CHAPTER 1 Land of the Lost Volcano: Contemporary “Discovery” and Dispossession in Papua New Guinea - West, Paige (2024)
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Assessing the effect of home-to-school distance on student dropout rate in Adi-Keyih sub-zone, Eritrea - Zeragaber, Tsinat Yemane; Teame, Ghirmai Tesfamariam; Tsighe, Zemenfes (International Journal of Educational Research Open, 2024)
This study assessing the effect of home-to-school distance on student's dropout rate in Adi-Keyih sub-zone, Southern administrative region, Eritrea. In the current study, correlational method is used to test the significance of home-to-school distance on dropout rate of students. The population of the study embraces all 24 schools in Adi-Keyih sub-zone and their 15,457 students. Out of the total students there were 1215 dropout students (7.9 %) and all of them have been included in the study. For comparative and inferential purposes, the same number of non-dropout students (1215) were selected using systematic random sampling methods and the sample of non-dropout students from each school is proportional to the active student population in each school. This approach yielded a total of 2430 students, which is 15.7 % of the total population. Data were collected from student's personal files by conducting field visits to each school and analysed using simple Chi-Square and logistic model. The finding of logistic regression analyses show that home-to-school distance has a direct effect on dropout rate: as home-to-school distance increases, the likelihood for a dropping out also increases. The relationship is statistically significant at P < 0.10. The study clearly demonstrates that home-to-school distance affect the dropout rate in Adi-Keyih sub-zone, but this result could not be generalized across the whole country as it requires a bigger and more detailed study.
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Does energy consumption matter for climate change in Africa? New insights from panel data analysis - Kelly, Arsene Mouongue; Radler, Romaine Doline Ngo Nguéda (Innovation and Green Development, 2024)
Africa, abundant in natural resources, faces growth challenges due to widespread energy poverty and heightened biofuel use with severe environmental impacts. Recognizing the connection between energy consumption and climate change is crucial for implementing sustainable solutions and establishing guidelines for future energy practices amidst the adverse effects of climate change on the continent's ecosystem. To this effect, the present study examines the effect of energy consumption on climate change in African countries from 2004 to 2019. Employing the Discroll and Kraay estimation technique and the Generalized Method of Moment on secondary data, the results indicate that Energy Use as kg of oil, Fossil Fuel Energy Consumption, and Energy Depletion positively and significantly affect Climate change. At the same time, Renewable Energy Consumption reveals a correcting effect on climate variations in Africa. The results are valid for other climate change measures and are robust to endogeneity control. Based on the results, applicable economic policies are proposed regarding the efficient and optimum use of various energy sources for Africa's clean and sustainable climatic conditions.
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The Complexities of Managing a Multigenerational Academic Workforce in the South African Higher Education Sector - Makola, Zamandlovu S; Mulaudzi, Christopher (International journal of applied research in business and management, 2024)
This study examined the human resource management challenges faced by heads of departments in managing a multigenerational academic workforce in the South African higher education sector. A qualitative research approach was followed, and a multiple case study research design was applied. A purposive sampling technique was used to select 16 participants. Data was collected through semi-structured interviews, and it was analysed thematically with the aid of Atlas.ti. The study revealed several challenges related to the management of a multigenerational academic workforce, namely, differences in career expectations, skills, and experience among generations; conflict management; implementation of plans and strategies; succession planning; and teamwork. The findings have implications for higher education institutions as different generations have varying expectations for career development. Human resource departments should establish clear and transparent career pathways to meet these expectations. The study also provides supporting evidence for the dimensions outlined in the framework for understanding generational identities in organisations. Exploring generational diversity in workplace relationships and interactions within the education context complements the existing research focused on pedagogical aspects and cultural characteristics in academic settings.
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Impact of ICT on Remote Teaching and Learning in Higher Institutions in Namibia - Mbangula, Daniel Kwalipo (2024)
Online learning remains one of the foremost enablers for enhancing education through inventive advances and pedagogies. In any case, the victory rate of students studying through open and remove learning (ORL) remains low. Subsequently, teaching of higher learning in Namibia ought to ceaselessly build up and evaluate the challenges influencing techniques required to address such challenges. Over the past two decades, e-learning has become a progressively critical field of consideration that has pulled in scholarly and approach makers' considerations. Numerous countries have grasped e-learning as a device to upgrade the availability and affordability of higher instruction.
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The questionnire on learning strategies “Mes Outils de Travail Intellectuel”: Adaptation and validation among Moroccan nursing students - Moussa, Khadija Ait; Selmaoui, Sabah; Ouzennou, Nadia (Educación Médica, 2024)
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Drought and Food Security in Bukomansimbi District, Uganda - Stanley, Mbowa Henry (2024)
This chapter established the relationship between drought and food security in Bukomansimbi district, Uganda. It employed a cross-sectional survey design with mixed methods data approaches. It targeted 1996, and a sample of 322 respondents was determined by Krejcie and Morgan formulae. The researcher used questionnaires, observation, and interviews to collect data, and analyzed using SPSS to generate descriptive and inferential statistics. Qualitative data were transcribed to generate themes and analysed using content value analysis. Results indicated that drought contributed 38.6% while and other factors accounted for 61.4% to variation of food security; further, temperature had (β= 0.176) while precipitation had (β= -0.572) to food security. It recommends that Bukomansimbi district should devote to activities that sustain weather conditions, natural resource and environment officers should sensitize and equip households with competences in smart agriculture, and the department of agriculture should support farmers with quality agriculture inputs.
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Modeling climate change impacts on blue and green water of the Kobo-Golina River in data-scarce upper Danakil basin, Ethiopia - Abate, Belay Z.; Alaminie, Addis A.; Assefa, Tewodros T.; Tigabu, Tibebe B.; He, Li (Journal of hydrology. Regional studies, 2024)
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Technology-Based Training: The Future of Using Virtual Reality Training in the Egyptian Hotel Sector - Abdelbasir, Mahmoud (Minia Journal of Tourism and Hospitality Research MJTHR, 2024)
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Enhancing teachers’ digital skills in teaching of economics in south african secondary schools - Adu, Emmanuel O.; Zondo, Sindiswa S. (International Journal of Educational Research Open, 2024)
The ICT integration in teaching and learning of economics survey indicates that it is only in seven countries that 40 % to 50 % of learners in grades four to twelve were taught by digitally skilful teachers who had minimum access to ICT, with very minimal difficulties to use ICT tools in schools, (EU-LLP, 2020). This contributes largely to learners’ lower academic performance and hinders the effective teaching of economics in South African schools and thus forfeits the objectives of ICT usage in teaching and learning. Little is known about how teachers’ ICT skill deficiency can be addressed. In closing this knowledge gap, we investigated how can teachers’ digital skills be enhanced and how the Economics CAPS document can be amended to guide teachers towards a successful ICT integration. Guided by an interpretive paradigm, this qualitative study employed a case study design. Four schools were purposively sampled, document reviews and semi-structured interviews were used for data collection. We found professional learning communities, continuous professional development and the introduction of ICT champions as contrivances in enhancing teachers’ digital skills. CAPS was reported imperceptible on how teachers can resourcefully utilise ICTs, thus restructuring, such that direct video conferencing links, and Moodle be incorporated to support teachers becoming techno-savvy and self-motivated individuals who innovative facilitators of ICT mediated lessons were recommended. Furthermore, policymakers, department and government should outsource funding to ensure that equipment needed for ICT integration is available and consider ongoing training for economics teachers which has implications for addressing worldwide ICT learning challenges.
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Long-term climate change and anthropogenic activities together with regional water resources and agricultural productivity in Uganda using Google Earth Engine - Banerjee, Abhishek; Ariz, Dilshad; Turyasingura, Benson; Pathak, Shray; Sajjad, Wasim; Yadav, Navin Kumar; Kirsten, Kelly L (Physics and Chemistry of the Earth, Parts A/B/C, 2024)
Uganda with its fragile ecosystem, large-scale human activities, and increasing population pressure, all of which combined, make this region increasingly susceptible to climate variation. This study examined the long-term trends of annual, seasonal, and monthly distributions of rainfall and temperature from 2001 to 2021 together with crop-wise agricultural productivity. For the analysis, we obtained CHIRPS-V2.0 (Climate Hazards Group InfraRed Precipitation with Station Data version 2.0) rainfall, Moderate Imaging Spectroradiometer (MODIS) Land Surface Temperature (LST), DMSP nighttime lights, ESA land cover attribution, and international crop production assessment records. Subsequently, several non-parametric statistical applications were applied to check the long-term spatio-temporal trends of climate parameters and their inter-relationship at higher significance using the Google Earth Engine platform. The investigation reveals an annual increase in LST, averaging 0.01 °C/year along with decreasing rainfall (1.89 mm/year). However, regional climate trends are largely elevation-dependent, which are predominantly subjected to the northern part of the study area witnessing a slight decrease in LST and thereby increased rainfall. Moreover, the long-term spatial nexus estimation divulges a potent inverse association between rainfall and temperature in the north and northeastern regions of the study area. Concurrently, changing patterns also have led to a decline in crop production and deterioration in water availability, which is accompanied by various other abnormalities, including the scarcity of water resources and anthropogenic activities. Changing climate has had significant implications on crop production, largely on corn and soybean as long-term shifts influence it in average rainfall and temperature, yearly fluctuations, and disturbances during various growth stages.
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Status Quo of Sustainable Development Goals Localisation in Zimbabwean Universities: Students Perspectives and Reflections - Chapungu, Lazarus; Nhamossss, Godwell (Sustainable Futures, 2024)
This study examines the perceptions of students about SDG localization in Zimbabwean universities. The study uses a mixed methods research design. The results reveal that students perceive the SDGs as significant in university curricula. Only 39% confirm satisfactory or high coverage of SDGs content in their curricula. SDGs familiarity varies per discipline. Various challenges inhibit the localization of SDGs in universities. Lack of resources is the key factor. The study concludes that universities in Zimbabwe have not yet localized the SDGs to an 'acceptable or better' level. The study highlights the possibility of improving the pace of SDGs localization.
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A little tsunami at Ras El-Bar, Nile Delta, Egypt; consequent to the 2023 Kahramanmaraş Turkey earthquakes - El-Asmar, Hesham M.; Felfla, Mahmoud Sh.; El‐Kafrawy, Sameh B.; Gaber, Ahmed; Naguib, Doaa M.; Bahgat, M.; Safty, Hoda M. El; Taha, Maysa M.N. (The Egyptian Journal of Remote Sensing and Space Science, 2024)
From the 6th to 7th of February 2023, a storm surge struck Ras El-Bar, Nile Delta coast and attacked the resort facilities, with a wave height and velocity in deep water of 7.2 m and 12.7 m/sec respectively. The wind speed was 12.84 m/s, blowing from the NW and the WSW quadrants. This was an unwitnessed event revealed from the study of similar time interval from 1998 to 2022. Synchronizing with this event on the 6th of February 2023, was Kahramanmaraş Turkey Earthquakes. Consequently, the shoreline receded for about −30 m and with a drop in sea-level of about −40 cm. Furthermore, considerable changes in the beach morphology from a dissipative to a cuspate-related, intermediate tidal flat transverse bar with a rip profile. These are either related to the change in the morphodynamic or sedimentary budget, and resulting due to seawater scouring of bottom sediments for more than −30 cm. Two days preceding the Earthquakes an isostatic rise in sea-level (+20 cm) at the Turkish coast compared to the Mediterranean records, which is interpreted due to regional underwater seismic activities. The drop in the sea-surface height does not happen due to seawater outflow to the Atlantic Ocean. However, the sea-level regained its normal position because of the refill occurring from the Atlantic Ocean to the Mediterranean Sea. The pumice pieces, organic peat, and starfish distributed at Ras El-Bar coast, and thrown from the Northern Mediterranean indicate that the Egyptian coast was subjected to a little tsunami with average height of 14 cm. It is minimized due to enforced wave shifting from high pressure over Egypt to the low-pressure sinks.
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Climate Change and the Possibility of Tea Production in the Egyptian Soils - ElGhamry, Ayman; Mosa, Ahmed; El-Ramady, Hassan; Ghazi, Dina; elsherpiny, mohamed; Helmy, Amal (Egyptian Journal of Soil Science, 2024)
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‘Tu connais le answer?’: Multilingual children's learning strategies in monolingual English medium classrooms in Cameroon - Kuchah, Kuchah; Milligan, Lizzi O. (System, 2024)
This paper explores the ways that multilingual children attempt to access the English medium curriculum in Cameroonian primary education. We focus on Francophone Yaoundé where there has been a sharp rise in the number of children from predominantly Francophone multilingual homes attending English medium schools. The paper draws from a child-centred case study and data generated through classroom observations, child-group and individual interviews and recordings of student interactions around unsupervised tasks to show how learners are drawing from their multilingual resources to attempt to transgress monolingual norms in the classroom. The data also shows that learners are doing what they can to 'get by' but they are doing this in ways that are not supported by policy, pedagogy, or teaching materials. The paper concludes with a discussion of the ways that monolingual policies epistemically exclude children in an immensely complex multilingual context and draws implications for more inclusive policy and classroom practice.
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Development of a school-based programme for mental health promotion and prevention among adolescents in Nepal and South Africa - Laurenzi, Christina; Toit, Stefani Du; Mawoyo, Tatenda; Luitel, Nagendra P.; Jordans, Mark J. D.; Pradhan, Indira; Westhuizen, Claire van der; Meléndez‐Torres, G. J.; Hawkins, Jemma; Moore, Graham; Evans, Rhiannon; Lund, Crick; et al. (SSM - Mental Health, 2024)
Adolescence is a critical time for mental health promotion and prevention and establishing healthy behaviours. Implementing universal, school-based psychosocial interventions can improve short- and long-term health trajectories for adolescents. While these interventions may offer important opportunities for fostering skills and relationships, few school-based interventions have been developed for and tested in low- and middle-income countries (LMICs) where adolescent mental health needs may be significant and under-served. This manuscript details the development of a multi-component, universal school-based intervention, Health Action in ScHools for a Thriving Adolescent Generation (HASHTAG), for adolescents aged 12–15 years in Nepal and South Africa. We describe HASHTAG's development over four phases, combining methods and results as each phase was iteratively conducted between 2018 and 2021. Phase 1 included a systematic review and components analysis, building from WHO guidelines for adolescent mental health. Seven components were strongly supported by the evidence: emotional regulation, stress management, mindfulness, problem-solving, interpersonal skills, assertiveness training, and alcohol and drug education. Phase 2 encompassed site selection, theory of change development, and formative research engagements; research teams in each site engaged adolescents and key adult stakeholders to identify priorities for intervention. Stakeholders voiced preferences for external facilitators and key content and delivery for intervention sessions. These findings informed Phase 3, a draft manual of HASHTAG, including a whole-school component, called Thriving Environment in Schools, and a classroom-based, six-session component, Thrive Together. In Phase 4, participants engaged in consultative workshops to review and contextualise content by country, preparing HASHTAG for implementation in a feasibility trial. Minor adaptations were made in Nepal, including using school nurses and adjusting take-home materials; both country's workshops identified practical considerations for implementing activities. HASHTAG was designed around core evidence-based components to increase translatability across LMICs, while enabling country-specific tailoring to enhance feasibility. Future research will test whether this multi-component, whole-school approach can improve adolescent mental health.
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Blended-learning symposium on sepsis and septic shock in Rwanda - Nizeyimana, Françoise; Ndekezi, Jackson Kwizera; Ntegerejuwampaye, Angelique; Morgan, Brendan; Heymann, Helen; Crawford, A.M. (Journal of critical care, 2024)
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The Influence of the Leadership Style and Administrative Creativity on the Performance of Private Schools in West Bank-Palestine - Salah, Mousa; Shahwan, Rani; Alnasr, Feras (An-Najah University Journal for Research - B (Humanities), 2024)
The study aimed at finding out the impact of the followed leadership styles and the practiced administrative creativity among private schools' principals in West Bank, on the institutional performance, from the point of view of subordinates. In order to achieve the purpose of this study, the descriptive analytical methodology was employed, as well as, using the questionnaire as the main instrument for data collection. The questionnaire answers were collected from a sample of (393) male and female employees, working in private schools, representing (4.1%) of the study population, which is (9,617) male and female employees, who were selected according to the stratified random sampling method. The structural equations' model was used to test the study hypotheses, by applying the SMART-PLS 3.7 software. The study indicated several results, including the existence of a statistically significant positive effect relationship of the followed leadership style, and the administrative creativity, with all its dimensions, on the institutional performance in private schools in West Bank, and a non-significant positive effect relationship of the "laissez faire" style, while the autocratic style had a negative non-significant effect. Finally, the study presented several recommendations to improve leadership practices and to raise the level of administrative creativity within the Palestinian educational institutions. هدفت الدراسة إلى التعرف على تأثير الأنماط القيادية المتبعة والإبداع الإداري الممارَس داخل المدارس الخاصة في الضفة الغربية على الأداء المؤسسي من وجهة نظر المرؤوسين. ومن أجل تحقيق هدف الدراسة تم استخدام المنهج الوصفي التحليلي، كما تم استخدام الاستبانة كأداة رئيسية لجمع البيانات. وقد تم توزيع الاستبانة على عينة مقدارها (393) من العاملين في المدارس الخاصّة، يمثلون (4.1%) من مجتمع الدراسة، والبالغ عدده (9617) موظفاً وموظفة، تم اختيارهم حسب أسلوب العينة العشوائية الطبقية. كما تم استخدام نموذج المعادلات الهيكلية لاختبار فرضيات الدراسة، وذلك عن طريق تطبيق برنامج SMART-PLS 3.7. وقد أظهرت النتائج وجود علاقة تأثير إيجابية ذات دلالة إحصائية للنمط القيادي الديمقراطي على الأداء المؤسسي، وكذلك للإبداع الإداري ومجالاته كلها على الأداء داخل المدارس الخاصة، وعلاقة تأثير موجبة غير ذات دلالة للنمط الترسلي على الأداء المؤسسي، بينما كان للنمط الأوتوقراطي تأثير سلبي غير ذي دلالة. أخيراً قدمت الدراسة عدة توصيات لتحسين الممارسات القيادية ولرفع مستوى الإبداع الإداري داخل مؤسسات التعليم الفلسطينية.
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Professionalisation of Students with Disabilities into the Teaching Profession in South African Higher Education - Ndlovu, Sibonokuhle (2024)
To solve the global challenges of the present society, contemporary scholarship requires that all diverse social groups are included in knowledge production through education. Professionalisation is one way in which diverse social groups can engage in knowledge production in higher education. While all kinds of professionalisation produce citizens who can contribute to the social, political and economic development, the teaching profession is foundational as most people have come through the hands of teachers from basic to higher education. Teaching has been referred to as the noblest of professions because it does not only require acquisition of knowledge and skills, but high levels of professionalism, dignity, honour and the ability to lead by example. While inclusion of all diverse social groups is topical after attainment of independence in African countries largely and in South Africa particularly, professionalisation of students with disabilities into the teaching profession and in settings for integrated learning, has received little attention from scholars in the disability field. Professionalisation of Students with Disabilities into the Teaching Profession in South African Higher Education critically reflects on what affordances and challenges face students with disabilities in professionalisation into the teaching professions and on how students are socialised to identify with the profession. It does so from the lived experiences of students with disabilities, the academics who teach them, the support staff and the author’s nuanced understanding of the professionalisation, the teaching profession, and transformation to include all in the South African context of higher education.
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Marginal Saharan élites. Extra-African and intra-african students mobilities (2024)
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The prevalence of depression and anxiety among medical students in Yemen: A cross-sectional study - Beshr, Mohammed Sadeq; Beshr, Ibrahem Abduallah; Al-Qubati, Hibah Abdulqader (Journal of Affective Disorders, 2024)
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Upholding household agency in climate mitigation and socio-technical energy transition in Ethiopia - Lee, Yujin; Liao, Chuan (Energy Policy, 2024)
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Gender, agricultural risk perceptions, and maize seed systems: A case study of drought-tolerant maize varieties in Uganda - Mastenbroek, A.; Gumucio, Tatiana; Nakanwagi, Josephine (Agricultural Systems, 2024)
Drought-tolerant maize (DTM) varieties and other agricultural technologies can play an important role in maintaining crop production and livelihoods, yet their uptake remains low. Most research on risks in agriculture only considers climate risks as a barrier to adopting agricultural technologies. Farming communities face other agricultural risks related to health, finances, markets, and institutions. These risk perceptions may be different for male and female farmers. We explore the agricultural risk perceptions of male and female smallholder farmers, assessing gender roles and norms and their influence on risk perceptions. Subsequently, we discuss the implications of these perceptions and gender roles and norms on the uptake of drought-tolerant maize varieties in Uganda. We conducted a qualitative study with men's and women's focus groups in twelve villages in three districts in Uganda. We used participatory rural appraisal tools with each group to structure the discussions. Production risks, health risks, social norms, and financial constraints may play an important role in smallholder agricultural decision-making. These risks are inseparable and different for men's and women's groups. Women tend to prioritize climate and crop management risks, while men place more weight on financial constraints. The perceived impact of health risks, risks related to social norms, and market risks vary across men and women in different districts. Dokolo reflects more traditional gender roles, while Iganga and Masindi note more contested gendered power over maize cultivation. The risk and concern ranking in Dokolo shows more similarity between men and women compared to Iganga and Masindi. Women tend to have less access to DTM varieties in the formal seed system, while they tend to have fewer resources to mitigate health and crop production risks. To reach and benefit more women with DTM varieties, we draw attention to access to information, bringing seed closer (potentially subsidized), gender transformative interventions, and investment in open-pollinated varieties disseminated through the informal seed system. Our research emphasizes the importance of considering multiple risks in agriculture when promoting resilient farming systems rather than focusing solely on climate risk. We also show the importance of applying a gender lens to these risks and the uptake of DTM varieties. Serving as an inclusive and pro-poor risk management technology, DTM would benefit from ensuring that the technology becomes available to male and female farmers in multiple seed systems, including formal seed systems (primarily hybrids) and informal seed systems (primarily open-pollinated varieties).
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Challenges for mainstreaming climate adaptation in African cities. A case study of Kigali, Rwanda - Mwenje, Emmanuel; Kumar, Parveen (Landscape and Urban Planning, 2024)
Cities in Africa are experiencing rapid urban and population growth. They are also among the most affected by global environmental challenges. The increasing frequency of extreme climate change events has significant implications and poses a serious challenge for policymakers to build resilient urban societies. In Africa, a considerable amount of effort has been invested in building a climate resilient society. This study made an assessment of current urban planning and development practices at the city level and evaluated their effectiveness in mainstreaming adaptation strategies to climate change. Based on our case study of the city of Kigali in Rwanda, we examined various urban development policies and plans. The study used an assessment framework developed by Kumar et al. (2015). This study revealed that out of the plans analyzed, only a fraction explicitly addressed climate change, with most lacking comprehensive climate adaptation measures. Our study further spotlighted Kigali's limited climate change awareness, analytical capacity, and resource allocation. This echoes a wider trend across African cities, which, despite experiencing climate risks, often overlook its integration into developmental plans. As the global conversation pivots to climate resilient planning and policies, the experiences and challenges of African cities emerge as invaluable. Their experiences highlight specific challenges and stress the need to modify development policies and planning practices with a strong focus on climate. Through this research, we echo the urgency to not only recognize but actively incorporate these vital African perspectives, mainstreaming climate efforts into local development ambitions.
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Evaluation of land suitability for surface irrigation under changing climate in a tropical setting of Uganda, East Africa - Wanyama, Joshua; Nakawuka, Prossie; Bwambale, Erion; Kiraga, Shafik; Kiggundu, Nicholas; Barasa, Bernard; Katimbo, Abia (Agricultural Systems, 2024)
Assessment of land suitability for irrigation under changing climate holds paramount significance given the pronounced reliance on rainfed agriculture in sub-Saharan Africa. To investigate land suitability for surface irrigation under changing climate in a tropical setting of Uganda, East Africa and explore implications for irrigation development as well as food security. The study used a GIS-based multi-criteria evaluation using the Analytical Hierarchy Process that considered seven factors: soil texture, slope, land use/land cover, soil drainage, distance to river, distance to road network and rainfall deficit. Each factor was rasterized, reclassified and standardized to a similar measuring scale, resulting in a numeric range; higher values indicating areas that are more suitable and lower values indicating areas that are less suitable for irrigation. Weighted factors were added using the weighted overlay approach in the ArcGIS environment to create the final irrigation suitability map. Suitability was further assessed under two scenarios; an increase in average temperature of 1.5 °C and 10% increase in annual rainfall for the period from 2041 to 2060 (scenario I) and an increase in average temperature of 4.3 °C and 20% increase in annual rainfall for the period from 2061 to 2080 (scenario II). Findings reveal that of the entire area of Uganda, 43.7% is currently constrained, 32.4% is moderately suitable, 23.1% is marginally suitable, only 0.9% is highly suitable, and only 0.02% is not suitable for surface irrigation. Highly suitable land is mostly found in the Lake Victoria Crescent whereas land not suitable for surface irrigation is mostly found in the Karamoja zone. Suitability of land for surface irrigation generally decreased with changing climate. Land not suitable for surface irrigation increased to 0.11% and 0.34%, and marginally suitable land increased to 28.4% and 35.8% of the total area, under scenarios I and II respectively. Whereas moderately suitable land decreased to 27.5% and 20.1%, and highly suitable land decreased to 0.29% and 0.046% of the total area, under scenarios I and II respectively. In both scenarios, suitable land for surface irrigation is highest in the South East L. Kyoga Flood Plain and lowest in the Western Mid-Altitude Farmland. The investigation underscores the dynamic nature of irrigation suitability of land, subject to various influencing factors with climate dynamics being a major factor. The findings emphasize the importance of adopting adaptive strategies and incorporating climate change considerations into irrigation decision-making processes for increased food production.
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Perceptions of radiographers regarding professional development in clinical practice in KwaZulu-Natal, South Africa - Zulu, Anderson; Morton, David; Campbell, Simon (Radiography, 2024)
Abstract Introduction Professional development is a concept inclusive of all learning such as postgraduate qualifications, staff development, and reflective practice, pursued for the betterment of radiographers' professional expertise. Professional development is associated with professional capabilities and quality service delivery to the patient, and this understanding of professional development applies to the radiography profession. The study aimed to explore and describe the perceptions of KwaZulu-Natal (KZN) radiographers regarding the role of professional development in clinical practice. Methods The study followed a qualitative exploratory-descriptive design, whereby the data was collected from 13 radiographers working in rural and urban KZN using one-on-one semi-structured interviews and analysed using Tesch's eight steps of thematic analysis. Results Three principal themes emerged from the data analysis. The first theme was the radiographers' views of what constitutes professional development. The second theme highlighted radiographers' views of what promotes professional development among professionals and the final theme concerned the radiographers' views of what hinders professional development. Conclusion South African radiographers experience a range of challenges regarding professional development participation. There is a need to assist radiography managers to facilitate the professional development of their staff; to develop a culture of professional development among their staff; to recognise and reward radiographers for participating in professional development and to provide relevant and effective professional development opportunities for radiographers.
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Challenges to Inclusive Education in Africa (2024)
As previously discussed, inclusive education has garnered significant traction across the globe with countries enacting laws and national policies aimed at promoting the integration of students with disabilities in mainstream class. Most countries in Africa now have legislation or policies aimed at protecting the educational rights of children with disabilities. Despite the progress made by most African countries in enacting educational policies aimed at promoting inclusive education, the goal to make inclusive education a reality is yet to be realized. There are several challenges that exist. This chapter will provide a discussion of the challenges faced by African countries in their efforts to make the implementation of inclusive education successful.
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Inclusive Education Within African Contexts (2024)
There are currently 54 countries in Africa, with South Sudan being the newest internationally recognized country. Africa has a long history with colonialism, with most of the countries having been colonized by Britain, France, Spain, Germany, Portugal, Italy, and Belgium. Different African countries attained their independence at different times, with Ghana being the first country to receive its independence in 1957. During the colonial era, governments did not invest a lot of resources into the education of the African students. Consequently, most African children did not receive any education as parents could not afford sending their children to private schools. The education of students with disabilities was out of goodwill from churches, missionaries, and other humanitarian organizations.
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Overview of Children With Disabilities in Africa (2024)
Africa is home to over 400 million children and the number continues to increase. According to the United Nations, it is estimated that the population will double to 2.4 billion by 2050. It is also estimated that there are over a million children with disabilities living in Africa. It is important to note that exact statistics on the number of children with disabilities in Africa are difficult to establish as a result of several factors (i.e., lack of qualified professionals, lack of accurate records, lack of comprehensive data collection systems, and lack of funding to establish evaluation centers). As a result of these factors, the reported statics underestimate the actual prevalence of disability among children in Africa. Children with disabilities in Africa face innumerable challenges in their day-to-day education and day-to-day functioning (i.e., discrimination, lack of appropriate education). This chapter provides an overview of children with disabilities in Africa and the challenges they face on a day-to-day basis.
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Promoting Inclusive Education in Africa (2024)
As previously discussed, there has been a global move towards the inclusion of students with disabilities into regular education classrooms so that they can learn alongside their counterparts who do not have disabilities. Since the Salamanca Statement and Framework for Action in 1994, governments across the globe have been enacting policies aimed at promoting inclusive education. There are a number of factors that impact the successful implementation of inclusive education. This chapter provides a discussion of the different factors that may influence the successful implementation of inclusive education.
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Discussions of Inclusive Education Within African Contexts - Chitiyo, Jonathan (2024)
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Challenging the ordinary: A healthcare education partnership between universities in the UK and Egypt - Mohsen, Lamiaa; Shabrawy, Marwa; Hassan, Waleed; Arfeen, Zakia; Rashid, Ahmed (The Asia Pacific Scholar, 2024)
Introduction: In 2016, a new university opened in Egypt that sought to ‘challenge the ordinary’ in a country with a long and rich heritage of knowledge production. Newgiza University (NGU), located adjacent to the ancient pyramids of Giza outside Cairo, launched with a foundational focus on health sciences, through undergraduate courses in medicine, dentistry, and pharmacy. Each programme was co-developed through an academic collaboration with University College London (UCL), a high-ranking, research-intensive, UK university. Methods: As the collaboration passes a key juncture of graduating the first cohorts of doctors, dentists, and pharmacists from these courses who embark on their professional careers, we examine and reflect on the journey to date. In particular, this article reviews the growing academic literature about international partnerships in medical education, describes how curricula, assessments, and management structures in the three NGU healthcare courses were adapted and finessed to fit the Egyptian context, and shares the lessons learnt by the academic leadership teams responsible for this challenging but stimulating collaboration project. Results: The collaboration between NGU and UCL is an example of an international education partnership approach that seems to be growing in popularity globally. The overriding importance of building trust and respect between partners was clear in this collaboration, as was the need for clear communication channels to guide the necessarily complex decision-making that underpinned it. Conclusion: Given inevitable power imbalances in such collaborations, critical examinations of their impacts on organisations, staff, and students are an important research priority in the future.
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Climate change impact and adaptation of rainfed cereal crops in sub-Saharan Africa - Alimagham, Seyyedmajid; Loon, Marloes P. van; Ramírez-Villegas, Julián; Adjei-Nsiah, S.; Baijukya, Freddy; Bala, Abdullahi; Chikowo, Régis; Silva, João Vasco; Soulé, Abdelkader Mahamane; Taulya, G.; Tenorio, Fatima A.; Tesfaye, Kindie; et al. (European Journal of Agronomy, 2024)
Sub-Saharan Africa’s (SSA) demand for cereals is projected to more than double by 2050. Climate change is generally assumed to add to the future challenges of the needed productivity increase. This study aimed to assess (i) the potential climate change impact on four key rainfed cereals (maize, millet, sorghum and wheat) in ten SSA countries namely Burkina Faso, Ghana, Mali, Niger, Nigeria, Ethiopia, Kenya, Tanzania, Uganda, and Zambia using local data and national expertise, and (ii) the potential of cultivar adaptation to climate change for the four crops. We assessed effects on rainfed potential cereal yields per crop and aggregated these to regional level in West (WA), East and Southern Africa (ESA). We made use of a rigorous agronomic dataset for 120 locations in the ten countries and performed simulations of rainfed potential yield (Yw) using bias-corrected climate data from five GCMs, three time periods (1995–2014 as baseline, 2040–2059, and 2080–2099) and two scenarios (SSP3–7.0 as business as usual and SSP5–8.5 as pessimistic). We tested whether better adapted cultivars (taken from the pool of cultivars currently employed in the ten countries) could compensate for climate change. Results showed that climate change decreased aggregated Yw of cereals by around 6% in ESA by 2050, whereas projected impacts in WA were not significant. In 2090, however, the projected impact of climate change in both WA (−24%) and ESA (−9%). was significant. Cultivar adaptation partially compensated the negative impact of climate change. With the adaptation approach, 87% and 82% of potential production in ESA was estimated to occur with higher average Yw and lower variability in, respectively, 2050 and 2090, compared to the baseline period. In WA 67% and 43% of the potential production was estimated to experience such positive effects in 2050 and 2090, respectively. These results highlight remaining adaptation challenges for 13% (2050) and 18% (2090) in ESA and 33% (2050) and 57% (2090) in WA for potential production. In the context of the large yield gaps in SSA, this is likely to further increase challenges to meet cereal self-sufficiency for SSA, especially in WA.
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Exploring the use of ChatGPT among media students in Egypt: Opportunities and challenges - Assad, Amr (Online journal of communication and media technologies, 2024)
The research study examines the usage of ChatGPT, an artificial intelligence (AI)-based language model, among media students in Egypt, focusing on the opportunities and challenges it presents. Through a survey, undergraduate media students shared their familiarity with ChatGPT, frequency of usage, and the media tasks performed using the tool. The study investigates the perceptions and experiences of undergraduate media students in Egypt about the benefits, challenges and implications of using ChatGPT for various aspects of media projects in their academic curriculum. It also examines the experiences of media students about content quality, creativity, organization of content, efficiency of expression, ethical concerns, and potential effects on authenticity and originality in media projects. The study adopted a mixed methods approach with a survey questionnaire and semi-structured interviews. The participants were media students belonging to three institutions in Egypt. Findings revealed ChatGPT’s utility as a valuable tool in various media tasks while highlighting its limitations and ethical considerations. The research offers media educators and professionals insights into using ChatGPT for media projects. It also raises specific issues that can benefit AI tool developers to meet academic rigor and transparency requirements.
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Patterns of light pollution on sea turtle nesting beaches in the Egyptian Red Sea - Attum, Omar; Nagy, Abdullah (Marine Pollution Bulletin, 2024)
We examined the probability of past sea turtle nesting as a function of light intensity and patterns of temporal changes of light along nesting beaches in the Egyptian Red Sea. Beaches had a lower probability of past sea turtle nesting as light intensity increased. Light has been significantly increasing on mainland nesting beaches between 1992 and 2021 except for temporary declines. Island beaches historically had lower light pollution, but there was a sudden increase of light starting in 2014 that continued through 2021, except for the precipitous decline in 2020 during the Covid 19 pandemic. Light pollution on past nesting beaches has now approached levels that may be too polluted and discourage nesting. The impacts of the increased light pollution on nesting density and hatchling survival of hawksbill, Eretmochelys imbricata, and green turtles, Chelonia mydas, is likely negative.
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Numerical groundwater flow modeling under future climate change in the Central Rift Valley Lakes Basin; Ethiopia - Balcha, Sisay Kebede; Hulluka, Taye Alemayehu; Awass, Adane Abebe; Bantider, Amare; Ayele, Gebiaw T.; Walsh, Claire (Journal of Hydrology: Regional Studies, 2024)
Study area: Katar and Meki subbasins, Rift Valley Lakes Basin, Ethiopia.Study focus: This research was carried out to characterized the recharge mechanism and quantify the steady-state groundwater balance and its sensitivity to future climate change. A groundwater simulation model was constructed and calibrated using a hydro-geo spatial dataset. Three regional climate models were used to assess the potential impact of changes in future precipitation on the recharge rate and groundwater balance components.New Hydrogeological Insight: Groundwater potential assessment depends on accurate estimation of the recharge rate. Precipitation contributed 11.95% and 11.96% to groundwater recharge in the Katar and Meki subbasins, respectively. The steady-state numerical groundwater model was calibrated and the model performed in the ranges of R2: 0.95–0.99; RMSE: 16.17–25.18; and MAE: 12.69–24.55, demonstrating 'excellent' model performance. In particular, the model exhibited high sensitivity to changes in the recharge rate and horizontal hydraulic conductivity. Future change in precipitation caused a reduction in groundwater potential in the range of 6.24–40.32% by the 2040 s and 2070 s, respectively, in the Katar subbasin. Likewise, the Meki Subbasin will experience a reduction in groundwater potential in the range of 0.29–37.17% by the 2040 s and 2070 s, respectively. These results emphasize how crucial it is for future water resource development initiatives to take into account climate variability for sustainable groundwater development.
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Per- and polyfluoroalkyl pollution in marine environments: a viewpoint about Africa - Ben-Haddad, Mohamed; De‐la‐Torre, Gabriel E.; Aragaw, Tadele Assefa; Mghili, Bilal; Abelouah, Mohamed Rida; Hajji, Sara; Alla, Aicha Ait (Water Emerging Contaminants & Nanoplastics, 2024)
Per- and poly-fluoroalkyl substances (PFAS) represent an extensive and expanding group of chemicals considered contaminants of emerging concern (CECs). These elements have found widespread usage in diverse industrial and commercial sectors since the 1940s. The advancement of modern analytical methods in developed countries has significantly contributed to the increased research on the environmental behavior and risk assessment of PFAS. However, what about developing countries? Over time, the focus on PFAS has expanded beyond legacy PFAS to encompass novel ones. In this perspective, we focus on analyzing the existing knowledge concerning PFAS in the marine environment, aiming to shed light on the limited research pertaining to per- and polyfluoroalkyl pollution in the marine ecosystems of Africa.
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Climate change and economic development in Africa: A systematic review of energy transition modeling research - Blimpo, Moussa P.; Dato, Prudence; Mukhaya, Brian; Odarno, Lily (Energy Policy, 2024)
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Impacts of the changing climate on agricultural productivity and food security: Evidence from Ethiopia - Bouteska, Ahmed; Sharif, Taimur; Bhuiyan, Faruk; Abedin, Mohammad Zoynul (Journal of Cleaner Production, 2024)
This study investigates the influence of climate change on agriculture productivity and food security in the context of Ethiopia. We use 2011–2020 state level data set of four major seasonal crops of Cash and Food in Ethiopia, namely, barley, wheat, maize, and sorghum. Methodologically, we apply the productivity function and the Ricardian approaches in the modelling for simulating the association of climate change with agriculture productivity. This study documents the interconnectedness among changes in climate, security of food and agriculture, indicating how the prior changes bring the latter kind of alterations. In general, agriculture in Ethiopia is prone to changes in climate and variations in the levels of precipitation, posing threats to food security of the rural population. The specific findings of this study highlight sorghum and barley as the majorly impacted stable crops through changes in meteorology. Furthermore, the study shows that barley production has vital contribution to causing insecurity of food in Ethiopia. The study ends with recommending some policy prescriptions and adaptation methods for mitigating the detrimental effects of climate change on production of agriculture and security of food in Ethiopia.
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Assessing the growing threat of heat stress in the North Africa and Arabian Peninsula region connected to climate change - Hamed, Mohammed Magdy; Al-Hasani, Alaa Adel Jasim; Nashwan, Mohamed Salem; Sa’adi, Zulfaqar; Shahid, Shamsuddin (Journal of Cleaner Production, 2024)
Climate change exacerbates extreme heat events in the North Africa and Arabian Peninsula (NAAP) region, posing a significant threat to human health and well-being. This study proposes a novel approach for reliable mapping of population exposure in NAAP to different UTCI levels under future climate change scenarios by improved prediction of UTCI using machine learning (ML) methods. Daily mean UTCI was calculated using hourly ERA-HEAT data from 1979 to 2022. Sobol's global sensitivity analysis was used to identify the most influential meteorological variables affecting UTCI. Three ML models were trained to predict monthly UTCI based on these variables. The best-performing model was used to generate historical and future projections of UTCI for four CMIP6 climate models under Paris Agreement goal scenarios. Finally, the projected change in population exposure to mean UTCI was assessed by comparing historical and future projections. The results showed a significant influence of air temperature, wind speed, surface pressure, solar radiation, and humidity on UTCI in NAAP. Estimation of UTCI using these variables showed a higher performance of random forest (RF) (Kling-Gupta Efficiency = 0.84) compared to other models. The projection of UTCI from CMIP6 climatic model simulations using the RF model revealed a decrease in UTCI for the 1.5 °C temperature rise scenario by 0.25–0.75 °C, while an increase by 0.25–0.75 °C for the 2.0 °C temperature rise scenario in most of NAAP. The study revealed that even a modest increase of 0.5 °C in global warming could lead to a 20-day increase in the number of days with moderate thermal stress in Egypt and Sudan and a significant increase in the number of days with strong thermal stress in the Arabian Peninsula. The population exposure to heat stress would increase significantly even under the most ambitious Paris Agreement goals. These findings highlight the urgent need for adaptation and mitigation strategies to protect public health and well-being in the NAAP region from escalating risks.
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Assessing Impact of Land Use/Land Cover Dynamic on Urban Climate Change in a Semi-Arid Region – Case Study of Agadir City (Morocco) - Idoumskine, Ijjou; Aydda, Ali; Ezaidi, Abdelkrim; Ramouch, Khawla; Haddou, Mohamed Ait (Ecological Engineering & Environmental Technology, 2024)
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Impact of climate change on food security of smallholder farmers in Shashogo district, central Ethiopia - Lolaso, Tamrat; Assef, Engdawork; Woldeamanuel, Teshale (Climate Services, 2024)
Climate variability/climate change has become the biggest challenge to food security. Objective of this study is to determine the impact of climate change/variability on food security. The study utilized primary and secondary data sources obtained through household surveys. The result shows that rainfall in Belg varies greatly, suggesting that seasonal harvests in Belg are failing, leading to a decline in production levels in certain quantities and limited food availability. Rainfall in Kiremt fluctuates moderately, while annual rainfall has the lowest fluctuations. Crop prices increase every year in recently. This change in agricultural crop yields was due to climate change manifested in price volatility. Consumers have been adversely affected by an increase in crop prices. As reported FGD group that crop yields have been declining from year to year consequences of this are fluctuations in upcoming and late season rainfall, an unusual rise in temperature, flooding and the spread of the American warm, which the community to shift their livelihood to non-agricultural activities. Next to crop farming, raising livestock is one of the main sources of income for rural communities; nevertheless, the productivity and stocks of livestock may be impacted by climate change. Food stability is impacted not only by climate variability but also by increasingly frequent and intense extreme climate events that affect availability, access, and use. Stakeholders who would take steps to combat a loss of agricultural production in the Belg season were presented with the study's results.
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Physico-Chemical And Microbiological Pollution Of Industrial Wastewater From Levrier Bay In Mauritania - Maleck, Moulaye M'Hamed Abdel; Zamel, Mohamed Lemine Cheikh; Elmamy, Cherif Ahmed Ahmed; Belghyti, Driss; Abdellahi, Mohamed Vall Mohamed (Journal of Ecological Engineering, 2024)
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Groundwater development and management constraints in drought prone Chiredzi and Zvishavane Districts, Zimbabwe - Manyakaidze, Pascal; Musavengane, Regis; Simatele, Mulala Danny (Climate Services, 2024)
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Plastic pollution on Moroccan beaches: Toward baselines for large-scale assessment - Mghili, Bilal; Hasni, Soufiane; Ben-Haddad, Mohamed; Rangel-Buitrago, Nelson; Keznine, Mohamed; Lamine, Imane; Hamiche, Fatima Zahra; Haddaoui, Hatim; Abelouah, Mohamed Rida; Demiathi, Manal; Oubahaouali, Brahim; Jellal, Nadia; et al. (Marine pollution bulletin, 2024)
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Parental involvement in primary schools in Tanzania: Effects of a pre- and in-service teacher training - Mujtaba, Syed Jaffar; Kigobe, Janeth; Leeuwen, Karla Van (Teaching and Teacher Education, 2024)
This paper reports on the effects of a teacher capacity building programme to increase parental involvement in primary schools in Tanzania. One training focused on in-service teachers (n = 169) and the other was a blended learning course for pre-service teachers (n = 509). We implemented a three-measures longitudinal study design, with a cluster randomised controlled trial design for the in-service teacher group. Hierarchical linear modelling showed an increase in teachers' self-reported beliefs about parental involvement. For the pre-service teachers, there was an actual increase in inviting parents to be involved. There was no significant increase in self-reported teacher efficacy.
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Is this land for sale? The effects of drought on land ownership in Uganda - Murken, Lisa; Kraehnert, Kati; Gornott, Christoph (Ecological Economics, 2024)
This study examines the impact of drought on the land ownership rights of smallholder farmers in Uganda. Three waves of the Uganda National Panel Survey are combined with an indicator for drought, the Standardized Precipitation Evapotranspiration Index. Using a household fixed effects approach, we exploit spatial and temporal variation in drought conditions to identify its effect on households’ self-reported willingness to acquire land ownership rights, both at the extensive and intensive margins. Results show that exposure to drought lowers households’ intentions to purchase land and substantially reduces the price households are willing to pay for land. The effects persist over time and are robust to different specifications. Our findings suggest that drought exposure limits the operating space for farmers wishing to purchase land.
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Is groundwater running out in the Western Cape, South Africa? Evaluating GRACE data to assess groundwater storage during droughts - Nenweli, Ritshidze; Watson, Andrew B.; Brookfield, Andrea E.; Münch, Zahn; Chow, Reynold (Journal of hydrology. Regional studies, 2024)
The Western Cape (WC), South Africa. The WC has become increasingly dependent on groundwater in recent years due to repeated droughts. A framework to monitor the regional groundwater levels is urgently required to sustainably manage the WC’s water resources, since the region has inconsistent or unavailable monitoring data. Therefore, this study aims to understand how Gravity Recovery and Climate Experiment (GRACE) and Global Land Data Assimilation System (GLDAS) data can be used to monitor groundwater storage variations (ΔGWS) in the WC. In-situ ΔGWS time-series from twelve aquifers in the WC were compared to GRACE and GLDAS data. GRACE terrestrial water storage anomalies (ΔTWS) showed moderate positive correlation (r = 0.69) with in-situ ΔGWS from the Adelaide Subgroup Aquifer (ASA), an unconfined aquifer with large areal extent and large ΔGWS. The Table Mountain Group Upper Aquifer Unit (TMG UAU) and Cape Flats Aquifer (CFA) also showed significant positive correlations with GLDAS ΔGWS of 0.83 and 0.73, respectively. Our results suggest that ΔGWS in the ASA can be monitored using GRACE ΔTWS, while GLDAS ΔGWS data can be used to monitor ΔGWS in the unconfined TMG UAU and CFA. GRACE and GLDAS data may be suitable to monitor groundwater availability in other water- and data-scarce regions of Africa.
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Exploring the implementation of soft pedagogical documents in public secondary schools: A case study in Nyamasheke District, Rwanda - Niyibizi, Onesme (Pedagogical research, 2024)
This study employed a qualitative research design to investigate the utilization of soft pedagogical documents among twelve mathematics teachers in five purposively sampled public secondary schools. Data was collected through interviews and analyzed thematically. The study, rooted in social constructivism theory, discovered a mixed pattern in the implementation of soft pedagogical documents. Scheme of works and notes summary were widely acknowledged as a guide for structuring the academic year, but only a minority of teachers consistently applied it. Lesson plans, crucial for effective teaching, faced challenges in adherence due to time constraints and heavy workloads. Tools like class diary and attendance register were considered essential, yet compliance varied. Marks records and evaluation records, vital for assessing student progress, proved challenging for half of the teachers. Unit assessment records and homework records suffered from inconsistent implementation. While exercises records and formative records were recognized for tracking student learning, their effective use remained infrequent. Despite disparities, the soft pedagogical documents played a crucial role in shaping the educational setting. The study highlighted the need for targeted interventions and support mechanisms to enhance consistent implementation across all documents.
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A drought monitoring and early warning service for food security in South Africa - Pavlidis, Vasileios; Kganyago, Mahlatse; Mukhawana, Mxolisi; Alexandridis, Thomas; Cherif, Ines; Laneve, Giovanni; Orsi, Riccardo; Kartsios, Stergios; Karypidou, Maria Chara; Sofiadis, Ioannis; Katragkou, Eleni (Climate Services, 2024)
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Perceived Employability of Moroccan Engineering Students: a PLS-SEM Approach - Qostal, Aniss; Sellamy, Khadija; Sabri, Zineb; Nouib, Hamza; Lakhrissi, Younes; Moumen, Aniss (International Journal of Instruction, 2024)
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Develop information and technology skills For primary education teachers in Libya - Saqr, Mohammad Salem Mohammad; Kamal, Navirah; Ahmed, Noon Babiker Mohammed (Mağallaẗ Ǧāmiʿat ʿīn Šams Li Buḥūṯ Al-Taʿlim (Print), 2024)
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Dataset of indoor air parameter measurements relating to indoor air quality and thermal comfort in South African primary school classrooms of various building infrastructure types. - Walt, Rita Elise van der; Grobbelaar, Sara S.; Booysen, M.J. (Data in Brief, 2024)
In the resource-constrained South African education sector, infrastructure considered temporary or a backup in other countries is used as permanent classrooms, primarily but not exclusively in lower-income areas. Children's cognitive performance and comfort are directly impacted by indoor air quality. Temperature, relative humidity, particulate matter and CO2 levels, substantial determinants of air quality and thermal comfort, have not been investigated across different classroom building and infrastructure types. We measure these parameters with 11-minute intervals in 24 classrooms at schools in Stellenbosch, South Africa. These classrooms consist of a range of different infrastructure types. Container classrooms with and without insulation, mobile (prefabricated) classrooms, and brick classrooms of different configurations are included. Measurements are concurrently sampled over ten months (249 days, still ongoing) across multiple seasons with relevant metadata, including ambient weather conditions, school days and times, and electricity availability in the (South) African context, which impacts air conditioning usage. This dataset provides valuable insights into true learning conditions in South African classrooms.
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Falling behind in school: Mother’s economic empowerment and its association with children’s grade progression in Malawi - Williams, Eunice Mueni; Padmadas, Sabu S.; Väisänen, Heini (International Journal of Educational Development, 2024)
Malawi has experienced slow and uneven progress in school progression and completion rates, thus there is need to rethink the approaches needed for reforming education systems. Mothers are more likely to invest in children's nutrition and well-being and take primary responsibility for children's education. However, the association between women's economic empowerment and their offspring's school progression rates is not systematically understood in Malawi, or elsewhere. We investigate how economic empowerment of mothers is associated with children's progression through grades at appropriate ages. Using the 2016/17 Malawi Integrated Household Survey data, we show that women's economic empowerment is positively associated with being on-time for grade, with a steeper slope for girls than boys, particularly at secondary school level. The stronger association for girls in secondary school, who otherwise typically experience a higher risk of dropping out of school than boys, implies higher education attainment, and probably lower teen pregnancies and early marriage. We conclude that investment in women's economic empowerment can significantly enhance school progression and completion rates and can contribute to human capital development and poverty reduction in Malawi and elsewhere in sub-Saharan Africa.
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Falling behind in school: Mother’s economic empowerment and its association with children’s grade progression in Malawi - Williams, Eunice Mueni; Padmadas, Sabu S.; Väisänen, Heini (International Journal of Educational Development, 2024)
Malawi has experienced slow and uneven progress in school progression and completion rates, thus there is need to rethink the approaches needed for reforming education systems. Mothers are more likely to invest in children's nutrition and well-being and take primary responsibility for children's education. However, the association between women's economic empowerment and their offspring's school progression rates is not systematically understood in Malawi, or elsewhere. We investigate how economic empowerment of mothers is associated with children's progression through grades at appropriate ages. Using the 2016/17 Malawi Integrated Household Survey data, we show that women's economic empowerment is positively associated with being on-time for grade, with a steeper slope for girls than boys, particularly at secondary school level. The stronger association for girls in secondary school, who otherwise typically experience a higher risk of dropping out of school than boys, implies higher education attainment, and probably lower teen pregnancies and early marriage. We conclude that investment in women's economic empowerment can significantly enhance school progression and completion rates and can contribute to human capital development and poverty reduction in Malawi and elsewhere in sub-Saharan Africa.
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Climate change and community conflicts in Sub-Saharan Africa: A review of the evidence - Aly, Dramé (African Journal of Environmental Science and Technology, 2024)
This paper delves into the link between climate and conflict in Africa, drawing insights from climate science, political ecology, and peace studies, and it emphasizes the need for integrated climate adaptation and peacebuilding policies, rooted in inclusive governance, social justice, and community-based approaches aligned with the Sustainable Development Goals. Quantitative data analysis supports associations between climate variables and conflict incidence, while case studies in the Sahel, Horn of Africa, and Lake Chad Basin demonstrate climate influences on communal violence. Further research into root causes is needed to inform structural solutions.   Key words: Climate change, conflict, Sub-Saharan Africa, evidence review, climate adaptation, peacebuilding policies.
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Ubuntu Ethics and Education in Southern Africa - Chingombe, Agrippa; Major, Thenjiwe Emily (2024)
In our contribution to the debate on African ethics and education, this chapter provides the reader with some insights into the interplay between African ethics and education through the fundamental principles of Ubuntu. Despite some of the criticism raised against Ubuntu as moral philosophy, this chapter shows how the principles of Ubuntu influence character formation in education in Southern Africa. It is through education that morally appropriate behavior is transmitted from one generation to the other. To avoid generalization on a culturally diverse continent like Africa, the chapter makes specific reference to the sub-Saharan countries of Zimbabwe and, to a lesser extent, Botswana and Zambia. The chapter claims that Ubuntu, as a conduit for moral development, has not been given adequate attention in the field of education. Ubuntu is important in creating the kind of citizens Africa needs, individuals who are critical thinkers, whose allegiance is to humanity rather than to personalities and localities. Transmitted through education, Ubuntu helps citizens to embrace democracy and diversity. Ubuntu principles of communalism, justice, love, humility, tolerance, and honesty can be used to address challenges besetting education in Africa and society in general and to promote national and human development.
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Teachers' perceptions towards the utilization of tablets for educational purposes in Tanzania - Mwakapemba, James Leonard; Phabiano, Edward; Retnawati, Heri (Jurnal Penelitian Pendidikan IPA (Online, Mataram), 2024)
The primary purpose of this study is to explore teachers' perceptions on the use of tablets for educational purposes in Tanzania for primary and secondary schools’ level of education. It aimed to identify three key variables, which are knowledge and skills on use tablets; school’s environmental support and sustainability of using tablets; and the attitudes of teachers towards using tablets. This study employed quantitative research approach by adopting post-positivist paradigm using research survey with Likert scale questionnaires through online. The study used the Technological Acceptance Model (TAM) to investigate the teachers’ attitudes towards using tablets for teaching and learning process. 81 respondents were involved in the study, samples were selected from five zones (North, South, West, East and Central zone). The data were analysed quantitatively using Winsteps version 5.7.0 through Rasch Model. Results found that (-0.18) of teachers had high knowledge and skills in the use of tablets, (-0.032) teachers agreed that the environment supports internet, electricity and accessibility of internet bundle on the use of tablets, and (-1.09) there was a strongly agreed for the acceptance of the use of tablets while (+0.47) teachers disagreed for the acceptance of the use of tablets for educational purposes in Tanzania.
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Prevalence of soil-transmitted helminths among school-aged pupils in three selected Community Primary Schools in Etche Local Government Area, Rivers State, Nigeria. - Nwalozie, Rhoda; Egbukele, Mary; Ezenwaka, Chinonye Oluchi (International Journal of Biological and Pharmaceutical Sciences Archive, 2024)
Soil-transmitted helminths pose significant public health concerns, particularly among school-aged children in resource-constrained settings. This study aimed to investigate the prevalence of soil-transmitted helminths among school-aged pupils in three selected Community Public Primary Schools, Etche Local Government Area, Rivers State, Nigeria. A cross-sectional study was conducted, involving 150 school-aged pupils (1-14 years old) from three Community Primary Schools which included State School 1, State School 2, and Community Primary School, all in Etche. A structured questionnaire was administered to gather information on socio-demographic factors. Stool samples collected from each pupil were examined using the Kato-Katz technique and the STH parasites identified with keys. The overall prevalence of soil-transmitted helminth infection in the three selected schools in this study was 46%. Results obtained from this study according to sex showed that more males (52%) were infected than females (40%). Children between 5-7 years were the most infected in State School 2 and Community Primary School; while children between 12-14 years were the most infected in State School 1. Also, this study revealed that children in State School 2 had the highest soil-transmitted helminths infection (56%); while State School 1 recorded the least infection rate (34%). In this present study, Strongyloides stercoralis was the least prevalent soil-transmitted helminths while Ascaris lumbricoides (36) was the most occurring parasite in this study. There was no association (p>0.05) between age and gender and the prevalence of the parasite infection. A comprehensive control programme should be implemented in the area to curb the spread of infection.
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Challenges of Inclusion of Almagirai in Nigerian School Feeding Scheme - Umar, Abubakar Saidu; DAHIRU, Jongur Umar; Abdullahi, A. R (Journal of Digital Learning and Distance Education (Online), 2024)
Almagirci has recently become an ideological battlefield debate about the roles of government to support them, which sometimes often focuses on feeding. It is expected that all children should equally attain the highest standard of education and nutrition through a school feeding scheme, but in the context of Nigeria, the commitment is different, especially for Almajirai. This study aims to examine the likely challenges in including Almagirai in Nigerian school feeding schemes with an emphasis on people's perceptions. The use of a survey research method through a questionnaire was adopted by the researchers, administered in Mubi North and South local government area of Adamawa State, Nigeria. The survey area represents only two out of hundreds of local governments in the country where Almajirai are sited. The findings revealed that out of 220 respondents, 166 (75.45%) and 174 (79.09%) strongly disagree with the current situation of Almajirai in terms of their feeding and the government commitments toward Almagiranci respectively. It was also revealed that 188 (85.45%) of respondents strongly agreed and in support of governments to include Almajirai in the school feeding scheme, simultaneously, 198 (90.00%) respondents responded that the inclusion will have a positive impact on their learning. In response to these challenges, It is expected that governments should move urgently to bring Almagirai under their oversight and regulation to enable her to take care of nutrition and the standard of their education.
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Developing a Hybrid Model for Analyzing Students’ Academic Performance using ICT Integration in Higher Learning Institutions: A Case Study of IPRC-HUYE, RWANDA - UMUTONI, Marie; Wilson, M. Emett (International journal of innovative science and research technology, 2024)
The integration and use of ICT tools, resources and systems in different aspects of the educational process is the aim of this study on the integration of ICT into higher education institutions. In order to improve the performance of students in their studies, successful integration with ICT at higher education institutions has become more and more crucial. However, there's a shortage of comprehensiveness. Research on the specific impact of ICT integration on students' performance indicators such as academic success, involvement and critical thinking skills. In addition, it is necessary to identify the factors that contribute to or hinder the effective integration of ICT into higher education institutions and to understand how these factors affect the results of students' studies. This research study examined how the incorporation of ICT tools and resources influences students' academic performance, engagement levels, and critical thinking skills. The study also examined the challenges and obstacles to effective integration of ICT in learning, as well as explored students' perceptions and attitudes towards using information and communication technologies. In order to assess the impact of ICT integration, this researcher used an analytical approach by using surveys, questionnaires and interviews to gather students and trainers' perspectives on ICT integration and its influence on their engagement. The targeted population was the students enrolled at the IPRC (Integrated Polytechnic Regional College) Huye and their trainers, which is the specific case study institution. Statistical Analysis including correlation and regression under python programming language will be employed to analyze the collected data.
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Enhancing educational excellence: An analysis of teacher capacity building and its impact on instructional delivery in public secondary Schools in Kenya - Werimba, Munyi Monica (World Journal Of Advanced Research and Reviews, 2024)
This study investigates the relationship between teacher capacity building, instructional delivery, and effectiveness in public secondary schools. Utilizing the descriptive survey methodology, data were collected from 400 teachers in Embu and Tharaka-Nithi Counties, Kenya. A survey questionnaire was used for data collection, whereby the efficacy of instructional delivery was assessed through a Likert-scale survey consisting of 17 items. Demographic information highlighted the diverse composition of the teaching workforce, with varying age groups, educational qualifications, and work experience. The study explored teachers' participation in professional development programs, revealing substantial engagement in subject-specific training among other capacity building programs. Findings indicated high agreement among teachers on statements related to syllabus completion, assignment design aligned with objectives, and regular collaboration with colleagues. Some areas for potential improvement were identified, including the incorporation of student questions to guide lessons, ensuring adequate instructional materials, and integrating higher-order thinking strategies. Capacity building was found to have a significant influence on the effectiveness of teachers in instructional delivery, whereby teachers who had attended more courses obtained higher means scores in instructional delivery than those who had attended fewer or no courses. The study contributes to the understanding of teacher capacity development's impact on instructional practices and effectiveness. The findings underscore the importance of ongoing professional development tailored to teachers' needs, emphasizing collaborative strategies and resource provision. Policymakers, educational administrators, and teachers can leverage these insights to inform targeted interventions that enhance the overall quality of instruction in Kenyan public secondary schools.
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The Correlation Between Oxidative Stress and Cognitive Decline in Egyptian Elderly with Mild Cognitive Impairment - Aly, Shahd Helmy; Said, Salma M. S. El; Sweed, Hala S.; Sheikh, Nabeel (Aging medicine and healthcare, 2024)
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Factors associated with mental health stigma among teachers and caregivers of primary school children in Mbale, Uganda - Braathu, Nora; Kabatooro, Mukisa Marjorie; Babirye, Juliet N.; Wentzel‐Larsen, Tore; Skar, Ane‐Marthe Solheim; Engebretsen, Ingunn Marie S. (Research Square (Research Square), 2024)
Abstract Background Uganda has one of the youngest populations in the world, with approximately 55% aged below 18 years. Approximately 23% of Ugandan youths are struggling with mental disorders. Despite the high prevalence of mental disorders, the existing stigma surrounding mental health may discourage individuals from seeking help, resulting in untreated conditions that may worsen over time. Examining the factors associated with stigma is crucial for understanding specific target areas to reduce its impact. The current paper examines factors associated with mental health stigma among teachers and caregivers in 18 primary schools in Mbale, Uganda. Methods The current study used baseline data from the TREAT INTERACT stepped-wedge cluster randomized trial among 191 teachers and 732 caregivers. Stigma was measured using the revised Perceived Devaluation-Discrimination scale (PDD). Mental health knowledge was measured with the Mental Health Knowledge Schedule (MAKS), and Psychological aggression was measured with the Dimensions of Discipline Inventory (DDI). Data were analyzed using mixed effects models in R. Mean scores were rescaled to range from 0-100. Results On a range from 0-100, teachers had a mean of 30.7 (SD = 14.0) on the mental health stigma measure, while caregivers scored significantly higher with a mean of 36.9 (SD = 16.9). Lower mental health knowledge (Teachers: -0.36, 95% CI = -0.49; -0.22, Caregivers: -0.24, 95% CI = -0.32; -0.16) and higher prevalence of psychological aggression (Teachers: 0.13, 95% CI = 0.06; 0.21, Caregivers: 0.15, 95% CI = 0.10; 0.20) were significant predictors of higher levels of stigma. Fewer years of education (-4.51, 95% CI= -7.74; -1.29) were additionally significantly associated with higher levels of stigma among caregivers. Factors such as sex, age, school area, years working as a teacher, and caregiver wealth index were not statistically significant factors. Conclusion Higher levels of stigma were associated with lower mental health knowledge and higher frequencies of psychological aggression among teachers and caregivers. Additionally, lower caregiver education was associated with higher levels of stigma. This underscores the importance of targeted interventions to enhance mental health awareness and reduce aggressive disciplinary practices. Additionally, the observed associations with caregiver education emphasize the need for tailored approaches that account for demographic variations in stigma.
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Access to continuous professional development for capacity building among nurses and midwives providing emergency obstetric and neonatal care in Rwanda - Gakwerere, Mathias; Ndayisenga, Jean Pierre; Ngabonzima, Anaclet; Uhawenimana, Thiery Claudien; Yamuragiye, Assumpta; Harindimana, Florien; Rwabufigiri, Bernard Ngabo (BMC health services research (Online), 2024)
Abstract Background Nurses and midwives are at the forefront of the provision of Emergency Obstetric and Neonatal Care (EmONC) and Continuous Professional Development (CPD) is crucial to provide them with competencies they need to provide quality services. This research aimed to assess uptake and accessibility of midwives and nurses to CPD and determine their knowledge and skills gaps in key competencies of EmONC to inform the CPD programming. Methods The study applied a quantitative, cross-sectional, and descriptive research methodology. Using a random selection, forty (40) health facilities (HFs) were selected out of 445 HFs that performed at least 20 deliveries per month from July 1st, 2020 to June 30th, 2021 in Rwanda. Questionnaires were used to collect data on updates of CPD, knowledge on EmONC and delivery methods to accessCPD. Data was analyzed using IBM SPSS statistics 27 software. Results Nurses and midwives are required by the Rwandan midwifery regulatory body to complete at least 60 CPD credits before license renewal. However, the study findings revealed that most health care providers (HCPs) have not been trained on EmONC after graduation from their formal education. Results indicated that HCPs who had acquired less than 60 CPD credits related to EmONC training were 79.9% overall, 56.3% in hospitals, 82.2% at health centres and 100% at the health post levels. This resulted in skills and knowledge gaps in management of Pre/Eclampsia, Postpartum Hemorrhage and essential newborn care. The most common method to access CPD credits included workshops (43.6%) and online training (34.5%). Majority of HCPs noted that it was difficult to achieve the required CPD credits (57.0%). Conclusion The findings from this study revealed a low uptake of critical EmONC training by nurses and midwives in the form of CPD. The study suggests a need to integrate EmONC into the health workforce capacity building plan at all levels and to make such training systematic and available in multiple and easily accessible formats. Implication on nursing and midwifery policy Findings will inform the revision of policies and strategies to improve CPD towards accelerating capacity for the reduction of preventable maternal and perinatal deaths as well as reducing maternal disabilities in Rwanda.
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War and education: the attacks on medical schools amidst ongoing armed conflict, Sudan 2023 - Mahgoub, Esra Abdallah Abdalwahed; Khairy, Amna; Osman, Samar; Haga, Minoru; Osman, Sarah; Hassan, A.M. El; Kamal, H.; Babiker, Anas (Conflict and health, 2024)
Abstract Background War results in widespread destruction of a country’s infrastructure, healthcare facilities, and educational institutions. This study aims to assess the attacks on medical schools amidst the ongoing conflict in Sudan. Methods A descriptive cross-sectional study was conducted across 58 medical schools located in the states of Khartoum, Darfur, and Kordofan. Data on attacks between April 15, 2023, and July 15th 2023, were collected using online data collection form. Results All medical schools in conflict areas were included in the study. More than half (58.6%) of these medical schools were attacked. Private schools, constituting the majority of the study sample, were the most frequently attacked (70.6%). Of these, 52.9% were located in Khartoum city. More than one form of attack was reported in 64.7% of the affected schools. Looting occurred in 73.5% of the attacked faculties, while 67.6% of them were converted into military bases. Despite these challenges, 60.3% of the schools in the conflict zone managed to restore the educational process through online learning and collaboration with other institutions. Conclusion During a three-month period of warfare, most medical schools within conflict zones were attacked. This emphasizes the vulnerability of medical education institutions during war and highlights the urgent need of the Ministry of Higher Education interventions to provide leadership, support, and oversight for the educational process in medical schools across the country.
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A Brief Overview on Eritrean Education System: Critical Analysis and Future Research Directions - Mangesha, Tadros; Tessema, Mussie T.; Tenkorang, Frank (2024)
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Influences of Climate Variability on Land Use and Land Cover Change in Rural South Africa - Mogonong, Buster; Twine, Wayne; Feig, Gregor; Merwe, Helga van der; Fisher, Jolene T. (Remote sensing (Basel), 2024)
Changes in land use and land cover over space and time are an indication of biophysical, socio-economic, and political dynamics. In rural communities, land-based livelihood strategies such as agriculture are crucial for sustaining livelihoods in terms of food provision and as a source of local employment and income. In recent years, African studies have documented an overall decline in the extent of small-scale crop farming, with many crop fields left abandoned. This study uses rural areas in three former apartheid homelands in South Africa as a case study to quantify patterns and trends in the overall land cover change and small-scale agricultural lands related to changes in climate over a 38-year period. Random forest classification was applied on the Landsat imagery to detect land use and land cover change, achieving an overall accuracy of above 80%. Rainfall and temperature anomalies, as well as the Standardized Precipitation Evapotranspiration Index (SPEI) were used as climate proxies to assess the influence of climate variability on crop farming, as the systems investigated rely completely on rainfall. Agricultural land declined from 107.5 km2 to 49.5 km2 in Umhlabuyalingana; 54 km2 to 1.6 km2 in Joe Morolong; and 254.6 km2 to 7.4 km2 in Mangaung between 1984 and 2022. Declines in cropland cover, precipitation, and the SPEI were highly correlated. We argue that climatic variability influences crop farming activities; however, this could be one factor in a suite of drivers that interact together to influence the cropping practices in rural areas.
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Competencies and training needs of extension agents for educating farmers on genetically engineered crops in Uganda - Mugwanya, Nassib; Jayaratne, K. S. U.; Bloom, J. Dara; Donaldson, Joseph L.; Delborne, Jason (Advancements in agricultural development, 2024)
The purpose of this study was to determine the training needs of extension agents in Uganda to lead successful education programs on genetically engineered (GE) crops. This was a descriptive survey research study conducted online with public agricultural extension agents in the eastern agro-ecological zone of Uganda. This study used Borich’s method to identify training needs. A survey instrument was designed to determine extension agents’ perceived importance and proficiency of 60 competencies organized under the eight Public Issues Education (PIE) framework competency constructs. The survey received 58 usable responses comprising an 83% response rate. All eight PIE competency constructs were perceived by the extension agents to be important. This study identified additional four competencies important for PIE in addition to the eight competencies in the model. Agents’ greatest training needs were creating partnerships and designing GE education programs. The lowest training needs were creating an environment of professionalism and managing conflicts. The findings indicate the importance of training extension agents on how to engage with farmers in new ways to educate them on GE technology. This study provides implications for determining the training needs of extension agents in PIE such as educating farmers on GE technology.
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Strategies that leadership employ to support teacher professional development in Namibia - So-Oabeb, Josef H.S.; Plessis, André du; Masenge, Andries (African journal of teacher education and development, 2024)
Background: Namibian education is faced with a concern of poor-quality teaching and learning. One way of seeking to address this is through the professional development of teachers. Therefore, this study examined strategies used by school leaders to support teachers for improved subject knowledge and pedagogy.Aim: The study aims to provide a fresh repository of information tailored for policymakers, political leaders and administrators to avail resources to capacitate and support school leaders towards innovative and creative strategies geared towards teachers’ professional development.Setting: This article provides insights into the various strategies employed by principals and heads of departments (HODs) to support teacher professional development in the Namibian context.Methods: This was a mixed-method study in which quantitative findings were used to guide the development of questions used during interviews. During the quantitative phase of the study, data were obtained from nine principals, 32 HODs and 62 teachers, while 23 participants comprising school principals, HOD and teachers participated in the qualitative phase of the study.Results: The findings revealed that Namibian principals and heads of departments use multiple strategies employed by the leadership to support their teachers’ professional development efforts.Conclusion: Namibian principals and heads of departments play a significant role in supporting teachers’ professional development and hence have established various strategies for improved subject knowledge and pedagogy.Contribution: The study contributes to a body of knowledge on school leadership and teacher professional development by unveiling the current practices and relationships between school leaders and their teachers’ professional development in Namibia.
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Cyberbullying and mental distress among adolescents in secondary school: Tunisian cross sectional study - Touhemi, Donia Ben; Maryam, Chaabane; Khaoula, Khemakhem; khadija, Chiha; Ayadi, H.; Moalla, Y. (Research Square (Research Square), 2024)
Abstract Purpose: Ours study aimed to describe the characteristics of adolescents who are victims of cyberbullying and to evaluate the psychological state of these victims. Methods: This is a cross-sectional, descriptive, and analytical study conducted with a representative sample of adolescents attending 6 schools in the Sfax region during the month of February 2022. The pre-established form containing socio-demographic and family information was used. Cyberbullying was assessed using the "Cyber-Harassment Student Survey". Mental distress was evaluated using the Depression Anxiety Stress Scales (DASS-21), validated in Arabic. Results : Data was collected data from 396 adolescents, of which 54.8% were female. The average age of participants was 16.65 years. Cyberbullying was reported by 47% of the surveyed adolescents. Factors associated with cyberbullying in these adolescents included residing in urban areas (p = 0.017), experiencing relational problems with parents (p = 0.001) and siblings (p = 0.002), the presence of behavioral problems in school (p = 0.009), and low academic performance (p = 0.000) Among cyberbullying victims, 41.3% reported moderate to severe depressive symptoms; 47.8% had moderate to severe anxiety levels, and 29.5% had moderate to severe stress levels. Cyberbullying was strongly correlated with depression (p < 0.0001), anxiety (p = 0.00), and stress (p = 0.00). Conclusion: The results of this study indicate that cyberbullying is widespread within schools and has negative consequences on the mental health of young individuals. Recognizing this prevalence is essential and calls for a prevention strategy against cyber-related issues.
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Teachers’ Perception on Implementing the Revised Lower Secondary Curriculum in Selected Schools in Uganda: A Focus on Emerging Issues and Coping Strategies - Wambi, Moses; Ocheng, Teophira Kagoire; Were, David; Buluma, Alfred; Tusiime, Wycliff Edwin; Balituumye, Michael (Journal of effective teaching methods, 2024)
This study explored teachers’ perception on the implementation of Comptency-based Curriculum (CBC) in lower secondary schools in Uganda that was rolled out in 2020. The shift from the Knowledge-Based Curriculum (KBC) to CBC caused a cultural shock to those who had been nurtured in a purely teacher-centred curriculum! Teachers got challenged over their authority and autonomy in the delivery of instruction. Discussion was centred on teachers’ readiness to implement; pedagogical competences to plan, facilitate and assess CBC. In this phenomenological study, data was collected from 12 randomly selected secondary schools in urban, semi-urban and rural areas of Uganda. The population comprised teachers of Lower Secondary, Directors of Studies and Headteachers. Data was analyzed qualitatively through codes and themes and reported thematically, backed with verbatim quotations and statements from participants. Majority of the teachers were struggling with gaps in planning and content delivery, CBC stimulated hands-on-learning, teachers’ preparedness was considerably low due to lack of prior training, ICT integration was still an uphill task, majority of teachers were still stuck to traditional methodologies. CBC is too demanding and ambitious! NCDC should, therefore, design retooling packages for continuous capacity building, schools should promote peer mentorship, collaboration and Network initiatives.
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Contribution of Islamic Finance to Inclusive Growth: A Comparative Study of the West African Economic and Monetary Union (WAEMU) and North African Countries - Youssouf, Ali Bamba; Mostafa, El (ISRA international journal of Islamic finance (Print), 2024)
ABSTRACT
Purpose — In recent years, economic growth in the West African Economic and Monetary Union (WAEMU) has been positive, but the precariousness of the population has remained virtually unchanged. Thus, the search for inclusive growth should be considered, and that is the subject of this comparative study to determine the contribution of Islamic finance to inclusive growth.
Design/Methodology/Approach — First, this paper sets up an inclusive growth index to undertake a comparative study between WAEMU countries and North African countries before and after the integration of Islamic finance in order to examine the impact of Islamic finance in these countries. The paper then compares these two areas, WAEMU countries and North African countries, variable-by-variable, using a Student’s t-test over the period 2010–2023. The group of North African countries included in this study is found to have a high Islamic finance development indicator compared to the WAEMU zone.
Findings — The results show that growth is more inclusive in North African countries. However, the lack of data on Islamic financial institutions operating in the countries examined makes it impossible to determine the extent of their contribution to the economies of these countries.
Originality/Value — The studies that have dealt with this topic have been limited to the relationship between finance and the components of inclusive growth. Others have chosen the quality of economic growth as the variable for inclusive growth. However, this study goes beyond that by showing the influence of Islamic finance on an index of inclusive growth that takes into account eight components. This adds value to the existing literature.
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Lessons from integrating mental health as part of lymphatic filariasis morbidity management and disability prevention services in Jigawa State, Nigeria - Amanyi-Enegela, Juliana A; Badaki, J.A.; Pali, Maureen; Okunade, Faizah; Kumbur, Joseph; Omoi, Samuel; Ishaya, Rinpan; Ogoshi, Christopher; Emereuwa, Innocent Chinweizu; Sankar, G.; Qureshi, Babar (International health (Online), 2024)
Abstract Lymphatic filariasis (LF) is a neglected tropical disease affecting >120 million people worldwide. LF has debilitating effects on humans and leads to morbidity and sometimes irreversible disability. A significant proportion of persons affected by LF morbidity also suffer from ill health, such as depression, anxiety, pain, stigma and social isolation due to disfigurement, as well as loss of mobility, livelihood and income. Mental health is often overlooked as a component of morbidity management and disability prevention (MMDP) services, despite the high prevalence of depression and anxiety among people affected by LF. To address this gap, Christian Blind Mission (CBM) piloted a comprehensive approach providing morbidity management and disability prevention by integrating mental health as part of the MMDP care package. The participatory evaluation of the project reviewed the project documents and a review meeting, small group discussions and in-depth interviews with project stakeholders. Findings suggest that project training and service delivery targets were exceeded in most cases. In addition, the disability and gender disaggregated data highlights the interplay of gender and disability in accessing care and the existence of unmet mental health needs. The financial cost of transportation to utilise referrals or access other MMDP services, such as replenishing treatment supplies, was a major constraint in accessing services for LF morbidity patients and low levels of awareness, fear of hydrocoele surgery and social stigmatisation were reported. The project outcomes demonstrate the feasibility and effectiveness of integrating mental health as part of a comprehensive MMDP package of care. Integration strategies should target training of MMDP providers in basic mental health skills, screening for mental health issues and the provision of mental health services and other MMDP services within the same facilities. Integration is an important step towards comprehensive care for people affected by LF and other NTD morbidities and disabilities.
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Student nurse perceptions of family nursing practices in South Africa: A descriptive survey - Chironda, Geldine; Brysiewicz, Petra (Health SA Gesondheid (Print), 2024)
Background: Family nursing practices (FNPs) are gaining momentum in global literature, but the available research has targeted qualified nursing professionals. There are limited studies exploring this phenomenon in undergraduate student nurses in South Africa.Aim: The study aimed at exploring the undergraduate student nurse perceptions of FNPs.Setting: The study was conducted at a selected university in KwaZulu-Natal, South Africa.Methods: A descriptive survey design was used to purposively select undergraduate nursing students. The Family Nursing Practice Scale (FNPS) was used to collect data online. Descriptive and inferential statistics were used to analyse quantitative data. Open ended questions were analysed using content analysis.Results: Out of 154 participants, 77 responded to the questionnaire, translating to a response rate of 50%. Compared with other studies in literature, student nurses rated their overall FNP as being low (M = 3.43, s.d. = 0.99). A further descriptive analysis revealed better FNPs (2.97) for 3rd year compared to 2nd year (3.90) nursing students with significance differences in the means (p 0.0001). While family conflict, maintaining confidentiality, ill prepared and absent family were challenges experienced in FNP, advantages included obtaining detailed information, ability to plan individualised care and enhanced student nurse-family relationship.Conclusion: A lower critical practice appraisal and lower perceptions of interaction and reciprocity in the nurse-family relationship were identified. There is need for an inclusive curriculum that promotes and advocates for family nursing within the undergraduate programme.Contribution: This study highlights the importance of teaching family nursing to undergraduate student nurses.
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The stimulation of the BTS Students Entrepreneurial Mindset through Entrepreneurial Education — Case of BTS students at the Lycée El Kindy in Casablanca, Morocco - FATIHI, Abderrahim; Kababi, Khadija El; Lahyani, Khalid; Fathi, Sara; Radid, Mohamed (Qeios, 2024)
Our study focuses on the effect of entrepreneurship education on the development of entrepreneurial Mindset among students in the Brevet Technician Specialize (BTS) at the Lycée El Kindy in the provincial directorate of Hay Hassani, Regional Academy of Education and Training of Casablanca -Settat (AREFC-S). Our choice of BTS students comes from the fact that they are high school graduates who opt for a specialised higher education in fields related to business management, outside of academic institutions. Our aim is to study the development of the entrepreneurial mindset through entrepreneurship education among these students. In order to do so, and after a diversified bibliographical study in relation to our subject, we opted for a field study by carrying out two surveys, spaced out by one year, on the same students. - Our first survey is conducted in February 2022 on a sample of 50% of the total number of students in the first year of study at the BTS; - Our second survey is carried out in February 2023 on the total number of these same students who are in their second year of study at the BTS. The results of our surveys showed that the more students receive entrepreneurial training and participate in business-related seminars, the more entrepreneurial spirit among BTS students increases. This explains why students in the second year of study at the BTS have a higher intention to become entrepreneurs or business managers.
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Effect of Educational Equity on the Quality of Education in Selected Schools in Kwimba District, Tanzania - Fulmes, Edwin Z.; Mwila, Prospery M.; Onyango, Daniel Oduor (Asian research journal of arts & social sciences, 2024)
This study examined the effect of educational equity on the quality of education specifically, how the equitable distribution of resources affects quality education in public secondary schools in Kwimba district. It employed a mixed research approach with an embedded design and comprised 271 participants, including students, teachers, heads of schools, ward education officers (WEOs), and district education officers (DEOs). The study was carried out in kwimba district, Mwanza Tanzania from July,2023 to September, 2023. Both probability and nonprobability sampling techniques were used to select the participants. The data were collected through questionnaires, interviews and document reviews. The findings revealed that despite the number of challenges, the equitable distribution of resources significantly affected the attendance, retention, and performance rate of students. The results show that equity in resources improves education through the provision of nutrition and food, fee-free programs, the equitable distribution of teaching and learning materials, the construction and rehabilitation of infrastructure, and the allocation of qualified and adequate teachers. Basing on the findings, it was concluded that to improve the quality of education in secondary schools in Kwimba district, there should be a concerted effort to ensure the equitable allocation of educational resources. There should be a collaborative effort among parents, the community and the government to ensure that the challenges that limit students from accessing school resources are minimized or eliminated.
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Effect of PowerPoint Instructional Package on Secondary School Students’ Academic Achievement in Social Studies in Njikoka LGA, Anambra State, Nigeria - Ikwuka, Obiageli Ifeoma; Onimisi, Robert (Journal of modern educational research, 2024)
Objective: Over the years, there has been a decline in academic achievement in social studies among students, both in external and internal examinations. This decline may be attributed to the continued reliance of social studies teachers on conventional teaching methods. Therefore, this study aimed to investigate the impact of PowerPoint Instructional Package (PIP) on the academic achievement of secondary school students in social studies in Njikoka Local Government Area (LGA), Anambra State, Nigeria. Methods: The study utilized a quasi-experimental design with a 2×2 factorial design. The sample consisted of 81 Junior Secondary School two students, including 42 males and 39 females, who were studying social studies in Njikoka LGA. A co-educational school was selected for the study, and intact classes were used. The data collection instrument, social studies Achievement Test, was validated by three experts, and its reliability coefficient was established as 0.78 using the Kuder-Richardson 20 method. Data analysis involved calculating means and conducting an Analysis of Covariance. Results: The result revealed a significant difference on the mean achievement scores of students taught social studies using PIP and those taught using conventional teaching favoring PowerPoint (PPT) group. Gender had no significant effect in the achievement of students in social studies, indicating that the use of PPT is gender-friendly. Additionally, there was a significant interaction effect between teaching method and gender on students’ achievement. Conclusion: The use of PIP had a positive impact on students’ achievement in social studies. As a recommendation, it is suggested that secondary school administratorsorganize seminars and workshops to train social studies teachers in the effective use of PIP for instructional delivery.
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Socio-Economic Dynamics Inhibiting Inclusive Urban Economic Development: Implications for Sustainable Urban Development in South African Cities - Kajiita, Robert Mutemi; Kang’ethe, S.M. (Sustainability (Basel), 2024)
Globally, the need for sustainable urban development has never been more urgent than it is now. This is because estimates indicate that more than half of the global population will be living in urban areas by 2050, with South Africa estimated at 80%. This paper focuses on socio-economic nuances that impede sustainable urban development, as well as the strategies that can accelerate sustainable and inclusive urban development in South Africa. Through a literature-review methodology, the analysis identified the following issues as impediments to sustainable urban development in South Africa: informality, lack of consultations with urban citizens, unresolved apartheid legacies, crime and insecurity, and migration intricacies in South Africa. The paper also establishes prospective strategies to accelerate sustainable urban development, such as working with informality and not against it, promoting inclusivity and access to resources, accelerating policy reforms, investing in rural towns, and investing in superior technology and innovation. These findings imply that there is a need to seek alternative development models and approaches, to address poverty, unemployment, and poor housing, aspects that negatively impact urban development planning and sustainable development. The paper recommends inclusive urban housing as a remedy to address the challenges of access, affordability, and the quality of housing facilities in urban areas.
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Review of: "Raising Adaptive Capacity to Climate Change in the Energy and Food Sectors of Egypt" - Kamel, Ammar (2024)
The researchers in the modified version made many amendments that greatly improved the level of the article. However, it was possible to conduct some analysis of the data and benefit from the statistical indicators that support these analyses.
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Climate Change, Malaria Prevalence and Cereal Yields in Sub-Saharan Africa - Koudjom, Etayibtalnam; Lokonon, Boris Odilon Kounagbè; Egbendéwé, Aklesso Y. G. (European journal of development research, 2024)
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Exploring Modalities Best Suited for Public Private Partnership Concession Agreements in the Education Sector of Zambia - Lwando, Bridget Mwaba Theresa; Mushinge, Anthony (International journal of social science studies (Print), 2024)
The Zambian public sector has been known to face several challenges in the provision of infrastructure among others education infrastructure. Thus, the introduction of Public Private Partnerships (PPPs). In as much as the education sector of Zambia can benefit tremendously from the PPP initiative, poorly designed PPP concession agreements risk worsening existing educational sector challenges. The objectives of the paper were to establish the extent of application of PPPs in the Zambian education sector, identify the challenges surrounding concession agreements in PPPs in Zambia, and suggest the right modalities that could be applied to PPP concession agreements in the Zambian education sector. Both secondary and primary data was collected to establish that no private sector entity has had or is currently engaged in an ongoing concession with the Government in the procurement of infrastructure for schools. Challenges surrounding concession agreements in PPPs included contract misspecifications, lack of contractual flexibility, opportunistic behaviour by either party, and shielded concession agreement creation and process. In view of the foregoing, right modalities that could be applied to PPP concession agreements in the Zambian education sector include proper risk allocation, adequate concession period, clear allocation of roles and responsibilities, and inclusion of stabilization clauses.
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test - mansour, hassan (test, 2024)

Agricultural vocational education and training for sustainable futures: responsiveness to the climate and economic crisis in Zimbabwe - Muwaniki, Chenjerai; Wedekind, Volker; McGrath, Simon (Journal of vocational education & training, 2024)
With ever-increasing focus from policymakers on the potential of vocational education to provide skills for livelihoods and sustainability in the rural economy, this study set out to investigate attempts at curriculum reform by agricultural technical and vocational education and training providers in the context of the dual crisis – 'climate and economic' – in Zimbabwe. The question addressed is: How should the agricultural vocational education and training curriculum respond to the climate and economic crisis to ensure sustainability? The paper highlights enablers and barriers to curriculum responsiveness. Moll's model of curriculum responsiveness provided analytical lenses for the study. Data collection was through semi-structured interviews, focus group interviews, document analysis and observations, and analysed thematically. The study revealed that the climate crisis in Zimbabwe has affected both government and non-government vocational training centres in several ways. However, the curriculum was 'one-size fits all', focused on the needs of a formal labour market. Such a labour market has been decimated by the economic crisis and climate break down. Hence, providers of agricultural vocational education in rural areas ought to consider re-engineering the curriculum to be more responsive to a range of drivers, including climate change, especially within the rural context.
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History through Narratives of Education in Africa - Rosnes, Ellen Vea; Giudi, Pierre; Martineau, Jean-Luc (2024)
Who were the actors involved in colonial and post-independence education in Africa? This book on the history of education in Africa gives a special attention to narratives of marginalized voices. With this original approach and cases from ten countries involving four colonial powers it constitutes a dynamic and rich contribution to the field. The authors have searched for narratives of education 'from below' through oral interviews, autobiographies, films and undiscovered archival sources. Throughout the book, educational settings are approached as social spaces where both contact and separtation between colonisers and colonised are constructed through social interaction, negotiations, and struggles. Contributors include Antónia Barreto, Lars Folke Berge, Clara Carvalho, Charlotte Courreye, Pierre-Éric Fageol, Frédéric Garan, Esther Ginestet, Pedro Goulart, Pierre Guidi, Lydia Hadj-Ahmed, Kalpana Hiralal, Mamaye Idriss, Mihary Jaofeno, Raoul Kahuma, Rehana Thembeka Odendaal, Roland Rakotovao, Maria da Luz Ramos, Ellen Vea Rosnes, Caterina Scalvedi, Eva Van de Velde, Pieter Verstraete.
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Factors Influencing the Provision of Professional Development among Primary School Teachers in Kahama Municipality, Shinyanga Region, Tanzania - Said, Amina R.; Mwila, Prospery M.; Ndomba, Raymond (Asian research journal of arts & social sciences, 2024)
Teachers are a way to enact any educational reforms since they have significant power over what is taught in the classroom. According to the research conducted by [1], it has been suggested that; to enhance the effectiveness and efficiency of teachers, it is imperative to recognise the significance of professional development (PD) courses, specifically those focused on in-service education and training for primary school teachers (Inset-PST). The study examined the factors influencing the provision of professional development among primary school teachers in Kahama Municipality, Shinyanga Region, Tanzania. Under the mixed research approach, a convergent parallel research design was adopted. A questionnaire and an interview were employed, and a sample size of 112 was used. The results indicated that teachers’ competences, development of science and technology, challenges in teaching and learning, academic performance of the learner and employer needs are factors that influence the provision of professional development programmes. According to the study's results, there is a need for professional development programs for teachers in public primary schools because they are influenced by a variety of internal and external influences. To improve the delivery of high-quality education, the study recommended that educational leaders should ensure that public primary school teachers are given access to professional development programmes and actively participate in them.
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Medical education in Syria at a time of crisis: Analysis of the results of the knowledge‐based National Medical Examination - Soqia, Jameel; Ataya, Jamal; Saadoun, Rakan; Nahas, Lujain; Yazbek, Albaraa; Alshafie, Mohammed; Hanifa, Hamdah; Dakak, Muhialdein; Izzat, Ahmad Walid; Izzat, Mohammad Bashar (Medical education (Oxford. Print), 2024)
Abstract Objective This study explored how the Syrian crisis, training conditions, and relocation influenced the National Medical Examination (NME) scores of final‐year medical students. Methods Results of the NME were used to denote the performance of final‐year medical students between 2014 and 2021. The NME is a mandatory standardised test that measures the knowledge and competence of students in various clinical subjects. We categorised the data into two periods: period‐I (2014–2018) and period‐II (2019–2021). Period‐I represents students who trained under hostile circumstances, which refer to the devastating effects of a decade‐long Syrian crisis. Period‐II represents post‐hostilities phase, which is marked by a deepening economic crisis. Results Collected data included test scores for a total of 18 312 final‐year medical students from nine medical schools (from six public and three private universities). NME scores improved significantly in period‐II compared with period‐I tests ( p < 0.0001). Campus location or relocation during the crisis affected the results significantly, with higher scores from students of medical schools located in lower‐risk regions compared with those from medical schools located in high‐risk regions ( p < 0.0001), both during and in the post‐hostilities phases. Also, students of medical schools re‐located to lesser‐risk regions scored significantly less than those of medical schools located in high‐risk regions ( p < 0.0001), but their scores remained inferior to that of students of medical schools that were originally located in lower‐risk regions ( p < 0.0001). Conclusion Academic performance of final year medical students can be adversely affected by crises and conflicts, with a clear tendency to recovery upon crises resolution. The study underscores the importance of maintaining and safeguarding the infrastructure of educational institutions, especially during times of crisis. Governments and educational authorities should prioritise resource allocation to ensure that medical schools have access to essential services, learning resources, and teaching personnel.
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Decolonizing Journalism Education in South Africa - Aiseng, Kealeboga (2024)
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Eating Disorders Attitudes and Behaviors among Hadhramout University Students in Mukalla, Yemen - Alhanshi, Abdulla S.; Almualm, Yahya K.; Banafa, Nawal S. (Yemeni journal of medical and health research, 2024)
Introduction: Eating disorders have serious implication on all aspects of physical, psychological, and social health if left untreated. Adolescents and college students are more affected group with this disorder. The study aimed to identify eating disorders attitudes and behaviors among university students and compare with certain variables among students at Hadhramout University in Mukalla, Yemen. Methods: A descriptive cross-sectional study was carried out during the period November 2022 until June 2023. The total number of participants was 369 students in the following faculties: Medicine and Health Sciences, Nursing, Faculty of Engineering, Law, Women, and Administrative Sciences. Data were gathered by a self-administered questionnaire prepared for this purpose. Results: More than half of the participants were male (56.9%). A total of 314 (85.1%) students scored ≥20 points on the EAT-26 which was considered to be at low risk of disordered eating attitudes while 55 (14.9%) scored< 20, indicating a high risk of developing eating disorders. In addition, most of the students have normal weight (53.1%), underweight (22.5%) and obese represented 8.1%. Although the number of students from the scientific colleges was more than the students from the literature, the percentage of eating disorders attitudes was more prevalent among the literature faculties. Conclusion: There is a growing number of university students with eating disorders. The university classes represent an ideal setting for growing eating disorders due to the influences of peers. Eating disorders attitudes progress to behavioral symptoms. The researchers recommend further studies with a large sample across multiple colleges and universities in Yemen. Comprehensive education programs among students are also necessary.
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The caring practices, coping mechanisms and learning experiences of elderly caregivers of adolescent AIDS orphans in one residential area in Harare : implications for adult education in Zimbabwe - Angeline, Paradzai (2024)
Recent studies (Kidman and Thurman 2014; Zvinavashe et al. 2015) have established caregiving in an HIV/AIDS context as a burden; however, the caring practices, coping mechanisms and learning experiences of the elderly caregivers of adolescent AIDS orphans have not been well documented. Being an elderly caregiver in this situation brings difficulties as far as the whole caring for an adolescent is concerned (Omotoso 2007; Zaky 2016). This phenomenology research, whose dictates derive from the interpretivist paradigm and the qualitative approach, drew on a sample of twenty elderly caregivers. Snowball sampling, a subdivision of the purposive sampling method, within the non-probability type of sampling, was adopted. The study implemented a qualitative approach, where in-depth one-on-one interviews, observations of the home environments and focus group discussions were used for data generation. Data analysis utilised the six steps of Creswell (2014). Transformative Learning Theory (TLT) (Mezirow 2009), as well as the three models of the Transactional Model of Stress and Coping (TMSC) (Lazarus and Folkman 1984) were the theoretical lenses embraced for the study. With regard to the nature of caring practice what emerged was that the process involved nurturing character development of the orphans. Approaches for character development were modelling adolescent behaviour, talking to and working with them, task delegation, and encouraging church attendance, among others. Provision of basic needs such as food, shelter, school fees and assistance from extended families were also evident as additional caring practices. Challenges faced in the caring practices were of a social, financial and psychological nature. In terms of coping, the more pronounced approaches were problem-centred and emotion-centred coping, with maladaptive coping having been minimally utilised. Coping strategies involved seeking counselling, cutting meal sizes and frequencies of eating the meals, and assistance from their extended families. The elderly carers indicated deficiencies in knowledge of how to look after adolescent AIDS orphans and, also, the resources to use during their care. The new insights emerging from the study were that caring was age-sensitive and collaborative, bringing caregiver, clinic, school, community and extended family together. Elderly caregivers are now bound by the legal orientation in orphan care. Ways of knowing about these insights by the participants were primarily experiential – that is, learning as the processes unfolded. Nevertheless, print and electronic media, and observation also emerged. Educational implications are drawn on a number of issues, such as the need to conscientise caregivers on legal requirements, modern ways of child rearing, imparting entrepreneurial skills as the caregivers had no regular incomes and caregiving in a traditional thoughtful manner. The elderly caregivers went through eight of the ten stages of the Mezirow theory in their learning, leaving out stages three and four which deal with a sense of alienation and relating discontent to others respectively. Not experiencing these two stages may be attributed to stigma and discrimination often associated with HIV/AIDS issues, so they were less likely to disclose their concerns as a means of further learning. Elderly caregivers seemed to lack information on caring for the young in view of AIDS, as well as material resources. Failures of caregivers to join relevant groups like support groups seem to suggest denial of the HIV/AIDS situation they find themselves in. It is recommended that adult educational programmes be designed to reduce stigma and discrimination among the elderly living in HIV/AIDS circumstances
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Lifestyle Practices Predictors of Nutritional Status among Basic Public-School Children in Aden, Yemen - Badi, N.; Basaleem, Huda (Yemeni journal of medical and health research, 2024)
Introduction: Since March 2015, children's nutrition in Yemen is increasingly threatened and acute malnutrition is now at serious levels across the country. This study aimed to determine the association between nutritional status and lifestyle practices of basic-public school children in Aden-Yemen. Methods: A cross-sectional study was conducted in January 2022 on a randomly selected basic public schools’ children aged 6-10 years. Lifestyle practices including breakfast consumption at home, physical activity, screen time and sleeping time were assessed by a self-administered questionnaire filled by the parents. Measurement of Z-score was done for height-for-age, weight-for-age and body-mass-index for-age to define stunting, underweight, thinness, overweight and obesity respectively. The data were processed and analyzed using SPSS-25 and World Health Organization’s (WHO) Anthro plus program. Results: The study involved 930 students having the following prevalence: 26.9% for stunting; 32.5% for underweight and 23.1% for thinness. In addition, 1.2% were obese and 3.2% were overweight. According to the binary logistic regression, children aged >8-10 years were more likely to be stunted (AOR=5.269; 95% CI:3.339-8.313), underweight (AOR=9.156; 95% CI: 5.631-14.890) and thin (AOR=3.901; 95% CI: 2.400-6.339) compared to younger age. Male children were more likely to be stunted (AOR= 1.496; 95% CI: 11.091-2.053), underweight (AOR=3.026; 95% CI: 2.195-4.172) and thin (AOR=8.001; 95% CI: 5.313-12.048) compared to female children. Less than daily consumption of breakfast increased the risk of stunting (AOR=1.505; 95% CI:1.109-2.042), underweight (AOR=4.724; 95% CI:3.421-6.524) and thinness (AOR=6.053; 95% CI:4.033-9.084) compared to daily breakfast consumption. Children sleeping < 9 hours was associated with increased risk of stunting (AOR=1.479; 95% CI:1.093-2.001) and thinness (AOR=1.548; 95%CI:1.102-2.176) than sleeping ≥ 9 hours. Additionally, increasing likelihood of overweight (AOR= 50.848 ;95% CI: 6.211-416.301) and obesity (AOR= 8.977;95% CI: 1.098-73.422) was observed among children play outside < 1 hour compared to playing ≥ 1 hour. Furthermore, increasing risk of overweight was associated with children’s screen time ≥ 2 hours compared to < 1 hours (AOR=12.034 ;95% CI: 2.311-62.668). Conclusion: Stunting, underweight and thinness are major nutritional problems among basic public-school children in Aden. Unhealthy dietary and bad lifestyle practices associated with malnutrition indicators. This calls for attention by policymakers to address the challenges of malnutrition and implementing urgent intervention for awareness raising to maintain healthy lifestyle among school children.
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A Unified Earthquake Catalog for Northern Algeria Based on an Advanced Moment Magnitude Scale Using a Robust Regression Method - Boudebouda, Afaf; Athmani, Allaeddine; Ranjit, Das (2024)
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Review of: "Influence of Meta-cognition, Self-efficacy, and Self-regulated Learning on Students’ Achievement in Biology in Ibadan, Nigeria" - Darmawan, Ericka (2024)
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Big Data Education Landscape for Graduates in Morocco: Insights from 2022 Offerings - Ghanouane, Karim; Benkaraache, Taoufik (Education Policy and Development, 2024)
The main objective of this research was to analyze graduate programs in Big Data in Morocco in 2022, focusing on the technical skills, tools and technologies, and functional skills taught in the programs. In the digital age, the Big Data revolution has generated massive amounts of data, transforming the way businesses and organizations around the world make decisions and innovate. In this ever-changing context, Training of Big Data professionals in Morocco in 2022 is crucial. The expansion of Big Data has created a growing need for skilled professionals to manage these immense data sets. Higher education programs play a key role in preparing these future experts. This study adopted a content analysis methodology, examining the curricula of 16 public engineering schools, and 21 accredited public schools and science faculties in Morocco. The technical skills, tools and technologies, and functional skills taught were analyzed and compared with existing literature on Big Data skills. The programs focus on technical skills such as programming, machine learning, statistics, and mathematics, with Python as the main tool. However, certain skills, such as predictive analysis, are under-represented. Functional skills in communication and management are essential; however, skills in agile methods and change management vary in coverage. The results offer an insight into the alignment between higher education programs and the needs of the Big Data market. Educational institutions can adjust their programs to better meet emerging needs, focusing on under-represented skills, and ensuring the continued relevance of training.
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Review of: "Analysis of Gender Representations in Recommended Biology Textbooks Used by Senior School Students in Nasarawa State, Nigeria" - Gonçalves, Fábio Luiz Teixeira (2024)
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A Comparative Analysis of Gamified and Non-gamified Interventions’ Effectiveness in Teaching Adolescent Students About Healthy Sexual Practices in Tanzania - Haruna, Hussein (Sexuality research & social policy, 2024)
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Sensitivity of the African neuropsychology battery memory subtests and learning slopes in discriminating APOE 4 and amyloid pathology in adult individuals in the Democratic Republic of Congo - Ikanga, Jean; Patrick, Sarah D.; Schwinne, Megan; Patel, Saranya Sundaram; Epenge, Emmanuel; Gikelekele, Guy; Tshengele, Nathan; Kavugho, Immaculée; Mampunza, Samuel; Yarasheski, Kevin E.; Teunissen, Charlotte E.; Stringer, Anthony Y.; et al. (Frontiers in neurology, 2024)
Background The current study examined the sensitivity of two memory subtests and their corresponding learning slope metrics derived from the African Neuropsychology Battery (ANB) to detect amyloid pathology and APOEε4 status in adults from Kinshasa, the Democratic Republic of the Congo. Methods 85 participants were classified for the presence of β-amyloid pathology and based on allelic presence of APOEε4 using Simoa. All participants were screened using CSID and AQ, underwent verbal and visuospatial memory testing from ANB, and provided blood samples for plasma Aβ 42 , Aβ 40 , and APOE proteotype. Pearson correlation, linear and logistic regression were conducted to compare amyloid pathology and APOEε4 status with derived learning scores, including initial learning, raw learning score, learning over trials, and learning ratio. Results Our sample included 35 amyloid positive and 44 amyloid negative individuals as well as 42 without and 39 with APOEε4. All ROC AUC ranges for the prediction of amyloid pathology based on learning scores were low, ranging between 0.56–0.70 (95% CI ranging from 0.44–0.82). The sensitivity of all the scores ranged between 54.3–88.6, with some learning metrics demonstrating good sensitivity. Regarding APOEε4 prediction, all AUC values ranged between 0.60–0.69, with all sensitivity measures ranging between 53.8–89.7. There were minimal differences in the AUC values across learning slope metrics, largely due to the lack of ceiling effects in this sample. Discussion This study demonstrates that some ANB memory subtests and learning slope metrics can discriminate those that are normal from those with amyloid pathology and those with and without APOEε4, consistent with findings reported in Western populations.
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Rapid assessment of pre-service midwifery education in conflict settings: Findings from a cross-sectional study in Nigeria and Somalia - Iwu, Emilia; Elnakib, Shatha; Abdullahi, Hawa; Abimiku, R. H.; Maina, Charity Pring’ar; Mohamed, Azza H.; Ayodeji, Kazeem Olalekan; Odonye, George; Sunday, Rifkatu; Grant, Emilie; Tappis, Hannah (Research Square (Research Square), 2024)
Abstract Background: There is a dearth of evidence on the scale, scope and quality of midwifery education programs in conflict-affected settings. This study sought to assess the extent to which midwifery pre-service education programs meet national and global standards, and to explore how conflict affects pre-service midwifery education in Yobe State Nigeria and the Benadir and Galgaduud regions of Somalia. Methods: A rapid assessment of midwifery education programs was conducted in the two midwifery education programs in Yobe State, Nigeria and in seven purposively selected programs in Somalia using an adaptation of the Midwifery Education Rapid Assessment Tool.Information was collected through interviews with program leadership, teachers, students, and clinical preceptors during school and clinical practice site visits. Researchers adapted the tool to reflect national and international standards, incorporating supplementary questions to capture considerations specific to conflict-affected contexts. Data were analyzed by program and country using Stata and Excel. Results: In Nigeria, each school met 17 and 18 standards, respectively, out of 22 across assessment domains (77.3% - 81.8%). In contrast, in Somalia, schools met between 6 to 10 standards out of the 18 standards for which data was available (33.3% - 55.6%). The biggest gaps in Somalia were in leadership, infrastructure and resources. No schools in either setting had sufficient space or clinical practice sites that met International Confederation of Midwives (ICM) criteria, and only two were led by midwives. In Nigeria, all infrastructure, curriculum and student- and regulatory-related standards examined were met, but gaps were identified in program staffing and preceptor capacity, and support for faculty and clinical practice-sites. In both countries, none of the programs met the average number of clinical practice experiences stipulated in the ICM guidelines due to a lack of teaching hospitals. Students in both countries felt safe on campus but did not feel safe traveling to and from the schools and clinical practice sites. Conclusions: More investment in midwifery education is needed to ensure international standards for quality education are met. Proactive measures are needed to enhance student safety between school and practice settings in conflict-affected settings. By addressing these gaps, we can strive toward improving midwifery education.
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Experiences of Rural Secondary School Teachers in the Integration of Technology during Emergency Remote Teaching during the COVID-19 Pandemic in Namibia: An Exploratory Study - Munyanyo, Johanna; Simuja, Clement (Africa education review, 2024)
AbstractThis study explored the experiences of rural secondary school teachers in Namibia during emergency remote teaching (ERT) owing to the COVID-19 pandemic. The TPACK framework and sociocultural theory were used. Semi-structured interviews and focus group discussions with 26 rural teachers revealed that despite the availability of technological tools such as laptops, smartphones, and radio and television channels, integrating these into the teaching process posed significant challenges. A lack of technological knowledge among teachers coupled with infrastructure issues and inadequate institutional support hampered the smooth execution of ERT. Despite these challenges, teachers employed innovative methods to engage their students remotely. However, the findings underline the need for increased digital literacy, better ICT resource allocation, and adequate teacher training to successfully navigate a technology-driven teaching environment. This study provides insights into educational practice, policy initiatives, and future research toward a resilient and technology-enhanced educational system.Keywords: continuity of educationemergency remote teachingpedagogical strategiestechnology integrationtechnological pedagogical and content knowledge
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Breaking ground: transformative partnerships for inclusive bean breeding in Zimbabwe - Nchanji, Eileen Bogweh; Chisorochengwe, Nyarai; Tsekenedza, Shylet; Gutsa, Freeman; Musyoka, James; Lutomia, Cosmas Kweyu (Frontiers in sustainable food systems, 2024)
Common bean is often considered a woman’s crop because they play important roles from production to marketing. However, breeding programs often focus on farmers without adequate attention to the interconnectedness between gender and other socioeconomic variables and how they influence varietal and trait preferences of other value chain actors. This study analyzed gendered differences in bean production and trade, implications of socioeconomic conditions on bean production and marketing, and the role of partnerships in closing gender gaps in the bean value chain in Zimbabwe. The results obtained from the analysis of survey data collected from 131 farmers and 18 trades revealed beans as a dual-purpose crop for male and female farmers and traders. Varietal and trait preferences were the same for both male and female farmers and traders but were prioritized differently. While female farmers prioritized cooking time, men farmers prioritized biofortification and market traits. Whereas male traders equally preferred price, color, and appearance, female traders prioritized price over color and appearance. Poverty and marital statuses of respondents influenced the number of varieties preferred by male and female farmers. We found that the effectiveness of partnerships in closing gender gaps in marketing is variety specific. While having partners closed the gender gaps in the marketing of the NUA45 variety, such partnerships did not have the same effect on closing gender gaps in the marketing of Cherry, Gloria, and other varieties. The results show that considering socioeconomic characteristics of actors and partnerships can reduce gender disparities in the bean value chain. Therefore, breeding programs should recognize the interconnectedness between socioeconomic variables and gender when developing breeding products.
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Perception and Knowledge of Solar Photovoltaic Technology in Climate Change Mitigation by Households in Embu County, Kenya - Njeru, Pamella Camu; Ndunda, Ezekiel (Journal of geography, environment and earth science international, 2024)
Climatic changes continue to impact our ecosystems and livelihoods globally. In the past few decades, have experienced an increase in unpredictable and extreme weather events, precipitating to the three planetary crises of biodiversity loss, climate change and pollution. Embu County in Kenya has not been spared from the resultant climate change impacts. Although globally solar energy is promoted as a sustainable source of energy, its uptake in Embu County remains low. The study sought to assess the uptake of solar photovoltaic technology by households in climate change mitigation and identify the determinants of solar photovoltaic technology uptake. Cross sectional data from a sample size of 395 households in Mbeere- north Sub County in Embu County was collected using data collection tools including questionnaires, interviews, and observations. Purposive and simple random sampling was employed to select the respondents for inclusion in the study. After data collection, qualitative and quantitative data analysis methods were employed to analyze the data including SPSS (statistical package for the social sciences). The results indicate an overall increasing temperature and overall decreasing rainfall in Embu County. Income demonstrated a greater influence compared to other factors in determining the decision to adopt solar appliances at p =0.397. A significant proportion of respondents (36.9%) reported having limited awareness of climate change and its impacts. Social and mass media were main sources of climate information. There was a positive significant correlation between respondents who displayed awareness of climate change and its impacts and the adoption of solar energy and awareness on solar energy adoption as a solution to climate change at p values of 0.348 and 0.140. The results assisted in assessing the uptake of solar photovoltaic in climate change mitigation in Embu County and identify the determinants driving households on the uptake of solar photovoltaic technology.
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Preparedness for recurrent drought disaster: insights from the Sudano-Sahelian zone of Cameroon - Ntali, Yeluma Mary; Lyimo, James (Local environment, 2024)
This study examined the drought preparedness of drought-prone communities in the Sudano-Sahelian zone of Cameroon. The study employed a mixed-method approach, using qualitative and quantitative data collection methods, including interviews, household surveys, focus group discussions, and field observations. The data were then analysed using SPSS for quantitative data and content analysis for qualitative data. The results reveal that the respondents primarily rely on their personal and community abilities to prepare for droughts. A significant proportion (χ2 = 11.676, P = 0.020) of the respondents depend on community leaders for drought information, while others rely on family and friends. They also use indigenous knowledge and construct boreholes/wells to prepare for droughts. However, limited government support, inadequate extension/scientific support services, and insufficient formal training limited drought preparedness. Age, household size, and income significantly influenced perceived preparedness for drought. Based on the findings, the study concludes that informal/locally-driven strategies are important in drought preparedness and should be strengthened. The study recommends the establishment of drought management committees at the grassroots level and the effective use of indigenous knowledge in combination with scientific knowledge for drought planning and adaptation. Given the geographical variation in climatic stressors, a focus on a specific event such as drought has enhanced the understanding of drought disaster preparedness at the community level for effective planning and policy interventions. This study contributes to the literature in the disaster preparedness discipline with a lens on community drought preparedness.
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Situating Social Work Methods in Climate Change Interventions in the South African Context - Nyahunda, Louis; Matlakala, Frans Koketso; Makhubele, Jabulani Calvin (Journal of human rights and social work, 2024)
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Compliance to OSHA 2007 Legislation in TVET Education and Training Centres, Kisumu County, Kenya - Ochieng, Nicholas; Muthoka, Kyalo; Kanyeki, Francis (International journal of innovative science and research technology, 2024)
Occupational Health and Safety refers to an academic discipline area which is related to the protection of the safety, health and wellbeing of people in any kind of profit generating activity. In TVET institutions the role of promoting and protecting safety, health and environment in education is even more significant since the courses offered there are practical in nature hence the risk of injury is higher. The main objective of this study was to investigate compliance to the legislation of Occupational Safety, Health and of safe systems of work as stipulated in the OSHA 2007 in public TVET Education Institutes in Kisumu County, Kenya. Descriptive survey was employed by the researcher for collection of statistical data to describe the compliance to OSHA 2007 in Kisumu County, Kenya. The research targeted 26 registered public TVET institutions, 26 principals, 416 trainers, 234 workshop technicians and 32,000 trainees in Kisumu County, Kenya. The researcher adopted stratified random sampling. The sample size obtained was 24 public TVET institutions, 24 principals, 203 trainers, 148 workshop technicians and 395 trainees. Quantitative statistical data and qualitative statistical data was obtained by the use of tools such as questionnaires for quantitative data and observation checklist for qualitative data. The researcher obtained data which was then analysed thematically. The software used for the analysis is the Statistical Package for Social Sciences software. The data was then presented using descriptive statistics. The findings: compliance to OSHA 2006, Occupational Safety, Health risk management and safe working systems were neglected in most TVET institutions in Kisumu County Kenya. The study recommends that; emphasis be placed in knowledge, awareness and compliance on the OSHA 2007 in public TVET institutions, the OSHA 2007 statutes be enforced in TVET Education institutions, the top leadership in TVET Education institutions to comply and enforce OSHA 2007 in the work places.
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Biomedical Engineering Education in Nigeria - Oyejide, Ayodele James (International journal of African higher education, 2024)
In the past five decades, Nigeria has witnessed a range of Biomedical Engineering (BME) and technology activities within private and public hospitals, research institutions, and a limited number of universities. These have mainly centred on the procurement, installation, and maintenance of medical equipment and devices. Trained technologists and technicians, equipped with relevant skills and certification, have primarily spearheaded these efforts. Consequently, the country has made a minimal contribution to the global knowledge base in BME research. However, academic programmes leading to degrees and dedicated research in BME have recently emerged within Nigerian universities. This article assesses the current state of BME education in the country, including the milestones achieved, ongoing challenges, and prospects for future development. It draws on a critical analysis of the existing literature on BME practices and education in Nigeria as well as the author’s informed perspective. The findings highlight that BME education in Nigeria is yet to match international standards. To further develop these programmes, it recommends that attention focus on seven key areas that have proven instrumental in the development of similar university programmes in developed nations. Strategies are also proposed to foster collaboration among universities, researchers, the health sector, and government entities that would promote interdisciplinary BME education, ultimately enhancing the healthcare delivery system, and research and development (R&D) in Nigeria.
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Affordability of Higher Education in South Africa - Serfontein, C.; Smit, A. Van Aardt (International journal of African higher education, 2024)
This article investigates why South African universities increased their tuition fees above inflation during the period 2010 to 2019 (intentionally excluding the potential distortion caused by COVID-19). The affordability of higher education is the subject of increased debate among stakeholders in South Africa. From a financial point of view, universities, as typical service organisations, should have benefited from an increase in enrolments. The main reason is that their expenses are typically period costs and are hence less affected by an increase in enrolments. However, the key findings of the study on which this article is based were that revenue increased above inflation, with tuition fees the main culprit. In turn, the reason for increased tuition fees is a significant increase in expenses. This suggests that universities did not benefit from economies-of-scale or efficiency in managing their expenses. The research makes a unique contribution to the body of knowledge by assessing why university tuition fees increased using a financial model to project budgeted revenue, expenses and tuition fees (taking inflation and growth in student enrolments into account) for 2019 using actual financial data from 2010.
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Total Quality Management Practices and their Influence on Curriculum Implementation: Experiences from Selected High Schools in Zimbabwe (Futurity Education, 2024)
The aim of this study was to explore the influence of Total Quality Management practices on new secondary school curriculum framework (2015-2022)’s teaching and learning activities in a selected district in Zimbabwe. The study had two main objectives: to explain the relevance of Total Quality Management practices in teaching and learning activities and to establish approaches that are used when integrating Total Quality Management practices in teaching and learning activities. The research was based on a combination of qualitative and quantitative methods, to allow for integrated analysis procedures by the researchers. For this study, the sample comprised 110 respondents from 10 purposively selected secondary schools. Data was collected through the use of literature method, semi-structured questionnaire, and interviews. Numerical data was analysed through the use of frequencies and percentages, with the non-numerical data being analysed according to emerging themes. The analysed data revealed that Total Quality Management practices were relevant in the implementation of the new high school curriculum implementation. The results revealed that Total Quality Management practices can be used in the implementation of the new high school curriculum. In addition, the analysed data revealed some of the approaches that can be used in the implementation of the new high school curriculum. In conclusion, Total Quality Management practices have an influence on the quality of interactions in the new high school curriculum’s teaching and learning activities. Therefore, the findings of this study will guide the revision of education policies to improve teaching and learning practices that prioritize the needs of students.
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On the ‘demonic grounds’ of South African higher education: centering Black women and queer activists’ experiences in decolonization movements - Daché, Amalia; Lee, Alice; Rivera, Stephanie Hernandez; Pickenpack, Astrid (Gender, place and culture (Print), 2024)
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Farmers resilience to climate variability and perceptions towards adoption of climate smart agricultural practices: evidence from Kersa district, East Hararghe of Ethiopia - Debela, Chaltu Megersa; Aweke, Chanyalew Seyoum; Tefera, Tesfaye Lemma (Environment, development and sustainability, 2024)
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Users’ Psycho-Social and Socio-Economic Characteristics in an Inclusive Health Resort Design, Port-Harcourt, Nigeria - Ekhaese, Eghosa Noel; Ndimako, Onyedikachukwu O. (2024)
Health comprises physical, mental and social dimensions whose interactions influence users’ experiences. Health experiences are within the context of environments. These contexts are definitive contributors to experiences – primarily because of the link to social dimensions as human beings - psychological and economic. Therefore, the study aims to investigate health resort users’ psycho-social and socio-economic characteristics to improve their access to quality healthcare. The objectives are identifying the socio-economic characteristics of an inclusive health resort, analysing the psycho-social characteristics of the inclusive health resort user, and analysing the effects of users’ psycho-social and socio-economic characteristics on their access to healthcare. The study employs the mixed research method (qualitative and quantitative). The researchers engaged in a pragmatic research philosophy that underscores positivist and interpretivist paradigms. The data collection instruments include survey questionnaires, an interview guide with a digital recorder, a direct participant observation schedule, field notes and photographs. The data analysis process involves the clustering and categorisation of data and examining concepts and themes. The research findings show a correlation between the users’ socio-economic status and access to quality healthcare in an inclusive health resort. The result further reveals that psycho-social and socio-economic characteristics of health resort users are quality healthcare access predictors. Therefore, the users’ social, psychological, and economic status should play a vital role in the design of an inclusive health resort by all stakeholders.
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The Lived Experience of Adult Women with Psychosocial Disability in Uganda - Isiko, Jennifer Ojiambo; Singhani, Sunder; Ürkmez, Bilal (International journal for the advancement of counselling, 2024)
Abstract The purpose of this phenomenological study was to explore the lived experience of women with psychosocial disability in Uganda. The findings from 11 in-depth interviews conducted highlighted three themes featuring risk factors, protective factors, and proposed interventions to respond to the needs of women with psychosocial disability from the perspective of the women with lived experience. There are two major implications of this study. The first implication is that people in the helping profession can integrate the voices of the people who are directly affected by psychosocial disability to design interventions that are tailored to suit their needs. The second implication regards advocacy. Mental health professionals can use the stories shared by the participants to reinforce advocacy initiatives to mitigate the negative impact of psychosocial disability. Additionally, the findings can support people in the mental health profession, educators, and mental health policy designers in making informed decisions regarding interventions for people with psychosocial disability in limited resource settings like Uganda.
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Exploring climate change perspectives among smallholder farmers in Tonkolili district, Sierra Leone - Kainyande, Aruna (GeoJournal, 2024)
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Examining secondary school teachers’ in – service training through bachelor of education degrees block release part – time programme in Zimbabwe - Matorevhu, Alois (International Journal on Teaching and Learning Mathematics, 2024)
Similar to its influence on other spheres of life, globalisation is changing the teaching and learning context, causing universities to explore new curriculum formats that may offer better fit with diverse student learning needs. One such format in the intensive mode delivery (IMD) category is the block – release part – time degrees programme, which comprises conventional traditional approaches and open and distance learning aspects. This case study sought to find out if the Bachelor of Education (BED) Degrees block release part – time programme offered in Zimbabwe by University R at Teachers’ College M as a centre, was developing desired teacher competences. Through structured interviews, data were collected from teacher educators and in – service teachers / teacher candidates in the programme. Coding and data reduction cumulated into themes upon which interpretation was based. Findings show that the BED block release part – time programme is a viable option which equips in – service teachers with degree qualifications for effective secondary school teaching and learning. However participants raised concerns about lack of time for them to develop competences in using learner – centred strategies. Teacher educators’ modelling of application of learner – centred teaching and learning strategies and teaching and learning media were identified as empowering in developing desired competences for in – service teachers to facilitate learning of diverse learners. However, based on findings, it is recommended that textbooks, time and teaching and learning media which currently lack, should be made available in the block release part – time degrees programme at University R centres, to ensure that in – service teachers are fully prepared to facilitate learning, through learner – centred strategies.
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Invariance and item bias of the Mental Health Continuum Short-Form for South African university first-year students - Mostert, Karina; Beer, Leon T. de; Beer, Ronalda De (African journal of psychological assessment, 2024)
Over the last decade, higher education institutions (HEIs) have become increasingly interested in student well-being. However, since the student population is very diverse in South Africa, questionnaires measuring the well-being of students must be psychometrically sound for different cultural and demographic groups. This study aimed to determine the psychometric properties of the Mental Health Continuum Short-Form (MHC-SF), including factorial validity, measurement invariance, item bias and internal consistency. The sample consisted of 1285 first-year university students. The three-factor structure of the MHC-SF was confirmed, indicating that emotional, social and psychological well-being are three independent factors. Invariance results showed that the MHC-SF produced similar results across campuses and gender sub-groups, although partial invariance was present among language groups. Item bias was present for different sub-groups, but the practical impact was negligible. Reliability scores indicated that all three dimensions are reliable in this sample. This study’s findings could help higher education institutions with preliminary results on the validity and reliability of a widely used well-being measure to assess university students’ subjective well-being and could aid in investigating and measuring first-year students’ overall well-being during their transition to tertiary education.Contribution: This study contributes to creating knowledge about fair and unbiased measurement of student well-being across different sub-groups in South Africa.
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PREDICTORS OF UNDERGRADUATE SCIENCE EDUCATION STUDENTS’ ENTREPRENEURIAL INTENTIONS IN GOVERNMENT OWNED UNIVERSITIES IN SOUTH-EAST NIGERIA - Nwafor, Stephen Chinedu; EKOYO, DESTINY ONYEBUCHI; JOSHUA, GIFT AMARACHUKWU (Educaţia Plus (Print), 2024)
The study examined the predictors of undergraduate science education students’ entrepreneurial intentions in government owned universities in South-East Nigeria. Three research questions guided the study. Descriptive survey research design was used in the study. The population for the study consisted of all the 472 undergraduate science education students in two federal government owned universities in South-East Nigeria, this include Nnamdi Azikiwe University Awka (261 students) and University of Nigeria Nsukka (211 Students). Simple random sampling was used in selecting the sample for the study. The sample size for the study consists of 127 students. The research instrument was a structured questionnaire on four-point Likert scale adapted from Lee, et al. (2012) and Manzoor, Meheraj and Wali (2020), in addition, the research instrument was validated by three lecturers in the Department of Science Education, Nnamdi Azikiwe University, Awka. Similarly, the reliability of the instrument was calculated using Cronbach Alpha reliability technique and a value of 0.76 was obtained. The data collected was analyzed using mean and standard deviation. The finding of the study shows that attitude, subjective norms (SN) and perceived behavioral control (PBC) have influence on entrepreneurial intentions (EI) of undergraduate science education students. Moreover, students’ attitude accounted to a high extent their EI than SN and PBC which were to a moderate extent. Based on the results, it was recommended that Parents should encourage their children to associate themselves with entrepreneurship-based groups that support entrepreneurship since social norms have a significant influence on entrepreneurial intention and Government should establish entrepreneurship networks in universities and communities to support entrepreneurship activities set up.
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Improving the Synergy between Informal and Formal Education in Education Management in Nigeria - Nwanguma, T. K.; Abigail, E. (2024)
The interplay between informal and formal education in our society cannot be undermined as both play prominent roles in producing a complete person that is generally accepted in the society that can adequately contribute meaningful to the society and nations economic development. At the early life stage of a child, he starts to learn the ideals, customs, norms and values of his community and society through the support of his parents and other elders around him, that is why some academic scholars have agreed that education is the of transmission of values, cultures, norms and associated societal knowledge of certain group of people from generation to generation. Naturally, societies present to its people some inherent cultures, norms, values that need to be sustained through individual involvement in adherence and obedience to these societal demands, by doing so they internalize it and become well accepted as loyal citizens of the society. This process continues from childhood till adulthood when the child begins to take charge of certain aspects of his life. All these knowledge transmission, acquisition and transfer processes are done anywhere within the child’s environment and also not planned or structured, rather through daily life activities and involvement. This approach to education was applied when the communities and its societies where yet not developed but primitive. However, as society became sophisticated and complex, the need to institutionalize knowledge transmission process was eminent as to meet with the contemporary societal demands and life generally. To this extent, schools began to be built, knowledge transmission became planned and curriculums development became obvious, learning became structured, teachers are trained in different field of endeavors to prepare the individuals in their various localities to meet with challenges of both developing and developed world and also contribute meaningfully to the society and nation at large. Hence the managers of this knowledge process are required to be conscious of the needs of the society and nation as to foster effective and efficient teaching and learning processes that take cognizance of all these societal needs, putting them in perspectives for effective knowledge transmission and delivery in schools. Hence this paper was necessitated to focus on the synergy between informal and formal education in education management. In pursuance of this, the importance of formal, informal education and educational management will be considered, ways of improving the synergy between formal and informal education will also be discussed herein.
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Acceptability and effectiveness of empathy-based provider training and community-level awareness activities on self-injectable contraceptive use in Niger, Lagos, and Oyo States, Nigeria: A mixed methods program evaluation - Ontiri, Susan; Rothschild, Claire W.; Tariq, Fizza; Adeleke, Oluwaseun Aderonke; Titus, Mokete Joseph; Raji, Mopelola; Njogu, Julius; Gibbs, Susannah; Swearingen, Robin; Edet, Fidelis (Research Square (Research Square), 2024)
Abstract Background: Interventions aimed to increase healthcare provider empathy and capacity to deliver person-centered care have been shown to improve healthcare seeking and outcomes. In the context of self-injectable contraceptive service delivery, empathetic counseling and hands-on coaching are promising approaches for addressing “fear of the needle” among clients interested in using subcutaneous depot medroxyprogesterone (DMPA-SC). In Nigeria, the Delivering Innovation for Self-Care (DISC) project developed and evaluated an empathy-based in-service training and supportive supervision intervention for public sector family planning providers, which was implemented in conjunction with community-based sensitization. Methods: The DISC intervention was evaluated using a quasi-experimental mixed methods design. Effectiveness of the intervention on DMPA-SC service delivery, including DMPA-SC self-injection (SI) and provider administration (PA), was assessed using a single-group interrupted time series design that leveraged phased implementation in 36 study facilities. Service delivery data were extracted from the Nigerian Health Information System for the pre-intervention period and using program monitoring tools for the intervention and post-intervention maintenance period. Outcomes were modeled using linear generalized estimating equations. In-depth interviews were conducted with trained providers. Results: Mean DMPA-SC service provision increased by 28 (95% confidence interval [CI] 18.0-38.3) visits on average per facility in the first month of implementation, relative to a pre-intervention data strengthening phase. The intervention was associated with an increase in mean facility-level DMPA-SC SI service delivery of 25.6 visits (95% CI 15.3-35.4). The intervention was associated with overall increases in FP service delivery. Trained providers reported substantial increases in client demand for DMPA-SC SI, coupled by increased provider feelings of confidence and capacity to counsel and train clients to self-inject. While providers indicated that stockouts of intramuscular DMPA (DMPA-IM) resulted in shifts towards DMPA-SC, we did not observe group-level decreases in DMPA-IM or long-acting reversible contraception provision. Increases in DMPA-SC service provision were sustained in the post-intervention maintenance period. Discussion: Our findings demonstrate the effectiveness and acceptability of project implementing combined supply-and demand-side interventions aimed at expanding awareness and access to self-injectable contraception in Nigeria. In this context, family planning providers highly valued in-service training and ongoing support that built capacity for empathetic client engagement.
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Building Machine Learning Models for Fraud Detection in Customs Declarations in Senegal - Seck, Diaraf (WSEAS transactions on information science and applications, 2024)
To improve the customs declaration control system in Senegal, we propose fraud risk prediction models built with machine learning methods such as Neural Networks (MLP), Support Vector Machine (SVM), Random Forest (RF) and eXtreme Gradient Boosting (XGBoost). These models were built from historical customs declaration data and then tested on a part of the data reserved for this purpose to evaluate their prediction performance according to the metrics of accuracy, precision, recall, and F1-Score. The RF model proved to be the more performant model and is followed, in order, by the XGBoost model, and the MLP and SVM models.
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Incorporating digital scholarship content in South African library and information science schools - Sibiya, Philangani Thembinkosi (Library Management, 2024)
Purpose The library and information science (LIS) profession experienced drastic changes in its job requirements due to emerging digital scholarship trends, especially the growth of the Fourth Industrial Revolution (4IR). As a result, there is a discrepancy between the job market and the LIS curriculum. This study addresses this gap by looking into incorporating digital scholarship into the LIS school curricula in South Africa. This may have implications for other contexts as well, because digital scholarship is becoming pervasive. Design/methodology/approach The study adopted a constructivist paradigm using a qualitative approach and a multiple case study design. Primary data using semi-structured interviews were collected from 10 academics at LIS schools and 10 librarians from both academic and special research council libraries in South Africa. Findings The study revealed that LIS schools did not have content on digital scholarship such as research data management (RDM), digitisation, metadata standards, open access, institutional repositories and other related content. Stakeholders who needed to be consulted included librarians, information technology (IT) and information and communication technology (ICT) specialists, computer scientists, humanists, the South Africa Qualifications Authority (SAQA) and Department of Higher Education and Training (DHET) and LIS professional bodies. There were gaps and redundancies in the curriculum as far as digital scholarship was concerned. Digital scholarship presented opportunities for librarians and academics to acquire emerging jobs and to collaborate more in the digital space. Originality/value The article advances knowledge on the importance of incorporating digital scholarship in the LIS curriculum in South Africa. Furthermore, it provides guidance regarding stakeholders to be consulted when incorporating content into the LIS curriculum with the intention of closing the gaps and curbing or removing discrepancies between job requirements and graduates’ skills and competencies.
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Access and success in higher education: fostering resilience in historically disadvantaged students in South Africa - Woldegiorgis, Emnet Tadesse; Chiramba, Otilia (Journal of Applied Research in Higher Education, 2024)
Purpose This qualitative study interrogates the barriers that historically disadvantaged higher education students in South Africa face when it comes to access and success. It specifically explores the challenges black students encounter in gaining epistemic access within the South African higher education system. Design/methodology/approach This research draws upon empirical data collected from a mixed-methods research project conducted at six higher education institutions. It focuses on issues of epistemic access and success within humanities and sciences faculties. The dataset comprises interview transcripts involving 34 student and ten staff cases. Thematic analysis, aided by MaxQDA software, was meticulously conducted to extract and synthesise meaningful themes, crafting comprehensive narratives. Findings The study uncovers multifaceted challenges, including difficulties in understanding the admission process, financial barriers and language proficiency issues, faced by disadvantaged students when accessing universities and transitioning from basic to higher education. The research emphasises universities taking proactive measures, such as providing comprehensive early support, identifying at-risk students and collaborating with schools to prepare prospective students better. It advocates for the potential of resilience theory in addressing social justice issues related to access and success for these students. Furthermore, the study recommends developing inclusive curricula and underscores the need for universities to actively support disadvantaged students academically and socially. Originality/value This research departs from the conventional focus on physical access to universities, introducing a more comprehensive perspective that emphasises epistemic access as a pivotal aspect of higher education. Drawing on empirical data, it sheds light on the obstacles faced by disadvantaged students during the transition from high school to higher education while also exploring their resilience strategies.
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Barriers to the Participation of Persons with Disabilities in Rural Local Governance: The Case of Bikita District, Zimbabwe - Zenzo, L. D.; Shamiso, Z. (African journal of social sciences and humanities research, 2024)
The paper was qualitative and inductive through the interpretivist’s paradigm. It sought to access the barriers to the participation of persons with disabilities (PwDs) in Bikita’s local governance in Zimbabwe. Data collection was through key informant interviews (KIIs), focus group discussions (FDGs) and observations. The KIIs targeted the chiefs, headman, councillors, state actors and Zimbabwe’s Association for the Visually Handicapped whereas the FDGs included the disabled and the non-disabled. The sampling was purposive. The human rights-based approach as espoused in the critical disability theory framed the empirical. The paper unearthed that Bikita Rural District Council structures were not disability inclusive. PwDs were marginalised in local governance/development processes. This led to higher incidences of abject poverty. The paper charged that the lack of inclusivity is in itself discriminatory. It argued that the drive towards inclusivity should include inter alia disability-mainstreaming, provision of disability-accessible information and disability awareness campaigns.
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The Influence of School Board of Governors’ Roles and Instructional Resource Availability on Teachers' Performance in Secondary Schools in Busia District, Uganda (Journal of Research Innovation and Implications in Education, 2024)
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Corona virus vaccine hesitancy among higher education students in Adama City, Oromia, Ethiopia - Abebe, Dawit; Mengistu, Tewodros; Demssie, Enku Afework; Mesfin, Sinetibeb (Frontiers in Public Health, 2024)
Background Vaccination stands as the most efficient approach for managing the continued transmission of infections and preventing the emergence of novel variants. Coronavirus disease 2019 (COVID-19) vaccine hesitancy poses a significant burden in the fight to achieve herd immunity. Methods A cross-sectional study, based on institutional parameters, was conducted among a cohort of 530 higher education students, selected via a simple random sampling method. Study participants were selected using a systematic random sampling technique from February to March 2022. Structured questionnaire data were gathered and subsequently analyzed using SPSS version 21. The strength of the association between various factors and COVID-19 vaccine hesitancy was assessed using the odds ratio along with its 95% confidence interval. Statistical significance was deemed to be present at a p -value of < 0.05. Result The prevalence of coronavirus vaccine hesitancy was 47.5%. The factors that were found to be significantly associated with COVID-19 vaccine hesitancy were residential address (AOR = 2.398, 95% CI: 1.476–3.896); agreeing with leaders and groups that do not support COVID-19 vaccination (AOR = 2.292, 95% CI: 1.418–3.704); coming from a community whose leaders support COVID-19 vaccination for young adults (AOR = 0.598, 95% CI: 0.381–0.940), and believing that COVID-19 vaccines are safe (AOR = 0.343,95% CI: 0.168–0.701). Conclusion Approximately five out of 10 students who participated in this study were hesitant to get vaccinated against coronavirus. Incorporating messages and initiatives into local plans to specifically target the factors identified in this study is imperative for substantially increasing the COVID-19 vaccine uptake among students in higher education institutions.
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Raising Adaptive Capacity to Climate Change in the Energy and Food Sectors of Egypt - Al-Gamal, Samir (Qeios, 2024)
Climate change will likely impact food security globally, regionally, and locally. Climate change can disrupt food availability, reduce access to food, and affect food quality. Accordingly, the impacts of climate change on the agricultural sector reflect food security and pose a serious threat to sustainable development. Furthermore, the total energy demand of Egypt is marked by an exponential growth of electricity demand, at a pace much faster than that of GDP, primary energy consumption, and population mainly due to a doubling up of the consumption of Egypt. The expected development of the industrial sector, the accelerated access to electricity, and the improvement of standards of living (directly connected with the consumption of the residential sector) are the reasons for these consumption upsurges. The different components of climatic change such as projected increases in temperatures, changes in precipitation patterns, changes in extreme weather events, and reductions in water availability may all result in reduced agricultural productivity and may cause energy consumption upsurges. The main problem with climatic change and climatic variability in all parts of the Mediterranean Basin is that systematic climate observation programs are, at present, inadequate to permit reliable assessment, quantification, and prediction of climatic conditions and their impacts. More accurate assessments of regional climate variability and change and their related environmental and socio-economic impacts are highly needed.
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Prevalence and associated factors of unhealthy diet among adolescents: cross-sectional study among Tunisian high school students - Ayadi, Souhir; Ghali, Héla; Abdelberi, Samia Ben; Kochbati, Amal; Bkhairia, Siwar; Khéfacha, Salwa (International journal of adolescent medicine and health, 2024)
Abstract Objectives According to World Health Organization (WHO),Unhealthy Diet (UD)is a major risk factor for chronic diseases. That’s why it is important to study the UD and its associated factors. Our study aimed to describe the dietary behavior of young high school students and determine associated factors of UD. Methods A cross-sectional study was carried out among students of seven high schools in center-eastern Tunisia during the academic year 2021/2022. Data collection was carried out in April2022 by questionnaires. The questions concerned the socio-demographic characteristics, food habits and physical activity. WHO defined UD as the consumption of less than five fruits and vegetables per day. Data analysis was done using SPSS software. Results A total of 740 adolescents were included. The mean age was17±1.16 years with extremes ranging from 14to19 years. Sex-ratio was 0.66. UD was found among 91.6 % of the study population. At multivariate analysis, eating cake (aOR=4.062; CI [1.685–9.795]; p=0.002),eating fried-food (aOR=3.239; CI [1.118–9.385]; p=0.03)and consuming sweets (aOR=3.263; CI [1.666–6.394]; p=0.001)were independent risk factors of UD. In the other hand, regular physical activity (aOR=0.524; CI [0.294–0.936]; p=0.029)and having breakfast regularly (aOR=0.523; CI [0.297–0.923]; p=0.025)were independent protective factors of UD. Conclusions The findings of this study showed an alarming prevalence of UD. Therefore, it is mandatory to establish effective strategies to support healthy diets and physical activity among adolescents in order to reduce non-communicable diseases related to UD.
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Livestock and climate change frames and interaction strategies in East Africa: exploring tensions between adaptation and mitigation options - Cramer, Laura; Dewulf, Art; Crane, Todd A. (Critical Policy Studies, 2024)
East African livestock systems, which support many livelihoods, are suffering from climate change but also contribute a large portion of national greenhouse gas emissions. There are various ways to frame livestock and climate change problems and solutions. We use data from interviews, policy documents and participant observations of science-policy interfaces in Ethiopia, Kenya and Uganda to answer: (1) How do frames used by scientists and policymakers affect discussions about climate change and livestock keeping in East Africa? and (2) What framing interaction strategies are employed to deal with ambiguity in science-policy interfaces? Findings show emphasis is given to framings describing livestock and climate change problems and less to response framings. While adaptation and mitigation are both used as issue frames in general discussions, funding availability to address climate issues draws attention to the need for measurement, reporting and verification systems, leading to more concrete discussions on mitigation-related response options and less attention on adaptation. Actors use different interactional framing strategies to co-construct meaning around problems and response options. The findings highlight the need for governments and partners to co-create knowledge on how livestock interventions can address adaptation and mitigation simultaneously to move away from the adaptation-mitigation divide in response framings.
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A target English needs analysis on ESP course: Exploring medical students’ perceptions of necessities at a Yemeni university - Farea, Wafa Ahmed; Singh, Manjet Kaur Mehar (Training, language and culture, 2024)
This research focuses on the needs analysis and perspectives in evaluating English for Specific Purposes (ESP) courses designed for medical students. The study intends to identify the medical students’ perceptions of the frequency and importance of using English language skills. Two different instruments, questionnaires and semi-structured interviews, were used to collect data. Respondents included 186 medical students, 4 ESP lecturers, and 10 Department of Medicine (DM) Subject Matter lecturers at Ibb University in Yemen. In this study, quantitative data were collected from three different subject groups (n=200) by means of three versions of the questionnaire. Correspondingly, some follow-up interviews, which were organised with a group of these three informants (n=29), complemented the data collection procedure. The collected data was analysed via the SPSS software package, followed by a qualitative data thematic analysis of semi-structured interviews. The findings showed some differences in which medical students believed the most frequent skills used are Listening and Reading, while their ESP and DM Subject Matter lecturers believed that medical students use Writing and Listening. The results revealed that although most of the English language skills and sub-skills in target needs were considered important or very important by all the participants, there were discrepancies in the preferences and priorities. The findings of this study are expected to be used as reference material for further research and give valuable considerations which may provide useful information for the ESP course designers to meet the target English needs of medical students in Yemen.
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Influence of various intercropping systems on soil quality characteristics and their potential for climate change adaptation in Dedza, Malawi - Kammawmba, Alice Zone; Vunain, Ephraim; Mpeketula, Placid; Meijboom, Reinout (Research Square (Research Square), 2024)
Abstract Malawi’s food security, mainly dependent on subsistence crop production by poor smallholder farmers, is seriously affected by the negative impacts of land degradation due to climate change and poor production practices. The effects of climate change and the increasing population also exacerbate the situation. As opportunities for land-extensive agricultural growth are reduced, modern production technologies such as intercropping have become essential for producing sufficient food for the country. The study aims to describe the effects of different cereal-to-legume intercropping systems on soil quality characteristics and crop yield for climate change adaptation in Dedza District, a case of Lobi Extension Planning Area (E.P.A.). Data on soil characteristics and crop yields were collected. The methodology involved soil sampling from 0–5 cm and 5–20 cm on the ridge, then 0–5 cm and 5–20 cm on the fallow from each plot, and later laboratory analyses for soil physical and chemical analyses. Results of one-way ANOVA showed that cereal-legume intercropping combinations in this study affected the soil chemical properties such as soil nitrogen, organic matter, particulate organic matter, and exchange capacity, which were higher in intercropping systems than monocropping (p < 0.05). However, the system did not affect the soil pH, K, P contents, soil moisture, and water infiltration characteristics (p > 0.05). Overall, the cereal and legume combination intercropping system had a significant and positive linear regression effect on crop yield (p < 0.001; R 2 = 0.6325) with an average grain yield of about 357066.15 (kg/ha). These results indicate that the cereal and legume intercropping system positively influenced crop yield, encouraging smallholder farmers to consider cereal and legume crop combinations intercropping to improve soil chemical properties and boost crop productivity.
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Planning for the Accelerated Education Programme for Refugee Learners in Uganda: Stakeholders Experiences - Kiiria, Grace; Eduan, Wilson; Eduan, Stella A. (East African journal of education studies, 2024)
This study focused on Accelerated Education Programme (AEP) to develop planning and coordination models tailored to this kind of programme. The specific objective of the study was: To explore stakeholder’s experiences in planning for AEP to enhance transition of refugee learners to secondary education. The study sought to explore how stakeholders experience planning and how planning influences transition of refugees learners to secondary education based on grounded theory design. Data collection was done through in-depth interviews and constant comparison analysis were done. The findings indicate that planning for AEPs was based on the four major aspects: planning for programme support, the beneficiaries, stakeholder engagement and harmonizing the curriculum. However, there is a gap in how planning is done which negatively influences transition of AEP learners to secondary education. The above factors need to be taken into consideration right from the initial stages of the programme. A Community-Focused Planning Model was developed from the study- a model which upholds the significance of community focused planning with emphasis on taking into consideration the socio-ecological environment/community in which the child lives while planning for AEP. The study therefore contributes to improved planning of AEPs while taking into consideration the needs of refugee learners, the environment in which they live and collaboratively engaging communities in the design of AEP. Thus, leading to improved learning outcomes and transition of refugee children to secondary education
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Community Participation in Community Secondary School Construction Projects in Kibaha District Council, Tanzania - Malipula, Mrisho (African journal of empirical research, 2024)
The centrality of participatory practices in recording development objectives is widely acknowledged. However, limited information exists on the factors that motivate community participation in the construction of community secondary schools. This article mends the said gap by exploring the factors that motivate community participation in community secondary school construction in Kibaha, Tanzania. The study utilised a descriptive research design, garnering primary data through 118 household surveys and 2 key informant interviews. The study also collected data through documentary reviews meant to triangulate the data gathered through interviews to deepen discussions and check primary data. Quantitative data analysis was conducted using IBM SPSS Statistics software with simple frequency analyses presented in tables and discussed descriptively. Atlas ti was used to process qualitative data that eventually underwent content analysis and descriptive discussion. The study unveils that community participation in community secondary school construction is positively impacted by accumulated knowledge on participation, community secondary school benefits, transparency on income and expenditure, quality leadership, decentralisation of decision-making at low levels of governance, and local people empowerment. Conversely, the absence of these motivating factors has negative motivational effects on community participation in such projects. Hence, it is imperative to make concerted efforts to reinforce the positive motivational factors. These efforts should include enhancing community awareness of participation, empowering community members to actively participate, fostering a culture of good governance, particularly in matters of financial transparency, and involving the community in decision-making throughout the implementation of development projects. Furthermore, clear explanations of the benefits accruing to communities from the construction of community secondary schools are essential.
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Contribution to an inclusive multimodal user interface design applied to a conversational mobile service in sub-Saharan Africa - Méhat, Yann (2024)
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Tourism Entrepreneurial Education and Intention Among Youths: A Case from KwaZulu-Natal in South Africa - Mhlongo, Zinhle; Ntshangase, Sibusiso D.; Ezeuduji, Ikechukwu O. (2024)
This paper explores the relationship between entrepreneurial education (ED) and youths’ entrepreneurial intention (EI) towards starting tourism businesses. A structured questionnaire was used to collect data. The study used purposive sampling method of the non-probability sampling design to select 400 youths living in different regions of the King Cetshwayo District Municipality (KCDM), KwaZulu-Natal Province of South Africa. The methodology employed partial least squares - structural equation modelling (PLS-SEM) using SmartPLS software version 4.0.8.5 to assess the relationships among the construct variables. The results show a significant positive relationship between entrepreneurial education and entrepreneurial intention. Recommendations are offered to the KCDM decision-makers (business support offices), National Youth Development Agency (NYDA), as well as Tourism KwaZulu-Natal to encourage youth entrepreneurship. South African higher education leaders and policymakers can benefit from these findings.
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Vulnerability and adaptation of maize smallholder farmers to climate change: a Sub-Saharan African context - Mugisho, Gilbert M.; Ngalo, Luc Murhandikire; Lukeba, Fabrice Nfuamba (Discover Agriculture, 2024)
Abstract This study analyzed smallholder maize farmers' perceptions of climate change vulnerability and adaptation strategies in the eastern Democratic Republic of the Congo. The study used a cross-sectional quantitative approach, with smallholder farmers selected based on farm size (less than 10 hectares). Using simple random sampling techniques, 210 smallholder farmers in South Kivu Province was selected from October and November 2021. The data were analyzed using frequency analysis, non-parametric Mann–Whitney U-tests, Tobit regression model and structural equations modeling, which demonstrated that demographic and socioeconomic factors influenced smallholder farmers' perceptions and adaptation strategies to climate change. The findings revealed that the level of education, size of the field, and activities of smallholder farmers had significant effects on climate change perception and adaptation strategies. Smallholder farmers' perceptions had a negative (p < 1%) influence on maize smallholder farmers' adaptation to climate change. Common efforts should be made to encourage smallholder farmers to feel committed enough to implement climate change adaptation measures that are effective in mitigating or preventing climate change risk. The results of this study would have implications for policies to support maize smallholder farmers in their efforts to mitigate and resilient to climate change in sub-Saharan Africa. Firstly, the promotion of climate literacy must be sufficient to provide farmers with information on climate and forecasting. Secondly, to empower smallholder farmers with means and resources to prevent and reduce the effects of climate change. Lastly, enhancing the current environment for the agriculture sector will advance community inclusivity and food security.
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Estimation of the lost productivity to the GDP and the national cost of correcting visual impairment from refractive error in Kenya - Muma, Shadrack; Naidoo, Kovin; Muma, Shadrack (PLOS ONE, 2024)
Background In developing countries such as Kenya, minimal attention has been directed towards population based studies on uncorrected refractive error (URE). However, the absence of population based studies, warrants utilization of other avenues to showcase to the stakeholders in eye health the worth of addressing URE. Hence this study estimated the lost productivity to the Gross Domestic Product (GDP) as a result of URE and the national cost required to address visual impairment from URE in Kenya. Methods The lost productivity to the GDP for the population aged 16–60 years was calculated. Thereafter the productivity loss of the caregivers of severe visual impaired individuals was computed as a product of the average annual productivity for each caregiver and a 5% productivity loss due to visual impairment. The productivity benefit of correcting refractive error was estimated based on the minimum wage for individuals aged between 16–60 years with URE. Estimation of the national cost of addressing URE was based on spectacle provision cost, cost of training functional clinical refractionists and the cost of establishing vision centres. A cost benefit analysis was undertaken based on the national cost estimates and a factor of 3.5 times. Results The estimated lost productivity to the GDP due to URE in in Kenya is approximately US$ 671,455,575 -US$ 1,044,486,450 annually for population aged between 16–60 years. The productivity loss of caregivers for the severe visually impaired is approximately US$ 13,882,899 annually. Approximately US$ 246,750,000 is required to provide corrective devices, US$ 413,280- US$ 108,262,300 to train clinical refractionists and US$ 39,800,000 to establish vision centres. The productivity benefit of correcting visual impairment is approximately US$ 41,126,400 annually. Finally, a cost benefit analysis showed a return of US$ 378,918,050 for human resources, US$ 863,625,000 for corrective devices and US$ 139,300,000 for establishment of vision centres. Conclusion The magnitude of productivity loss due to URE in Kenya is significant warranting prioritization of refractive error services by the government and all stakeholders since any investment directed towards addressing URE has the potential to contribute a positive return.
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Learning Morality, Inequalities, and Faith: Christian and Muslim Schools in Tanzania Learning Morality, Inequalities, and Faith: Christian and Muslim Schools in Tanzania , by Hansjörg Dilger, Cambridge, Cambridge University Press, 2022, xii + 288 pp., £75.00 (hardback), ISBN 978 131 651422 1 - Nolte, Insa (Religion, 2024)
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The Perceptions of Tourism Students Towards Blended Learning: A Case From a Comprehensive University in South Africa - Ntshangase, Sibusiso; Mabaleka, Nolwazi (2024)
This paper explores tourism students’ perceptions of blended learning (BL) and examines the correlations between BL statements, student academic performance (AP), and the level of satisfaction with blended courses (BCs). A questionnaire survey was used to collect data from 166 randomly selected tourism students in a comprehensive University in South Africa. For data analysis, IBM SPSS Statistics 29.0 (IBM Corporation, 2022) software was used. The results indicate that most tourism students had positive perceptions of BL based on their degrees of AP and satisfaction with the BC. Most tourism students claim that they are not comfortable completing assignments and taking assessments online. The results further reveal that students they are frequently disappointed with the assessment approach of online discussions. The study recommends that the university studied conduct a variety of reform programmes geared at strengthening tourism lecturers’ BL abilities (such as upgrading online assessment methodologies and lecture design). To encourage learning involvement, tourism lecturers could improve students’ perceptions of the BL platform in their instructional design. This will gradually improve tourism students’ low perceptions of BL, as identified in this study.
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Improving Reading Skills and Achievement Motivation of Nigerian Primary School Students Using Cognitive Behavioral Therapy - Onuorah, Adaorah R.; Aneke, Anthonia O.; Eseadi, Chiedu (Journal of Asian and African Studies, 2024)
Studies have shown that reading difficulties and low achievement motivation have a negative impact on the learning outcomes of students. This research investigated the effectiveness of cognitive behavioral therapy (CBT) in improving the reading skills and achievement motivation of 70 primary school students in Southeast Nigeria. The experimental group received CBT treatment. The control group received normal classroom instruction. Data were analyzed using a 2 × 3 mixed design. The results showed that CBT improved students’ reading skills and achievement motivation. Thus, CBT can be used in the treatment of reading difficulties and low achievement motivation among primary school students.
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The Impact of Village Savings and Loan Associations as a Financial and Climate Resilience Strategy for Mitigating Food Insecurity in Northern Ghana - Pienaah, Cornelius K. A.; Luginaah, Isaac (Risks, 2024)
In semi-arid Northern Ghana, smallholder farmers face food insecurity and financial risk due to climate change. In response, the Village Savings and Loan Association (VSLA) model, a community-led microfinance model, has emerged as a promising finance and climate resilience strategy. VSLAs offer savings, loans, and other financial services to help smallholder farmers cope with climate risks. In northern Ghana, where formal financial banking is limited, VSLAs serve as vital financial resources for smallholder farmers. Nevertheless, it remains to be seen how VSLAs can bridge financial inclusion and climate resilience strategies to address food insecurity. From a sustainable livelihoods framework (SLF) perspective, we utilized data from a cross-sectional survey of 517 smallholder farmers in northern Ghana’s Upper West Region to investigate how VSLAs relate to food insecurity. Results from an ordered logistic regression show that households with membership in a VSLA were less likely to experience severe food insecurity (OR = 0.437, p < 0.01). In addition, households that reported good resilience, owned land, had higher wealth, were female-headed, and made financial decisions jointly were less likely to experience severe food insecurity. Also, spending time accessing the market increases the risk of severe food insecurity. Despite the challenges of the VSLA model, these findings highlight VSLAs’ potential to mitigate food insecurity and serve as a financially resilient and climate-resilient strategy in resource-poor contexts like the UWR and similar areas in Sub-Saharan Africa. VSLAs could contribute to achieving SDG2, zero hunger, and SDG13, climate action. However, policy interventions are necessary to support and scale VSLAs as a sustainable development and food security strategy in vulnerable regions.
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Review of: "Digital Skills and Learning in Tanzania Secondary Schools: Students and Teachers’ Influence" - Pinho, Maria Inês (2024)
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Assessing Hiv Behavioral Risks and Their Associated Socio- Demographic Factors Among Adolescents: Survey Findings From Hiv Risk Education Program in Nimule Peri-urban Town, South Sudan - Scopas, Samuel Bojo; Ayena, Nixson; Kokwaro, Prof. Gilbert; Agweyu, Prof. Ambrose (Research Square (Research Square), 2024)
Abstract INTRODUCTION : As the world advances toward HIV epidemic control, gains made are being slowed down by an increase in new HIV infections particularly among adolescents whose risky behaviors remain a public health concern. This study aimed to assess self-reported HIV behavioral risks and their associated socio-demographic factors among adolescents in Nimule peri-urban town in South Sudan. METHODS: We designed and undertook before and after the study with two cross-sectional surveys conducted at baseline and end line for adolescents aged 10-17 years who consented, enrolled, and participated in a peer-led HIV risk education program delivered in health clubs. Using a standardized adolescent survey questionnaire, data on ten (10) self-reported HIV risks including demographic factors of the respondents were collected between December 2020 and December 2021. A multi-level mixed-effect logistic regression analysis was performed using STATA version 16 statistical software to assess the associations between self-reported behavioral risks and associated sociodemographic factors. RESULTS : Among the 577 adolescents enrolled, 301 (54.0%) were female and 256 (46.0%) were males. The median age was 14 (IQR: 11-16) years at baseline and 15(IQR: 12-17) years at end-line. A slight decrease from 89 (16.0%) to 88 (15.8%) was observed between baseline and end-line in the proportion of adolescents who self-reported that they have never had sex in their lifetime with a corresponding increase from 58 (64.4%) at baseline to 70 (78.6%) at the end line in the proportion of adolescents self-reporting having used condoms in their last sex. Compared with the baseline survey, the odds of self-reported HIV risks were 23% lower (aOR 0.77, 95% CI:0.73-0.80, p<0.001). Equally, higher odds of self-reported risks were observed among male adolescents (aOR 1.11, 95% CI:1.06-1.15, p<0.001), those in the age band 15-17 years (aOR 1.27, 95% CI:1.21-1.34, p<0.001), those who were unemployed (aOR 1.2, 95% CI: 1.21-1.34, p<0.001) and those cared for by non-parents (aOR 1.29, 95% CI:1.21-1.36, p<0.001) CONCLUSION : Peer-led risk program education programs have the potential to reduce HIV risk behaviors among adolescents and this signifies the crucial role these programs can play in accelerating HIV prevention for young adolescents. We, therefore, recommend the integration of risk education into HIV prevention programs for adolescents in low- and middle-income countries like South Sudan
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Review of: "Influence of Meta-cognition, Self-efficacy, and Self-regulated Learning on Students’ Achievement in Biology in Ibadan, Nigeria" - Vedhathiri, Thanikachalam (2024)
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Complications Following COVID-19 Infection or Vaccination in Libyan International Medical University Students and Their Families - Alfituri, Aisha; Alasbily, Hamza (AlQalam Journal of Medical and Applied Sciences, 2024)
Coronavirus disease 2019 (COVID-19) caused by a novel strain of coronavirus belonging to the genus Beta coronavirus named Severe Acute Respiratory Syndrome Coronavirus 2 (SARS-CoV-2) emerged as a major pandemic worldwide. This contagious virus had spread in many different forms, and patients have demonstrated a wide range of symptoms, ranging from moderate to severe illness. This study aims to highlight the important associations between SARS-CoV-2 infection, vaccination, and possible complications at the Libyan International Medical University, Benghazi. This cross-sectional survey was conducted among students and their families at Libyan International Medical University in Benghazi, Libya. Among the 100 participants, 72% were between the ages of 18 and 39. Up to (59%) of participants were men. As for the infection with COVID-19, 77% of participants were infected. Most of the participants had no chronic diseases (69%); however, the most common chronic disease was diabetes mellitus (13%). 82% of participants were vaccinated; the most common types of vaccines administered were Sinopharm and Sputnik V (24%). Following vaccination, 71% of participants had no COVID-19 infection, while 29% did get the infection. Regarding this study, after COVID-19 infection, 66% of participants had no complications; however, 17% had pulmonary complications, which was the most common complication among the participants. As for the complications following the vaccination, 81% of participants had none, while there were pulmonary and neurological complications in 7–6%. The results of the study showed that the most frequent complications noticed among the participants following the COVID-19 infection and vaccination were pulmonary and neurological complications.
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Education as the revolving door into the streets and back home among street-involved children in Harare, Zimbabwe - Mhizha, Samson (2024)
This article explores the roles of education in driving children onto the streets and facilitating reunification with family. These roles are discussed in terms of how they contribute to street childhood and how they become part of a reintegration package. Against this background, education is considered a social vaccine against risky behaviours among children. The data were collected using a qualitative research approach, employing semi-structured interviews with street-involved children and key informants. The study purposively sampled 18 participants, including 10 street-involved children, eight informants from the Ministry of Labour and Social Welfare, Non-Governmental Organisation staff, guardians and former street-involved children. Of the 10 street-involved children, five were females and the other five were males. Data analysis revealed that these children faced education-related risk factors such as material poverty, differential treatment, adverse childhood experiences, truancy, stigma, and peer influence. The children employed resilience pathways like reunification support and putting personal effort into their schooling. The article recommends the government ensure that children from poor, blended and at-risk families receive mental health and financial support to continue attending school. Street-involved and at-risk children require comprehensive schooling support, family strengthening and protection from abuse to ensure their well-being and safety.
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Review of: "Analysis of Gender Representations in Recommended Biology Textbooks Used by Senior School Students in Nasarawa State, Nigeria" - Mirfazeli, Fatemeh Sadat (2024)
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Soil-Forming Factors of High-Elevation Mountains along the East African Rift Valley: The Case of the Mount Guna Volcano, Ethiopia - Sisay, Mekonnen Getahun; Adgo, Enyew; Tolossa, Alemayehu Regassa; Nyssen, Jan; Frankl, Amaury; Ranst, Éric Van; Dondeyne, Stefaan (Soil systems, 2024)
The soils of the high-elevation mountains along the East African Rift Valley are poorly understood. Assessing the potential of soils for agriculture, climate change mitigation, and environmental functioning requires insight into how they relate to the factors influencing soil formation. Between 3000 and 4120 m a.s.l., 85 soil profiles of Mount Guna were described and sampled. Standard physicochemical analyses were done on all pedons. Additionally, X-ray diffraction, Alox and Feox content, and P fixation were performed on six selected profiles. Soils on Mount Guna included Andosols, Phaeozems, Leptosols, Regosols, Cambisols, Luvisols, and Vertisols. With increasing elevation, clay content, bulk density, and pH decreased while the C:N ratio remained constant. In contrast, sand, silt, silt-to-clay ratio, SOC, Ntotal, and SOCS increased. With a factor analysis, the soil-forming factors’ elevation/climate could be disentangled from the factor’s parent material as these affect topsoil and subsoil differently. In the ordination based on climate/elevation and parent material, Andosols and Vertisols stood out while other Reference Soil Groups (RSG) showed indistinct patterns. Soil erosion appeared as an additional soil-forming factor not accounted for by the factor analysis. The distribution of the RSG was significantly associated with elevation belts (p < 0.001), lithology (p < 0.001), and landcover (p < 0.003). On the summital ridge, the Andosols were crucial for groundwater storage due to high precipitation. Shallow and stony soils in the mid-elevation belt contributed to runoff generation. Average soil carbon stock ranged from 8.1 to 11 kg C m−2 in the topsoil and from 29.2 to 31.9 kg C m−2 in the upper meter, emphasizing the global importance of high-elevation areas for carbon sequestration.
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Examining the influence of gender-responsive pedagogies on students’ academic performance in secondary schools in Tanzania: The case of Mafia, District - Thabiti, Thabiti Hassan; Mwandilawa, Baraka; Basela, January (2024)
The relationship between gender-responsive pedagogy and student learning is seldom investigated. This study, therefore, examined the influence of gender-responsive pedagogies on students’ academic performance in Tanzanian secondary schools. The study employed a mixed methods research approach to gain an in-depth understanding of the phenomena under investigation. A total of 249 participants engaged in surveys and interviews. The reliability of the instruments was assessed by using Cronbach’s Alpha. Descriptive statistics and multiple linear regression models were used in analysing quantitative data. The findings revealed that most secondary school teachers possessed an understanding of gender-responsive pedagogies, particularly in adopting gender-sensitive language and considering the distinct needs of both male and female students in their teaching practices. Several practices significantly and positively influence students’ academic performance. These include teaching reinforcement (β=0.176, P=0.001), giving sufficient time for shy students to answer questions (β=0.163, P=0.001), encouraging mixed-gender groups (β=0.036, P=0.205), and providing equal opportunities for students to be group leaders (β=0.084, P=0.001). The study recommends that awareness creation through pre-service and in-service teacher education would facilitate teachers to become more proficient in using gender-responsive pedagogies.
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A retrospective study on the immobilisation of five captive primate species at Uganda Wildlife Conservation Education Centre, Uganda - Watuwa, James; Mbabazi, Rachel; Musinguzi, James; Sente, Celsus; Laubscher, Liesel L. (Veterinary Record Case Reports, 2024)
Abstract This retrospective study examined data from 108 primates consisting of 41 olive baboons ( Papio anubis ), 30 colobus monkeys ( Colobus guereza ), six debrazza monkeys ( Cercopithecus neglectus ), 26 red‐tailed monkeys ( Cercopithecus ascanius ), and five ruwenzori colobus monkeys ( Colobus angolensis ruwenzorii) . These primates underwent annual health assessments, involving the administration of an initial intramuscular dose ketamine (5 mg/kg) plus medetomidine (0.05 mg/kg). Additional intramuscular top‐ups of ketamine (5 mg/kg) plus medetomidine (0.05 mg/kg) were given as needed. Monitoring started when the animals were placed on the examination table in dorsal recumbency and continued until their return to the enclosures. During this period, various physiological parameters, such as heart rate (beats per minute), respiration rate (breaths per minute), peripheral oxygen saturation (SpO 2 , %) and rectal temperature (°C), were recorded at random intervals. To reverse immobilisation, atipamezole was administered intramuscularly at five times the medetomidine dose. Additionally, the study measured various induction and recovery times.
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Second Language Learners’ Awareness of Adjectivalisation: The Challenge of Differentiating between Verbal Participles and Adjectival Participles by Libyan EFL Students - Abugharsa, Aisha Fathi; Attraiki, Malak (International Journal of Educational Sciences and Arts, 2024)
This study explores Libyan EFL learners’ awareness of the process of adjectivalisation, and more specifically the process of using the participle form and progressive form of verbs as adjectives used in English Language. In addition, this study aims to test Libyan students’ recognition of adjectival participles and whether they will be able to distinguish them from verbal participles, prove them as real adjectives with their progressive – ing, and participle – ed, – en forms, and find out appropriate Arabic equivalents of these adjectives easily. The data gathered for this study were based on students’ marks they got by answering a two-part test consisting of an introductory part which is a multiple-choice test, followed by the main part which is the translation test. In the first part, the participants who were 30 students enrolled in Translation III course, were asked to choose the correct adjectivalised participle, and in the second part, the participants were asked to translate some participles used as adjectives into Arabic language. The study was mainly based on quantitatively as well as qualitatively analysing students’ answers to the test questions. The findings of this research revealed that only 16.67 % of the participating students successfully recognized verbal participles used as adjectives. On the other hand, 33.33 % of the students have appropriately rendered the involved de-participle adjectives into Arabic. In addition to the previous results, 20 % of the respondents properly recognized the present participle adjectives, whereas 50% of them truly recognized past adjectival participles in English.
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From Paper to Screen and from Pen to Keyboard: Digital Reading and Word Processing among Moroccan EFL Learners - Labradhi, Jamal; BenMhamed, Mohamed; Ghouati, Azize El (International journal of linguistics, literature and translation, 2024)
The paper in hand aims at exploring Moroccan EFL learners' attitudes towards digital reading and word processing as well as the benefits and challenges associated with these two recently spread practices. A convenience sampling technique was utilized by the researchers of the present study to select a sample consisting of 64 EFL learners belonging to the School of Languages, Literature, and Arts, Kenitra. This sample involved 34 males and 30 females whose ages ranged between 21 and 52 years old. The participants were asked to fill out a 5-point Likert scale questionnaire divided into two sections, namely digital reading and word processing. The collected data were then analyzed using the 26th version of Statistical Package for Social Sciences software (SPSS). The findings of the survey indicate that the participants hold positive attitudes towards digital reading and word processing. They also reveal that the informants face challenges in digital reading similar to those they encounter in word processing.
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Feasibility of Accessing Basic Services for Vulnerable Groups Amidst COVID-19 and Climate Change in South Sudan - Lohan, Nitesh; Krishnan, Sneha (2024)
Introduction: South Sudan's COVID-19 crisis is exacerbated by flooding, food shortages, limited access to basic services, and ongoing conflict. The country has limited ability to mitigate and adapt to increasingly unpredictable rainfall, heat, drought, flooding, and sea level rise. Women and men are vulnerable to climate change in different ways due to gendered norms, labor divisions, resource access, and power dynamics. Maladaptation can occur as a result of poor or insufficient adaptation, as well as when conditions change faster than the ability to adapt. Some people may engage in maladaptive coping strategies in response to stress or trauma, such as substance abuse, violence, or denial. Methodology: Using a mixed methods approach, this feasibility study included perspectives from household surveys (n= 462), FGDs (n= 6), and key informant interviews (n= 19) in 2021 in Jonglei state and 22 KII in 2023 in Juba with key humanitarian and health stakeholders, and displaced and host communities. The research question for this study is: How do gender roles and norms affect perceptions of urban living conditions? And what environmental challenges are faced by residents in South Sudan? Results: Floods and COVID-19 disrupted agricultural production and availability of food in the markets livelihood support and health information, we found flood-affected populations resorting to maladaptive strategies and behaviors. 85 percent of the land is covered by water and given the no-harvest period since 2020 in South Sudan. Survey results show that women resort to myriad techniques to meet basic food requirements: food aid (25%); reliance on relatives (16%) and distress sale of animal products (14%). Conclusion: This research looks at how different groups of women and men are affected by and respond to the health risks and consequences of COVID-19 and natural disasters. And how age, ethnicity, disability, and socioeconomic status affect their vulnerabilities and capabilities.
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Disinformation and Fact-Checking in the Face of Natural Disasters: A Case Study on Turkey–Syria Earthquakes - Muros, Sandra Méndez; González, Marián Alonso; Curiel, Concha Pérez (Societies, 2024)
Natural disasters linked to contexts of unpredictability and surprise generate a climate of uncertainty in the population, resulting in an exponential increase in disinformation. These are crisis situations that cause the management of public and governmental institutions to be questioned, diminish citizens’ trust in the media, and reinforce anonymity in social networks. New digital algorithms create a scenario plagued by fake news and levels of viralization of rumors never before contemplated. Our objective is to analyze the verification capacity of fact-checking agencies at X at times of information disorder, such as the Turkey–Syria earthquakes in 2023. We apply a mixed methodology of comparative content analysis to government, news agency, and IFCN accounts, generating a general sample (n = 46,747) that is then subjected to thematic categorization to create a specific sample (n = 564). The results indicate a low commitment to fact-checking on the part of official bodies and news agencies, as opposed to fact-checking agencies’ accurate handling of the facts. The lack of debate and engagement generated by digital audiences in the face of the discursive intentionality of disinformation is significant.
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Boosting Learner Independence: Adaptive Technology for Students with Cerebral Palsy in Primary Schools Across Busia District, Uganda - -, Okello Robert (International Journal For Multidisciplinary Research, 2024)
This study aims to identify the factors influencing the utilization of adaptive technology (AT) to promote independence among learners with cerebral palsy in primary schools within Busia District, Uganda. The specific objectives include assessing attitudes, determining training levels, evaluating proficiency in AT use, and scrutinizing environmental adaptations. Using a descriptive survey design, data was collected from a sample of 297 participants, including parents, children with cerebral palsy, teachers, and rehabilitation officers. The findings highlight positive attitudes toward AT, inadequate training levels, varying proficiency in AT use, and the need for environmental adaptations. Recommendations include comprehensive caregiver training, targeted interventions for specific challenges, and collaboration between stakeholders to create supportive environments for learners with cerebral palsy using AT. This study contributes to bridging gaps in existing research, aligning with Uganda's commitment to inclusive education and lifelong learning.
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Characteristics of school effectiveness at the level of colleges of education in Ghana - Alagbela, Alaric Awingura; Bayuo, Jonas (Arab Gulf Journal of Scientific Research, 2024)
Purpose School effectiveness has attracted some currency in educational research globally since the 1960s though such studies mostly point to the efforts of principal leadership as the basis for promoting effective schools. However, in the case of Ghana, there is a lack of research conducted in the area, and due to that, this study sought to explore internal public perspectives of what constitutes school effectiveness in the Colleges of Education in the Upper East Region of Ghana. Design/methodology/approach This study employed the convergent parallel mixed-method design otherwise called concurrent mixed-method design. The population for the study comprised second and third-year students, tutors and leadership of the colleges. In total, 308 respondents constituted the sample size. The breakdown is 257 students in all, 41 tutors and 10 leaders of the colleges. Two instruments, namely, an in-depth interview guide and a questionnaire were used to elicit responses to address the object of this study. Findings The study revealed that the characteristics of effective schools include the high academic performance of students and a good show of disciplined behavior by both students and staff in the colleges among others. Originality/value To the best of our knowledge, during the search for studies conducted on school effectiveness, there is no scientific study done in Ghana highlighting the attributes of effective educational institutions. Most of the studies conducted in the area of educational studies only focused on principal leadership, educational access, participation and equity at the level of pre-tertiary institutions.
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Grassroots Solutions for Global Challenges: The Role of Self-Help Groups in Building Sustainable Livelihoods and Resilience to Climate Change in Nyakach, Kenya - Atieno, Paul Okello; Mose, George N.; Oino, Peter Gutwa; Ombachi, Nicholas K (American Journal of Multidisciplinary Research and Innovation, 2024)
The impact of climate change in developing countries such as prolonged droughts, flooding and erratic rainfall, among other effects are increasingly driving agricultural-dependent households into deeper poverty each year. Addressing these challenges requires comprehensive adaptation and mitigation strategies, involving both local and global efforts. Self-help groups (SHGs) are recognized as powerful instruments for the empowerment of vulnerable groups, particularly women, by providing access to credit and health information. They also play a crucial role in climate change adaptation and mitigation, which in turn enhances sustainable livelihoods for their members. However, this aspect has received limited attention in academic research. This study explores the nexus between SHGs, climate change mitigation, and sustainable livelihoods in Nyakach Sub County, a region where persistent poverty is exacerbated by recurrent climate shocks. A descriptive research design was employed, involving a sample of 384 respondents selected from members of 630 self-help groups (SHGs) in Nyakach Sub County, Kenya. The study's findings show that SHG members benefit from SHGs facilitated capital assets some of which that have not only led to reduced reliance on firewood, thus mitigating deforestation, but also facilitated a transition to alternative energy sources. This shift has enhanced their adaptive capacity to challenges posed by climate change. Furthermore, a significant correlation (rs=0.659, p=0.014) was observed between SHG-associated resources and competencies in climate change mitigation, as well as household sustainability. Additionally, collective action, such as participation in tree planting and trenching/water channelling to combat flood effects, showed a strong correlation with SHG-associated resources. Overall, the study concludes that SHG-linked assets and competencies play a vital role in enhancing climate change adaptation and the sustainable livelihoods of members. The study recommends increased emphasis on strengthening social capital within SHGs.
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The Learning Then and Now: A Case Study on the Effects of Gender on Online Learning Support Post Covid-19 at a South African University - Chiphambo, Shakespear Maliketi; Mashologu, Mabel-Wendy N. (E-Journal of Humanities, Art and Social Sciences, 2024)
This paper explored students’ online learning experiences before and post-Covid-19 pandemic with a focus on whether all students are supported to have online learning access without considering their gender differences. The questionnaire was used to collect data from 247 students who were randomly selected from the cohort of 400 students. The study tested the four null hypotheses at 0.05 level of significance: (i) H0: There is no significant association between gender and access to laptop for learning purposes, (ii) H0: There is no significant association between gender and access to internet for learning purposes, (iii) H0: There is no significant association between gender and access to data for learning purposes and (iv) H0: There is no significant association between gender and who provides data to access internet for learning purposes. This study revealed that there is no significant association between the following: gender and access to laptops, gender and access to the internet, gender and access to data, and gender and who provides data to access internet for learning purposes. The study therefore recommended the following: lecturers must not conduct classes when students are at their homes assuming that every student has access to internet connectivity; the provision of necessary support for online learning needs to be strengthened by all the parties who are responsible for support students with relevant equipment for active online learning so that no students is left behind when blended learning is implemented; support students with necessary gadgets and adequate amount of data to enhance online learning; students must be supplied with laptops regardless of gender and year of study. The paper contributes to scholarship by addressing gender disparities in online learning, providing valuable insights for educational institutions, offering a methodological model for future studies, and informing policies to create a more inclusive and effective online learning environment. Keywords: Covid-19, Institution, Online Learning, Remote Learning, Student Access, Gender, Differences, Technology
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Review of: "Influence of Meta-cognition, Self-efficacy, and Self-regulated Learning on Students’ Achievement in Biology in Ibadan, Nigeria" - Darmawan, Ericka (2024)
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Why they Contemplate Leaving: Exploring the Factors that Drive the High Dropout Intention Rate among University Teacher Trainees in Post-COVID Uganda and South Africa - Kobusingye, Loyce Kiiza; Marongwe, Newlin; Mageyo, Rogers (E-Journal of Humanities, Art and Social Sciences, 2024)
In the post-COVID-19 period, it is evident that various studies have been conducted on the effects of the pandemic on economies, politics, education, and teachers, to mention but a few, but there are very few studies on how the pandemic has influenced student turn over especially in as far as educational retention and drop out intention is concerned. It should be noted that a multiplicity of factors hinder disadvantaged students from completing their studies and becoming lifelong students for educational and academic sustainability. Therefore, in addition to exploring the factors for this hindrance, the purpose of this study was also to offer strategies or alternative pathways that should be implemented to retain students and help them overcome related challenges. A qualitative approach was chosen for the study and a snowball sampling technique was utilized to select a total of 16 teacher trainees drawn from one Ugandan university (8) and one South African university (8) to explore factors why student teachers contemplate dropping out of their university education. Microsoft Teams meetings and physical interviews were utilized to collect data. The data was analysed thematically. Findings showed that the intention to drop out of university is driven by COVID-19-related factors or effects such as grief and loss of employment; government policies, economic, academic, and personal factors. The researchers therefore recommend teacher motivation, counselling, and new funding models to support teacher trainees, partnering with different potential employer stakeholders, focusing on addressing COVID-19 instructional effects, and creating socially safe spaces to minimize the intention to and actual drop out which are detrimental to future teacher availability. This in turn has implications on the quality of education for sustainability, which in the long run has implications on students’ academic achievement and job prospects. Keywords: Dropout Intention, Demographic, Teacher Trainees, Post-COVID-19
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Exploring Innovative Approaches and Interventions to Address Misconceptions and Promote Effective Visual Arts Education in Secondary Schools in Ghana - Kpodo, Cyril S; Ankyiah, Francis; Agbelengor, Glover Reuben; Dah, Samuel (American Journal of Education and Technology, 2024)
Visual arts education is important in developing students’ creativity, critical thinking, and cultural awareness. However, in Ghana, visual arts subjects at the secondary school level often need help with challenges such as lack of resources, large class sizes, and misconceptions about the value of art education. This study aimed to explore innovative approaches and interventions that could address misconceptions and promote effective visual arts education in Ghana’s secondary schools. A qualitative document analysis and thematic analysis were conducted. Relevant policy documents, national curriculum frameworks, and previous research studies related to visual arts education in Ghana were analyzed to identify existing challenges, opportunities, and recommendations. Key emerging themes included misconceptions about visual arts subjects, lack of resources, training for art teachers and large class sizes that do not augur well for hands-on learning. The analysis also identified recommendations such as integrating visual arts across the curriculum, promoting art exhibitions, and leveraging community resources and partnerships to support visual arts programmes. This study provides insights into existing challenges in visual arts education in Ghana’s secondary schools and highlights innovative approaches that could help address misconceptions and strengthen visual arts programmes. Integrating visual arts across subject areas, promoting art exhibitions, improving teacher training, and leveraging community partnerships may help promote effective visual arts education.
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Understanding Vision Impairment: A Comprehensive Study of Uncorrected Refractive Errors among Primary School Teachers and Pupils in Nongowa Chiefdom, Kenema District, Sierra Leone - Lawrence, S.B.; Allieu, F. B. S.; Rashid, B. K. (African journal of health, nursing and midwifery, 2024)
Introduction: Uncorrected Refractive Error (URE) is a major concern globally, particularly in developing nations like Sierra Leone, where limited access to eye care services poses challenges. Aim: This study, conducted in Nongowa Chiefdom, Kenema District, Sierra Leone, aimed to investigate the prevalence of URE and associated knowledge, attitudes, and practices among primary school pupils and teachers. Methods: Descriptive cross-sectional designs, incorporating both qualitative and quantitative methods were used. A structured survey questionnaire and visual acuity screening tools were used to assess uncorrected refractive errors among 692 randomly selected participants, data analysis involved descriptive statistics and qualitative content analysis. Results: The study involved 374 pupils and 318 teachers from 145 public and 14 private schools, uncorrected refractive error prevalence was 66%, with hypermetropia most prevalent and blindness at 0.13%. Girls contributed 29% of cases compared to boys' 25%. Ages 5-17 were most affected. Public schools accounted for 91% of cases, with peri-urban areas contributing 24% and urban areas 76%. Economic status and education influenced prevalence. Teachers played a crucial role in promoting eye health education. Economic factors may have influenced observed differences in refractive errors. Conclusion: The study highlighted the multifaceted nature of URE, involving demographic, economic, and educational factors. Addressing these complexities through targeted interventions is crucial for mitigating the burden of visual impairment in the region.
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Experiences of Adult Educators in Selecting Appropriate Teaching Methods in Engineering Courses at TVET Colleges in Mpumalanga Province, South Africa - Magadza, Ivan; Mampane, Johannes Ntshilagane (Community College Journal of Research and Practice, 2024)
This study's sought to identify and fix problems with teaching strategies used in engineering courses at a TVET college in South Africa's Mpumalanga area. A Phenomenological, explorative, and descriptive research approach was used to capture the experiences of educators in choosing effective teaching approaches. Convenience sampling was employed to select 10 educators who participated in two Focus Group Discussions in an endeavor to collect qualitative data. These discussions were conducted through the lenses of Albert Bandura's social learning theory. Two audio recorders were used to capture the debates, thereafter verbatim transcribed. A computerized software called NVivo was used to do content analysis and theme analysis on the gathered data into manageable themes and sub-themes. Subsequently, the findings revealed the following five themes: preferred teaching methods, the effectiveness of teaching methods, the relationship between teaching methods and pass rate, assessing teaching and learning outcomes, and factors influencing adult learners' performance: however, by the scope of this article only three were discussed in the forthcoming paragraphs. These themes demonstrated that some engineering educators struggle to choose the best teaching strategies which meet industrial skills requirement. Thus, the authors advise industry and TVET colleges to work together so that educators can teach adults the essential engineering skills.
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Intervention Strategies for Challenges Experienced when Supporting Learners from Child-headed Households in Secondary Schools in South Africa - Maila, Kodi Sannie; Malatji, Khashane Stephen (E-Journal of Humanities, Art and Social Sciences, 2024)
The study reported here aimed to explore the Intervention strategies for challenges experienced when supporting learners from child-headed households in secondary schools. Children from child-headed households experience challenges that hinder them from receiving good quality education. It is, therefore important for schools to ensure that classroom teachers are aware of the challenges experienced by children from child-headed households. This study followed the qualitative approach to explore the intervention strategies to be used. The study consisted of 20 participants (principals, Departmental Heads, teachers and School Governing Bodies) in South Africa. Data were collected through individual semi-structured interviews and document analysis. The Bottom-up theory was the underpinning theory for our study. Thematical analysis was followed. This study revealed that children from child-headed households were not identified at schools. Therefore, schools do not have a database of children from child-headed households hence a lack of intervention strategies. We recommended that schools should establish the School Based Support Team and follow the collaborative model as an intervention to support children from child-headed households. The study provided insights on intervention strategies that schools and the Department of Education should implement for challenges experienced by schools when supporting learners from child-headed households. Keywords: Intervention Strategies, Collaborative Model, Child-Headed Household, Collaboration
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Evaluating the Climate Change Trends and Spatiotemporal Variations of Evapotranspiration: A Case Study in El-Beheira Governorate, Egypt - Makar, Randa S.; Li, Shuo; Shahin, Sahar A. (Asian research journal of agriculture, 2024)
Aims: Evapotranspiration (ET) is crucial for determining crop water requirements, while climate change and global warming are major concerns. Therefore, in this study, we aimed at evaluating the climate change trends and the spatiotemporal variations in ET in a selected area located in El-Beheira Governorate, Egypt, while accounting for potential land use/land cover (LULC) changes. Methodology: We analyzed three Landsat images acquired in 1984, 2001, and 2020 to assess LULC changes in the study area. Climate change was studied from 1984 to 2021 using data from NASA's Prediction of Worldwide Energy Resource (POWER) project. We also used the Terra MODIS MOD16A3GF Version 6.1 ET product from 2000 to 2021 to evaluate the spatiotemporal variations of ET. Results: LULC change detection showed that the unchanged agricultural area from 1984 to 2020 accounted for 29.3% of the study area and was used to evaluate the changes of ET. Evaluating climate change revealed that there was an increased trend in temperature, relative humidity (RH), and precipitation, while no change was observed in wind speed. Similarly, the anomalies changes of temperature, RH, and precipitation had an increasing trend while wind speed was constant. On the other hand, the yearly ET values calculated from 2000 to 2021 had an increasing trend. There was a moderate correlation between RH and precipitation, as well as between ET and precipitation. Conclusion: The increased trends in climatic parameters such as temperature will eventually require changes in crop patterns to adjust to these changes and maintain a profitable yield. Furthermore, the increase in ET will result in an increase in crop water requirements, which is problematic, especially considering the limited water resources in Egypt.
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Orthorexia nervosa among Tunisian medical students: Relationships with self-esteem and stress - Masmoudi, R.; Abdelkefi, M.; Hentati, S.; Jbir, R.; Masmoudi, J. (Archives of mental health, 2024)
Abstract Aims: This study aimed to determine the prevalence of orthorexia nervosa (ON) in a sample of medical students and to examine the relationship between ON, self-esteem, and perceived stress. Subjects and Methods: A cross-sectional study was conducted through an online survey among medical students of the Faculty of Medicine of Sfax (Tunisia). Participants completed an anonymous self-administered questionnaire. We collected their sociodemographic and clinical data. ON was assessed using the self-reported scale, ORTO-15. We used the Rosenberg’s Self-Esteem Scale and Cohen’s Perceived Stress Scale (PSS) to assess self-esteem and the level of perceived stress, respectively. Results: Ninety-five medical students (75 [78.9%] females and 20 [21.1%] males) were included in the study. The mean age was 25.9 ± 3.3 years. A history of psychiatric disorders was reported by 17 (17.9%) of participants, 26 (27.4%) tried to control their weight, and 39 (41.1%) were physically active. We found a tendency for ON in 49 (51.6%) participants. The mean scores were 39.19 ± 4.48 for the ORTHO-15 scale, 29.74 ± 6.59 for the Self-Esteem Scale, and 21.25 ± 6.79 for the PSS. Orthorexia was significantly correlated with the use of weight control methods ( P = 0.03), physical activity ( P = 0.04), and history of psychiatric disorders ( P = 0.04). Neither self-esteem ( P = 0.1) nor the level of perceived stress ( P = 0.5) was associated with ON. Conclusions: Our study found a high prevalence of orthorexic behaviors in medical students. No association was found between ON and self-esteem and perceived stress. Further clinical and longitudinal studies are needed to identify the risk factors of ON.
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Knowledge, Attitudes, and Practices of Rural Communities Regarding Antimicrobial Resistance and Climate Change in Adadle District, Somali Region, Ethiopia: A Mixed-Methods Study - Muhummed, Abdifatah Muktar; Alemu, Ashenafi; Maidane, Yahya Osman; Tschopp, Rea; Hattendorf, Jan; Vonaesch, Pascale; Zinsstag, Jakob; Cissé, Guéladio (Antibiotics (Basel), 2024)
There is an urgent need for interventions in addressing the rapid and disproportionate impact of antimicrobial resistance (AMR) and climate change (CC) on low- and middle-income countries. Within this context, it is important to understand indigenous knowledge in rural communities, which are highly affected. This study examined knowledge, attitude, and practices (KAP) regarding AMR and CC in the Adadle district, Somali region, Ethiopia, utilizing mixed methods, including 362 surveys and 12 focus group discussions among rural communities. Findings showed that 39% and 63% of participants were familiar with AMR and CC, respectively. Of those surveyed, 57% attributed AMR to inappropriate antimicrobial use in animals and humans, while CC was often associated with Allah/God. Multivariable analysis indicated that males exhibited superior knowledge and a positive attitude towards AMR and CC. Additionally, individuals aged 26–35 and 36–45 years showed heightened awareness of AMR and CC, respectively. Moreover, participants who were government employees, pastoralists, and business owners showed better knowledge on CC compared to family caretaker. Religious education and households with more than six members were linked to lower AMR knowledge. This study underlines a greater awareness of CC than AMR and highlights gender-based disparities, recommending integrated educational AMR programs targeting different demographics through a One Health lens, actively involving females, and incorporating local beliefs and practices.
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Parents’ Perceptions on Parental Involvement in Their Children’s Education in Giyani Municipality Rural-based Schools, Limpopo Province, South Africa - Ngozwana, Nomazulu; Machobane, Amohelang; Chauke, Thulani Andrew; Lepholletse, Maphuthi (The Australian and International Journal of Rural Education, 2024)
The importance of parental involvement in children’s education cannot be overemphasized. This study aimed to explore the role that parents play in the education of their children in the Giyani Municipality, Limpopo Province South Africa. The study followed Epstein's model of school-parent-community partnerships to understand the participation of parents in the education of their children. A qualitative approach was employed to guide the gathering and analysis of the data. Fifty-eight parents that were purposively selected from the four rural schools participated in the focus group discussions that were audio-recorded. Inductive qualitative thematic analysis was used, and the ethics were observed. The findings revealed the role of parental involvement in their children’s education as working with schools, home-schooling, modelling positive attitudes, emotional support, and career counselling. This study has implications for policy and practice in a parent-teacher relationship in rural schools by suggesting that parents should be involved in policy development such as when the curriculum changes.
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Analysis of the higher education system managerial and organizational potential in the United Republic of Tanzania with the aim of implementing a model of students’ eco-awareness formation in the Russian language - Nikitin, N. A. (Vestnik universiteta (Gosudarstvennyj universitet upravleniâ), 2024)
Russia is one of the key players in Africa. The development of diplomatic, trade, cultural relations with African countries is important in creating Russian economic relations with the outside world. In 2020–2022, during the COVID-19 pandemic, the tourist flow from Russia to Tanzania increased, which led to an increased demand for service professionals who know the Russian language. The research conducted allowed to determine the historical peculiarities of relations between Tanzania and Russia and the organizational and pedagogical potential of higher education in Tanzania with the aim of implementing a model of eco-awareness formation in the Russian language. There are 9 bachelor’s, 6 master’s and one doctoral program of training specialists in the field of natural sciences, as well as management in the field of ecology and tourism. The application of the developed training programs, as well as the model of students’ eco-awareness formation will allow to get up to 10 specialists of bachelor level (with knowledge of Russian and natural-scientific terminology) within the period of mastering the basic educational program (three years); training a specialist of master level (with knowledge of Russian and natural-scientific terminology) has a planned indicator from three to five specialists within the period of mastering the basic educational program (two years); training a specialist of doctoral level (with knowledge of Russian and natural-scientific terminology) has a planned indicator from one to two specialists. The information obtained in the course of the research is of interest for the ministries and departments of the Russian Federation in terms of planning international events and cooperation.
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Navigating Learning for Learners with Special Educational Needs (LSEN) in South Africa: Barriers and Recommendations - Rensburg, Shandré Kim Jansen van; Thobane, Mahlogonolo Stephina; Kader, Sarika; Aphane, Mmabatho Portia; Mpuru, Lebogang; Mokotong, Matshilane; Ngoveni, Tinyiko David; Ratiba, Matome M.; Tredoux, Liezel Gaynor (E-Journal of Humanities, Art and Social Sciences, 2024)
Approximately 3.5 million Persons With Disabilities (PWD), comprising 6.6% of the population live in South Africa. In South Africa, PWDs are confronted with challenges rooted in historical power imbalances and amplified by social and economic inequalities. Among these issues, the barriers to learning for learners with special educational needs (LSEN) are of particular concern. The purpose of the paper is to provide mitigation strategies for learning barriers encountered by LSEN in South Africa. The paper was guided by a qualitative integrative review (IR) research methodology. The findings highlighted various obstacles identified in research conducted at both global and national levels, including insufficient educator training, resource deficiencies, limited policy implementation, and challenges arising from the COVID-19 pandemic. Furthermore, South Africa’s educational framework, adapted from similar contexts, presents unique hurdles. By elucidating these findings, recommendations are made to mitigate these challenges through special educational needs, social context, and technology training, transformed curriculum and the introduction of class assistants. Moreover, specialised support from the Department of Basic Education (DBE) is advocated for and increased psychosocial and parental support is encouraged. The findings also propose the reinstatement of vocational-related school subjects for LSEN. This paper makes a meaningful contribution to the field of special education in South Africa by identifying the challenges encountered by LSEN and proposing viable solutions to address them. Keywords: Learners with Special Educational Needs (LSEN), Persons with Disabilities (PWD), Learning Barriers, Learners, COVID-19
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Psychotherapy Training in Postgraduate Psychiatry Training in Nigeria – Are We Doing Enough? - Adiukwu, Frances; Adedapo, Oluwadolapo Olujinmi; Ojeahere, Margaret Isioma; Musami, Umar Baba; Mahmood, Mohammed Yusuf; Kakangi, Amina Saidu; Olaitan, Salihu Mumeen; Costa, Mariana Pinto da (Global mental health, 2024)
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An Assessment of the Implications of Deforestation and Climate Change on Rural Livelihood in Ghana: A Multidimensional Analysis and Solution-Based Approach - Adom, Richard Kwame; Reids, Memory; Afuye, Gbenga Abayomi; Simatele, Mulala Danny (Research Square (Research Square), 2024)
Abstract Ghana is endowed with an abundance of natural resources, including vast tracts of natural forest and other vegetation biomes, which serve as livelihood sustenance for a significant number of the population. However, managing these resources sustainably to achieve environmental and economic growth and alleviating poverty remains a significant challenge. Deforestation driven by agriculture, lumbering, mining, infrastructural development, and urban expansion has reduced the forest ecosystems by over 60% over the past three decades. This has threatened the sustainable livelihoods to most of the population, exacerbated by increasing climate irregularity and its devastating consequences. Using data collected through methods inspired by the tradition of quantitative and qualitative research approaches, this paper explores and discusses how the combination of climate change and deforestation, are compromising the livelihood options of poor and vulnerable communities in Ghana. We further argue that the poor are not passive actors but are actively involved in identifying systems and processes through which to build their adaptive capacity and resilience to climate change induced environmental changes. Despite this, we argue that the ability of the poor and vulnerable communities to adapt comprehensively to climate change induced challenges is being hampered by institutional and policy weaknesses as well as a lack of meaningful engagement and collaboration between different and interested stakeholders. In view of this, we argue for an evidence-based and inclusive approaches which will propagate the participation of marginalised and vulnerable groups of people in the design and co-production of solutions in order to develop policies and strategies that are more transformative and towards achieving sustainable communities. These themes have been argued within the framework of the Sustainable Development Goals, particularly goal number 8.
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Intersectional Development: How Seaweed Farming in Kwale County, Kenya Can Foster Inclusive and Transformational Development - Ashurst, Jasmine; Onyango, Joel; Achieng, Gillian Faith; Ouma, Monroe Dikiny (2024)
Seaweed farming has been growing in prominence in the coastal region of Kwale County, Kenya, as a livelihood led by women since the turn of the century, however the sector remains far below its full productive capacity. As such, this study explores the factors that influence women’s ability to access seaweed farming through engagements with the theories of intersectionality. The Blue Empowerment Project is seeking to upscale seaweed farming in this region to promote women’s empowerment and this study questions the extent to which men should be included in such an endeavour. It finds that several factors may intersect with gender to create varying levels of (dis)advantage amongst women in this region, and that we may need to reframe the conceptualisation of women’s empowerment to be inclusive of men. This study therefore makes a range of recommendations for the BEP, development practitioners in general, and researchers to inform them of how women’s empowerment initiatives may be made more inclusive and transformational.
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Management, Anatomical and Functional Outcomes of Malleolar Fractures at the District Teaching Hospital of Oueme-Plateau in Benin (DTH-OP) - François, Amossou; Marie, Lalèyè Christel; Martin, D.; Oswald, Goukodadja; Adébola, Padonou; Aristote, Hans-moévi-Akué (SAS journal of surgery, 2024)
Introduction: Malleolar fractures are commonly treated in orthopedic traumatology. The purpose of this study was to describe the management and evaluate the anatomical and functional outcomes of these fractures. Patients and Methods: In this study, 106 patients were treated for malleolar fractures. The mean age was 41.8 years, with 70 men (66%) and 36 women (34%). Therapeutic methods were either orthopaedic (n=57; 54%) or surgical (n=49;46%). The initial anatomical results were evaluated according to Lecestre et Ramadier, criteria and the functional results were assessed using the AOFAS score. Results: Anatomical reduction was performed on 65 (61.3%) patients, of whom 28 (26.4%) were treated orthopedically and 37 (34.9%) underwent osteosynthesis. At the last follow-up, of the 79 patients (74.5%) reviewed, 41 (51.9%) had excellent functional results and 17 had good results. Conclusion: At DTH-OP, malleolar fractures are relatively common. The treatment is either orthopedic or surgical depending on the type of fracture and the patient's financial ability to bear the costs.
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Evaluation of a disability-inclusive ultra-poor graduation programme in Uganda: study protocol for a cluster-randomised controlled trial with process evaluation - Kipchumba, Elijah; Davey, Calum; Marks, Sarah; Mugeere, Anthony; Chen, Shanquan; Banks, Lena Morgon; Islam, Kazi Eliza; Shakespeare, Tom; Kuper, Hannah; Sulaiman, Munshi (Trials, 2024)
Abstract Background There is little evidence on how to support ultra-poor people with disabilities to adopt sustainable livelihoods. The Disability-Inclusive Graduation (DIG) programme targets ultra-poor people with disabilities and/or women living in rural Uganda. The programme is an adaptation of an ultra-poor graduation model that has been shown to be effective in many contexts but not evaluated for people with disabilities. Methods The DIG programme works with project participants over a period of 18 months. Participants receive unconditional cash transfers for 6 months, training, access to savings-and-loans groups, and a capital asset that forms the basis of their new livelihood. The programme is also adapted to address specific barriers that people with disabilities face. Eligible households are clustered by geographical proximity in order to deliver the intervention. Eligibility is based on household screening to identify the ‘ultra-poor’ based on proxy means testing—both households with and without people with disabilities are included in the programme. Clusters are randomly selected prior to implementation, resulting in 96 intervention and 89 control clusters. The primary outcome of the trial is per-capita household consumption. Before the start of the intervention, a baseline household survey is conducted (November 2020) among project participants and those not offered the programme, a similar endline survey is conducted with participants with disabilities at the end of programme implementation in July 2022, and a second endline survey for all participants in October 2023. These activities are complemented by a process evaluation to understand DIG programme implementation, mechanisms, and context using complementary qualitative and quantitative methods. Ethical approval for the research has been received from Mildmay Uganda Research Ethics Committee and London School of Hygiene and Tropical Medicine. Discussion DIG is a promising intervention to evaluate for people with disabilities, adapted to be disability inclusive across programme components through extensive consultations and collaboration, and has proven efficacy at reducing poverty in other marginalised groups. However, evaluating a well-evidenced intervention among a new target group poses ethical considerations. Trial registration Registry for International Development Impact Evaluations, RIDIE-STUDY-ID-626008898983a (20/04/22). ISRCTN registry, ISRCTN78592382 . Retrospectively registered on 17/08/2023.
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Institutions' quality and environmental pollution in Africa - Mignamissi, Dieudonné; Ekoula, Hervé William Mougnol A; Thioune, Thierno (Environment and Development Economics, 2024)
Abstract This paper tests the pollution emissions and institutional quality nexus in Africa. Specifically, we analyze the effect of the political regime and the quality of political governance on CO 2 emissions. To control for endogeneity, we apply the system generalized method of moments on a dynamic panel of African countries over the period 1996–2020. The key finding suggests that better institutions have a negative and significant effect on pollution in Africa. The findings also validate the environmental Kuznets curve hypothesis. Moreover, the results support the pollution haven hypothesis. Finally, if digitalization significantly curbs pollution, then industrialization, natural resources, as well as the intensive use of energy, are considered as positive predictors. All the sensitivity and robustness tests globally validate the strength of the negative association between the good quality of institutions and the level of polluting emissions in Africa. The results call for some policy recommendations in environmental regulation for African economies.
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Physical and Environmental Factors Influencing Accessibility to Sanitation and Hygiene Services Among People Living with Disabilities in Kitui County, Kenya - Moko, James; Mwanzo, Isaac; Nyang’echi, Edna (International journal of current aspects, 2024)
This study aimed to find out the physical and environmental factors influencing accessibility to sanitation and hygiene services among PLWD in Kitui County, Kenya. The study employed a cross sectional survey method. Disability status varied, with 44.2% having physical/mobility disabilities, 34.4% with visual disabilities, and 21.4% with hearing disabilities. In terms of physical and environmental factors, 95.6% had access to latrines, Improved pit latrines were the most common (52.3%). 93.3% reported sufficient space inside latrines, challenges included slippery floors (28.2%) and limited privacy (23%). Inferential statistics, employing logistic regression, identified significant associations. The logistic regression analysis elucidated significant factors influencing hygiene and sanitation accessibility among people with disabilities in Kitui County, Kenya. Socio-economic variables, including occupation (B = -0.212, p = 0.032), income (B = -1.068, p = 0.184), and education level (B = 0.457, p < 0.001), exhibited notable associations. Physical and environmental factors, such as latrine design for people with disabilities (B = -0.566, p = 0.077), played a crucial role. This study identified substantial challenges hindering people with disabilities (PLWD) from accessing adequate sanitation and hygiene, revealing critical issues related to physical and environmental barriers.
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Enhancing religious education teaching and learning for sustainable development in Lesotho - Mokotso, Rasebate I. (Theological Studies/Teologiese Studies, 2024)
This article utilises Gadamerian hermeneutics method and Freirean theory of the purpose of Religious Education to explore how Religious Education can contribute to achieving United Nations Sustainable Development Goal (SDG) 4, emphasising education for sustainable development. The study contends that Religious Education in Lesotho occupies a distinctive position in the education system, surpassing other countries in its extensive integration. Due to historical factors, Religious Education is taught in nearly all religiously affiliated schools, comprising about 90% of all educational institutions in Lesotho, and even in certain public schools. The curriculum of Religious Education in Lesotho aligns directly with the educational objectives of SDG 4. Additionally, Lesotho’s Religious Education corresponds to three levels of school education for sustainable development: whole school approach, classroom approach, and community approach. Nevertheless, the study asserts that for Religious Education in Lesotho to better align with education for sustainable development, various enhancements are required. Firstly, inclusivity across all religious traditions is essential, moving beyond a sole focus on Christianity. Secondly, there is a need for wider dissemination and implementation of Religious Education in all schools, irrespective of their affiliation. Lastly, a shift from traditional pedagogies to transformative approaches is recommended to boost the effectiveness of Religious Education in advancing sustainable development.Contribution: This article contributes by analysing Lesotho’s case and its implications for enhancing Religious Education teaching to effectively address SDGs. It broadens existing knowledge on Religious Education’s potential as a platform for sustainable development and provides recommendations for its improved implementation in a specific context.
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An assessment of the perceptions of local communities in the Eastern Free State Region of South Africa regarding the impacts of climate change on livelihoods - Msimanga, Lokuthula; Mukwada, Geoffrey (Transactions of the Royal Society of South Africa, 2024)
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Hospital Acquired Infections (HAIs) Prevention Practices Among Medical Students in a Teaching Hospital in Jos, Plateau State, Nigeria - Okonkwo, Prosper; Okafor, Kingsley C.; Garbal, Joel Haruna; Kwaghal, Bitrus Salome; Boluwatito, Bolarinwa (European journal of medical and health sciences, 2024)
Background: The prevention of healthcare-associated infections is central to the provision of safe, high-quality healthcare. Students are a part of the healthcare team and are at increased risk of these infections. This study seeks to assess Hospital Acquired Infections (HAIs) prevention practices among medical students in a Teaching Hospital in Jos, Plateau State, Nigeria. Methods: This was a descriptive cross-sectional study done in July 2019 among medical students using a Multistage sampling technique. Data was collected using a self-administered structured questionnaire and analyzed using the IBM SPSS 28 (Statistical Package for the Social Sciences). Results: Almost all (99.1%) of students claim that they wash their hands before and after seeing patients, 81.9% wash their hands before meals, 57.4% wash their hands before performing invasive bedside procedures, 72.7% wash before and after examining patients, 30.2% wash their hands before &after touching wounds, but not when gloved, 63.9% wash their hands between two different procedures on different patients. Concerning wearing face/nose masks 86.8% said they wore masks when transporting coughing patients out of the ward, 70.3% stated that they wore masks when irrigating septic wounds, 60.7% said they wore face masks whenever they were attending to patients with fecal incontinence, 76.3% said they wore face mask whenever they were delivering a baby of an HIV Positive woman, 51.6% said they wore face mask whenever they were visiting neonatal intensive care unit. The majority of respondents (83.6%) have never sustained a needle stick injury before, main reasons for non-use of PPE include High cost (24.7), PPE Not available (951.1%), difficulty in using (15.1%), No reason (9.1%). Conclusion: Generally, more than a third 150 (68.5%) of respondents had good practice of HAI prevention, while 69 (31.55) had a poor practice of HAIs prevention. There is also a need to ensure that the availability of PPEs, hand washing and waste disposal equipment is ensured, while medical students are also taught the importance of good equipment hygiene.
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IMPACT OF STAFF TRAINING AND DEVELOPMENT ON EMPLOYEE PERFORMANCE; A CASE OF UNICEF SOUTH SUDAN SUPPORT CENTER, JUBA. A DESCRIPTIVE STUDY. - Ruah, John Matip Gatluok Lindit; Godfery, Mr. Onyango; SSendagi, Muhamad (2024)
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Integration of Students’ Career Opportunities and Dual Career Development among Students in Secondary Schools in Sebei Sub-Region, Uganda - Yapsoyekwo, Justine; Nassaka, Olivia Banja; Charles, Muweesi; Kagoire, Mary Ochieng; Nambale, Moses Geoffrey; Judith, Nancy; Musinguzi, Faith Mbabazi; Lawrence, Sserwadda; Charles, E; Mirembe, Namaganda Rose (East African journal of education studies, 2024)
While combining academic and sports development is believed to provide opportunities that enable an individual to possess a better-balanced lifestyle, a stronger sense of self in areas other than sports, and greater life skills beyond their athletic career, the process is challenging and presents several barriers. The purpose of this study was to investigate the influence of integrating students' career opportunities on dual career development among students with a careful interest in how dual careers have become a relevant matter in the world of work as one of the tools that can improve social life. The study adopted the descriptive survey research design with both qualitative and quantitative approaches in which a population involving headteachers, deputy headteachers, directors of studies, career guidance teachers, games teachers, sports officers, and students who have been involved in games and sports in the schools were targeted. The study used a sample of 186 people selected using purposive, simple random and cluster sampling techniques. A pre-tested, validated, self-administered questionnaire and interview guide were used to gather data. The findings of the study revealed that for integration of students' needs with careers and dual career development, R2 = .495, F=179.242, Sig= .000 < .05 for an academic career and R2 = .670, F=371.676, Sig= .000 < .05 for a sports career. The study concluded that the integration of students' needs with careers had a higher influence on sports than on academic career development. The study finally recommends that career teachers need to provide guidance tailored to the needs of each student to allow for the integration of student needs with career opportunities. Mass guidance to groups of students does not provide for the integration of individual needs
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Towards Improved Gender Inclusive Peacebuilding in Africa: Policy Implications - Chigudu, Daniel (RGSA: Revista de Gestão Social e Ambiental, 2024)
Purpose: Although several earlier studies have looked at peacebuilding and its limiting aspects, research on gender-inclusive peacebuilding dimensions remains limited, especially in Africa. Global events have continued to emphasise the inextricable pertinence of the interconnectedness between peace, conflict and gender. This reinforces how masculinity crises cause violence against some other genders. This study sought to examine gender- inclusive peacebuilding gaps in Africa and provide policy suggestions for improvements. Methods: Qualitative research methodology was employed through an analysis of secondary data gleaned from available work obtained from academics, peace experts, research reports, international agencies and various organizations. Results & conclusion: The study shows that conflict dynamics are essentially gendered and made out of gendered identities. Developing gender-inclusive peacebuilding processes, exclusively being attentive to intersectionality, involves bringing different views into peacebuilding processes. For improvement, some strategies and opportunities should involve altering power imbalances within structures to promote peace. Originality/Value: This is one of the few studies that establishes gender inclusive peacebuilding in the African continent and provides cross-cutting policy implications rather than those that are country specific. Moreover, gender inclusive peacebuilding is a topical issue that occupies the peacebuilding global agenda.
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Predicting current and future distribution of wild edible Syzygium afromontanum (F. White) Byng. under climate change in Ethiopia - Guzo, Sheleme; Nemomissa, Sileshi; Lulekal, Ermias (Brazilian Journal of Botany, 2024)
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Investigating links between teacher leadership, collective efficacy and teacher commitment in Egyptian schools: a mediated-effects analysis - Hammad, Waheed; Polatcan, Mahmut; Morad, Hosam (International Journal of Educational Management, 2024)
Purpose Research investigating the impact of school leadership on teachers’ emotions and practices has mostly focused on the leadership behaviors of school principals, thus ignoring the potential leadership qualities of other school members, especially teachers. The current study aimed to bridge this gap by providing further insight into the link between teacher leadership and teacher outcomes in Egyptian schools. Specifically, the study examined the mediating role of collective teacher efficacy in the relationship between teacher leadership and teacher commitment. Design/methodology/approach The study employed structural equation modeling and bootstrapping to analyze survey data collected from 497 teachers in primary and middle schools in Damietta city, Egypt. Findings The results supported our proposition that teachers’ leadership practices have more indirect than direct effects on teacher commitment through collective teacher efficacy. That is, teacher leadership practices positively affect teachers’ efficacy beliefs, which, in turn, increase their sense of commitment to school. Originality/value The study adds a new aspect to the literature by investigating the potential role of teacher leadership in promoting positive teacher attitudes that can have a positive impact on student learning. This is significant given the growing emphasis that educational systems place on enhancing school effectiveness. Specifically, understanding the factors that contribute to teacher commitment can inform strategies for retaining effective teachers and improving the overall quality of the teaching workforce. Additionally, since most of the empirical research on teacher leadership has been produced in Western contexts, it is important to enrich the field with studies conducted in other societies, especially in the Arab region.
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French Background Students’ Perception of English as Medium of Instruction at the University of Rwanda: Case of Gabonese Students in Nyarugenge and Huye Campuses - Karamage, Rodrigue; Habyarimana, Hilaire; Uwababyeyi, Anastasie; Ingabire, Christine (African journal of empirical research, 2024)
One of the most significant advantages of English as a medium of instruction lies in its ability to advance internationalization and collaboration. However, students from diverse linguistic backgrounds may struggle to grasp complex academic concepts and effectively participate in classroom discussions due to limited English proficiency. This can exacerbate existing inequalities and hinder academic success for vulnerable student populations. This qualitative research sought to investigate the perception of Francophone Gabonese students about English as a Medium of Instruction at the University of Rwanda. Focus group interviews were administered to ten and twenty-two Gabonese students from Nyarugenge and Huye campuses respectively. The data collected were categorized and analyzed thematically. The study found that it is difficult for the Gabonese students to learn in English due to their minimum language background and exposure. It was revealed that these students face a big challenge of communicating with national students who only use Kinyarwanda in their academic activities, which induces them to cope with their learning by visiting YouTube tutorials in French. It was recommended that the University of Rwanda set up a teaching and learning environment using English only in the campuses and provide need-based intensive English courses to francophone students.
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Space Geodetic Insights to the Dramatic Stress Rotation Induced by the February 2023 Turkey‐Syria Earthquake Doublet - Ma, Zhangfeng; Li, Chenglong; Yu, Jianhua; Chen, Yukuan; Yin, Xinzhong; Aoki, Yosuke; Yun, Sang‐Ho; Wei, Shengji (Geophysical Research Letters, 2024)
Abstract The February 2023 Turkey‐Syria Earthquake doublet ruptured multiple segments of the East Anatolian Fault (EAF) Zone. Dominating seismicity focal mechanism shifted dramatically from strike‐slip to normal‐faulting after the doublet. To better understand this shift, here we derived a comprehensive 3D co‐seismic displacement field and performed the stress analysis. Abundant space geodetic data were used to generate high‐resolution 3D surface displacement, which provide tight constraints on fault geometry, slip distribution and stress field. Together with stress inversion from aftershock focal mechanisms, we show that the principal stress direction rotation in the region with the most normal‐faulting aftershocks is the staggering 29°. The induced heterogenous stress may explain the shift of the dominant focal mechanism toward normal faulting. We suggest that the extensional horsetail splay faults, likely formed through geologic time scale related to the releasing bend on the EAF, are the hosts of most of the normal faulting aftershocks.
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Future Intentions of First and Final-Year Nursing Students at Kenya Medical Training College - Manana, Clare; Gatere, Ruth; Muchina, Emily (Global journal of health sciences, 2024)
Purpose: To explore the nursing students’ future intentions upon graduation.
Methodology: The study adopted a comparative cross-sectional survey of first-year nursing students and final-year nursing students on their future intentions upon graduation. The sample size was determined using Fisher et al., formula. Participants were selected through simple random sampling and those who met the eligibility criteria were included in the study. An online questionnaire was administered using a free Open Data Kit (ODK). The summary sheet from ODK software was downloaded, and data was cleaned, coded, and entered into R statistical package for analysis. Descriptive frequencies were generated for demographic and social characteristics; chi-square tests and proportion tests were used to determine significance when appropriate. Frequency counts, median, and percentages were tabulated for categorical variables.
Findings: The study revealed that 99% (224/226) of the students would like to pursue a career in nursing after completing the diploma training. A higher proportion 69.1% (155/224) of the students who intend to pursue a career in nursing would prefer to pursue their nursing career outside of Kenya. There is a significant (P=0.004) difference since between the two groups as a higher proportion 77.5% (100/129) of Students in their first year of the study indicated they would prefer to pursue their career outside Kenya compared to 56.7% (55/97) students in their final year of the study. The study also revealed that 98.2% (222/226) of the students intend to pursue a degree in nursing upon completion of the KRCHN training.
Unique Contribution to Theory, Practice, and Policy: Regarding policy, this study suggests that the government collaborate with other nations to develop regulations that allow nurses to pursue education and employment abroad. After completing their training, nurses should be required to stay in Kenya for a predetermined period of time and should as most student nurses would wish to emigrate; thus, this will help alleviate the shortage.
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Insider perspectives on systematic provision of quality technical vocational education and training in Zimbabwean tertiary institutions - Mawonedzo, Abigirl; Banda, Webby (International journal of Asian social science, 2024)
Technical Vocational Education and Training (TVET) is defined as an educational process that focuses on the acquisition of practical skills, and an understanding of technologies and related sciences necessary for employment in a particular occupation or trade. The implementation of TVET is on the premise that students develop the requisite skills necessary to increase their employability and for the development of the economy through entrepreneurship. The study sought to ascertain the challenges and proffered strategies of attaining TVET programmes in Zimbabwean tertiary institutions. A qualitative approach was used, and a case study design employed. Two research questions guided the study. The data collection instruments were interviews, document analysis and focus group discussions. The participants were selected through purposive sampling. The study revealed the following challenges: lack of TVET training facilities, poor teaching methods, poor funding, deplorable facilities, and routine assessment of students' competencies. The following strategies were proffered: deliberate continual professional development of TVET lecturers, provision of adequate training facilities, and mobilisation of the requisite financial resources. It was recommended that central government, policymakers, and all TVET providers should deliberately focus on strengthening quality assurance in all the TVET tertiary institutions.
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Comparing E-Learning and In- Person Teaching Methods for the course “Clinical Aspects of Audiology” for Syrian Post-Graduate Audiology Students - Mehrez, Rodaina Nawaf; Badour, Adnan; Dashash, Mayssoon (Research Square (Research Square), 2024)
Abstract Objective This study aims to compare the effectiveness of traditional learning with e-learning in terms of student acceptance of the scientific material, as well as their practical and clinical experiences. Methods In the academic year 2019/ 2020, traditional learning was applied to teach 31 first- year audiology master's students on the topic of clinical aspects of audiology. Subsequently, in the academic year 2020/2021, e-learning was applied to teach 29 first- year audiology master's students. A comparison was conducted between the two groups to assess student acceptance of the scientific material, their satisfaction with the teaching and evaluation methods, and the practical and clinical experiences they gained. Results There was no statistically significant difference observed between the two groups regarding student acceptance of the subject, teaching methods ,and evaluation process. However, students in the e-learning group reported feeling more comfortable dealing with the subject compared to those in the traditional learning group. Additionally, traditional learning students exhibited higher level of motivation in comparisons to their learning counterparts. No statistically significant difference was found in terms of theoretical knowledge and practical experience gained between the two groups. Conclusion Both traditional learning and e-learning methods demonstrated efficacy in delivering scientific material, and were well- received by students.
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EXPLORING BARRIERS TO TEACHING SCIENCE TO HEARING IMPAIRED LEARNERS IN LESOTHO SECONDARY SCHOOL - Molahloe, Maretsepile; Mokhele-Makgalwa, Prof. Matseliso (Armenian Journal of Special Education, 2024)
Globally, there is a strong advocacy for including all learners in the education system, irrespective of their disabilities. This initiative, known as Education for All (EFA), is articulated in policy documents across different countries. Lesotho has actively embraced this international protocol by welcoming learners with diverse needs into its educational fold. This inclusivity extends to hearing-impaired learners (HIL), who now have the opportunity to study all subjects, including Science. Science is considered pivotal in cultivating critical skills essential for addressing societal and economic challenges, making it a mandatory subject at the secondary level in most countries among which is Lesotho. However, teaching Science to HIL presents unique challenges.
Notably, HILs often face language deficiencies, and Science, being an abstract subject, relies on verbal communication for effective learning. This linguistic barrier contributes to suboptimal performance not only among HIL but also among learners without disabilities in various schools. To explore teachers' views on the barriers they experience when teaching science to hearing-impaired learners in Lesotho secondary schools. Semi-structured interviews were conducted with four Science teachers. The collected data underwent content analysis, employing both the opportunities to learn and a capabilities framework to understand teachers' difficulties encountered. The study revealed that language is a primary obstacle to the effective teaching of Science to HIL. In response, teachers employ diverse teaching approaches to facilitate learning for HIL, although these strategies often prove time-consuming. In light of these findings, the study recommends comprehensive in-service training for teachers to enhance their preparation for teaching HIL effectively. Additionally, teachers should be equipped with the skills to integrate Information and Communication Technology (ICT) into their teaching methods, allowing HIL to learn at their own pace. Furthermore, encouraging regular teachers to learn sign language can aid in detecting and addressing misconceptions among HIL. It also appeared that sign language interpreters should receive training in science subjects. In conclusion, addressing the language barrier is crucial for creating an accommodative learning environment for HIL in Science.
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A perspective on policies and practices regarding access to and quality of healthcare for people with intellectual disabilities in Zambia - Namulwanda, Makambe; Nijhof, Kim; Mwembeshi, Helen; Kunda, Richard; Ng'uni, Kamima; Bevelander, Kirsten E.; Boot, Fleur Heleen (Journal of Policy and Practice in Intellectual Disabilities, 2024)
Abstract Zambia is a low‐income country on the African continent which is facing a high rate of health inequalities. Although the government has made efforts to reform the organization of healthcare to reduce inequalities, the practical implementation of disability policies remains challenging. Specifically, people with intellectual disabilities (ID) face barriers to accessing healthcare services in Zambia, due to geographic or socioeconomic factors, stigma, and limited specialized health professionals. This perspective paper provides an overview of the current policy and organization on the healthcare provision for people with ID. It presents the key challenges people with ID face in Zambia to access quality healthcare services. Additionally, we provide examples of good practices with a community approach. We discuss policy implementation of disability rights, including access to healthcare, the impact of raising knowledge and awareness about people with ID, and how gathering contextual information through research can help to reduce inequalities. Community and culturally sensitive approaches to improve access to healthcare for people with ID in Zambia are crucial. We call for close collaboration between the fields of research and practice to combine expertise and strengthen the impact and possibilities of scaling good practices within Zambia.
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Development and Evaluation of Leadership Training and Development Programs in Uganda - Namutebi, Aisha (International journal of leadership and governance, 2024)
Abstract
Purpose: The aim of the study was to investigate the development and evaluation of leadership training and development programs.
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: Leadership training programs in Uganda should be tailored to local needs, emphasizing experiential learning and ongoing support. Evaluations should consider both short-term outcomes and long-term impacts on organizational performance. Collaboration between stakeholders can improve program effectiveness.
Unique Contribution to Theory, Practice and Policy: Transformational leadership theory, adult learning theory & kirkpatrick's model of training evaluation may be used to anchor future studies on the development and evaluation of leadership training and development programs. Design training programs that emphasize experiential learning through simulations, case studies, and real-world projects. Advocate for organizational policies that prioritize investment in leadership development programs.
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Teacher Preparation in Papua New Guinea - O’Donoghue, Tom; Mortimer, John (2024)
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Biochemical Composition and Toxicity Assessment of Seaweeds from the Algerian Coast: Implications for Human Consumption and Marine Pollution - Ousmer, Lila; Madani, Zahia; Dahim, Mohammed; Boussebaa, Walid; Adouane, Meriem; Ouali, Karima Ould; Msela, Amine; Dahmoune, Farid; Aleya, Lotfi; Trabelsi, Lamia; Houali, Karim; Kadri, Nabil (Research Square (Research Square), 2024)
Abstract Seaweeds are widely used as food and natural remedies among the Asian population. In this study, the biochemical composition of Cystoseeira amentacea , Cystoseira sedoides , and Sargassum vulgare from the Algerian coast was evaluated. The results indicated that the protein content ranged from 8.62–9.56%, whereas the lipid content varied from 0.77 to 2.35%. The most prevalent unsaturated fatty acid was oleic acid (14.47–18.64%). The seaweeds contain phenolic compounds in varying amounts, LC-MS-MS analysis showed the presence of catechin, p -coumaric acid, caffeic acid, and gallic acid. Moreover, the phaeophyta are rich in potassium and calcium. However, they accumulate high quantities of heavy metals including arsenic (403.92 ± 1.299 to 508.62 ± 1.364 mg/100g of dry matter). The results suggest that these algae are rich in primary and secondary metabolites, however, they cannot serve as human food, due to their toxicity. Consequently, they can used as bioindicators of marine pollution. Keyworlds : Seaweeds, Phenolic compounds, Fatty acids, Proteins, Flavonoids, Heavy metals.
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Review of: "Raising Adaptive Capacity to Climate Change in Energy and Food Sectors of Egypt" - Pereira, Barbara Hanna Fernandes (2024)
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Implementation of the competency based curriculum in Zimbabwean primary schools: A case of a primary school in Chitungwiza - Shinda, Mastina; Banda, Wilson (International journal of Asian social science, 2024)
The purpose of the study was to explore the challenges faced in the implementation of the competence-based curriculum in Chitungwiza district primary schools. One school was used to conduct the study. Purposive sampling was utilised to select 23 research respondents, namely: 14 teachers, 6 parents, and 3 administrators. The study was guided by the constructivism perspective. Case study design was exploited. The questionnaire, interview guide and focus group discussion were used to collect data. Qualitative data asked for were analysed using the thematic data analysis methodology. The study exposed that the successful implementation of the competence-based curriculum (CBC) was hindered by lack of both material and human resources. Low teacher morale was cited as a recurrent barrier to effective curriculum implementation. It was established that most teachers lacked the basal CBC implementation skills, competencies, and knowledge, as most of them were trained well before the introduction of the new curriculum. Overarching recommendations were that proper planning should be done before the implementation of any transformative curriculum programme. The central government and its partners should avail the requisite financial, material, infrastructural and human resources prior to the envisaged curriculum implementation. Teachers, on one hand, should be positively incentivised as paramount CBC actors. Their seamless morale boost should never be overemphasised if desired curricula goals are to be achieved.
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Case report: Imported asymptomatic schistosomiasis among Belgian school travelers to Rwanda - Wallemacq, Silvio; Anantharajah, Ahalieyah; Baldin, Paméla; Yombi, Jean Cyr; Greef, Julien De; Belkhir, Leïla (Frontiers in tropical diseases, 2024)
Schistosomiasis is common in many tropical regions and poses a risk for the local population and travelers. In travelers, most of schistosomiasis are described as acute. We report the epidemiological, clinical, and laboratory characteristics associated with an outbreak of asymptomatic schistosomiasis among nonimmune Belgian school travelers in Rwanda. Schistosomiasis was diagnosed by serology in 12 out of the 15 (80%) travelers who swam in the lake nearly 2 years after a single exposure to freshwater at Kivu Lake, Rwanda. None showed signs of acute or chronic schistosomiasis. Eosinophilia was present in only 1 of them. Schistosoma mansoni eggs were not found in any infected patient. This report of an outbreak of asymptomatic schistosomiasis imported from Lake Kivu highlights the risk for travelers of acquiring the infection with only a short and single exposure, and provides strong arguments for routine serological screening for schistosomiasis in all individuals who have had any freshwater contact in endemic areas, irrespective of symptoms or laboratory findings.
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Developing educational policies for public education system in Palestine in light of Finland’s experience: A Comparative Study - الديك*, سامية عمر (مجلة الآداب للدراسات النفسية والتربوية, 2024)
تهدف الدراسة إلى تطوير السياسات التعليمية لنظام التعليم العام في فلسطين في ضوء خبرة فنلندا. وقد تم اعتماد المنهج المقارن كمسار منهجي شامل يتضمن مداخل متعددة للمعالجة التربوية المقارنة، وأشارت نتائج الدراسة إلى عدم وضوح رؤية وفلسفة التعليم الفلسطينية، واعتماد مصادر تمويل التعليم على الجهات المانحة، وتدني الميزانية المخصصة للتعليم من إجمالي الدخل القومي الفلسطيني، وتردي أوضاع المعلمين وأجورهم، وكثافة الطلبة في الصفوف الدراسية مما يقلل من فرص تقديم الدعم الفردي لهم ومن اكتشاف مواهبهم ورعايتهم، وضعف شراكة المجتمع في صنع القرارات وتصميم المناهج، وضعف جودة برامج التدريب وتعدد الجهات المسؤولة عنها، وعدم الإفادة من نتائج تقارير المتابعة والتقييم ، وغياب دور السلطات المحلية والبلديات في تمويل التعليم وإدارة شؤونه على مستوى المحافظات، وفي ضوء ذلك طورت الباحثة عددا من السياسات التربوية بالإفادة من الخبرة الفنلندية، وتوصي الدراسة بتبني تلك السياسات والعمل بها كإطار مرجعي موحد.
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Project of Improving Quality of Mathematics and Science Education (PIQMAS) Interventions Effectiveness in Enhancing Students' Motivation towards Learning Science and Mathematics: A study of Teacher Perspectives in Palestine - سرحان*, لبنى موسى أبو; الصوص**, مرعي عبد الحافظ (مجلة الآداب للدراسات النفسية والتربوية, 2024)
تهدف الدراسة إلى التعرف على فاعلية تدخلات برنامج بيكماس ( PIQMAS) في رفع دافعية الطلبة المستهدفين نحو تعلم العلوم والرياضيات من وجهة نظر معلميهم في فلسطين . وقد تم اعتماد المنهج الوصفي التحليلي، وأداة الدراسة وهي استبيان مكون من 30 فقرة موزعة على خمسة محاور تمثل خمسة تدخلات لبرنامج بيكماس هي (تنظيم السبورة، دفتر ملاحظات الطالب، الأسئلة المثيرة للتفكير، التعلم التفاعلي (المجموعات)، التقويم التكويني). وقد أظهرت نتائج الدراسة أن فاعلية تدخلات برنامج تطوير تعليم العلوم والرياضيات (بيكماس) (PIQMAS) في رفع دافعية الطلبة نحو تعلم العلوم والرياضيات من وجهة نظر معلميهم في فلسطين جاءت بدرجة عالية بدرجة كلية للمتوسطات الحسابية قدرها (3.85)، ودرجة كلية للانحرافات المعيارية قدرها (0.504). وكان أقل التدخلات فاعلية حسب تقديرات عينة الدراسة هو التقويم التكويني بمتوسط حسابي (3.75)، وأعلاها التدوين على دفتر الطالب بمتوسط حسابي (4.00) وانحراف معياري (0.632).
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Perceptions and Use of Library Resources Among Students in Selected Junior High Schools in Accra, Ghana - Adjei, Silas (Asian journal of information science and technology, 2024)
Library use in Ghana is found to be poor, especially among junior high students. The limited use of the library mostly stems from the fact that students’ decisions to utilize the library or not are largely influenced by their opinions of libraries, in addition to the availability of library resources. Perceptions people hold are very powerful because they affect how they relate to and use particular objects. However, research examining junior high school students’ perceptions about libraries in Ghana is limited. The current study explores perceptions and use of library resources among 150 students selected from 2 junior high schools in Accra. Findings showed that the students use the school library very frequently, with the majority indicating usage during break time. Additionally, visiting the school library to read remains the dominant purpose of using school libraries among the students. They also reported a high level of satisfaction and a positive perception of the staff in their school library.
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The Mistakes that Teachers of English make in Managing their Classes in Almarj/ Libya - Amjawar, Sumaya Mohamed Hamza (المجلة الليبية العالمية, 2024)
This study aimed at investigating the mistakes that teachers of English make in managing their classes from the teachers perspectives in Almarj /Libya .To achieve the study aim, the researcher used A thirty- eight item questionnaire to collect information about the mistakes of classroom management. The population of the study consisted of all secondary English language teachers in Al-marj the scholastic year 2021-2022 .The sample of the study was composed of (40) teachers. The major results of the study that the researcher found were the following: teachers do not use clear classroom rules, ignore bad behavior, and do not reinforce good behavior, or communicate with parents also they do not work in groups in order to avoid classroom management mistakes, not listen to students and try to solve their problems.
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An Analysis of Stakeholders’ Perceptions of Moroccan Secondary School Quality - Berbar, Hicham; Lotfi, Saïd; Berbar, Narjiss; Talbi, Mohamed (International Journal of Engineering Pedagogy (iJEP), 2024)
Quality becomes an integral part of a school when the staff’s thinking and vision align with the school’s culture as a global organization. Stakeholders such as school directors, administrators, educational inspectors, and guidance counsellors play a significant role in ensuring quality integration through effective managerial practices in schools. The research study follows a generally inductive qualitative method. The analysis used semi-structured interviews with stakeholders to explore their perceptions of quality in secondary schools. The 24 interviews were conducted, and their responses were transcribed into text, classified, sorted, and coded in the first stage. This was done with two researchers and experts in consultation. In the second stage, we utilized computer-assisted qualitative data analysis software. As a result, the sub-themes from the research have been grouped into 36 major themes in two phases. We identified perceived categories and themes that mainly revolved around the leadership of school heads and their participative management. This research contributes to an analytical discussion of school administrators’ and directors’ perceptions of quality. A set of generic and innovative multidimensional key performance indicators for school quality is finally proposed.
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