressed that English Language and Literature must be supported in order to improve its qualities to compete with African countries. The majority of respondents said English Literature is dead.
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Effects of Guided Discovery Method On Students’ Attitude to and Achievement in Social Studies in Nigerian Schools - Ekiugbo, Uche Ken Emoefe (International journal of vocational and technical education research, 2024)
This study was carried out on the effects of guided discovery method on student’s attitude to and achievement in social studies in College of Education (Pre-service) students in Nigeria. Three research questions were raised and three null hypotheses were formulated. The research design was quasi-experimental non-equivalent control group. The study was carried out in four randomly selected Colleges of Education in Ekiti, Edo, Ondo and Ogun State in Nigeria. The sample size was 240 students from four randomly selected intact classes in the sampled school were used. The instruments for data collection were Social studies Achievement Test (SSAT) and Social studies Attitude Questionnaire SSAQ. Descriptive statistics were used to answer the research questions while T-test was used to test the null hypotheses. The results of the analysis showed that these was significant difference between the mean achievement scores of experimental group and control group. The study also revealed that there was no significant difference between the mean achievement scores of males and females’ students in the experimental group. There was a significant difference between the mean attitude scores of males and females students in the experimental group. Based on this study it was concluded that guided discovery method has positive effects on student’s achievement as well as improving their attitude towards Social studies and it is gender friendly. Based on the findings, it was recommended that among others seminars, workshops and conferences should be held for Social studies teachers to acquaint them with the knowledge of
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Cross-Cultural Training and the Performance of American Expatriates in Nigeria - Enatto, Habib E. (European journal of business and innovation research, 2024)
Due to the increased level of international competition, expatriates must continue their cross-cultural training because international jobs are likely to require more frequent cross-border job shifts and assignments. Thus, this study looked into how American expatriates working in Nigeria are affected by cross-cultural training. The study's specific goal was to investigate how language training and cultural sensitivity training affected American expatriates' performance in Nigeria. Survey design was used in the study. 89 American expatriates from seven American companies in Nigeria contributed data for the study. A questionnaire was chosen as the main tool for collecting first-hand information. The multiple regression analysis t-values and p-values were used to analyze the impact of independent factors on the dependent variable. The test's outcome demonstrated that cultural sensitivity and language instruction both have a major favorable impact on American expatriates' performance in Nigeria. Given the stark differences in culture between Nigeria and the United States, this study suggests that cross-cultural training is a strong predictor of American expatriates' performance in Nigeria. It is also recommended that this topic be tested in cultural contexts other than American and Nigerian in future studies.
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Assessment of Levels of Bi-Literacy Among Bilingual Learners at The Middle-Basic Education: The Case of Abia and Nassarawa States of Nigeria - Ikonne, Ugochi Happiness; Enwere, Obioma Bibian (British journal of education, 2024)
Going by the language provisions of the National Policy on Education (NPE), every Nigerian child in school is bilingual. Bilingual in the sense that the NPE provides for mother tongue (MT) or Language of the immediate environment/community (LIE/LIC) medium of instruction at the first three years of primary education otherwise called the Early Basic and transition into the English medium from primary 4 (The Middle Basic). The implication is that at the early basic, both the MT or the LIE/LIC as a subject and the other content subjects would be taught in the prescribed medium of MT/LIE while English studies would be taught in English medium and conversely at the Middle Basic where English is the medium except for MT/LE as a subject. Some of the basic skills targeted at the primary education level are functional literacy and numeracy skills. Literacy, simply is defined as the ability to read and write in a given language. The purpose of this study is to ascertain whether the bilingual pupils in Abia and Nasarawa states of Nigeria are also achieved bi-literacy, (that is acquire literacy skill in both the Ìgbò/English and Hausa/English) respectively. It also sought to compare the learners’ level of literacy between Ìgbò and English and Hausa and English respectively, between male and female bilinguals and between Abia and Nasarawa bilinguals. Three research questions and three hypotheses guided the study. The population of the study was purposively the grade 5 Middle Basic while sample of 302 pupils (121 from Abia and 181 from Nasarawa states) were randomly selected from 5 primary schools proportionately selected in Aba North LGA of Abia State and Akwanga LGA of Nasarawa state respectively. Data was collected through researchers- constructed tests titled, Bi-literacy Reading and Writing Test (BRWT) comprising simple comprehension passages in English and its equivalents in Ìgbò and Hausa languages as well as translation exercises from English sentences into Ìgbò and Hausa respectively. The instrument had face and content validity. Data was analyzed using Mean and Standard Deviation for the research questions. Hypotheses1was tested with paired t-test while hypotheses 2 and 3 were tested using MANOVA. Findings include: both the bilingual Basic 5 pupils in Abia and Nasarawa states are bi-literate in their MT and English. There is a significant statistical difference in the biliteracy levels of bilingual Basic 5 pupils in Igbo/English and Hausa/English respectively. Hence, Abia bilinguals are more literate in English than in Igbo while the Nasarawa bilinguals are more literate in Hausa than in the English language. There is no significant statistical biliteracy difference between male and female Abia and Nasarawa bilingual Basic 5 pupils, the difference in their Mean scores is negligible. Finaly, there is a statistically significant biliteracy difference between the Abia Basic 5 bilinguals and their Nasarawa counterparts with the Abia bilinguals found more biliterate than the Nasarawa bilingual Basic 5 pupils. While Abia is recommended to get more intentional with MT/LIC medium at the basic levels of education, Nasarawa state is recommended to teach English in English and not in Hausa medium.
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Dietary Diversity and Nutritional status of teachers in Ogun state, Nigeria - Ilo, Jumoke; Okolosi, J. E.; Solana, O. I.; Chukwuka, Olutayo; Uthman-Akinhanmi, Yewande; Fakile, Oluwapamilerin (African Journal of Health and Medical Sciences (AFJHMS), 2024)
Background: Diversity in the diet is essential for preserving people's general health and well-being. The nutritional status and dietary diversity of teachers in Yewa North Local Government, Ogun State, Nigeria, are evaluated in this study.
Materials and Methods: Data from a sample of 390 teachers, ages 25 to 60, was gathered using a cross-sectional study approach. Questionnaires given by interviewers were used to collect data on demographics, socioeconomic status, and dietary diversity based on food groups. Additionally, anthropometric data such as height, weight, and visceral fat were obtained.
Results: The findings demonstrated that a sizable fraction of the participants had low dietary diversity, which suggests that they consumed a restricted range of foods. Gender and nutritional diversity also showed a strong correlation, with females having higher levels of food diversity than males. A considerable portion of the participants were classified as underweight, overweight, or obese. It was shown that there was a substantial correlation between gender and BMI, with more men being underweight and overweight and more women being obese. Most respondents had normal levels of visceral fat, however, there was a substantial gender difference in visceral fat, with more males having high levels and more females having normal levels.
Conclusion: Since inadequate dietary diversity and abnormal nutritional status might raise the risk of chronic diseases like obesity and diabetes, these findings have significant implications for the health and well-being of teachers.
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Large Scale infrastructural Projects and Climate Change in Kenya: An Assessment of Key Drivers of Climate Change in LAPSSET Project Area in Lamu - Kamau, Mwangi M; Maritim, Zack (Journal of the Kenya National Commission for UNESCO, 2024)
The paper argues that climate change has become a threat to human survival and life sustaining ecosystems. It argues that Large-scale infrastural projects’ activities accelerates drivers of climate change. Three major objectives were pursued; to identify drivers of climate change at LAPSSET project area; to assess how LAPSSET activities impact on critical ecologically significant Areas (CESA) and to determine possible adoption options by people affected by climate changes in LAPSSET areas. Both qualitative and quantitative frameworks are applied to assess the climatic risks and vulnerabilities. The paper finds that: 63% of the respondents cited high population increase and infrastural development at LAPSSET area as key drivers of climate change. Second ,70% of respondents thought that LAPSSET project was magnet of activities that had serious consequences on the environment and CESAs. While 80% of the respondents identified coral bleaching, clogging of creeks, shifting of fishing sites, changes in weather patterns, increased shoreline and draught as major climate related footprints. The paper recommends funding of environmental mitigating agenda pegged on law and on pre-determined percent of the resources allocated to any large-scale project. It recommends establishing a pool of climate change mitigation green army funded through a multi-agency approach. It also recommended that, all large-scale infrastructural projects operating in the Kenya should, by law be forced to re-green their area of operation and fight threats associated with climate change via legislation.
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Improvement of Expansive Soil using Volcanic Ash and Lime Additives in the Southern Parts of Addis Ababa City, Ethiopia - Lake, Wale Sintie (Research Square (Research Square), 2024)
Abstract The presence of expansive subgrade soil in road construction causes a series of damage events because of its susceptibility to differential settlement, low load bearing capacity, high compressibility, cracking and low strength. In this study, the use of volcanic ash alone (with a concentration ranging from 10%-40%) or as an enhancement to lime (5%) was investigated. To evaluate the effects of these additives on expansive subgrade soil stabilization, laboratory tests, namely, Atterberg’s limits, compaction, the California bearing ratio (CBR), the CBR-swell and unconfined compressive strength (UCS) tests, were conducted on natural and stabilized soils. Chemical tests to characterize the stabilizer, volcanic ash, were also carried out. Laboratory test results revealed that the addition of volcanic ash alone has an insignificant effect on the geotechnical properties of expansive subgrade soil. However, a significant improvement in the index and engineering properties of expansive subgrade soil was observed when the treatment was performed with a combination of lime (5%) and volcanic ash (10–40%). The test results revealed that the liquid limit, plasticity index, OMC, linear shrinkage and CBR swell values decreased, whereas the CBR increased as the percentage of volcanic ash increased from 0–40%. The maximum dry density and unconfined compressive strength increased up to a certain percentage; however, a further increase in volcanic ash content resulted in a decrease in these parameters. This research showed that these two additives can be used together to enhance expansive subgrade soil properties and that the treated soil can meet the minimum requirement of the ERA pavement manual specification for use as a subgrade material in road construction.
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Perception and Awareness of Secondary Schools Students towards Ecotourism in Ibadan Metropolis, Oyo State, Nigeria - Lameed, A. G.; Adesunloye, D. T.; Christopher, Alvin (European journal of hospitality and tourism research, 2024)
This paper investigates perception and awareness of secondary schools’ students towards ecotourism in Ibadan Metropolis, Oyo state, Nigeria. Stratified random and purposive sampling techniques were employed for the study. A total of two hundred and forty students (240) were selected from 12 schools (six public and six private) for the study. The data were analyzed using descriptive and inferential statistics. Findings from this study showed that 55.8% of the students were female, 80.4% and 15.0% were within the age range of 11-15 years and 0-10years respectively, 60.0% were Christian, and 39.2% were Islam. The findings also revealed how students felt about ecotourism. 88.8% of students believed that ecotourism is important, 92.5% agreed that it need to be taught in schools, and 89.6% felt that ecotourism destinations should have support by the government. Furthermore, the results showed the students' level of awareness regarding ecotourism: 50.8% of them did not know about it, 68.3% were taught about it in school, 89.2% reported that their school did not have an ecotourism social club, 50.8% was aware about ecotourism sites, and 56.7% had visited them. The mean weight score and perception score of students for ecotourism awareness and perception were all positive. There is no significant relationship between ecotourism awareness of the students and their perception about ecotourism. Also, the correlation between awareness and perception is 0.101, which is positive but not statistically significant (p-value = 0.118). This suggests that there is a weak positive relationship between ecotourism awareness and perception, but this relationship is not strong enough to conclude that there is a significant relationship. The study recommends that ecotourism education should be integrated into the school curriculum to increase the awareness and knowledge of students about ecotourism and the government should support ecotourism sites by providing necessary infrastructure and policies that promote conservation of natural resources.
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Data-Driven Strategies for Addressing Challenges in Teacher Placement: A Legal and Pedagogical Analysis for Inclusive Education in South Africa - Langeveldt, Dean Collin; Pietersen, Doniwen (E-Journal of Humanities, Art and Social Sciences, 2024)
Teacher placement is a major challenge in South Africa, with limited school placements available for student teachers. This conceptual research studied how data-driven strategies may be used to tackle this problem, with a focus on legal and pedagogical problems to promote inclusive education. The article proposed that the use of data analytics may improve evidence-based decision-making in teacher placement. It focussed on providing equal access to education for all learners. Based on a review of relevant literature and legal frameworks, as well as insights from pedagogical practices and data analytics in education, this study proposed three major concepts for harnessing data-driven techniques to address teacher placement difficulties. The article first stated that an inclusive approach to data collection and analysis can improve equitable access to education, particularly for historically disadvantaged learners. Second, the article emphasized the importance of data privacy and security in the collection and utilization of educational data. Finally, the article underlined the need for ongoing professional development as well as the support of teacher education programs in using data analytics to inform their practice. In general, this article argues that data-driven teacher placement strategies can assist in enhancing efficiency and effectiveness while also addressing socioeconomic inequities and encouraging inclusive education. The article concluded by stating that a more holistic approach to teacher placement that takes into account legal and pedagogical difficulties, as well as data-driven efforts, can lead to more egalitarian and effective education systems in South Africa. Overall, this study adds to the growing body of literature on data-driven education methods and offers a unique perspective on teacher placement in South Africa. Keywords: Teacher Placement, Data Analytics, Inclusive Education, South Africa, Legal Framework.
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Entering University during Times of Disruption: Experiences of First-Year Students from a Historically Disadvantaged University in South Africa during the COVID-19 Pandemic - Legg-Jack, Dagogo William; Legg-Jack, Dagogo William (E-Journal of Humanities, Art and Social Sciences, 2024)
The study, premised on the interpretive paradigm explored the experiences of First Year students from a historically disadvantaged university in South Africa during the COVID-19 pandemic. The study was underpinned by one research question namely, what are the experiences of first-year students from a historically disadvantaged university during the COVID-19 pandemic? Convenience sampling was used to select 52 students from one diploma programme. Data was generated through open-ended online questionnaires designed using Google Forms and was analysed thematically. The Technology Acceptance Model was employed as a theoretical lens to frame the study. Findings highlighted the following themes namely, challenges with device ownership and Learning Management System Use, Student Access to the Learning Management System due to connectivity challenges in rural areas, interaction experience with other students online and challenges associated with interacting with Lecturers online. From the findings, the study recommended that deliberate efforts at the national level be undertaken to bridge the digital divide between students from historically disadvantaged universities and historically advantaged universities through the provision of requisite technology infrastructure. Further, the study recommended thorough capacity building in the use of information communication technologies for students from historically disadvantaged communities who may not be privy to the technologies. Keywords: Covid19, Historically Disadvantaged University, Learning Management System, WiSeUp
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Developing a Formal Induction Programme for Newly Appointed Departmental Heads to Manage the Transition Period: A Guideline for South African Public Schools - Mahome, Michael Moreti; Mphahlele, Lydia Kgomotso (E-Journal of Humanities, Art and Social Sciences, 2024)
In South Africa, there is a general agreement among main stakeholders about the significance of teacher induction, and a well-defined policy objective by the government to commence a process of teacher induction. Lamentably the intent of the government is proceeding at a slow pace, and with no attention given to the induction of newly appointed Departmental Heads (DHs), let alone a formal induction programme to address their transition. The current article aimed to confer attention to the newly appointed DHs by developing a formal induction programme to manage the transition period and address their continuing professional development. Setting sights on contributing to a national policy direction that will prioritise the induction of newly appointed DHs. To achieve the goal, the semi-systematic review was assumed as a research methodology to synthesise, process and analyse evidence regarding the induction programmes of newly appointed DHs and was underpinned by Khumalo’s Deputy Principal Induction Model. The semi-systematic review revealed that generally there is little evidence of the presence of induction programmes in Sub-Saharan African countries. South Africa is not exempted. Newly appointed DHs complained about the challenge of being promoted without knowledge of their respective functions, and this could be attributed to the lack of proper induction. The lack of induction for middle leaders may aggravate what is at present a confronting responsibility and result in poor learner achievement. It is recommended that the Department of Basic Education (DBE) reconsider and come up with a national induction programme that also includes other members of the School Management Team, namely, DHs and deputy principals. The article expands the static knowledge base on the induction of middle leaders. Keywords: Departmental Heads, Induction, Induction Programme, Public Schools, South Africa, Transition.
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Influence of School Environment on Physics Teacher Effectiveness in Kigezi Sub-Region, Uganda - Matemba, Godlove Barikiel (East African journal of education studies, 2024)
This study investigated the influence of school environment on physics teacher effectiveness in secondary schools in Kigezi Sub-region, Uganda. The focus of the study was to establish the influence of administrative support on physics teacher effectiveness; to establish the influence of collegiality of teachers on physics teacher effectiveness and to find out the influence of professional development like workshops, seminars on physics teacher effectiveness. This study employed both quantitative and qualitative techniques to collect and sequentially analyse the data. The study adopted a mixed research design on a sample of 234 physics teachers, fourteen (14) head teachers and six (06) education officials. Data were collected using a self-administered questionnaire, interview guide, focus group discussions and classroom environment checklist. Quantitative data was analysed through the statistical software programs SPSS and SPSS AMOS while qualitative data was analysed using content analysis and verbatim quotations. Descriptive analysis showed that the school environment highly influences physics teacher effectiveness in all aspects. The results of structural equation model (SEM) showed that the school environment influences teacher effectiveness. The findings showed that the school environment as conceptualised as administrative support, collegiality and professional development had a strong positive influence on teacher effectiveness. It was concluded that teachers should create appropriate environment to present new thoughts by creating standards of administrative support, exercise companionship and cooperation between colleagues. Finally, develop professionally and remain relevant with current skills by participating in activities like educational seminars, workshops, and conferences
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Exploring barriers to innovation in higher education: An empirical investigation in Zimbabwe - Mazorodze, Alfred H.; Mkhize, Peter L. (SA Journal of Information Management, 2024)
Background: In a competition for scarce resources, higher education institutions in developing countries have lost to other priorities. The article examines specific barriers to innovation in the higher education context. A thorough understanding and removal of these impediments paves a way to innovation in developing countries, specifically Zimbabwe. Objectives: Firstly, the study sought to evaluate the barriers to innovation in higher education and secondly recommend strategies to improve the innovation capabilities of the institutions. Method: A survey strategy was adopted to collect data from 240 purposefully selected academics at four state universities in Zimbabwe with a 66.6% response rate. Results: The results indicate that the lack of funding for research is the biggest barrier to innovation in higher education with a 46% representation. Along the same spectrum, the lack of incentives is also another barrier with an account of 21% of the participants who participated. The organisational structure is also a pertinent barrier with 24% representation. Lastly, the organisational culture accounts 9% of the participants. Conclusion: Adequate resource allocation and funding is crucial to the success and transformation of the higher education system. Implementing policies that align with the strategic goals of the institutions is imperative to bring about innovation not only in Zimbabwe but also in other developing countries too. Contribution: Higher education institutions should provide adequate funding for research and reassess their organisational cultures and structures for them to be on the cutting edge.
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Exploring the Attitudes of Natural Science Undergraduate Students Towards Microsoft Teams – Post the Covid-19 Pandemic, at a South African University - Momoti, Vuyokazi (E-Journal of Humanities, Art and Social Sciences, 2024)
The purpose of this study is to assess the feasibility of adopting effective e-learning with Microsoft Teams in a South African university. The study sample was purposefully chosen to include 30 registered Natural Sciences students. The study used questionnaires to collect data from 30 undergraduate students enrolled in Natural Science courses at the university using a quantitative research approach. Descriptive statistics such as mean and standard deviation were used to analyse the data. The IBM SPSS Statistics was the program utilized for data analysis. According to the study’s findings, the majority of students prefer to learn in person due to challenges such as load shedding and a reluctance to connect on the Teams platform. The TPACK Theoretical Framework, which states that comprehension of technology applications is vital in terms of pedagogy and content, lends credence to the study’s assumption. This study aims to provide a thorough analysis of the advantages of e-learning as well as student opinions on the new learning platform. Keywords: Electronic learning, Covid-19 pandemic, IBM SPSS Statistics, Microsoft Teams
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Primary School Teachers’ Perspective on Stress Triggers: A South African Case Study - Nomtshongwana, Thanduxolo; Buka, Andrea Mqondiso (E-Journal of Humanities, Art and Social Sciences, 2024)
This paper sought to establish teachers’ perspectives on the daily stress triggers they face in primary schools in Chris Hani East District in South Africa. Regardless of gender, wealth, or surroundings, stress is a universal phenomenon that impacts everyone. Although this occurrence has been extensively studied, teachers’ stress experiences continue to pose a serious threat, especially to the efficacy of schools. In South African classrooms, rationalization and the high teacher-to-learner ratio are just two of the problems teachers encounter. Schools must develop more effective intervention initiatives that can help instructors manage their stress. With a survey-only design, a quantitative study technique was used. One hundred schools were chosen randomly. Utilizing the Statistical Package for Social Sciences, data was examined. (SPSS). The findings of this study indicated that the demotivation of teachers which triggers stress levels in schools is due to the lack of promotion, poor rationalisation process and lack of motivation from management. It is recommended that school managers must come up with better strategies to motivate teachers and the Department of Education must intervene with programmes that can help teachers deal with stress. This article contributes to the discourse on employee welfare in the educational space. Keywords: Teacher Stress Triggers, Professional Development, Stress Management, Intervention Strategies.
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The Role of Artificial Intelligence in Teaching of Science Education in Secondary Schools in Nigeria - Okunade, Adesina Isaac (European journal of computer science and information technology, 2024)
This study aims to examine and evaluate the influence of incorporating Artificial Intelligence (AI) into the instruction of scientific education in secondary schools in Nigeria. The primary objective is to investigate how AI technologies might improve the overall quality and efficacy of scientific teaching, leading to enhanced learning outcomes for secondary school students. The study employs a retrospective research approach, analyzing past data to gain insights into the development and impact of AI in scientific teaching in Nigerian secondary schools. The research design involves a comprehensive collection and analysis of secondary data from educational databases, government papers, academic journals, and other relevant repositories. Results from the study highlight the role of AI in teaching science, emphasizing Adaptive Learning Systems (ALS), Intelligent Tutoring Systems (ITS), and Virtual Laboratories and Simulations. ALS personalizes the learning process, ITS provides interactive and individualized instruction, and virtual laboratories offer immersive digital experiments. Challenges and barriers to the effective adoption of AI in scientific education include infrastructural limitations, teacher preparation and competence, and ethical considerations. Opportunities for successful integration involve government support, teacher training, and industry partnerships. Future prospects anticipate developments in personalized learning environments, improved data analytics, integration of virtual and augmented reality, enhanced natural language processing, and global cooperation in education. In conclusion, the study recommends the integration of AI into the national curriculum, adequate funding and resources, ongoing professional development for teachers, and a strategic curriculum development that fosters a blended learning environment.
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Utilization of Information Communication and Technology Among Students in St Philomena Catholic Hospital, Benin City - Osian, Eunice Amaechi; Olawale, Yinoluwa A.; Akinkunmi, Olayide (British journal of education, 2024)
In today’s society, information and communication technologies (ICT) play an important part in almost every area. This descriptive cross-sectional study assessed utilization of information communication and technology among students in St. Philomena Catholic Hospital, Benin City. Convenience sampling approach was used to recruit the 212 participants. The instrument for data collection was structured questionnaire with reliability of 0.786. SPSS version 22 was used to analyze the data. The result shows that the mean ± SD age of the respondent is (22.7 + 4.6 years). Only 29(14.5%) have good access to information communication and technology and 171(85.5%) have poor access information communication and technology. High utilization of information communication and technology was 133(66.5%) while low usage was 67(33.5%). perceived factors affecting utilization of information communication and technology among the respondents include faulty equipment/lack of maintenance 180(90.0%), lack of technical support 178(89.0%), and inadequate computers 165(82.5%), and unavailability of IT equipment in the school 150(75.0%). It is concluded that there is good utilization but poor access to information communication and technology among the students. Therefore, nursing institutions (academic/clinical) should continue to invest in professional development with student-centered ICT labs to encourage students to use modern technology.
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Climate Smart Agriculture and its Implication on Climate Change Adaptation Measures within Smallholder Farming Systems in Gatundu South, Kenya - Tei, Jilo Naghea; Waswa, Fuchaka (Journal of the Kenya National Commission for UNESCO, 2024)
The impacts of climate change and the need for implementing adaptation and mitigation measures continues to dominate global environmental dialogue, with the Africa Climate Summit 2023 and Conference of Parties 28 being the most recent in this series. A hitherto marginalised aspect is the level of adoption of climate-smart agriculture practices in smallholder production systems. This study explored this dimension using Gatundu South as a case study. Rainfall data was obtained from the Climate Hazards Group Infrared Precipitation with Station data. Socio-economic data targeting 384 respondents was collected using questionnaires. Standard procedures were used to analyse these data. Results showed that farmers are generally aware of climatic variability especially as evidenced by changes in rainfall patterns. Farmers adapt and attempt to mitigate effects of climate change and variability by using practices that deliver direct economic benefits and not necessarily the climate-smartness of the practices. Farmers did not associate their adaptation measures with the need to reduce emission of greenhouse gasses. To smallholder farmers, direct economic benefits are the primary incentives for the adoption of climate-smart practices. Further, the link between climate change and the invisible greenhouse gases is a knowledge gap among smallholder farmers. Therefore, adoption of climate smart agriculture practices can be enhanced if the narrative shifts to emphasise the negative contribution of greenhouse gases to farmers’ health and the concomitant medical costs, through their role in exacerbating air pollution
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Comparing Lecture and Discussion Methods: Assessment of Perception of Medical Laboratory Science Students at Sultan Abdurrahman School of Health Technology Gwadabawa, Nigeria - Miya, Yusuf Yahaya; Yusuf, Abdulraheem (International Journal of Humanities Education and Social Sciences, 2024)
Medical Laboratory Science skilled workers are needed at hospital and other settings more than ever. These workers are produced by schools through teaching and learning. Medical Laboratory scholars are on many occasions involved in training and teaching. Nevertheless, nowadays teaching is been centered towards the views of learners, thus the aim of those study was to compare lecture and discussion teaching methods among students at Medical Laboratory Science Department at Sultan Abdurrahman School of Health Technology Gwadabawa with a view to select better learning method. A survey of 60 participants using a semi-structured questionnaire was done and descriptive statistics aided the analysis. Best teaching method selected by the respondents was the lecture method (100.0%); while none of them (0.0%) submitted discussion method as the method they want in learning Medical Laboratory Science. Advantages or reasons for choosing lecture method than the discussion method as submitted by the respondents are stated. The most frequently stated was "Less cost (30.0%)" then, " No tedious efforts from students in understanding lectures (26.7%)" "Give room for more research (16.7%)," " No anxiety (13.3%), " "Give room for rehearsal (8.3%)" and " Teacher give important points (5.0%)". The disadvantages of discussion (presentation) method are: Some students are in anxiety (33.3%), time consuming (25.0%), students may have limited knowledge (20.0%), students spend more money (16.7%), and some students may easily not contribute (5.0%). Thus, lectures are suitable and better ways of making Medical Laboratory Science students that will become technicians and relations.
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The Impact of School Community Attitudes on Learning Efficacy among Learners with Physical Impairments in Public Regular Primary Schools: A Case Study of Kitui County, Kenya - Ndethya, David; Macharia, Susan; Kimani, Cecilia (Journal of Research Innovation and Implications in Education, 2024)
Learners with impairments have a right to a quality education in regular classrooms. Nevertheless, the learning efficacy of learners with physical impairments in public regular primary schools has been declining. The goal of this study was to investigate how psychosocial factors affect the learning effectiveness of learners who have physical impairments in public regular primary schools in Kitui County. The target population was 89,745 participants while sample size was 265 respondents. The data collection tools were limited to questionnaires, observation checklists, interview schedules and focus group discussions guide. Quantitate data was analyzed through descriptive methods while qualitative data was presented in narrative form. This publication details the results of an in-depth investigation into the relationship between school community attitudes and the learning efficacy among learners with physical impairments attending public regular primary schools in Kitui County. The study established that there was significant relationship between community attitudes and learning efficacy among learners with physical impairments whereby positive attitudes triggered high learning efficacy and vice versa. The study recommended robust programmes be put in place by ministry of education in collaboration with non-governmental organizations to spur positive change of attitudes among school community and to demystify stereotypes associated with physical impairments. The study also recommended teachers and peers in regular schools to appreciate and support learners with physical impairments in regular schools.
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Knowledge and Attitude of Egyptian Mothers Regarding Neonatal Screening Tests for Metabolic Disorders and Hearing Loss - Eldeen, Amal Gamal; Younis, Amal (International Egyptian Journal of Nursing Sciences and Research (Online), 2024)
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Broadening perspectives on inclusive peacemaking: the case of the UN mediation in Syria - Hellmüller, Sara (Third World Quarterly, 2024)
Civil society inclusion has become a widely accepted norm in international peacemaking. Scholars have analysed the impact of inclusion on mediation effectiveness, mediators’ rationales for broadening participation, and the different modalities to include civil society actors. Drawing on the concept of the ‘agency of the governed’ in norms research, this article examines the inclusion norm from the perspective of civil society actors. It conducts a case study of the United Nations (UN) mediation in Syria based on 41 interviews gathered between 2018 and 2020. The article shows how Syrian civil society actors perceived inclusion and compares these views to the dominant international narratives on inclusion. It demonstrates that the link between inclusion and effectiveness is conditional, and that inclusion risks – under certain conditions – to lower legitimacy, disempower civil society, and entrench conflict lines. The article thereby nuances arguments about how inclusion leads to effectiveness by broadening the perspectives on inclusive peacemaking. It has crucial practical implications because mediators may decide on whether and how to design inclusive processes, but civil society actors ultimately determine the effectiveness of such inclusion attempts.
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Financing and Management of Secondary Education in Delta State, Nigeria - Ossai, Anthony Great (Research Square (Research Square), 2024)
Abstract It is impossible to overstate the impact that funding has on the management and achievement of educational goals because it drives how fast education in Nigeria develops. This study examines the management of public secondary schools in Delta State, Nigeria in relation to finance. A descriptive survey design was chosen for the investigation. The population of the study consisted of all principals of public secondary schools in Delta State. A stratified random sampling technique was used to randomly select a sample of 160 principals for the investigation. The study was guided by three research questions and three hypotheses. The data were collected using a study instrument called the “Influence of Funding and Management of Secondary School Questionnaire” (IFMSSQ). The experts-validated version of the instrument yielded a Cronbach Alpha reliability coefficient of 0.82, which is considered reliable. Research problems were addressed using descriptive statistics such as mean and standard deviation, and Z-test, conducted at a significance level of 0.05, was used to assess hypotheses. According to the study, finance is a key factor in determining how learning materials, human resource management and facilities are delivered in the education system. Among other things, the researcher came to the conclusion that to fulfill the goals of secondary education, adequate methods of financing must be adopted. Among other things, the study recommended that the government allocate sufficient funds and provide educational materials for effective and efficient teaching and learning in public secondary schools in Delta State, Nigeria.
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Methane Emissions from Landfills Sites and Their Contribution to Global Climate Change in the Greater Lomé Area of Togo (West Africa) - Atator, Lawson Tevi; Hodabalo, Kamou; Semihinva, Akpavi Ben (Environment and Pollution, 2024)
This study was carried out in the city of Lomé in Togo. The study looked at the contribution of illegal waste landfills to climate change. The focus was on the quantities of methane released by uncontrolled landfills. In order to achieve the objectives, set by this study, the quantity of methane was recorded at twenty (20) landfills in thirteen (13) localities using microsensors over a period of thirty-two (32) days. The measurements were taken at the landfills with the measuring device stationed in the middle of the landfill at a height of 25 cm above the waste. The data collected was processed and a probability diagram was drawn up, making it possible to assess whether or not a set of data follows a given distribution such as the normal or Weibull distribution. Similarly, the contribution of each of the landfills to climate change was determined. During the measurement period, it was found that the TOGBLEKOPE 2 (6.338 g/m3 ± 4.881) with a contribution of 133.09; AMOUTIEVE (5.565 g/m3 ± 2.889) with a contribution of 116.86; ADETIKOPE GUERINKA (5.56 g/m3 ± 2.123) with a contribution of 116.76; GBOSSIME (5.323 g/m3 ± 4.442) with a contribution of 111.78; HOUNBI (4.702 g/m3 ± 3.59) with a contribution of 98.742; ADETIKOPE KPETAVE (4.363 g/m3 ± 2.841) with a contribution of 91.62 and NYEKONAKPOE 2 (4.017 g/m3 ± 3.067) with a contribution of 84.357; release more methane into the atmosphere. This shows the contribution of landfill sites in the fight against climate change.
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Effect of Student Perception on Teaching and Learning Mathematics in Secondary Schools in El’arish in North Sinai Governorate in Egypt - Byiringiro, Emmanuel (International journal of modern statistics, 2024)
Purpose: The aim of this paper was to investigate the effect of students ‘perception on teaching and learning Mathematics students in public Schools in El’arish in North Sinai Governorate in Egypt. The hypothesis of the study was formulated and tested to guide the study.
Methodology: The survey research design type was adopted and the targeted population of one hundred and ninety-nine (119) respondents composed by 5 principals, 16 mathematic teachers and 98 students from senior secondary schools, were sampled by using stratified sampling and sample random sampling techniques. The collected data was analyzed using descriptive statistics, correlation, and regression analysis through the statistical package for social science (SPSS) version 21. The data collected were analysed using descriptive statistics and multiple regression.
Findings: The results of the findings indicated that the students’ perception was more correlated with teaching and learning Mathematics (r = 0.822; p= 0.000). Multiple linear regression analysis showed that students ‘perception contributed to 70.2% of variation on the performance, hence plays a vital role in teaching and learning Mathematics students in secondary schools in El Arish in North Sinai Governorate in Egypt. Additionally, the relationship between perception and students Mathematics performance in the study was very strong.
Unique Contribution to Theory, Practice and Policy: The study recommended that Mathematics teacher should be diverse in their use of methodology which can as well help their student in their own area of learning mathematics.
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Teaching public policy in Africa: Comparing Cameroon and Kenya - Edimo, Ruth Mireille Manga; Obosi, Joseph Okeyo (2024)
The chapter draws on the historical context of two African countries that inherited two western cultures and administrative styles from colonisation. While the first is well known for its British and French cultural styles, the other one is best known across Africa for its higher number of public universities. Using a comparative case study approach, the chapter charts the institutionalisation of public policy teaching activities across these two national contexts. It explores the content of the curriculum of public policies in African public universities by confronting international practice and policy contexts of the region. The chapter raises national specificities by mapping out the institutionalisation of public policy teaching across Cameroonian and Kenyan public universities. It concludes by discussing future challenges and interrogating the role of teaching public policy in enhancing a particular domain of knowledge and learning within the tradition of political science. Sociological insights display the relevance of public policy teaching activities across the continent.
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The Effect of Employee Training on Job Performance in Local Governments: A Case of Bukedea District, Uganda - Florence, Ana Carolina Rodrigues; Emuron, Lydia (IDOSR JOURNAL OF ARTS AND MANAGEMENT, 2024)
This study investigated the influence of employee training on performance in Local Governments, with a focus on Bukedea district. Objectives included establishing the link between training and performance, assessing employed training methods, and gauging the relevance of employee programs. The research utilized a cross-sectional descriptive survey design with 172 randomly selected staff, incorporating both qualitative and quantitative approaches. Data collection involved questionnaires, interviews, and documentary analysis, followed by editing, coding, and analysis using SPSS. Results were presented graphically, revealing a training gap, indicating the absence of pre-training needs assessment and a local government training policy. These deficiencies raised concerns about the effectiveness of training initiatives in enhancing overall performance. Recommendations were made, emphasizing the need for a comprehensive reevaluation of the training process in Bukedea district. This involves conducting thorough needs assessments, establishing a robust training policy, and implementing evaluation mechanisms to enhance the effectiveness of training initiatives, ultimately contributing to improved performance in the Local Government context. Keywords: Employee, Training, Job, Performance and Local Governments
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Exploring the Factors Influencing the College Students’ Engagement in Mobile Learning in Palestine - Iter, Nuha; Salhab, Reham (International journal of interactive mobile technologies, 2024)
This study aims to explore the factors influencing students’ engagement in mobile learning at Palestine Technical University Kadoorie. It utilizes a mixed research approach that combines both quantitative and qualitative designs. The study sample consists of 37 college students from two different faculties: Arts and Educational Sciences, and Applied Sciences. Data were collected using a pre-existing scale for engagement and its factors. Semi-structured interviews were conducted with 12 students who completed the scales. The findings showed a statistically significant difference in the total engagement scores, specifically in the emotional engagement dimension. However, there was no statistical significance found in the social, cognitive, or behavioral domains. Factors related to instructors are influential factors in student engagement and have been found to be statistically significant. Qualitative findings supported the quantitative results for this question, which showed subthemes of instructor-related factors such as instructor presence, motivation, teaching strategies, and technical environment. Researchers recommend that policymakers and educators prioritize the engagement factors of students in mobile learning. One of the limitations is the generalizability of this study. The participants who were surveyed were exclusively sourced from two departments within one university. To broaden the scope, we suggest that future research include individuals from various disciplines, universities, academic institutions, and students.
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UNDERSTANDING CLIMATE CHANGE IN ETHIOPIA: IMPACTS AND SOLUTIONS - KOBE, FEKADU TADEGE (International journal of big data mining for global warming, 2024)
Climate change poses a global challenge with profound impacts on diverse aspects of the environment and human society. Understanding these impacts is crucial for formulating effective mitigation strategies. As one of the most critical threats to sustainable development, climate change is anticipated to affect the environment, human health, food security, economic activities, natural resources and physical infrastructure. This review focuses on climate change, its consequences and mitigation efforts in Ethiopia. Ethiopia has encountered both climate variability and change, evident in an average annual temperature increase of about 1.3 ∘ C since 1960, with a corresponding rise of 0.28 ∘ C per decade. Spatial and temporal variations in precipitation have also intensified, highlighting the country’s exposure to climate fluctuations. To address these challenges, the Ethiopian government has implemented various policies, strategies and programs aimed at enhancing adaptive capacity and minimizing the impacts of climate variability and change. The Climate-Resilient Green Economy (CRGE) of Ethiopia centers on four pillars: agriculture, forestry, renewable energy and advanced technologies. These pillars form the foundation for Ethiopia’s pursuit of a sustainable green economy. In conclusion, this review delves into the examination of climate change, its repercussions and the ongoing efforts to mitigate its effects in Ethiopia.
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Climate change awareness and adaptation strategies by smallholder farmers in semi-arid areas of Zimbabwe - Madamombe, Sandra Makaita; Ng’ang’a, Stanley Karanja; Öborn, Ingrid; Nyamadzawo, George; Chirinda, Ngonidzashe; Kihara, Job; Nkurunziza, Libère (International Journal of Agricultural Sustainability, 2024)
Agricultural production, food, nutrition and income security of smallholder farmers in sub-Saharan Africa are threatened by extreme weather events, such as increased frequency of mid-season dry spells and increased temperatures. Their impacts are exacerbated by the prevalence of sandy soils, characterized by limited water and nutrient retention capacity leading to low crop productivity. In this study, we aimed at assessing farmers' awareness of extreme weather events, identify adaptation strategies and evaluate maize yield from different soil fertility and water management practices. A household survey including 245 smallholder farmers in Marange, Zimbabwe was carried out. The results revealed that farmers were aware of and had experienced extreme weather events. Among adaptation strategies used were soil water-harvesting, use of improved varieties, mulching and planting trees. Maize yield remains significantly low, averaging 0.62 t ha−1 among farmers using some forms of soil fertility and water management strategies. To further understand the reason for low maize yields and improve climate change related adaptation strategies, more research is needed to quantify and confirm management practices applied by farmers, such as fertilizer use and rates, water and nutrient management, use of improved varieties as well as socio-economic factors.
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AN EXAMINATION OF POLICIES REGULATING THE PARTICIPATION OF TRANSGENDER LEARNERS IN SOUTH AFRICAN HIGH SCHOOL SPORTS - Mugerwa-Sekawabe, Muyenga (Obiter, 2024)
South African high schools typically adopt a sex-segregated approach to sports teams and, therefore, have “boys” sports teams and “girls” sports teams. This approach is complicated by the increasing number of high school learners who identify openly as transgender. Transgender learners experience the sports policies that South African high schools choose to adopt as falling into one of three broad categories. These categories are: the restrictive approach, the partially inclusive approach and the fully inclusive approach. These approaches vary in terms of what steps they require trans learners to take in order to participate in sports teams that are consistent with their gender identity. School policies must be consistent with the Promotion of Equality and Prevention of Unfair Discrimination Act (PEPUDA) in order to be legally compliant. It is argued that the restrictive approach is inconsistent with PEPUDA, and, therefore, unlawful, as no legitimate purpose underlies it. As legitimate reasons exist for the implementation of partially and fully inclusive policies, it is argued that they are lawful. As both such policies are lawful, policymakers will have a choice regarding which set of policies to adopt. When making this choice, a school must consider which values it seeks to promote. On the one hand, there is the imperative to acknowledge the well-being and dignity of trans learners while, on the other hand, there are legitimate concerns about the fairness of competition. As dignity is both a right that is granted to everyone by the Constitution, and one of its founding values, it is argued that fully inclusive policies should be favoured as they result in the validation of trans learners’ dignity. Furthermore, it is argued that high school sports should serve broader educational goals, such as teaching high school learners that their trans peers deserve the chance to live their truth in full.
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Current Safety and Hygiene Practices and Trends in Primary Schools in the Midlands Province of Zimbabwe - Nyamayedenga, Mildred Shingirirai (Journal of Research Innovation and Implications in Education, 2024)
The Zimbabwean Primary School Education system in this 21st century caters for the new syllabus which is competence based and requires learners at all levels of education to have an exit profile. This study aims to explore the major challenges that primary school teachers in Zimbabwe face in their classrooms to keep up with Continuous Assessment Learning Areas (CALAs) which are project based. This study is hinged on a qualitative research approach which is interpretive. A case study with five purposively sampled teachers and grounded on a constructivist theory was undertaken. Semi-structured interviews and document analysis of the questions were used to collect data. Collected data which was analysed inductively, answered the study research question. Findings indicate that although CALAs is an innovative method and an emerging trend in pedagogy that allows learners to have an in-depth understanding, they pose challenges to teachers. Their downside is that they are time consuming and learners without ICT resources fail to cope. Schools and learners’ guardians/parents lack adequate resources to do CALAs which are project based and also embrace the use of technology. Teachers have negative attitudes towards CALAs and they also lack adequate technological pedagogic skills to assist the learners adequately. The study recommends that Ministry of Primary and Secondary Education (MoPSE) undertake a massive technological project to assist teachers and schools to have adequate and efficient resources that are compatible with the 21st century demands.
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Climate Change: A Correlate of Educational Under-Development in Rivers State, Nigeria - Okoroafor, Okechukwu Ucheje; Balafama, Ipalibo Wokoma; Obiageli, Jacinta Okolo (American Journal of Environment and Climate, 2024)
The global focus on climate change has been driven by its profound influence on social, economic, educational, technical, and environmental domains. This research investigated the relationship between climatic change and educational under-development in Rivers State, Nigeria. Three objectives and three hypotheses guided this research. The study utilized a correlational survey design. The population included 286 principals of public senior secondary schools and 18,846 senior secondary school students in Rivers State, Nigeria. The research sample consisted of 559 respondents (167 principals and 392 students). The Taro Yamane method was utilized to determine the sample size. The research questions were analyzed using Simple Regression, while hypotheses were analyzed utilizing t-test associated with regression, at a significance level of 0.05. The results indicated a notable correlation between the view of principals and students about the effect of climate change and the educational underdevelopment in secondary schools. Furthermore, climate change substantially influences students’ academic performance in Rivers State, Nigeria. The survey found that the majority of instructors have not received proper orientation on the potential significance of climate change and how to adjust and minimize its influence on teaching and learning. Also, students understand better in the morning hour, which has a tendency to increase their academic performance. The researchers therefore, recommended, amongst others, that classroom lessons or workshop practice should be carried out in the morning and considerably in the evening to enable better student performance; teachers and students should be properly educated on the dangers of climate change and its mitigating measures.
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Gastrointestinal Protozoa and Geohelminth Infections and their Associated Risk Factors Among Primary School Pupils in Bindawa Local Government Area of Katsina State, Nigeria - Sani, B. M.; Auta, Timothy; Orpin, James Bemshima; Yusuf, N. D. (Trends in Medical Research, 2024)
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Exploring turnover intentions of employees at a South African government education council - Selesho, Refilwe A.; Matjie, Mokgata (SA journal of human resource management, 2024)
Orientation: Public sector organisations in South Africa, including educational institutions, experience high employee turnover. There is a general need for public sector organisations to retain valuable talent.Research purpose: This study aimed to explore the reasons behind turnover intentions at the government education council.Motivation for the study: Studies on employee turnover in the public sector focused on government departments and municipalities, with a scarcity of research studies on government education councils.Research approach/design and method: An exploratory qualitative research approach was followed which allowed for the usage of semi-structured interviews to collect data from employees (N = 11). Data were analysed using content analysis. The inductive coding method was used to get to themes and subthemes.Main findings: Employees may leave the government education council because of the micromanagement leadership styles, lack of trust by management, inadequate communication, poorly implemented performance management system, persistent workload, low pay and lack of work–life balance. However, they currently remain within the employment of the council because of its reputation, sense of belonging (teamwork), conducive work environment and career growth prospects.Practical/managerial implications: The government education council should promote autonomy and prioritise leadership skills, team building and other interventions to enhance trust, communication and work-life balance. The government education council should ensure the buy-in of the performance management system and its remuneration policy by employees.Contribution/value add: This study’s findings provide insights into the turnover intentions of employees at the government education council and then assist the organisation in strengthening its retention strategies.
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The Need for Palliative Care Education and Training in Liberia and Indonesia: A Review of the Literature - Stephens, Moses; Rochmawati, Erna (Mağallaẗ al-Mawṣil li-l-tamrīḍ, 2024)
Background: Palliative care education is still in infancy in some countries, including Liberia and Indonesia. Palliative care education resources for health care professionals in Liberia and Indonesia have not emerged in the tutorial curriculum for advancement.Aims: This review aimed to identify the availability of palliative care education and the factors that influence palliative care education in Liberia and Indonesia.Methods: In this study, the researcher reviewed the literature of articles found in Scopus, PubMed, Google Scholar, and Science Direct, published until December 2021. The eligible studies investigating the need for palliative care education and training in Liberia and Indonesia were included. The quality of the studies was evaluated using a critical evaluation tool from the Joanna Briggs Institute, and PRISMA was used to analyze the data findings.Results: After a comprehensive review, this review included fourteen eligible articles. After intensive study, the article concluded that three unique common factors affect palliative care education in developing countries. Those factors included poor infrastructure, lack of government support, and the inaccessibility of a palliative care curriculum. Likewise, those articles show the slow development of PC education in Liberia.Conclusions: This literature review shows the lack of palliative care education in Liberia and Indonesia. As identified, there is a gap in palliative care education and training. Therefore, there is a need to invest in human resources and palliative care education resources due to its slow improvement.
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Influence of School Environment on Physics Teacher Effectiveness in Kigezi Sub-Region, Uganda - Tukamuhabwa, Evaristo; Bashir, Kishabale; Lubaale, Grace (East African journal of education studies, 2024)
This study investigated the influence of school environment on physics teacher effectiveness in secondary schools in Kigezi Sub-region, Uganda. The focus of the study was to establish the influence of administrative support on physics teacher effectiveness; to establish the influence of collegiality of teachers on physics teacher effectiveness and to find out the influence of professional development like workshops, seminars on physics teacher effectiveness. This study employed both quantitative and qualitative techniques to collect and sequentially analyse the data. The study adopted a mixed research design on a sample of 234 physics teachers, fourteen (14) head teachers and six (06) education officials. Data were collected using a self-administered questionnaire, interview guide, focus group discussions and classroom environment checklist. Quantitative data was analysed through the statistical software programs SPSS and SPSS AMOS while qualitative data was analysed using content analysis and verbatim quotations. Descriptive analysis showed that the school environment highly influences physics teacher effectiveness in all aspects. The results of structural equation model (SEM) showed that the school environment influences teacher effectiveness. The findings showed that the school environment as conceptualised as administrative support, collegiality and professional development had a strong positive influence on teacher effectiveness. It was concluded that teachers should create appropriate environment to present new thoughts by creating standards of administrative support, exercise companionship and cooperation between colleagues. Finally, develop professionally and remain relevant with current skills by participating in activities like educational seminars, workshops, and conferences
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Utilization of continuous professional development among health professionals in East Ethiopia: a multi-health facility-based cross-sectional study - Yadeta, Tesfaye Assebe; Mohammed, Ahmed; Alemu, Adisu; Behir, Kerimo; Balis, Bikila; Letta, Shiferaw (BMC Medical Education, 2024)
Abstract Background Healthcare workers must maintain their knowledge, attitude, and skills regarding the most recent technology and competencies to deliver quality health care. The Ministry of Health, Ethiopia developed guidelines and directives for the utilization of continuous professional development programs. However, there is limited evidence on utilization and barriers to utilization in the study area. Therefore, this study aimed to assess the utilization and barriers to the utilization of continuous professional development among health professionals working in health facilities in eastern Ethiopia. Methods A health facility-based cross-sectional quantitative study was conducted among 731 healthcare professionals from September 01, 2022, and October 30, 2022. A multistage sampling technique was utilized. A simple random sampling technique selected health facilities and study participants. A self-administered questionnaire developed from national continuous professional development guidelines was disseminated to healthcare professionals working in the selected forty health centers and four hospitals. STATA statistical package version 14 was used for data analysis. A descriptive summary was used to summarize the variables. A logistic regression model was used to assess the association between independent variables and the outcome variable. Adjusted odds ratios along with 95% CIs were estimated to assess the strength of the association, and a p -value < 0.05 was used to declare the level of statistical significance in the analysis. Results Continuous professional development utilization was determined for 731 healthcare professionals, of whom 241 (32.97%) [(95% CI: (29.55, 36.38)] had utilized continuous professional development. Lack of continuous professional development knowledge AOR 0.23 [(95% CI: 0.14, 0.37)], being female AOR 0.58 [(95% CI: 0.39, 0.86)], lack of internet access AOR 0.62 [(95% CI: 0.43, 0.89)], greater than 20 km distance from main road AOR 0.58 [(95% CI: 0.37, 0.91)], not heard importance of continuous educational units AOR 0.45 [(95% CI: 0.31, 0.65)], and poor perceived need of continuous professional development AOR 0.61 [(95% CI: 0.38, 0.97)], had a negative statistically significant association with the utilization of continuous professional development. Conclusion The utilization of continuous professional development in the study area was low. Health sectors and stakeholders working on continuous professional development programs are required to focus on developing strategies for knowledge creation, female health workers, and access to the internet, remote areas, information on the importance of continuous educational units, and the variety of needs of professionals for continuous professional development implementation.
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Exploring EFL Teachers’ Continuing Professional Development (CPD) at Private Institutes in Yemen - Aamer, Shaher Saif Abduh (Journal of English Studies in Arabia Felix, 2024)
Continuing Professional Development (CPD) is an important component of teacher professional development because it helps teachers improve their knowledge, skills, and practises. Yet, it is not always simple for teachers to take advantage of CPD opportunities, especially in developing countries where resources and support may be scarce. This study aimed to explore the perceptions of CPD among EFL teachers who are employed at private language institutes (PLIs) in Yemen. The study adopted a mixed-method approach for the data collection and analysis. The results of both a questionnaire and interviews showed a diversity of perceptions. While EFL teachers valued CPD for professional development, they noted a number of difficulties and impediments to CPD opportunities in their teaching contexts, such as a lack of time, support, and suitable chances for CPD. The findings have implications for teachers' professional development in private institutes in Yemen and similar contexts.
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Prevalence and correlates of disability in older adults, Ghana: evidence from the Ghana 2021 Population and Housing Census - Agyekum, Martin Wiredu; Afrifa-Anane, Grace Frempong; Kyei-Arthur, Frank (BMC Geriatrics, 2024)
Although there are studies on disabilities in older persons, most of these studies have been carried out in developed countries. Hence, there are limited studies on disability in older adults in sub-Saharan Africa, including Ghana. The few studies that have examined the prevalence and correlates of disability in older adults used survey data for their analyses. To contribute to addressing this knowledge gap that has arisen, this study used a national census, the 2021 Ghana Population and Housing Census, to examine the prevalence and correlates of disability in older adults in Ghana.The 2021 Ghana Population and Housing Census data was used for this study. A sample size of 197,057 Ghanaians aged 60 years and above was used for this study. The Washington Group questions on disability were used to measure disability by asking older adults about their difficulties in performing the six domains of disability (physical, sight, intellectual, hearing, self-care, and speech). A multinomial logistic regression housed in STATA was used to analyse the correlates of disability in older adults in Ghana. A p-value less than 0.05 was used for statistical significance.The results show that slightly more than one-third (38.4%) of the older adults were disabled. In terms of the number of disabilities in older adults, 16.9% had one disability condition, while 2.4% had six disability conditions. Also, 9.4% had two disability conditions. Older adults who were females, aged 70-79 years and 80 years and above, resided in rural areas, with primary, JHS/Middle, SHS, unaffiliated with religion, ever married and never married, unemployed, and belonged to the middle and rich households were more likely to have a disability condition. Also, older adults residing in the Middle and Northern zones, having no health insurance, and using clean cooking fuel were less likely to have a disability condition.The results show that socio-demographic and household factors were associated with disability in older adults in Ghana. Hence, policymakers and researchers should target these factors when designing appropriate policies, programmes, and interventions to improve the wellbeing of older adults.
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Teaching preventive conservation and textile treatments in Asia and Africa * - Brennan, Julia (2024)
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Evaluation of the Degree of Pollution in Trace Metal Elements (TME) of the Dam in the Rural Commune of Korsimoro, Burkina Faso - Derra, Moumouni; Bambara, Luc Telado; Tougma, Kiswendsida Alain; Kaboré, Karim; Sawadogo, Yalgado Zakaria; Cissé, O.; Zougmoré, François (Asian journal of physical and chemical sciences, 2024)
The objective of this study was to evaluate the level of pollution in trace metal elements from the dam in the rural commune of Korsimoro. Thus, nine (9) water samples were taken at different points of the dam and analyzed at the laboratory of the Bureau of Mines and Geology of Burkina (BU.MI.GE.B). A total of eight (8) metallic trace elements including As, Cr, Mo, Mn, Hg, Pb, Se and Ni were characterized and quantified using inductively coupled plasma optical emission spectroscopy (ICP/OES). The results reveal that if the contents of certain elements are low in certain samples, others on the other hand have sometimes very high contents of Hg and Se. For Hg, concentrations range from an average of 25.74 µg/kg to a maximum of 148.91 µg/kg against a threshold of 1 µg/kg recommended for water intended for irrigation. As for Se, its concentration ranges from an average of 14.67 µg/kg to a maximum of 37.01 µg/kg against a standard of 20 µg/kg for irrigation. Thus, the high concentrations of Hg and Se in the waters of the Korsimoro dam constitute a public health problem since they strongly contribute to the contamination of market garden products via the soil. Also, the animals which drink there as well as the resources fish (fish, shellfish, etc.) could be contaminated. And, by bioaccumulation and/or by biomagnification, humans at the end of the food chain can in turn be severely contaminated. Thus, it is imperative to find a solution, especially on the Hg pollution of the dam when we know that it constitutes a real public health problem with its excessively high content.
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The Relevance of Chitonga as a Regional Language of Instruction in the Multilingual Schools of Livingstone Urban in Southern Province of Zambia - Hanzooma, Kopakopa; Musonda, Mary Grace Kasungo (British Journal of Multidisciplinary and Advanced Studies, 2024)
The purpose of the study was to find out the relevance of Chitonga as a regional language of instruction from Grade 1 to 4 in multilingual schools of Livingstone. The study objectives were, to assess how teachers are teaching literacy to grade 1 to grade 4 using Chitonga in the multilingual classes of Livingstone and to establish the pedagogical challenges teachers face on the use of Chitonga as a language of instruction in Livingstone. The study used a phenomenological design on the population of Livingstone District. Data was collected using interview guide and classroom observation guide from three primary schools and sixteen (16) participants who included three (3) head teachers, twelve (12) grade 1 to 4 teachers (four (4) from each selected school) and one (1) official from the district education board. The findings revealed that teachers in Livingstone multilingual schools taught Literacy in Chitonga through translanguaging practices like translation and code switching. They also used flash cards, syllabic cards and talking walls. The findings also indicated that Chitonga was not the language of play in multilingual primary classrooms of Livingstone. It was also revealed that there were differences between the Chitonga spoken in Livingstone District and the one used in schools and books. Both teachers and pupils were not proficient in the standard Chitonga. The study concluded that Chitonga despite being the regional language, it was not relevant to the urban primary school learner of Livingstone town because the classrooms were multilingual hence translanguaging practices were used extensively. In the view of the findings, the study recommended that there should be training for primary teachers to teach in multilingual classrooms and schools need to buy more teaching and learning materials in Chitonga for primary schools to help teachers in multilingual classes.
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Attributed and projected climate change impacts on maize yield in Cameroon as mediated by heat-tolerance adaptation - Jansen, Lennart; Undorf, Sabine; Gornott, Christoph (2024)
Sub-Saharan Africa is projected to be exposed to substantial climate change hazards, especially in its agricultural sector, so adaptation will be necessary to safeguard food security. However, tropical and subtropical maize production regions approach critical temperature thresholds in the growing season already in today’s climate, and climate change might already be contributing to this. Projecting future, and attributing already observed, yield impacts due to anthropogenic climate change under adaptation assumptions can thus provide valuable context to future adaptation needs. No adaptation impact studies currently exist for heat-tolerance of maize in West Africa, let alone one that combines projections and counterfactual historical simulations to this effect. Here, we report on a study in which we focus on maize in Cameroon to model the effect and potential of crop-varietal heat-tolerance adaptation. We use climate reanalysis data (mainly W5E5), historical and counterfactual bias-corrected and downscaled CMIP6-DECK and -DAMIP simulations along with ISIMIP3a data, and future projections from CMIP6/ISIMIP3b. The two climate change scenarios SSP1-2.6 and SSP3-7.0 were analysed for 2020-2100 and historical simulations for 1984-2014. The process-based crop model APSIM was run in a spatially disaggregated, grid-based approach as to represent Cameroon’s diverse agro-ecological zones. The impact of heat tolerance adaptation in maize was assessed by parametrising one unadapted baseline variety and one synthetic heat-tolerant variety in APSIM and comparing yield outcomes. Yields are substantially higher for the heat-tolerant variety. Either variety experience similar losses in the projected future compared to now, increasing with climate change scenario and time. Impacts on maize yield are dominantly attributed to heat stress. Already observed climate change impacts compared to counterfactual climate further indicate that adaptation to present-day climate can be considered climate change adaptation beyond development.
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Children early nutrition supplementation and augmenting factors in teaching of reading in Lungwena, Mangochi District, Malawi - Maleta, Chikondi (2024)
The study investigated the effect of early nutrition supplementation on children’s reading ability and factors that augment reading skills in children at pupil, household and school level. The study followed up on children that were provided with early nutrition supplementation in varying levels of intensity with a standardised reading test that was levelled for children with an equivalent of two years of primary education to determine how the nutrition supplementation affected their ability to read. The study used a multi-level random effects regression to determine effects that were due to children exposure to school, household and individual factors. The variables that were key at each level of effect were determined through a Principal Component analysis, and later regressed to determine those variables that were key to their reading abilities. The study did not find statistical significance on household and school effects but child specific variables. The study found that intensity of nutrition that a pupil takes in early years affect their ability to acquire reading skills. This was augmented by the number of times a pupil practice reading and availability of textbooks to read, including well stocked and utilized libraries available in schools where pupils were enrolled.
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Mapping and Assessing Riparian Vegetation Response to Drought along the Buffalo River Catchment in the Eastern Cape Province, South Africa - Mpanyaro, Zolisanani; Kalumba, Ahmed Mukalazi; Zhou, Leocadia; Afuye, Gbenga Abayomi (Climate, 2024)
The increasing drought frequency poses a significant threat to global and regional river systems and ecosystem functioning, especially in the complex topographical Buffalo River catchment area of the Eastern Cape Province, South Africa. This study explored the impact of drought on riparian vegetation dynamics using the Normalize Difference Vegetation Index (NDVI), Transformed Difference Vegetation Index (TDVI) and Modified Normalized Difference Water Index (MNDWI) from satellite-derived Landsat data from 1990 to 2020. The least-squares linear regression and Pearson’s correlation coefficient were used to evaluate the long-term drought in riparian vegetation cover and the role of precipitation and streamflow. The correlation results revealed a moderate positive correlation (r = 0.77) between precipitation and streamflow with a significant p-value of 0.04 suggesting consequences on riparian vegetation health. Concurrent with the precipitation, the vegetation trends showed that precipitation increased insignificantly with less of an influence while the reverse was the case with the streamflow in the long term. The results show that the NDVI and TDVI were significant indices for detecting water-stressed vegetation in river catchment dynamics. Much of these changes were reflected for MNDWI in dry areas with a higher accuracy (87.47%) and dense vegetation in the upper catchment areas. The standardized precipitation index (SPI) revealed the inter-annual and inter-seasonal variations in drought-stressed years between 1991–1996, 2000–2004, 2009–2010, 2015, and 2018–2019, while 2020 exhibited slight sensitivity to drought. The findings of this study underscore the need for heightened efforts on catchment-scale drought awareness for policy development, programs, and practices towards ecosystem-based adaptation.
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Evaluation of a Pediatric High-Flow Nasal Cannula Training Program for Providers at Moi Teaching and Referral Hospital in Eldoret, Kenya - Roberts, Kaitlyn A.; Bhutta, Emaan G.; Bhutta, Adnan T.; McHenry, Megan S.; Mandi, Polycarp; Ngetich, Eric; Sila, Faith; Jemeli, Hellen; Kimetto, Sarah; Ruhl, Laura J; Nyandat, Joram; Kaplan, Julika (Proceedings of IMPRS, 2024)
Background: High-flow nasal cannula (HFNC) is a relatively safe, effective, and well-tolerated form of non-invasive ventilation for children with respiratory distress and is regularly used in resource-rich settings. Pediatric HFNC has been successfully implemented in resource-limited settings; however, little is known about the training process required to integrate HFNC into care. The present study evaluates a pediatric HFNC training program conducted at Moi Teaching and Referral Hospital (MTRH) in Eldoret, Kenya prior to HFNC implementation at Shoe4Africa Children’s Hospital.
Methods: This study took place within the Academic Model Providing Access to Healthcare (AMPATH) program, a partnership among MTRH, Moi University, and a consortium of North American universities led by Indiana University. The training program curriculum included information about HFNC; clinical signs of respiratory distress; a demonstration and hands-on practice with HFNC machines; a locally adapted protocol for pediatric HFNC implementation; and a sample patient case. Fifty-nine acute care providers (nurses, clinical officers, medical officers, and registrars) participated in training. Participants completed pre-tests and post-tests (immediate and 3-month follow-up) containing open-ended questions to assess HFNC knowledge and five-point Likert scale questions to assess HFNC comfort and attitudes. Data were analyzed using descriptive statistics and two-proportion Z-tests (α=0.05).
Results: Average knowledge assessment scores significantly increased from pre-test (2.19/6) to post-test (5.59/6; p<0.001). While scores decreased slightly at the 3-month follow-up, they remained increased from pre-test levels (4.53/6; p<0.001). The percentage of respondents who answered each knowledge assessment question correctly on the post-test and 3-month followup were significantly increased from the pre-test. Participant comfort using HFNC was increased on both the post-test (p<0.001) and 3-month follow-up (p=0.038).
Conclusions: This program successfully trained providers in pediatric HFNC use at MTRH and could inform future HFNC training in resource-limited settings. Future studies should evaluate pediatric outcomes at Shoe4Africa after HFNC implementation.
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In-Theatre Simulation as a Training Tool for Laparoscopic Salpingectomy in Eldoret, Kenya - Roop, Lori; Iliwa, Samson; Hirst, Jane E.; Wu, Wan‐Ju (Proceedings of IMPRS, 2024)
Background/Objective: Minimally invasive surgery (MIS) offers many advantages over open procedures including decreased patient safety risks and reduced burden on healthcare infrastructure. As low- and middle-income countries (LMICs) are disproportionately affected by these aspects of surgery, there is motivation to increase MIS. A multimodal training program in laparoscopic salpingectomies was piloted with a small cohort of OB-GYN registrars and consultants at Moi Teaching and Referral Hospital (MTRH) in Eldoret, Kenya. This project assesses the in-theatre simulation’s (1) effectiveness in improving laparoscopic knowledge and skill confidence, and (2) feasibility for long-term implementation at MTRH and in similar settings.
Methods: Participants completed a half-day in-theatre simulation of a laparoscopic salpingectomy. The simulation required participants to demonstrate knowledge of laparoscopic setup, proper patient positioning, procedure completion, equipment troubleshooting, and peri-and intra-operative complication management. Participants completed a multiple-choice laparoscopic knowledge quiz and Likert scale skill confidence survey immediately prior to and following the simulation. Pre- and post-simulation responses were compared to assess knowledge and confidence acquisition overall and across content topics.
Results: There was a significant increase in the average knowledge quiz score from pre- to posttest (p=0.028). A significant difference between pre- and posttest confidence was noted in four of the six skills assessed. By topic, equipment troubleshooting (p<0.001), and complication management (p<0.01) saw the most improvement. Barriers to long-term sustainability include unpredictable theatre and laparoscopic tower access and availability of supplies for uterine modeling. A modified model using nitrile gloves as fallopian tubes will be piloted in future simulations as a more accessible alternative for long-term implementation.
Conclusion: Despite limitations, in-theatre simulation has the potential to be an effective and sustainable teaching tool within a long-term MIS training program at Moi Teaching and Referral Hospital. The low-cost model and methods outlined may also be replicable in similar low-resource settings.
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SCIENCES POSTGRADUATE STUDENTS’ ATTITUDES TOWARDS MAKING ENGLISH THE LANGUAGE OF INSTRUCTION IN MOROCCAN TERTIARY EDUCATION - Sekkal, Khadija; Hida, Moulay Abderrahman Sidi (European Journal of Education Studies, 2024)
The current study investigated the attitudes of Moroccan university students in scientific disciplines towards using English as a language of instruction in tertiary education. Major published articles on English language described the upsurge of its speakers in the expanding circle as phenomenal. Morocco is no exception. Studies have shown that there has been a growing interest in learning English among youth. By the same token, students have been less enthusiastic about French currently used in academic settings and believe that English is more useful for the future of the country. In order to test the validity of the claim, quantitative research in which ninety-eight university students from different master’s program participated was conducted. The aim was to know their attitude towards making English the medium of instruction in higher education and either confirm or disconfirm the claim made by researchers in scholarly journals. After undertaking a survey questionnaire, it was shown that the vast majority of postgraduates specializing in scientific disciplines were in favor of using English in their studies. They definitely wanted English to take over French currently used in academic context in Morocco. Article visualizations:
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Cerebral Venous Thrombosis Post COVID 19 in Neurological Unit of Fann Teaching Hospital, Dakar – Senegal - Sow, Adjaratou Dieynabou; Basse, Anna Modji; Mansoj, Halladain Mpung; Fall, Abdou Aziz; Gaye, Ndiaga Matar; Diop, Marième Soda; Fall, Maouly; Diagne, N.S.; Seck, Lala Bouna; Touré, Kamadore; Ndiaye, M.; Diop, Amadou Gallo (2024)
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Predictors to Students’ Enrollment Pattern into Technology Education Programmes in Tertiary Institutions in Rivers State, Nigeria - Sunday, Bassey Imaobong; Joseph, Amaechi O.; Nwachukwu, I; Godstime, Thomas Chinujinim (Asian journal of education and social studies, 2024)
This descriptive survey examined the factors influencing students' enrollment pattern into technology education programs in tertiary institutions in Rivers State. From a population of 522 students, using proportionate random sampling techniques sample size of 120 respondents was selected. A 4-point rating scale questionnaire with a reliability index value of 0.820 that had been validated by two measurement and evaluation specialists was used to collect the data. Two additional research assistants who work for the institutions helped administer the instrument to the respondents. 113 of the 120 administered copies were deemed suitable and sufficient for the descriptive mean and standard deviation data analysis, while the remaining 7 were deemed not useable. The study established a threshold of 2.50 for agreement or disagreement in response to research questions. To test the null hypotheses at significant levels of 0.05, an analysis of variance (ANOVA) was utilized. The findings demonstrated that factors such as parental influence, peer pressure, lack of career awareness, interests and personal preferences, and the social status of technology education programs all had a substantial impact on students' decision to enroll in the programs. It's recommended to reframe public opinions regarding the potential of technology programs through career awareness, advocacy initiatives, and public awareness campaigns.
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Dynamiques inclusives, vecteurs de régularisation du droit à l’éducation scolaire des enfants au centre du Mali : des éléments de repère. - ZOROME, Dr Soungalo; TRAORE, Idrissa Soiba; DIAFAR, Issiaka; BAYOKO, Yaya (International journal of scientific research and management, 2024)
Since 2012, insecurity and violence fueled by multiple vulnerabilities have rapidly spread to Mali and other Sahel countries, leading to an unprecedented humanitarian crisis in these countries (Jean Claude Ndabananiye, 2021). These security crises have affected the education sector in particular. This article formulates options for regularizing the right to school education for children in central Mali. We adopted a mixed methodology (quantitative and qualitative). At the end of data collection we had the following results. In Ténenkou 93.6% of teachers find that educational establishments destroyed by armed or jihadist groups must be rehabilitated. In the Mopti district 54.7% of heads of household affirm that NGOs have provided support with school kits to students. In the Bankass circle, 76.9% of teachers believe that setting up a support course program would be an optimal solution to remedy the difficulties children face. In Douentza, 78.7% of respondents think that the establishment of a mixed program (classical and Koranic school) would be an optimal solution for regularizing schools in central Mali.
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Factors that Influence Local Perceptions of Climate Change, Product Value Addition, Multiple Uses of NTFPs, and Their Impact on Poverty Alleviation in Ghana - Appiah, Mark; Danquah, Jones Abrefa; Bamwesigye, Dastan; Appiah, Mark; Pappinen, Ari (2024)
The overwhelming evidence supports the assertion that the climate is undergoing change. Understanding the perception of locals of the magnitude of climate change and its influence on non-timber forest products (NTFPs) challenge at a global scale. Although studies on climate change, value addition, and the multiple uses of NTFPs and their impact on local livelihoods have been conducted, locals' perceptions of these factors have not been fully explored. This study aims to assess various social factors, including education, gender, and religion, and their influence on locals' perceptions of the abovementioned factors. The research focused on five regions where NTFPs are prevalent in Ghana (Western North, Bono, Ahafo, Ashanti, and Eastern regions). To investigate the impact of social factors on local perceptions of climate change, value addition, and the multiple values of NTFPs within rural communities, a total of 732 interviews with a team of interviewers across these five regions in Ghana were carried out. We applied a logistic regression model to assess the social factors and their influencing locals’ perceptions of the mentioned variables. It was revealed that age, gender, education, and occupation did not significantly influence locals' perceptions of climate change. However, religion was found to influence locals' perceptions of climate change. Furthermore, the results demonstrated that gender (P<0.000328) and education (P<0.00426) strongly influenced locals' perceptions of value addition to NTFPs. In contrast, religion and constraints (related to time, finance, and skills) did not significantly influence locals' perceptions. Additionally, it was observed that gender (0.00132), education (0.00692), and religion (8.12e-05) significantly influenced how locals perceive and use NTFPs. In conclusion, this study provides valuable insights into the intricate interplay among local perceptions, climate change, value addition, multiple uses of NTFPs, and the capacity of NTFPs to enhance the well-being of forest fringe communities. These findings underscore the importance of comprehensive, tailor-made interventions that consider local perspectives and adhere to sustainable approaches, with the aim of optimising the positive impacts of NTFPs in poverty alleviation and overall community development.
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Training Needs of Agro-Dealers in Southwest, Nigeria - Bamigboye, Oluwaseun Tosin; Adeniji, Oladimeji Bolaji; Fakayode, S.B.; Ogunjimi, Sunday Idowu (Journal of Agricultural Extension, 2024)
The study identified the training needs of agro-dealers in South-west, Nigeria. A proportionate sampling procedure was used to select 122 agro-dealers for the study. A survey questionnaire and focus group discussion were used to collect data. The data were analysed using percentages, ranked discrepancy scores (RDS) and the Wilcoxon signed rank test. The Wilcoxon signed rank test at a 5% level of significance indicated the need for training in good agronomic practices (z= -7.679), planning of demonstration plots (z= -4.434), evaluation of trials (z= -3.818), financial management (z= -3.765), and business planning (z= -2.412). However, the need for training in recording and reporting (z= -0.395), and input ordering and distribution (z= -0.440) were not significant. Agro-dealers need training to develop their knowledge and technical capacity on the agro-inputs they sell, in order to provide up-to-date and authentic information about these products. Therefore, it is crucial to organize more training workshops for agro-dealers on the identified areas of training to improve their knowledge and skills for the services they provide.
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Perceptions and strategies of adaptation of Moroccan farmers to climate change—case of Khemisset province - Chaachouay, Noureddine; Zidane, Lahcen (Journal of Environmental Studies and Sciences, 2024)
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Global Uncertainty, Climate Change and the Unemploymenteconomic Growth Relationship in Nigeria - Edeme, Richardson Kojo; Emeka, Ekene ThankGod; Ogbuabor, Jonathan E. (Journal of Development Policy and Practice, 2024)
This study investigates global uncertainty, climate change and the unemployment-economic growth relationship in Nigeria. The study utilised the autoregressive distributed lag (ARDL) estimation technique using quarterly data, 1990–2020. Findings indicate that global uncertainty and unemployment impact negatively economic growth both in the short run and long run. Also, climatic change variables employed in this study such as temperature and level of rainfall have a negative impact on economic growth both in the long-run and short-run. The moderating effects of global uncertainty and climatic variables on the unemployment-economic growth relationship were positive, though insignificant. The policy implication underlying the finding is that tackling economic uncertainty and climate change is necessary for solving unemployment problem and the attainment of sustainable growth in Nigeria. JEL Codes: C22, D80, Q25, E24, O40
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Cross-sectional study of attitudes toward online continuing dental education in Libya during the COVID-19 pandemic - Elemam, Ranya Faraj; Swiah, Jamal M. El; Durda, Abduallah O.; Hegazy, Nagwa N (PLOS ONE, 2024)
During the COVID-19 pandemic, many educational institutions switched to e-learning educational platforms. This approach was essential but raised challenges, particularly in training practitioners for medical emergencies. This approach not only led to global challenges and a need for rapid adaptation, but also raised inequities across countries, with some facing far more technical challenges than others. In Libya, low investment in education technology and unpredictable internet connectivity limited its integration into schools and universities even before the pandemic. The current study reports feedback from an online continuing dental education (CDE) course for dental practitioners that was developed emergently during the pandemic and aimed to address the challenges posed by Libya’s internet environment. Participants were recruited through social media and received an 8-hour online CDE course consisting of three modules. Participants were invited to complete a pre-course demographic/informational survey on a Google form. After passing all modules, students were prompted to complete a post-course survey consisting of 23, five-point Likert scale questions. Respondents included 43 females (74.1%) and 15 males (25.9%). For ~50% of the cohort (n = 32), this was their first online clinical course. 87.9% of post-course participants rated the course as a positive learning experience, while 90.9% agreed their learning outcomes had been achieved. Most participants (97%) agreed the course instructor explained all concepts clearly. In total, 81.8% agreed that the technology effectively supported their learning. Most agreed that a clear demarcation between each course module existed and that the language and depth of the material were adequate. Some students reported technical difficulties, and 33.3% saw repetitions in the modules. However, all post-course respondents said they would recommend the online course to colleagues. Libyan dental practitioners showed high satisfaction levels towards the e-learning process, course content, instructors’ attitudes, and overall e-learning experience despite the inherent e-learning challenges posed in this country.
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An Overview of the Adoption of eAssessment Among Moroccan Primary School Teachers: Factors and Challenges - Es-sarghini, Abdelghani; Boumahdi, Abdelaziz (International Journal of Changes in Education, 2024)
This study provides a comprehensive investigation of how primary school teachers in the Marrakech-Safi region of Morocco integrate information and communication technologies (ICTs) into their assessment practices. Gathering data through a questionnaire disseminated via email, the research garnered 346 valid responses, indicating a modest implementation of ICTs in assessment processes, with a small fraction of teachers applying them consistently. Interestingly, the findings demonstrate that experienced educators are more inclined to employ ICT in assessments. Despite the prevalent practice of offering eAssessment training to Moroccan primary school teachers as a means to bolster their capabilities in technology-enhanced assessment, such professional development has not been a significant factor in encouraging the use of ICT-based assessment tools among teachers who do not already utilize them. The investigation also delves into the types of eAssessment methods employed, including interactive tests, simulations, and problem-solving activities. The research underscores the necessity for additional exploration and support systems to advance effective ICT adoption in educational assessments. The research has substantial implications for the enhancement of educational assessment practices, informing policy-makers and practitioners about the current state of eAssessment and guiding future efforts to optimize the evaluation of student knowledge in a digital era.
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Anxiety's Impact on Mathematics Ability in Tanzanian Secondary School Students: A Singida District Case Study - Francis, Jo (International journal of scientific research and management, 2024)
Professionals in the fields of science, technology, engineering, and mathematics are in greater demand globally. Numerous governmental and commercial organizations have redesigned education and encouraged training to improve workers' and students' math and science proficiency in order to successfully meet this need. Programs for education and training usually aim to increase participants' understanding of math and science. Tanzania's consistently low math success has alarmed many, including the government, which has led them to investigate potential reasons for the poor performance. It is thought that students' experiences with mathematics anxiety have an impact on their mathematical achievement. This study looked into how secondary school students in Singida district's area performed academically in relation to math anxiety. The study's sample consisted of 1150 students who were selected from twelve secondary schools in the Singida area. To gather data, standardized questionnaires with closed-ended questions were distributed to participants. The study made use of the respondents' terminal exam results in mathematics. To examine the gathered data, both descriptive and inferential statistics were applied. Overall, the findings demonstrated a statistically significant ( 0.025-two tailed) impact of mathematics anxiety on students' academic performance in mathematics. A correlation coefficient, r=0.425 suggests a substantial, positive association or relationship between the impact of math anxiety and math performance. When all other factors are maintained constant, a regression analysis using the equation
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Developing a Framework for the Deployment of Predictive Analytics to Improve Postgraduate Student Throughputs at One Comprehensive South African University - Kariyana, Israel; Sinkala, Winter; Gqoli, Neliswa (E-Journal of Humanities, Art and Social Sciences, 2024)
There is limited understanding of the opportunities available to universities through efficient deployment of predictive analytics. This study sought to develop a framework for the successful deployment of predictive analytics at one university to ensure high-quality postgraduate throughput rates. The study adopted a systematic literature review to elicit the opportunities presented by utilising predictive analytics in decision-making to promote postgraduate student throughput rates. It emerged that literature abounds on the manner big data analytics can be used to benefit universities and students. The study argued that the traditional, non-statistical approach which has long been used to address the unsatisfactory postgraduate throughput rates has failed to yield the required outcomes. It also noted the existing effort and support mechanisms to address postgraduate student retention and throughput rates which are necessary but not sufficient. A critical recommendation is that the proffered model should not be construed as a ‘perfect and single solution’ to capsize the poor postgraduate throughput rates at the university as different limitations exist. The study concluded that there is a clear call for the need to turn the current approach to the management and promotion of postgraduate student success. As such, the opportunities available are for those institutions that are committed to improving and magnifying their future practice by making meaning of the existing large data resources at their disposal. Keywords: Framework, Higher Education Institutions, Predictive Analytics, Throughput Rates
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EFL Teachers’ Views about The Application of Collaborative Learning at Addis Ababa Science and Technology University, Ethiopia - Lemma, Befikadu (Jurnal Paedagogy : Jurnal Penelitian dan Pengembangan, 2024)
This study aims to investigate teachers’ views about the implementation of collaborative learning in English classes. Collaborative learning helps students to improve their English language performance. The data was collected through observation, questionnaires, and interview. The quantitative data were analyzed using percentage and frequency. Theme analysis technique was used to analyze the qualitative data. The result of the study indicated that most EFL teachers widely implement students’ collaborative learning, but the type of collaborative learning they are implementing is not collaborative group learning. Most of the teachers simply make their students to sit side by side to talk with each other as they do their individual assignments, and some teachers assign a task to groups. Then, one or two of the group members do the work and the other group members get equal credit. Although each of these is important in collaborative learning, they do not qualify collaborative learning rather traditional group learning. The data obtained from teachers’ interview revealed that teachers widely implement both informal and base group collaborative learning since most of the teachers allow their students to work collaborative from few minutes to a class period and most of the groups (‘Net works’) formed are with stable membership for the semester. In addition to this, some teachers were not playing their roles as they are expected. Teachers and other concerned bodies ought to deliver sorts of orientations to the students about the importance of collaborative learning to maximize their views before implementing collaborative learning.
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Mainstreaming Climate Change into EIA Process in Nigeria: Perspectives from Projects in Northern Nigeria - M, Lawal Adegboyega; Vincent-Akpu, Prof. Ijeoma; Suleiman, Ame Juma (American Journal of Science and Learning for Development, 2024)
The persistent issue of drought in Northern Nigeria is exacerbated by the reduction in precipitation and rise in temperature. Nigeria is being impacted by climate change in diverse ways, necessitating the immediate implementation of proactive measures to tackle its challenges. It is crucial to integrate adaptation and mitigation into the country's development plans. The objective of the study is to identify current practices, gaps, and opportunities for incorporating climate change into the EIA framework; and the integration of climate change considerations into the Environmental Impact Assessment (EIA) process from projects in Northern Nigeria. The study assesses various criteria in EIA reports, such as vulnerability assessments, climate projections, adaptation measures, stakeholder engagement, and policy compliance. A self-created questionnaire titled "Mainstreaming Climate Change within EIA" was utilized to collect data. The questionnaire was designed with an interactive format, divided into three main categories (Category A, B, C). It was conducted between February and April 2022, with 400 potential volunteers receiving electronic and hard copies of questionnaires, resulting in 127 valid responses. The findings from five EIA reports of projects in Northern Nigeria revealed significant gaps in addressing climate change, including limited attention to vulnerability and risk assessments, inadequate reporting of adaptation measures, and insufficient stakeholder engagement. Key stakeholder interviews conducted support the relevance and significance of incorporating climate change adaptation skills into the EIA process. However, the study contends that in order for stakeholders to accept mainstreaming climate change mitigation and adaptation, institutional and policy changes are needed.
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Challenges Encountered by Grade 10 Teachers in Implementing Selective Learning for Enhancing Learning Interest in Rural Schools in South Africa - Mabulana, Katlego; Mukuna, Kananga Robert (E-Journal of Humanities, Art and Social Sciences, 2024)
Given the existing teaching and learning challenges in South Africa’s Basic Education system, selective learning will likely encounter implementation challenges as a method of enhancing effective learning interest in schools. Teachers have identified ineffectiveness and negative attitudes as some of the curriculum’s implementation challenges in the past and present. Against this background, this study explored the challenges that Grade 10 teachers encounter when implementing selective learning in schools. A qualitative research methodology was adopted for the study through the grounded theory approach. It utilized grounded theory as a research design and interpretive paradigm to guide the researcher. Data was collected using semistructured interviews as a data collection instrument. The sample consisted of eight teachers as participants from rural and urban high schools in the Mangaung District in Free State Province in South Africa. The study adopted purposive sampling techniques to select participants. Participants were qualified and experienced teachers with teaching qualifications and more than two years of teaching experience. The data was analysed using thematic analysis as a method of analysis. The thematic results revealed that teachers experience various challenges in implementing selective learning to enhance effective learning interest among Grade 10 learners. These include lack of adaptation, confusion, lack of teachers’ training, and shortage of resources. This study concludes that selective learning could be a helpful tool for enhancing compelling learning interest in South African schools regardless of the implementation challenges. Keywords: Selective learning, Learning Interest, Grade 10 Teachers, Shortage of Resources, Grade 10 Learners
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To what extent do we learn from past epidemics: a mobile phone survey of selected villages in Liberia - Maffioli, Elisa M.; Yu, Daisey (Journal of global health reports, 2024)
Background Epidemics remain a major threat, impacting lives around the globe. We ask whether and to what extent individuals learn from past epidemics in Liberia, a country affected by both the 2014-2016 Ebola Virus Disease and COVID-19. Methods We explored the association between being exposed to the 2014–2016 Ebola epidemic and measures of beliefs, intentions, and behavior during COVID-19. We interviewed 600 respondents three times over seven years, sampled by an initial list of 2,265 respondents in 571 villages across all of Liberia selected through Random Digit Dialing (RDD) in 2015-2016. We used an Ordinary Least Square (OLS) model, controlling for county fixed effects and a set of socio-demographic and economic covariates. Results Because of the selection among individuals with mobile phones, most respondents were male, educated, and were more likely to be from urban areas and wealthy. They were, on average, 33.9 (SD=10.4) years old, 66% were Catholic, and only 23% were unemployed. 22.8% of respondents reported that they knew someone in their community who got or was suspected of having Ebola; 13.7% were exposed to COVID-19, while 4.5% were exposed to both epidemics. We found that those exposed to Ebola were less likely to have wrong beliefs about the virus and how to cure it; they were also more likely to state that they would go to the health facility for important needs such as birth delivery and child routine vaccination; and, they were more likely to get vaccinated during COVID-19. The findings are primarily driven by individuals with low trust in the government. Conclusions This research suggests that individuals who experience a previous epidemic learned from it and might be more responsive to correct information and better respond to a future one. This has policy implications for patient education and awareness campaigns during the next epidemic.
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Need for continuous leadership training on sustainability of United Baptist Church of Zimbabwe - Magezi, Vhumani; Moyo, Irvin; Nanthambwe, Patrick (In die skriflig, 2024)
The significance of leadership in ensuring the efficient operation of any given entity cannot be overstated. The acquisition of leadership skills is an essential component for the success and accomplishment of an organisation’s objectives and goals. The church is commonly regarded as an institution and, as such, effective leadership is deemed essential for its long-term viability. The decline of effective leadership within religious institutions is a matter of significant apprehension. What are the implications of inadequate leadership within religious institutions? This article examined the impact of inadequate and infrequent leadership training and the decline of organisational sustainability. The utilisation of a case study approach is employed to examine the United Baptist Church of Zimbabwe (UBCZ). The objective of this article is to provide a response to the following question: What is the impact of inadequate continuous training for leaders on the long-term viability of an organisation? This matter is addressed by drawing upon the extant literature pertaining to the topic. Additionally, it utilises the data collected during the on-site research conducted within the UBCZ. This article analyses selected biblical passages to provide insight into the importance of leadership training.Contribution: This article contributes to the body of knowledge of how effective leadership can impact the flourishing of the church in the changing environment of the 21st century.
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Using the Strategy Instructions Approach (SIA) in Teaching Reading Comprehension: A Case Study Schools in the Amathole East District South in Africa - Matope, Samson; Senye-Awudi, Patrick (E-Journal of Humanities, Art and Social Sciences, 2024)
This study sought to explore the effectiveness of using the Strategy Instructions Approach (SIA) to teach South African children reading comprehension. The majority of language teachers, especially those who teach English as a first or second language, were found to be lacking in the skills needed to impart reading comprehension effectively to their learners. Grade 8 learners were taught reading comprehension using SIA which was basically from the curriculum and assessment policy statement (CAPS) materials. A control group of 60 learners and an experimental group of 60 learners (sampled from three schools in Amathole East District in South Africa) were used to determine the effectiveness of SIA when compared to the traditional teaching approaches used by teachers to teach reading comprehension. The outcomes demonstrated that SIA enhanced performance in reading comprehension. The study recommends that schools especially, those in rural areas should have more reading resources and activities, longer hours on the school timetable for teaching reading comprehension, and higher institutions should train teachers to use SIA. Keywords: Strategy Instructions Approach (SIA), Reading Comprehension, Curriculum and Assessment Policy Statement (CAPS), Control Group, Experimental Group
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School feeding in Ethiopia: a scoping review - Mideksa, Samson; Getachew, Tsegaye; Bogale, Firmaye; Woldie, Ermias; Ararso, Desalegn; Samuel, Aregash; Girma, Meron; Tessema, Masresha; Hadis, Mamuye (BMC Public Health, 2024)
Undernutrition is a major public health problem in developing countries, especially in Sub-Saharan Africa. Undernourished children are smaller and have low weight. To solve this issue, school feeding (corn-soya blend, vegetable oil) started in 1994 in Ethiopia. Thus, this scoping review aims to map the evidence relating to school feeding programs and their potential role in managing children`s nutrition in Ethiopia.This scoping review is informed by the methodological framework of Arksey & O'Malley for scoping reviews and recommendations on the framework by Levac and colleagues. The databases searched included the Education Resources Information Centre, International Initiative for Impact Evaluation, Cochrane Library, MEDLINE, and Google Scholar. To ensure its comprehensive search, grey literature sources were searched. The search was undertaken on 26 April 2023. Studies on school feeding, such as coverage, and studies that evaluate the educational and nutritional impacts of school feeding in Ethiopia, regardless of study designs, were included. Reports (publications) about school feeding without scientific methodology were excluded.Twenty-seven studies were included in this review. It includes cross-sectional, prospective cohort, laboratory-based analysis, experimental, case study, and qualitative study designs. The school feeding program results were inconclusive, while some indicate a positive effect on body mass index, height, thinness, anemia, weight, dropout rate, class attendance, and enrollment. The others showed that the school feeding program did not affect stunting, thinness, weight, hemoglobin level, enrollment, attendance, dropout rate, and academic achievement. Factors affecting school feeding programs negatively include poor quality food and financial constraints. However, no literature on school feeding program coverage was found.School feeding programs improved nutritional status, and academic performance, although some studies show any effect. Poor-quality food provisions and financial constraints affect school feeding programs. There are mixed findings, and further research is required to determine the effect of school feeding programs conclusively. To ensure the program's sustainability, it should be supported by a national policy, and budget allocation is needed. In addition, more evidence should be generated to show the coverage of school feeding programs in Ethiopia.
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Examining the Continuous Professional Teacher Development Programme in South Africa: A Case Study of Economics and Management Science Teachers in the Thabo-Mafutsanyane District - Molise, Habasisa; Kola, Malose Isaac; Ntshangase, Mohammed Xolile (E-Journal of Humanities, Art and Social Sciences, 2024)
This study sought to examine the challenges experienced by Economics and Management Sciences (EMS) teachers during Continuous Professional Teacher Development (CPTD) in the Thabo-Mofutsanyane Education District, South Africa. This study adopted a relational leadership theoretical framework, which supports the need for school leadership to prioritize relationships when implementing CPTD. This study used a qualitative research approach, which is more interested in analyzing data with the aim of finding the truth than a statistical narrative. Within this study, a case study methodology involving six participants was selected through purposive sampling and snowballing from one school in the Thabo-Mafutsanyane district. The collected data through semi-structured interviews with those six participants was subjected to thematic analysis. This study is important as it shows that healthy school relations are gravely significant for the success of CPTD and that there is a dire need for subject advisors to harmoniously work together with teachers to ensure CPTD programs are effectively implemented. Keywords: Healthy School Relations, Quality Teaching, Continuing Professional Development, Relational Leadership
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Teacher Attitudes and Perceived Preparedness Towards Inclusive Education in Kenya - Mucherah, Wilfridah; Finch, Holmes; Bota, Kennedy; Thomas, Rachel N. (International journal of teacher education and professional development, 2024)
The effectiveness of inclusive instructional practices is influenced by teachers' attitudes and sense of preparedness. This study investigated educators' attitudes and perceived preparedness for inclusion. Participants were 1052 primary educators from Kenya. Participants completed questionnaires on attitudes about inclusion and preparedness for inclusion. Results indicated that educators held moderately positive attitudes about inclusion and felt somewhat ambivalent regarding their preparedness for inclusive pedagogy. Educators who felt prepared to engage inclusion held more positive attitudes about inclusion. Educators with degrees in special education, who had also taken more courses in special education, held more positive attitudes about inclusion and reported higher perceived preparedness. However, the majority reported limited knowledge about special education and opportunities for collaboration as significant barriers to inclusive practices. These findings suggest that increased educator training for inclusive education is needed and desired by primary school educators in Kenya.
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Gender relations and decision-making on climate change adaptation in rural East African households: A qualitative systematic review - Niemann, Johanne; El-Mahdi, Miriam; Samuelsen, Helle; Tersbøl, Britt Pinkowski (PLOS climate, 2024)
Background: Climatic changes are threatening rural livelihoods in East Africa. Evidence suggests that climate change adaptation in this context might reproduce inequitable intra-household gender relations and that adaptation may be more effective when women are involved in meaningful ways. Hence, a nuanced understanding of the gendered nature of intra-household adaptation decision-making is essential for gender-responsive research, policy-making and practice. This qualitative systematic review aimed to investigate how gender relations influence decision-making concerning climate change adaptation in rural East African households and how decisions about climate change adaptation influence intra-household gender dynamics, in turn. Applying qualitative meta-synthesis principles, systematic searches were conducted in 8 databases and supplemented with comprehensive hand searches. 3,662 unique hits were screened using predetermined inclusion criteria, leading to a final sample of 21 papers. Relevant findings of these studies were synthesised using inductive thematic coding, memoing and thematic analysis. While men tended to be the primary decision-makers, women exercised some decision-making power in traditionally female domains and in female-headed households. Women’s and men’s roles in intra-household adaptation decision-making appeared to be influenced by a plethora of interconnected factors, including gender norms, gendered divisions of labour and access, ownership and control over resources. Intra-household adaptation seemed to impact the dynamics between male and female household members. The pathways of this influence were complex, and the ultimate outcomes for men and women remained unclear. We discuss our findings with reference to theoretical literature on gender-transformative approaches in development and adaptation and previous research concerning the gendered nature of climate change adaptation in East Africa. We then discuss implications for gender-responsive adaptation interventions.
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Validation of HPV Knowledge Tool and Assessment of HPV Knowledge and Awareness among Students and Staff at IBB University, Niger State, Nigeria: Implications for Health Education and Prevention - Ogbolu, Melvin Omone; Kozlovszky, Miklós (2024)
In Nigeria, Cervical cancer (CC) and lack of Human Papillomavirus (HPV) awareness poses significant HPV infection risk among women. This study was conducted at Ibrahim Badamasi Babangida (IBB) University in Nigeria; focused on assessing HPV awareness and knowledge, particularly concerning its association with CC and oral contraceptive (OC) pills among students and staff. We adapted and validated a 20-item HPV knowledge scale and explored factors influencing knowledge, vaccination rates, awareness, and the impact of ethnicity on HPV knowledge. Also, due to the non-normality of the knowledge score, non-parametric tests were done. Data were summarized using median and interquartile range (IQR), while categorical data were presented in frequency and percentage distribution. We established the reliability of the 20-item knowledge scale with a strong Cronbach's alpha coefficient of 0.913, indicating internal consistency. However, it revealed a concerning lack of awareness and knowledge about HPV, only 34.8% of participants were aware of HPV infection, and only 25.0% knew about HPV vaccine. Additionally, ethnicity was identified as a significant factor affecting HPV knowledge. Considering these findings, this study emphasizes the need for targeted interventions to enhance HPV awareness and knowledge, particularly among specific ethnic groups. Despite the development and validation of a reliable knowledge scale, the study underscores the importance of educational initiatives to address this knowledge gap, ultimately reducing the risk of HPV infection and CC in Nigeria.
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Effectiveness of Blended Learning for Civil Engineering Students’ Performance during COVID-19: A Case Study of a Rural University in South Africa - Phesa, Mbulelo (International Journal of Emerging Technologies in Learning (ijet), 2024)
In this study, the effectiveness of blended learning on the learning of civil engineering students during the COVID-19 pandemic was evaluated at a rural university in the Eastern Cape Province of South Africa. The imposition of lockdown due to the global spread of COVID-19 left educational institutions with no choice but to find alternative methods of teaching and learning. Students were sent home in order to control the spread of the virus. Secondary data were used to examine the students’ performance in 2019, prior to the COVID-19 pandemic, and in 2020, during the COVID-19 pandemic. Furthermore, primary data was obtained through questionnaires to assess the students’ opinions on blended learning. The Mann-Whitney U test was used to determine the extent of the difference in students’ performance before and during COVID-19. Descriptive analysis results indicated the superiority of blended learning over face-to-face teaching methods, with blended learning achieving a 67% success rate compared to the 33% achieved by face-to-face methods. Similarly, the Mann-Whitney U test also showed a significant difference between blended and face-to-face teaching methods. In contrast to the descriptive analysis and Mann-Whitney U test, students’ sentiments indicated otherwise. 80% of students neither agreed nor disagreed with blended learning methods as a preference over face-to-face teaching methods. The results of this study demonstrated the effectiveness of the teaching methods used during the COVID-19 pandemic. Furthermore, it revealed and, further, showed the sentiments of students regarding the teaching methods employed during this period.
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Educating for equality from a decolonial perspective: a participatory action experience with early childhood education students in Lamu, Kenya - Quiroga, Ana Fernández (Feminismo/s, 2024)
The elimination of violence against women is one of the Sustainable Development Goals. Strategies to combat violence against women focus not only on its punitive correction, but also on promoting preventive measures. For this reason, the United Nations Sustainable Development Goals recognise the need to include gender education at all levels of education. Similarly, this study, supported by other recent research, considers the inclusion of a gender approach in education as a strategy to prevent violence against women to be essential. In this study, we examined the level of gender equality knowledge in the final year of early childhood education in a school integrated into a non-governmental organisation on the island of Lamu, Kenya. The study was carried out using a participatory action methodology through the design and implementation of a course on «Human Rights and Gender Equality» in the 2019 academic year through twenty formative and participatory workshops. The decision to carry out this intervention stems from having become aware of a sexual aggression by several pupils of the entity’s nursery school against a five-year-old girl. Among the results, we observed the existing differences between the conception of equality in childhood, where there is an egalitarian community upbringing, and adulthood, where gender stereotypes are very evident. We also perceived how violence was intrinsic to children’s lives in public and private spaces, which could influence the possibility of justifying violence towards women as a form of correction from a very early age. In the conclusions, the possibility of working on gender equality issues to give children a space of trust where they can be listened to and respected is positively valued.
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Exploring Women’s Education and Employment Opportunities in India, Syria, and the Philippines - Sarcol, Emma R.; Coutinho, Ines; Maguire, Elizabeth M.; Collins, Helen; Jolliffe, Tricia (The qualitative report, 2024)
The implementation of the United Nations’ Sustainable Development Goals in 2015 marked a new chapter in global development and laid the foundations for addressing inequalities that hinder holistic progress. However, gender gaps pose a significant threat to achieving these goals. Project DREAM (Developing Resilience, Education, Aspiration, and Motivation) sought to explore women’s sense of aspiration, achievement, and lived experience in India, Syria, and the Philippines, as well as develop pilot interventions to address gender disparities. Semi-structured interviews with 69 young women from India, Syria, and the Philippines informed the development of three interventions, namely an aspiration and job skills workshop series in the Philippines, Motivational Interviewing training in Syria and the Philippines, and a social media presence and launch event worldwide. This paper presents the findings of this international project, identifying four key parallels underpinning women’s lived experience: poverty, incomplete education, tradition, and patriarchy. Pre-existing gender inequalities, aggravated by the widespread health, economic, and social disruption caused by the COVID-19 pandemic, must be urgently addressed to ensure that no one is left behind on the road to achieving the Sustainable Development Goals by 2030.
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Insights into the Magmatic System and Degassing Structures of Volcanoes on Bioko Island (Equatorial Guinea) from Fluid Geochemistry and Seismology - Sealing, Christine (2024)
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Factors Influencing the Double-Up Adoption of Climate Change Adaptation Strategies among Smallholder Maize Farmers in Malawi - Tikita, Blessings Youngster; Lee, Sang-Ho (Sustainability, 2024)
Maize remains the staple grain in Malawi; hence, the cropping system of most smallholder farmers is dominated by the crop, often mono-cropped for food security. Consequently, Malawi’s agriculture sector is made vulnerable to the adverse impacts of climate change. For instance, crop failure results in food insecurity and the low income of farm households. In response, there are coping mechanisms, which can be adopted by farmers to mitigate these negative climate change effects, namely maize–legume diversification, organic manure use, and the practice of agroforestry. Therefore, the underlying objective of this study was to assess the factors influencing smallholder maize farmers’ decision to engage in the double-up adoption of climate change adaptation strategies in Malawi. Both descriptive statistics and the logistic regression model were employed to statistically analyze these factors, and the results of the analysis revealed that landholding size, inorganic fertilizer use, access to credit, seed access, adherence to extension services, and input coupon access were significant in influencing dual adoption. Furthermore, this study recommends policies, which underscore land access and safeguard the land rights of smallholder maize farmers, and also private sector engagement in complementing government efforts in ensuring increased access to seeds. Additionally, improving farmers’ adherence to agricultural extension services is recommended. Thus, addressing the constraints of small-scale farmers observed in this study will act as an incentive for farmers to consider dual adoption, which is perceived to be a feasible method to combat climate change effects.
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Influence of Farming Experience and Knowledge on Selection of Climate Change Resilient Strategies among Female Agripreneurs in the Mopani of Limpopo Province South Africa - Tshikororo, Mpho; Baloyi, Seugnet; Gwebu, Mashoma Pusheletjo (Journal of Agricultural Extension, 2024)
The study examined the influence of farmers’ farming experience and knowledge on their selection of climate change resilient strategies among female agripreneurs in the Mopani of Limpopo Province, South Africa. Data were collected using structured questionnaires and analyzed with the Statistical Package for Social Sciences (SPSS) version 27. Frequency and percentage were used to gain insight into the distribution of their socio-economic characteristics. A multinomial logistic regression model was used to determine the influence of farming experience and knowledge in selecting climate change resilience strategies among female agripreneurs. The study revealed that female agripreneurs with a vast farming experience of more than ten years were well-capacitated in adopting biological, chemical, and environmental resilient strategies. Furthermore, it was noted that all groups of agripreneurs had incorporated environmentally resilient strategies for their reliability, cost-friendliness, familiarity, and workload. The study also revealed that female agripreneurs who opted for technological and biological knew pest and disease control and pest scouting, respectively. The study recommends that farmers with vast farming experience be climate change resilience champions within their regions, as their experience is instrumental.
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HIV-sensitive social protection for unemployed and out-of-school young women in Botswana: An exploratory study of barriers and solutions - Wal, Ran van der; Cockcroft, Anne; Kobo, Miriam; Kgakole, Leagajang; Marokaone, Nobantu; Johri, Mira; Vedel, Isabelle; Andersson, Neil (PLOS ONE, 2024)
Promotive social protection programs aim to increase income and capabilities and could help address structural drivers of HIV-vulnerability like poverty, lack of education and gender inequality. Unemployed and out-of-school young women bear the brunt of HIV infection in Botswana, but rarely benefit from such economic empowerment programs. Using a qualitative exploratory study design and a participatory research approach, we explored factors affecting perceived program benefit and potential solutions to barriers. Direct stakeholders (n = 146) included 87 unemployed and out-of-school young women and 59 program and technical officers in five intervention districts. Perceived barriers were identified in 20 semi-structured interviews (one intervention district) and 11 fuzzy cognitive maps. Co-constructed improvement recommendations were generated in deliberative dialogues. Analysis relied on Framework and the socioecological model. Overall, participants viewed existing programs in Botswana as ineffective and inadequate to empower vulnerable young women socially or economically. Factors affecting perceived program benefit related to programs, program officers, the young women, and their social and structural environment. Participants perceived barriers at every socioecological level. Young women’s lack of life and job skills, unhelpful attitudes, and irresponsible behaviors were personal-level barriers. At an interpersonal level, competing care responsibilities, lack of support from boyfriends and family, and negative peer influence impeded program benefit. Traditional venues for information dissemination, poverty, inequitable gender norms, and lack of coordination were community- and structural-level barriers. Improvement recommendations focused on improved outreach and peer approaches to implement potential solutions. Unemployed and out-of-school young women face multidimensional, interacting barriers that prevent benefit from available promotive social protection programs in Botswana. To become HIV-sensitive, these socioeconomic empowerment programs would need to accommodate or preferentially attract this key population. This requires more generous and comprehensive programs, a more client-centered program delivery, and improved coordination. Such structural changes require a holistic, intersectoral approach to HIV-sensitive social protection.
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Review of: "Implications of Large Class Size on Effective Teaching and Learning in Nigerian Tertiary Institutions: Lecturers’ Perception" - Ajuwon, Paul M. (2024)
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Exploring Legal Aspects Related to Emerging Technologies in Tanzanian Distance Education - Ally, Abdallah Mrindoko (JOURNAL OF ISSUES AND PRACTICE IN EDUCATION, 2024)
The emergence of new technologies in the ICT sector and their integration into Tanzanian distance education presents both opportunities and challenges for the educational field. Innovations like Artificial Intelligence, robotics, Mobile learning, e-learning, cloud computing, video-assisted learning, and Digital Content Platforms play a crucial role in improving the teaching and learning process. These technologies have not only transformed various aspects of universities, such as teaching methods, assessment procedures, administration, examination management, financial records, and timetable scheduling but have also expanded educational access, enhanced quality, and reduced costs. This abstract provides an overview of a comprehensive research study focusing on the legal aspects related to the use of emerging technologies in Tanzanian distance education. As distance education becomes increasingly popular as a means to enhance access and quality of education in Tanzania, it is essential to consider the legal dimensions associated with this transformation. While technology brings significant improvements to the education sector, it also introduces legal, security, privacy, and safety challenges that require attention and resolution. From a legal perspective, the technology involved in electronic learning (e-learning) presents specific challenges because many existing legal and policy standards in education are primarily designed for traditional brick-and-mortar classrooms and face-to-face interactions. This research aims to identify and analyze the legal issues surrounding the implementation of emerging technologies in distance education. The study utilizes doctrinal and comparative research methods to examine international legal instruments, policies, and laws from other jurisdictions. The findings indicate that the current policies and legal instruments governing emerging technologies in Tanzania do not adequately address the existing legal gaps.
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Effective bilingual education in Francophone West Africa: constraints and possibilities - Ball, Mary‐Claire; Bhattacharya, Jasodhara; Zhao, Huijun; Akpé, Hermann; Brogno, Stephanie; Jasińska, Kaja K. (International journal of bilingual education and bilingualism, 2024)
Bilingual education that incorporates a local language alongside the official language has become an increasingly common approach in sub-Saharan Africa for improving literacy rates and learning outcomes. Evidence suggests that bilingual instruction is largely associated with positive learning and literacy outcomes globally. However, the adoption of bilingual education does not guarantee positive learning outcomes. This paper reviews bilingual programs in sub-Saharan Africa, with a particular focus on programs in six Francophone West African countries (Niger, Senegal, Mali, Burkina Faso, Côte d'Ivoire, Cameroon). We identified factors critical to high-quality and effective bilingual programs. Implementation factors, such as teacher training and classroom resources, and socio-cultural factors, such as perceptions of local languages in education, constrain and contribute to the quality of bilingual education. These insights may help inform policy-makers and other stakeholders seeking to improve bilingual education programs in Francophone West Africa and other contexts.
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Review of: "Burden of Dyslipidemia and Metabolic Syndrome among Indigenous Black African Secondary School Students in Lagos, Nigeria" - Bassett, Susan (2024)
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‘It's like a compass which I use to find direction’: Findings and learning from an evaluation of an App designed to support the teaching of reading comprehension in rural and township schools in South Africa - Carter, Jane Robbins; Pillay, Pravina; Podpadec, Tessa; Gina, Jethro; Khumalo, N. A.; Knight, Ben; Matthews, Paul; Mthethwa, Lindiwe; Vickers‐Hulse, Karan (Literacy, 2024)
Abstract South Africa has low literacy levels and teachers face multiple challenges in their endeavours to elevate levels of literacy. This is especially prevalent in rural and township schools where teachers face the additional challenges of isolation, limited resources and access to professional development. This article reports on the findings and learning from a preliminary research study which piloted a handheld mobile phone App. This collaborative project, between a university in KwaZulu‐Natal and one in England, aimed to support in‐service and preservice teachers in rural and township settings to use the App to assess and match books to learners' (aged 9–12) stage of reading development in order to facilitate their independent reading and provide teachers with a range of strategies for teaching comprehension that could supplement other professional development available. In‐service teachers ( n = 120) and preservice teachers ( n = 93) took part in this mixed‐methods study. The main finding from the study was that whilst participants were positive about the App, many did not access the App independently. This article discusses the broader issues, including participants' foundational knowledge and literacy research participation considerations, that may have underpinned this finding in this collaborative Global North and South research.
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Livelihood vulnerability of Borana pastoralists to climate change and variability in Southern Ethiopia - Gatew, Shetie; Guyo, Nura (International Journal of Climate Change Strategies and Management, 2024)
Purpose The purpose of this study results and recommendations will have a paramount significance for policymakers, policy advocates, development planners and practitioners who may be in need of such information for reconsideration, evaluation and inclusion into their respective development and humanitarian programming and operational strategies. Above all, the study result has further provided the local community with viable adaptation strategies to climate-induced changes in the study area. Design/methodology/approach This study was conducted to measure the livelihood vulnerability of Borana pastoralists to climate change and variability in southern Ethiopia. Pastoralists’ households were sampled using multistage sampling techniques. A total of 27 socio-economic and biophysical indicators were used to reflect vulnerability components: adaptive capacity, exposure and sensitivity. Principal component analysis was used to develop weights for indicators and to produce livelihood vulnerability index to classify households according to their level of vulnerability. Ordinal logistic regression was used to identify the determinants of vulnerability to climate-induced stresses. Findings The results showed that 24.4% of households were highly vulnerable, 60.3% were moderately vulnerable and 15.3% of households were less vulnerable to climate-induced stresses. Factor estimates of the logistic model further revealed that early warning information, bush encroachment, coping strategy, temperature, drought frequency, provision of humanitarian services and food shortage during the normal season of the year have a significant influence on vulnerability in the study area. Social implications The study’s results and recommendations will be of great significance to policymakers, development planners, and practitioners who require such information for reconsideration, evaluation, and inclusion in their respective development and humanitarian program and operational strategies. Most importantly, the study’s findings have provided the local community with practical adaptation strategies to climate-induced changes in the study area. Originality/value The study explored pastoralist perception of climate change and variability and measured the livelihood vulnerability of pastoralists’ households to climate change and variability and finally investigated viable adaptation and coping strategies in the study area.
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Impediments in Teaching Kiswahili Phonemic Awareness and Alphabet Knowledge in Grade One in Tanzania - Kambona, Winifrida (JOURNAL OF ISSUES AND PRACTICE IN EDUCATION, 2024)
Research has consistently pointed out the important role played by phonemic awareness and alphabet knowledge in development of reading skills among pupils. Phonemic awareness and alphabet knowledge are good predictors in reading competencies in early grades and higher levels of primary education. This study aims at exploring the constraints facing teaching of Kiswahili phonemic awareness and alphabet knowledge in grade one. The study was qualitative in nature in which phenomenology design was employed. The purposive sampling technique was used to recruit ten grade one teachers and ten head teachers from ten public primary schools in Chemba district. Data were collected through semi-structured interviews. The collected data from teachers and head teachers were thematically analyzed. The research findings indicated that there were variations of the views among teachers and head teachers on the impediments in teaching phonemic awareness and alphabet knowledge in grade one. The prominent mentioned challenges were truancy, mother tongue effect, parents’ limited knowledge. It was recommended that teachers should collaboratively work with parents; revisiting of language policies to incorporate mother tongue in early grades is crucial; and attendance to PPE should be taken into account by the educational stakeholders.
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Quantifying the climate change impacts on the magnitude and timing of hydrological extremes in the Baro River Basin, Ethiopia - Kassaye, Shimelash Molla; Tadesse, Tsegaye; Tegegne, Getachew; Hordofa, Aster Tesfaye (Environmental Systems Research, 2024)
Abstract Extreme hydrological events, like floods and droughts, exert considerable effects on both human and natural systems. The frequency, intensity, and duration of these events are expected to change due to climate change, posing challenges for water resource management and adaptation. In this study, the Soil and Water Assessment Tool plus (SWAT +) model was calibrated and validated to simulate flow under future shared socioeconomic pathway (SSP2-4.5 and SSP5-8.5) scenarios in the Baro River Basin with R2 values of 0.88 and 0.83, NSE of 0.83 and 0.74, and PBIAS of 0.39 and 8.87 during calibration and validation. Six bias-corrected CMIP6 Global Climate Models (GCM) were selected and utilized to investigate the effects of climate change on the magnitude and timing of hydrological extremes. All climate model simulation results suggest a general increase in streamflow magnitude for both emission scenarios (SSP2-4.5 and SSP5-8.5). The multi-model ensemble projections show yearly flow increases of 4.8% and 12.4% during the mid-term (MT) (2041–2070) and long-term (LT) (2071–2100) periods under SSP2-4.5, and 15.7% and 35.6% under SSP5-8.5, respectively. Additionally, the analysis revealed significant shifts in the projected annual 1 day, 3 day, 7 day, and 30 day maximum flows, whereas the annual 3 day and 7 day minimum flow fluctuations do not present a distinct trend in the future scenario compared to the baseline (1985–2014). The study also evaluated the timing of hydrological extremes, focusing on low and peak flow events, utilizing the annual 7 day maximum and minimum flow for this analysis. An earlier occurrence was noted for both peak and low flow in the SSP2-4.5 scenario, while a later occurrence was observed in the SSP5-8.5 scenario compared to the baseline. In conclusion, this study showed the significant effect of climate change on river hydrology and extreme flow events, highlighting their importance for informed water management and sustainable planning.
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Lifestyle and fruit consumption: an investigation of university students in Uganda - Kiggwe, Musa; Ntayi, Joseph Mpeera; Nabatanzi-Muyimba, Annet K.; Byarugaba, Jotham Mbiito; Timothy, Esemu; Munene, John C. (Nutrire, 2024)
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Challenges Facing Teenage Mothers Re-Entry into Secondary Schools in Tanzania: A Qualitative Phenomenological Study - Mgunda, Tumaini Paulo; Kano, Erasto; Sungwa, Reuben (JOURNAL OF ISSUES AND PRACTICE IN EDUCATION, 2024)
This article discusses short-term developmental faculty coaching, which can be categorized as ongoing and personal professional development. This coaching is distinct from faculty evaluation. The developmental faculty coaching protocol discussed here is a novel one developed by the author. It was developed through direct observation of over 400 in-person and online classes of over 100 new and returning adjunct faculty at a small higher education institution in New York State, USA. The protocol was generally used with new faculty, who know an academic area, but they lack training in andragogy and have had no or little experience teaching university students. A pre-observation, during-observation, and post-observation protocol is outlined for the faculty coach and the instructor being coached. It is suggested that developmental faculty coaching be made available to all new higher education instructors and to those more experienced instructors who request it. Recommendations for future study include collecting data on individual instructors or a cohort of new instructors through quantitative and/or qualitative research, which would yield insights into how new instructors grow into excellent classroom teachers at the university level.
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Managing Distance Learning for Secondary School Students in Tanzania during the COVID-19 Outbreak: Challenges and Opportunities Implicating Educational Inequality - Mshiu, Elisante Elisaimon; Mwinjuma, Juma Saidi; Nemes, J (JOURNAL OF ISSUES AND PRACTICE IN EDUCATION, 2024)
This study explored the lived experiences of secondary school students in Moshi Municipality with distance learning amid the COVID-19 outbreak in Tanzania. Specifically, it explored the challenges and opportunities of learning amid the COVID-19 pandemic, and the roles assumed by parents and teachers to support secondary school students’ distance learning. A qualitative approach, framed within the phenomenography research design, guided the present study. Nineteen secondary school students were purposively selected from four secondary schools in Moshi Municipality. Data were collected through in-depth interviews and focus group discussions. The collected data underwent a systematic inductive content analysis to identify emerging themes from the data. The findings indicate that different approaches or methods were utilised by students for distance learning, including printed materials for self-study, TV and radio programmes, online resources, and online interactive classes. However, challenges such as limited internet access and limited device availability emerged as significant hurdles. Additionally, emotional struggles, including loneliness and motivational issues, were evident, while the absence of peer interaction and concentration difficulties were notable concerns. On the positive side, flexible learning environments allowed for self-paced learning, skill development, and the exploration of personal interests. Students capitalised on the autonomy of distance learning to discover new abilities and passions. The present study recommends that teachers continue to explore innovative teaching methods, like recorded audio lessons and supplementary resources to enhance students' learning experiences. The study suggests provisional of professional development opportunities to equip educators with the necessary skills for effective distance teaching.
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Review of: "Burden of Dyslipidemia and Metabolic Syndrome among Indigenous Black African Secondary School Students in Lagos, Nigeria" - Quintana-López, Víctor Alexander (2024)
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Gender and access to Inclusive Education in Tanzania: A Case of Selected Primary Schools in Shinyanga and Mwanza Regions - Seni, Abdallah Jacob; Gillo, Immaculate O. (JOURNAL OF ISSUES AND PRACTICE IN EDUCATION, 2024)
This study examined gender relations and access to inclusive education for children with disabilities in Shinyanga and Mwanza regions. The study was conducted specifically to examine community attitudes and practices towards girls with disabilities, harmful gender cultural norms, practices, traditions and barriers girls with disabilities face in accessing education. The study employed interpretive phenomenological design and purposive sampling technique to obtain 96 participants. Children with disabilities were identified by using the Child Functioning Module (CFM) questions and participants were purposively sampled. Data were collected using key informant interviews, focus group discussions and observations. Thematic analysis techniques were employed to analyse the data. The study found that there were deep rooted discriminatory cultural practices and gender norms which rendered children with disabilities excluded from school as compared to their male peers and those without disabilities. This was further compounded by poor teaching and learning environment. Girls faced greater barriers than boys, including more hours spent doing household chores, early marriages and pregnancies leading to drop out. It is recommended for government, community and development partners to focus more on children with disabilities, especially girls, increase community awareness on inclusive education and gender as well as improve teaching and learning environments.
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Student Teachers’ Involvement in Internal Quality Assurance Processes and its Impact on 21st Century Skills in Tanzania Teacher Colleges - Shahanga, Geofrey; Ogondiek, Mary; Kigobe, Janeth (JOURNAL OF ISSUES AND PRACTICE IN EDUCATION, 2024)
The study sought to evaluate the impact of student teachers’ involvement in Teacher Colleges’ quality assurance processes on 21st century skills in Tanzania. The study was guided by students’ involvement theory. The main was pragmatism paradigm and students’ involvement was adopted as a theoretical framework. Data were gathered through questionnaires and interviews. Results were presented in mean, standard deviation, and inferential statistic measures. The participants felt crucial for student teachers to be adequately involved in all the six quality assurance domains. This involvement positively and significantly predicted the development of the most of 21st century skills. The study concludes that urgent need to involve student teachers in internal quality assurance processes is an inevitable attempt for the development of 21st century skills required for their teaching profession. Other researchers may develop a scale to measure the 21st century skills among student teachers in Tanzanian context.
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Effect of Training and Development on Employee Performance. A Case of Rwanda Agriculture and Animal Resources Board (RAB) (Journal of human resource & leadership, 2024)
The purpose of this study was to find out the effect of training and development on employee performance in Rwanda Agriculture and Animal Resources Board (RAB). Accordingly, this study guided by three objectives specially to assess the effect of training needs identification on performance of employee in Rwanda Agriculture and Animal Resources Board, investigate the effect training program planning on performance of employee in Rwanda Agriculture and Animal Resources Development Board and assess the effect of training plan implementation on performance of employee in Rwanda Agriculture and Animal Resources Development Board. A total number of 130 people targeted as a study population from a particular department with information concerning this study. Data mainly collected through questionnaires distributed to those employees of RAB and through scheduled interview with Station Managers. Documentary review, questionnaire, interview, and observation methods used to collect data, while descriptive and inferential statistics applied for data analysis. Furthermore, collected data analyzed using both descriptive and inferential methods. Descriptive statistics used like means and standard deviation while inferential statistics were correlation and regression analysis. Statistical Package for Social Sciences (SPSS) used in this research study to clarify the status of training and development, establish a link between training and employee’s performance and propose solutions to amend the identified gaps. The coefficient value of (β:0.368, p: 0.000) for training needs identification indicates that significant effect of training needs identification on performance of employees in Rwanda Agriculture and Animal Resources Board. The coefficient value of (β: 0.125, p: 0.014) for training program planning indicates that significant effect of training program planning on performance of employees in Rwanda Agriculture and Animal Resources Board. The coefficient value of (β: 0.507, p: 0.000) for training plan implementation indicates that significant effect of training plan implementation on performance of employees in Rwanda Agriculture and Animal Resources Board. Overall, the Coefficients with p<0.05 provides a evidence on the effect of each predictor variable on employee performance. The results highlight the significance of Training Needs Identification, Training Program Planning, and Training Plan Implementation has significant effect on employee performance of RAB. It is recommended that RAB maintains a focus on continuous training needs assessment, meticulous program planning, and careful implementation. Key words: Training and development, training needs identification, training program planning, training plan implementation and employee performance
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