Socio-cultural case study for population education in the United Republic of Tanzania. - Im, Omari; Sa, Sumra (1981)
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Community education and development : a study in the problems of harnessing community education and development efforts among rural and peri-urban communities in Tanzania - Ishumi, Abel G.M. (1981)
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A students' guide to the monocotyledons of Papua New Guinea - Johns, R. J.; Hay, Alexandre (1981)
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How not to learn from pilot irrigation projects:The Nigerian experience ( agricultural development). - Jones, R. Palmer (1981)
Using the experience of irrigation schemes in Nigeria, it is argued that the hierarchical authoritarian bureaucracies normally responsible for the management of large scale surface irrigation projects are inappropriate institutions for managing schemes which involve large numbers of small farmers. It is argued that coercive measures designed to obtain farmer co-operation in irrigation schemes should not be needed, provided that real economic incentives, risk insurance and conflict arbitration systems are introduced.
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Relationship between professional-orientation and attitude toward supervision of physical education teachers in Nigerian school bureaucracies - Kamiyole, Theophilus Olaitan (1981)
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The foundations of education program at the University of Zambia : a critical examination - Kapaale, R.S. (1981)
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Inventory of Training Institutions and Organizations in Kenya. UNICEF, Nairobi : April 1981. 142 pp. - Karani, Florida A (1981)
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A study for identifying critical requirements for the job of extension workers in Tanzania as a basis for developing a strategy for designing training - Keregero, K.J.B. (1981)
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Training and Technology Transfer for the Development of Food and Agro - industry in Kenya - Keya, SO (1981)
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The adjustment of East African students pursuing academic programmes in California - Khimulu, Mary M. (1981)
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Non-Formal Education in Zimbabwe: Its Impact on Economic Growth and Political Stability - King, Maria D. (Issue, 1981)
Non-Formal Education is an integrated approach to learning; it is a program designed to give youths and adults alternative approaches to formal education. The student can simultaneously realize self development and marketable skills while engaging in formal educational pursuits. Many students who have dropped out of school or have been deprived of schooling are thus offered a second chance, and through Non-Formal Education are given an opportunity to enroll in classes relevant to their needs and interests.
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Non-Formal Education in Zimbabwe: Its Impact on Economic Growth and Political Stability - King, Maria D. (Issue, 1981)
Non-Formal Education is an integrated approach to learning; it is a program designed to give youths and adults alternative approaches to formal education. The student can simultaneously realize self development and marketable skills while engaging in formal educational pursuits. Many students who have dropped out of school or have been deprived of schooling are thus offered a second chance, and through Non-Formal Education are given an opportunity to enroll in classes relevant to their needs and interests.
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A study of individual differences among primary school children in Sierra Leone: Afr. MFM 1981/242 - King, V.E. (1981)
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The Impact of European education upon Africans in Kenya: 1846-1940: Afr. MFM 1981/39 - Kiteme, Kamiti (1981)
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Sierra Leone: practices of untrained TBAs and support for TBA training and utilization. - Km, West (PubMed, 1981)
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The experience of the national agricultural training and popularization school at Kaedi, Mauritania - Konte, Babacar (1981)
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AFRICA : STATE-CHURCH RELATIONS IN EDUCATION - Lagerwerf, Leny (Exchange, 1981)
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Time for change: observations on teaching methods in legal education at the University of Zimbabwe - Lambiris, Michael (1981)
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Reminiscences of my medical education (1916-1933) before emigrating to Palestine. - Le, Nelken (PubMed, 1981)
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Woman and education in the Arab Republic of Egypt - lil-Istiʿlāmāt, Egypt. al-Hayʾah al-ʿĀmmah (1981)
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An Examination of Education, Social Change, and National Development Policy: The Case of Kenyan Women - Lindsay, Beverly (Studies in third world societies, 1981)
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Current Professional Training Needs: Specialized Training for Civil-Aviation Careers in Africa. - Lombolou, Edouard (Impact of science on society, 1981)
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An introduction to agricultural economics : a textbook for Tanzania secondary schools and colleges - Lupatu, M. A.; Mattee, A. Z. (1981)
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For literacy, adult education and rural development in the Yemen Arab Republic: appeal. - M’Bow, Amadou Mahtar (1981)
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Extension demonstration farms as a teaching method in the Sudan - Maatoug, Mirghani Abd Alla (1981)
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Adult education research and evaluation in Botswana: The role of the Institute of Adult Education - Mackenzie, Bob (Botswana Notes and Records, 1981)
This paper is a modified version of a presentation made to the Regional Educational Research Seminar, University College of Botswana, May 1981.
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Adult education research and evaluation in Botswana: The role of the Institute of Adult Education - Mackenzie, Bob (Botswana Notes and Records, 1981)
This paper is a modified version of a presentation made to the Regional Educational Research Seminar, University College of Botswana, May 1981.
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Adult education research and evaluation in Botswana: The role of the Institute of Adult Education - Mackenzie, Bob (Botswana Notes and Records, 1981)
This paper is a modified version of a presentation made to the Regional Educational Research Seminar, University College of Botswana, May 1981.
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Prefeasibility study of some drought alleviation measures in the Niger River Basin - Maiga, Housseini Amadou. (1981)
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Prefeasibility study of some drought alleviation measures in the Niger River Basin - Maiga, Housseini Amadou. (1981)
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Educational wastage and need for guidance in the Nigerian schools - Mallum, M. P. (International Journal for the Advancement of Counselling, 1981)
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Local Native Councils and Education in Kenya: The case of the Coast Province, 1925 to 1950 - Mambo, Robert M. (Transafrican Journal of History, 1981)
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Women job seekers in Bauchi State, Nigeria : policy options for employment and training. - Martin, Carol Melvina (1981)
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Population trends and the provision of primary education in Nairobi, kenya: implications for education planning - Masavuri, Rhoda A. (1981)
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Teacher-training in South African homelands and Malawi during the decade 1964 to 1974 : a pedagogical study - Mathivha, Masotsha Ramunenyiwa (1981)
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British and Portuguese colonialism in Central African education - Mawema, Michael Andrew (1981)
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A preliminary survey of malnutrition and helminthiasis among school-children in one mountain and one lowland ujamaa village in Northern Tanzania - Meakins, R. H.; Harland, P. S. E. G.; Carswell, F. (Transactions of the Royal Society of Tropical Medicine and Hygiene (Print), 1981)
The nutritional status, parasite prevalence and immediate skin hypersensitivity to Ascaris and Schistosoma antigens were determined for 185 schoolchildren living in two ujamaa villages in Northern Tanzania. In the lowland village of Kwamsisi the parasite ova found were Schistosoma haematobium (53.8%), Ascaris (26.0%) and hookworm (24.7%). 57.5% of the children examined were regarded as malnourished, being less than 80% of their expected weight for age. In the mountain village of Ubiri the parasite prevalence rates were 15.2% for Schistosoma haematobium, 1.6% for S. mansoni, 65.2% Ascaris and 24.1% hookworm. Malnutrition was found in 81.9% of the boys and in 41.2% of the girls. This sex difference is considered to be due to the physiological effects of living in a hilly environment. Correlation between malnutrition and multiple infections of Ascaris, hookworm and Schistosoma gave a chi-square value of 5.972 (p = 0.02). All other statistical comparisons between parasite prevalence and nutritional status were insignificant. Immediate skin hypersensitivity tests proved unreliable with 23.3% false negatives (negative skin test with parasite ova found). The serum IgE levels were extremely high with a mean of 3174 units per ml suggesting that the immune mechanisms were not retarded by undernutrition.
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Industrial pollution discharges from the West African region - Middlebrooks, E. Joe; Armenante, P.M.; Carmichael, Jack B. (Environment International, 1981)
Information on the type and quantity of industrial pollutants from major land-based sources entering the marine environment through direct coastal discharges or indirectly through rivers, as well as on the present status of industrial waste management (treatment and disposal) practices, are provided for the West African region. Most of the data utilized in this analysis were collected by six UNIDO experts who visited the eighteen countries of the West African region during the period of January through August 1980. Industrial operations were visited and information was collected from the various ministries involved with industrial development and environmental protection. Estimates of the mass of pollutants discharged to the ocean were based upon production rates used in conjunction with actual measurements made by the industries located in the countries visited; studies reported in the literature; and an extrapolation of the U.S. Environmental Protection Agency Effluent Standards for various industrial sectors. The West African region was divided into five zones closely approximating the major currents of the Atlantic Ocean. The estimated pollution discharged by the industrial sector was calculated for each of the zones by adding the contribution from each country assigned to a zone.
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Adult Education in Togo. - Miller, Harry G.; Kogoé, Akrima (1981)
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PHYSICAL TRAINING IMPROVES SWIMMING PERFORMANCE OF THE AFRICAN CLAWED FROG XENOPUS LAEVIS - Miller, Kirk; Camilliere, James J. (1981)
ABSTP.ACT: The African clawed frog, Xenopus laevis, was studied in experiments designed to examine the effect of daily repetition of a locomotor task on the time required to perform that task. Frogs forced to swim a 1.5 m sprint on 18 consecutive days decreased the time required to swim that distance during the first few days of training to 70% of the initial value. Frogs forced to swim 51 m on 56 consecutive days decreased the time required to swim that distance an average of 0.72 s d-1. By the end of their training program the performance time averaged 70% of its initial value. Frogs trained for endurance accumulated less lactate in muscle than untrained frogs performing the same swimming task. Untrained frogs depleted muscle glycogen during exercise, while trained frogs had low concentrations of glycogen in muscle and did not deplete it during exercise. Neither training nor exercise affected liver glycogen concentration, heart mass, or muscle citrate synthase activity.
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PHYSICAL TRAINING IMPROVES SWIMMING PERFORMANCE OF THE AFRICAN CLAWED FROG XENOPUS LAEVIS - Miller, Kirk; Camilliere, James J. (1981)
ABSTP.ACT: The African clawed frog, Xenopus laevis, was studied in experiments designed to examine the effect of daily repetition of a locomotor task on the time required to perform that task. Frogs forced to swim a 1.5 m sprint on 18 consecutive days decreased the time required to swim that distance during the first few days of training to 70% of the initial value. Frogs forced to swim 51 m on 56 consecutive days decreased the time required to swim that distance an average of 0.72 s d-1. By the end of their training program the performance time averaged 70% of its initial value. Frogs trained for endurance accumulated less lactate in muscle than untrained frogs performing the same swimming task. Untrained frogs depleted muscle glycogen during exercise, while trained frogs had low concentrations of glycogen in muscle and did not deplete it during exercise. Neither training nor exercise affected liver glycogen concentration, heart mass, or muscle citrate synthase activity.
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Northern Nigeria teacher education project - Mitchell, Robert; Seymour, James M.; Tuckman, Howard F. (1981)
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Pollution studies on Nigerian rivers: Toxic heavy metal status of surface waters in Ibadan City - Mombeshora, C.; Ajayi, S.O.; Osibanjo, Oladele (Environment International, 1981)
The levels of the heavy elements cadmium, copper, cobalt, iron, manganese, nickel, lead, and zinc in the major streams and man-made lakes in and around Ibadan City were determined at roughly two monthly intervals between August 1977 and February 1979. They were found to be in the ppb and sub-ppb level except for iron and manganese which were in the ppm range. To assess the quality of these waters with respect to heavy metal contamination, a comparison is made between our results, world averages for both freshwater and seawater, and international water quality standards for drinking water. All elements, except iron manganese, were well within the safety limits. The low level of industrialization in Ibadan has kept its streams and lakes relatively free from heavy metal contamination.
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A Case Study of a Dust Storm Weather Situation in the Sudan in April 1973 - Morales, H. Christer (1981)
In connection with an invasion of cold air from the north over the Sudan in April 1973, a major dust storm, or rather, a dust storm complex, passed over most of the Sudan. The weather development during this dust storm period is described and illustrated in detail with the aid of synoptic weather and visibility maps, as well as time sections based on SYNOP, METAR, and radiosonde reports from Sudanese meteorological stations. With the aid of the synoptic maps it has been possible to follow the development and movement of the dust storm complex and its relation to the cold fronts preceding the cold air invasion, to the intertropical front (ITF), and to thunderstorm highs which developed within the monsoon air south of the ITF during the initial stage. It was also possible to follow the latitudinal displacements of the ITF, which were caused by the weather systems and associated pressure changes in the harmattan and the monsoon air masses on both sides of it. At the beginning of the dust storm the cold fronts from the north were fairly distinct, but they gradually lost their frontal character. The cold air advection, however, gave rise to increased instability in the lower atmospheric layers, which facilitated the development of dust storms. Eventually the cold fronts merged with the ITF, which, on the other hand, constituted a sharp demarcation line between the harmattan and the monsoon air masses during the whole period, particularly with regard to the air borne dust. From the time sections and the synoptic maps it is evident that the discrepancy in concentration of air borne dust was very sharp along the ITF, particularly during the latter part of the dust storm period. When the ITF slowed down and eventually approached its southernmost position and, simultaneously, the cold air invasion ceased, the dust accumulated in part in the southeastern areas and was in part drained out of the Sudan to the southwest, passing the Central African Republic.
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A case study of a dust storm weather situation in the Sudan in April 1973 - Morales, H. Christer (Pure and Applied Geophysics, 1981)
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Chindunduma School: Agricultural Training School, Shamva, Zimbabwe - Mott, Hanne (Issue, 1981)
This project is to develop an agricultural training school as part of a larger primary/secondary school complex for refugee children from Mozambique near Shamva in northeastern Zimbabwe. The end of the war and the coming of independence has left Zimbabwe with the task of reorienting old structures and institutions. This is particularly true in agriculture and education. Alternative models must be developed in order to provide the skills and experience necessary to rebuild the country along more egalitarian lines. The Danish organization, Development Aid People to People, who are the organizers of this project, provided assistance to ZANU (PF) for the schools in Mozambique and trained 150 ZAND (PF) cadres in their school in Denmark. After independence, Dr. Mutumbuka, Minister of Education, asked the group to continue their assistance, and the school project developed through discussion. Dr. Mutumbuka places tremendous importance on the success of the school as a model for Zimbabwe in the struggle for appropriate education.
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Chindunduma School: Agricultural Training School, Shamva, Zimbabwe - Mott, Hanne (Issue, 1981)
This project is to develop an agricultural training school as part of a larger primary/secondary school complex for refugee children from Mozambique near Shamva in northeastern Zimbabwe. The end of the war and the coming of independence has left Zimbabwe with the task of reorienting old structures and institutions. This is particularly true in agriculture and education. Alternative models must be developed in order to provide the skills and experience necessary to rebuild the country along more egalitarian lines. The Danish organization, Development Aid People to People, who are the organizers of this project, provided assistance to ZANU (PF) for the schools in Mozambique and trained 150 ZAND (PF) cadres in their school in Denmark. After independence, Dr. Mutumbuka, Minister of Education, asked the group to continue their assistance, and the school project developed through discussion. Dr. Mutumbuka places tremendous importance on the success of the school as a model for Zimbabwe in the struggle for appropriate education.
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The Role of Education in National Reconstruction in Zimbabwe - Mudariki, P. T. (Issue, 1981)
The purpose of this paper is to discuss briefly the current reconstruction efforts in Zimbabwe. The historical roots of prevailing social problems will be outlined and, government attempts in addressing these problems, both now and in the future, will be reviewed. The emphasis will be factual rather than analytical, in the hope that the information provided will contribute to the formulation of solutions to the many problems facing the new nation of Zimbabwe. It is difficult to do justice to such a complex subject without a National Development Plan covering all sectors of the economy. Unfortunately, this plan will not be published until possibly mid-June 1981. A global picture is indispensable in dealing with education, because manpower requirements are determined to a large extent by what is happening in all sectors of the economy, which in turn is influenced by the government’s development strategies.
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The Role of Education in National Reconstruction in Zimbabwe - Mudariki, P. T. (Issue, 1981)
The purpose of this paper is to discuss briefly the current reconstruction efforts in Zimbabwe. The historical roots of prevailing social problems will be outlined and, government attempts in addressing these problems, both now and in the future, will be reviewed. The emphasis will be factual rather than analytical, in the hope that the information provided will contribute to the formulation of solutions to the many problems facing the new nation of Zimbabwe. It is difficult to do justice to such a complex subject without a National Development Plan covering all sectors of the economy. Unfortunately, this plan will not be published until possibly mid-June 1981. A global picture is indispensable in dealing with education, because manpower requirements are determined to a large extent by what is happening in all sectors of the economy, which in turn is influenced by the government’s development strategies.
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Factors affecting the implementation of secondary school science curricula programs in Kenya. - Mugiri, Ephantus Mwiandi (1981)
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The Lesotho Distance Teaching Centre: Five Years' Learning. IEC Broadsheets on Distance Learning No. 16. - Murphy, Paud (1981)
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A prevocational education program for visually impaired in Kano State, Nigeria - Musa, Maigari A. (1981)
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An investigation in an objective way of examining student teachers in practical teaching in West Cameroon teacher training institutions: Afr. MFM 1981/249 - Mwana, Elias Muthias (1981)
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Sources of job satisfaction dissatisfaction among secondary school teachers in Tanzania mainland - Mwollo-Ntallima, Michael Allitsa Ntsilla Allatsi (1981)
Available in print form, Eat Africana Collection, Dr. Wilbert Chagula Library,(THS EAF LB1737.T3M9)
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Science and technology education for development in Africa - Nalletamby, F. Philippe (1981)
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Human resource development training for the Nigerian Foreign Public Service. - Ndoma-ogar, Peter Odok (1981)
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Patterns of self-reported drug use among secondary school students in Bendel State, Nigeria. - Nevadomsky, Joseph (PubMed, 1981)
Based on a sample of nearly 1,500 secondary school students in Bendel State, Nigeria, this study shows that students disapprove of most forms of drug use among their peers and that very few of them actually use drugs. No clear evidence emerged for the use of heroin, morphine and cocaine. One finds, however, that chlordiazepoxide (Librium) and diazepam (Valium) are among the most frequently used drugs. One important finding is that there is a kind of "coalescence of drug use" in which certain drugs tend to go together.
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Practical calculations for business studies: Problems and applications for students in Africa - Newcomb, V. N. (1981)
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Factors affecting the participation of primary school teachers in village community leadership in Tanzania - Ng'wandu, Pius Yasebasi (1981)
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An investigation into the communication syllabus for second language (tertiary) students of agriculture at Bunda College University of Malawi - Ngombe, J L (1981)
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Modern socialisation and the nursery school in urban Kenya - Nyonyintono, R.H. (1981)
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W.E.B. Du Bois' Ideas on Education: Implications for Nigerian Education - Okoro, Martin Umachi (1981)
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Education and elections in Nigeria - Olutola, Aderemi (The Round Table, 1981)
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Long distance learning and the development of higher education in West Africa, 1887-1934 - Omolewa, Michael (Journal of the Historical Society of Nigeria, 1981)
Meeting: Historical Society of Nigeria, Annual Congress, 26th, 22-24 Apr. 1981, Maiduguri, NG
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Educational and Occupational Aspirations: A Study of High School Seniors in Benin City, Nigeria - Onwueme, Michael Sunday (1981)
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The School and National Development in an African Socio-Economic Environment - Opio-Odongo, J.M.A. (Eastern Africa Journal of Rural Development, 1981)
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The role of drama in education in Nigeria - Oti, Sonny (Nigeria magazine, 1981)
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Developing Legal Education in a Developing Country: A Case Study of Papua New Guinea - Ottley, Bruce (Journal of Legal Education, 1981)
In 1972 the International Legal Center (ILC) asked an international group of legal academics to study the problems of legal education in Asia, Africa, and Latin America. The report of that committee, Legal Education in a Changing World,1 was critical of many of the characteristics of the law schools studied. It found that many university connected law schools in developing countries were: 2 1. patterned on foreign models; 2. controlled by the elites of the profession; 3. influenced by private-practice, commercial activity approach to the study of law; 4. very academic in their approach to legal problems; 5. dependent on the magisterial lecture method of teaching; 6. composed of students recruited from the more affluent families and trained for urban positions; 7. largely staffed by part-time lecturers; 8. lacking a well developed indigenous body of legal literature; 9. not encouraging faculty research; 10. failing to examine the social, economic, political, and behavioral impact of laws. In order to improve standards and make legal education more responsive to the problems of social change and development, the report proposed a broad range of possibilities aimed at reform.3 Underlying all of these approaches, however, was a view that law should be studied as a dynamic discipline which draws intellectual strength and vision from many sources philosophy, history, the social sciences and from its own experience. This view assumes that law serves many diverse purposes in society; it envisions a wide variety of possible, useful roles for law trained people. It calls for a multi-
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The difference in managerial attitudes between Nigerian students in Nigeria and in the United States - Oyelere, Banji Afolabi (1981)
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Self-Allocation in the Planning of Vocational Education in Nigeria - Oyeneye, O.Y. (Journal of Negro Education, 1981)
Much discussion in the developing countries today surrounds the relationship between that section of the society concerned with the supply of manpower-the educational system-and the world of work. The discussion has tended to focus on such issues as (1) the increase in unemployment of primary and secondary school leavers, and (2) a general lack of fit between what goes on in the schools and the reality of life and work that awaits those who emerge from them. These problematic 'issues are often blamed on the so-called academic system of education inherited or copied from other (mainly Western) cultures. To correct the situation, planners in the developing countries are concerned with the need to restructure the educational and training curriculum to provide the right types of skilled manpower considered to be essential for economic and social transformation. Accordingly, greater emphasis is being given to vocational education and training, particularly at the secondary level. In Ethiopia, Republic of Benin, and Burundi, for example, enrollment in vocational schools has risen tremendously and the trend toward greater emphasis on vocationalization is apparent. 1 In Nigeria, the planning of vocational education is one of the most troublesome educational issues facing planners and educational administrators. Not only is it very complex and costly but there is also a general antipathy to this type of education by the
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Education in Northern Nigeria - Ozigi, A. O.; Ocho, Lawrence (1981)
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The Mask of Janus: A Re-analysis of the Concept of Pollution in the New Guinea Highlands - Paine, Pauline (Journal of anthropology at McMaster, 1981)
In the New Guinea Highlands the concert of pollution is utilized rather narrowly by anthropologists within the context of male/female relations and intersexual opposition; as such it has come to signify the capacity women have to endanger and contaminate males. Various structural features such as the separation of the sexes, male initiation ceremonies, and secret cults are commonly cited as evidence of the dangerous effects of females on males. In this paper I demonstrate that pollution beliefs cannot be reduced to a simplistic male/female dichotomy, as previously maintained in the literature, for such an opposition has no overall relevance for an understanding of pollution beliefs in the Highlands. The ability to contaminate another is a transitory phenomenon that is not transmitted solely along sex lines; it is neither a capacity residing only in women, nor are all women considered polluting. Instead, pollution beliefs must be viewed as embedded in a larger system of ideas concerning the life process itself.
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Education and manpower in economic development: a study of Kenya: Afr. MFM 1981/152 - Parnis, K F (1981)
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Radio Broadcasting And Public Education In Africa - Perraton, Hilary (Educational media international, 1981)
The issue is a simple one. Can distance teaching — the combination of broadcasts with print and only limited face-to-face learning — expand the world's hard-pressed educational systems if it seems able to, can it do so cheaply and effectively. The problems facing education in many developing countries have led them to experiment with unorthodox methods like distance teaching; that experience leads us on to two, supplementary questions: what can third world countries learn from each other's experience; and what can the rich countries of the North learn from the poor countries of the South?
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African music and its use in the school: an investigation - Petersen, Alvin (1981)
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The development and organization of adult education in Kenya: Afr. MFM 1981/133 - Prosser, Roy C. (1981)
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The relationship between changes in the Secondary School English Syllabus and the Training of teachers in Kenya, 1964-70: Afr. MFM 1981/132 - Quinlan, Teresa (1981)
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South African legislation with respect to the control of pollution of the sea - Rabie, M. AndrÃ© (1981)
A report of the Committee for Marine Pollution, National Programme for Environmental Science.
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Early Childhood Education as a Cultural Transition for African-American Children. - Rashid, Hakim M. (Educational research quarterly, 1981)
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The impact of agricultural instruction upon attitudes and vocational preferences of secondary school students in Kenya: Afr. MFM 1981/97 - Reid, Mary (1981)
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Curriculum planning for art education for schools and colleges in Kenya - Robarts, Geraldine Sally (1981)
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Education In Geodesy In Africa - State And Prospect - Rostom, RS (1981)
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Zimbabwe: The Volcano Abides - Rubin, Barry (The Washington Quarterly, 1981)
Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsBarry RubinBarry Rubin is a CSIS fellow and author of Paved With Good Intentions: The American Experience and Iran (New York: Oxford University Press, 1980.) His travels in southern Africa were aided by a German Marshall Fund grant.
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Education expansion and labor market adjustment in Kenya and Tanzania: a background paper. - Sabot, Richard; Berry, Albert; Hazelwood, A.; Knight, John (1981)
This paper which is only a small part of a much larger research project compares the growth of the supply of and demand for educated labor in Kenya and Tanzania and some implications of intercountry differences in the patterns of growth. aim is to provide general background material for RPO-672-01 The Consequences of Educational Expansion. larger project draws on specially generated microdata sets. Here we draw on a variety of sources ranging from official statistics to small data sets generated by other researchers. No in-depth analysis is attempted. Rather a large number of issues are reviewed by necessity somewhat superficially. We do not expect this paper to evolve into a well-integrated analytic piece. On the contrary it is to be dismembered with 1 section providing background material for the econometric analysis of educational expansion and wage dynamics and another providing material for our analysis of the consequences of expansion for the distribution of educational opportunities. (authors)
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Attitudes of Arab businessmen, practitioners, and faculty members towards a school of business program in West Bank of Jordan - Ṣabrī, Niḍāl Rashīd (1981)
Attitudes of Arab businessmen practitioners, and faculty members towards a school of business program in West Bank of Jordan
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Evaluation of Social Studies Programme in Government Teachers' Colleges of Borno State, Nigeria. African Studies in Curriculum Development & Evaluation No. 31. - Samba, Wutama Bulama (1981)
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Education and Transformation in Tanzania - Samoff, Joel (African Issues, 1981)
Note: Since this brief review of educational reform in Tanzania is intended to offer insight into a number of problems that confront those involved in transforming the recently independent societies of southern Africa, and since my research on these issues is still at a preliminary stage, I present my comments in schematic form. A brief note on resources and selected citations appear at the end. At the end of colonial rule in Africa, almost everywhere the formal educational system was assigned major roles in the construction of the new society. Skilled personnel had to be trained to replace the departing Europeans. The vast expansion of social services required many new doctors, engineers, and architects. The increased responsibilities of the public sector required managers, accountants, and planners. And, of course, there had to be a rapid increase in the teaching corps, at all levels.
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Education and Transformation in Tanzania - Samoff, Joel (Issue, 1981)
Note: Since this brief review of educational reform in Tanzania is intended to offer insight into a number of problems that confront those involved in transforming the recently independent societies of southern Africa, and since my research on these issues is still at a preliminary stage, I present my comments in schematic form. A brief note on resources and selected citations appear at the end. At the end of colonial rule in Africa, almost everywhere the formal educational system was assigned major roles in the construction of the new society. Skilled personnel had to be trained to replace the departing Europeans. The vast expansion of social services required many new doctors, engineers, and architects. The increased responsibilities of the public sector required managers, accountants, and planners. And, of course, there had to be a rapid increase in the teaching corps, at all levels.
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Education and Transformation in Tanzania - Samoff, Joel (Issue, 1981)
Note: Since this brief review of educational reform in Tanzania is intended to offer insight into a number of problems that confront those involved in transforming the recently independent societies of southern Africa, and since my research on these issues is still at a preliminary stage, I present my comments in schematic form. A brief note on resources and selected citations appear at the end. At the end of colonial rule in Africa, almost everywhere the formal educational system was assigned major roles in the construction of the new society. Skilled personnel had to be trained to replace the departing Europeans. The vast expansion of social services required many new doctors, engineers, and architects. The increased responsibilities of the public sector required managers, accountants, and planners. And, of course, there had to be a rapid increase in the teaching corps, at all levels.
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Tarzan, terrs, and liberation - a challenge to teachers: using films on Africa - Samoff, Joel (1981)
Films are one vehicle for reducing the narrow, limited, and at times inaccurate information about Africa available to American students. Films also offer (1) a medium other than the written word, a medium much more accessible to some students; (2) perspectives other than those of the teacher; (3) when shown outside regular classroom hours, a supplement to formal class sessions that focuses a bit more of students' attention on Africa; and (4) for some students, a stimulus to action, both intellectual and political. Yet, many films on Africa are inaccurate, incomplete, severely dated, and not easily comprehended without contextual and supplementary information. Some good films are hard to obtain, while others are too long to show conveniently during a class period. Though many of these problems are serious, they also offer the teacher an opportunity to use images to which students are regularly exposed to develop students' own critical abilities and to encourage students to take responsibility for their own...
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We're building the new school : diary of a teacher in Mozambique - Searle, Chris (1981)
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Disability Prevention and Rehabilitation in Botswana. - Sebina, David B.; Kgosidintsi, Adelaide Darling (Assignment children, 1981)
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Conservation in Community School Children from the Milne Bay and Morobe Provinces of Papua New Guinea - Shea, John D.; Butuna, Elena; Zeming, Agewa (International Journal of Psychology, 1981)
Three hundred and forty primary level boys and girls from the Milne Bay and Morobe Provinces of Papua New Guinea were tested for conservation of number, length, quantity, and area. Relationships observed between schooling, age, sex and conservation confirmed previous conclusions from work in Papua New Guinea about the importance of the first two of these variables for conservation. Comparisons between different language-culture groups suggested that explanations of any lag in achieving conservation in Papua New Guinean children must give attention to specific characteristics of children's environments since groups which were significantly superior performers on some tasks were significantly inferior on others. Trois cent quarante garçons et filles de niveau scolaire primaire des régions de Milne Bay et de Morobe en Papouasie Nouvelle Guinée, ont été soumis â des tests de conservation de nombre, longueur, quantité et surface. Des comparaisons entre niveau scolaire, âge, sexe et conservation ont confirmé les conclusions d'autres études sur les enfants de Papouasie Nouvelle Guinée au sujet de l'importance des deux premières variables sur la conservation. Des comparaisons entre différents groupes langue-culture, ont montré que les explications d'un retard dans la réalisation des concepts testés chez des enfants de Papouasie Nouvelle Guinée doivent envisager les caractères spécifiques du milieu où vivent les enfants puisque certains groupes qui manifestaient une supériorité significative dans plusieurs tests s'avéraient nettement inférieurs dans d'autres tests.
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Storm out of Africa: The 1981 Springbok tour of New Zealand - Shears, Richard; Gidley, Isobelle (1981)
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The planning and organization of training for water development in Kenya - Shikwe, R. C. (1981)
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Education in Zimbabwe: A Bibliography of Some Major Recent Publications, Reports, and other References - Sinclair, Michael B. (Issue, 1981)
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
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Education in Zimbabwe: A Bibliography of Some Major Recent Publications, Reports, and other References - Sinclair, Michael R. (Issue, 1981)
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
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Range Management Training in Developing African Nations - Smith, Arthur D.; Dwyer, Don D. (Journal of Range Management, 1981)
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The private education of English-speaking whites in South Africa: an historical and contemporary study of Catholic schools and schools belonging to the Conference of Headmasters and Headmistresses - Smurthwaite, Alastair Gordon (1981)
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Problems for the teaching of English deriving from the home background of a group of South African Indian school pupils. - Soni, Nathwarlall Parsotham. (1981)
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Social Mobility, Education and Development in Tunisia - Stone, Russell A.; Allman, J (International Journal of African Historical Studies, 1981)
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Authoritarianism and Self-Esteem Among White Rhodesian (Zimbabwean) and South African Students - Stones, Christopher R. (The Journal of Psychology, 1981)
Summary Several months prior to the official renaming of Rhodesia as Zimbabwe, Ray's directiveness scale, which measures authoritarian behavior, and Rosenberg's self-esteem inventory were administered to a sample of 160 white first-year and third-year Rhodesian and South African university students. Respondents ranged in age from 17 years to 23 years. The hypothesis that third-year male students would be more authoritarian than their third-year female counterparts, and that this difference would not exist in the first-year level, was confirmed. The hypothesis that male students would have significantly greater self-esteem than the females was not supported. These findings are accounted for in terms of involvement in the antiterrorist military effort. An unexpected finding was that the Rhodesian females had a significantly lower self-esteem score than the South African female students.
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Guinea worm control: testing the efficacy of health education in primary care. - Su, Akpovi; Dc, Johnson; Brieger, William R. (PubMed, 1981)
Health education has been advocated as a major foundation for primary health care. However, the value of this approach is yet to be fully proven. An experimental PHC programme in ten Nigerian farm hamlets using methods such as community organization, participatory training and village meetings, put health education to the test. Significant short term improvements in community health knowledge resulted after training of a village health worker from each hamlet. Positive intermediate results in water sanitation behaviours were later observed. Three years after initial intervention, long term health outcomes included the reduction in prevalence of guinea worm, a locally endemic water borne disease. The programme also encountered certain organizational and technological issues. For example, integration with existing health care systems and local well construction capabilities surfaced as problems. Consequently efforts are currently underway to expand research into these areas.
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New Directions for Education in Liberated Zimbabwe - Suransky, Leonard (Issue, 1981)
It is only a year and a half since the landslide victory of Robert Mugabe’s Zimbabwe African National Union-Patriotic Front (ZANU-PF) movement heralded the liberation of Zimbabwe from the control of the rebel minority Smith regime and its latter-day puppet Bishop Muzorewa. Hence, it is as yet very early in the life of a country reborn to expect a coherent picture of their national policies or their particular plans for education, especially when we find ourselves at such a distance from these events.
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New Directions for Education in Liberated Zimbabwe - Suransky, Leonard (Issue, 1981)
It is only a year and a half since the landslide victory of Robert Mugabe’s Zimbabwe African National Union-Patriotic Front (ZANU-PF) movement heralded the liberation of Zimbabwe from the control of the rebel minority Smith regime and its latter-day puppet Bishop Muzorewa. Hence, it is as yet very early in the life of a country reborn to expect a coherent picture of their national policies or their particular plans for education, especially when we find ourselves at such a distance from these events.
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Missionary Education and the Modernization of Tanzania - Swatman, J.E.D. (Tanzania Notes and Records, 1981)
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The Public Financing of Higher Education in Nigeria - Taylor, Gabriel Olukayode (1981)
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Education and development in Africa - Thompson, A. R. (1981)
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Education and development in Africa : an introduction to the study of the role education may play in national development intended primarily for teachers in training and in service - Thompson, Annie (1981)
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Nonformal Education for Rural Development: The Women's Training Center in Senegal - Thomson, Martha Ellen (1981)
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A Study of School Farm Laboratory Instructional Resources as Data Base for Improving Agricultural Science Programs in Secondary Schools of Sierra Leone - Tucker, Sonny W. (1981)
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NIGERIAN UNIVERSITY STUDENTS' ATTITUDES TOWARD HUSBAND-WIFE RELATIONS: EFFECTS OF EDUCATIONAL AND CULTURAL ORIENTATIONS - Ugwuegbu, Denis Chimaeze E. (Social Behavior and Personality, 1981)
In a 5 × 3 × 2 factorial design, patterns of Nigerian attitudes toward the husband-wife family relationship were investigated. The subjects were 457 university students selected from different faculties in such a way as to represent three major cultural groups in Nigeria. The purpose of the study was to determine the effects of cultural group membership, educational orientation and sex on the subjects' attitudes toward the husband-wife family relationship. The results showed that subjects from the northern culture and those in the faculties of education and social sciences tended to maintain more traditional views than other subjects. Strong Koranic school and home socialization influences on the subjects from the north, and the reinforcing influences of the training colleges on Nigerian traditional perception of the role of women in the family were discussed as responsible for the observed views and attitudes of the Nigerians toward man-woman family relationships.
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American education: a critical analysis of its possible implications for Nigerian education: Afr. MFM 1981/255 - Ukpaby, EN (1981)
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Purposes and orientation of adult education in Africa. - Urevbu, Andrew O. (Adult Education Quarterly, 1981)
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Rural community needs and their implications for adult education in Eastern Nigeria. - Uwakah, C. T. (Education and Development, 1981)
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Motivation to Participate in Rural Education Programs Among Villagers in Eastern Nigeria - Uwakah, Chuku T. (1981)
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Education By Television in the Ivory Coast - Valérien, Jean (Educational media international, 1981)
The decade from 1970 to 1980 has been the years of the ‘Enseignement Televisuel’ for the Republic of the Ivory Coast.
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The Secondary Schools Community Extension Project in Papua New Guinea - Vulliamy, Graham (Journal of Curriculum Studies, 1981)
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[Paramedical training in Tunisia. The Avicenna Professional School of Public Health in Tunis]. - W, Ben Yedder (PubMed, 1981)
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The volcanic history of the Hadar Early-man site and the surrounding a far region of Ethiopia - Walter, Robert C. (1981)
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Environmental technological education in a developing country—Libya - Walters, Angela; Ghannoum, M.; Lisan, M. Abu; Moore, Kerry (The Environmentalist, 1981)
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Mapping and correlation of erosion surfaces, variously affected by volcanic ash, tectonism and lavaflows. A case study in SW Kenya - Wielemaker, W.G.; Dijk, Gertjan R. van (Zeitschrift Fur Geomorphologie, 1981)
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Selected aspects in the development of public education in Palestine 1920-1946 - Wolf, Judith L. (1981)
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Communication (Surgery in East Africa - Technology and Training) - Wood, Michael D. (1981)
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A new inclusive image of leadership concept and typology with inquiries into the nature of the leadership experience of Emperor Haile Selassie I of Ethiopia - Workeye, Abebe Seif-Michael Aberashe A. (1981)
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Contemporaneousness of young African girls' attitudes (students of secondary schools in Kinshasa) - Wrzesinska, Alicja (Africa: rivista trimestrale di studi e documentazione, 1981)
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The learning of selected genetics empirical laws, a bridge principle and their component concepts by form one students of Lusaka, Zambia - Yandila, Cephas David (1981)
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Design of a learning resource centre for vocational-technical education in Benue State, Nigeria - Yongu, Aker Alex (1981)
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Adult education in Botswana, 1960-1980 : an annotated bibliography - Youngman, Frank (1981)
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Developing a training program for civil service employees : a model training program for the Socialist People's Libyan Arab Jamahiriya - Zarrugh, Omar Salem (1981)
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African Education in Zimbabwe: The Colonial Inheritance of the New State, 1899–1979 - Zvobgo, Chengetai J. M. (African Issues, 1981)
Historially two salient features characterized the educational system. It was racially segregated and education for the African majority was largely for exploitation. In this paper, I will review the main features of the educational system in colonial Zimbabwe; the legacy of that system and what the new African Government proposes to do to change it to fit the needs of the new Zimbabwe. The 1899 Education Ordinance had set up two separate systems of education, one for Whites and the other for Blacks. The Ordinance left African education entirely in the hands of Christian missionaries with the government giving small grants to mission schools, provided that these schools were kept open for a minimum of four hours a day, of which not less than two hours were to be devoted to industrial training.
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African Education in Zimbabwe: The Colonial Inheritance of the New State, 1899–1979 - Zvobgo, Chengetai J. M. (Issue, 1981)
Historially two salient features characterized the educational system. It was racially segregated and education for the African majority was largely for exploitation. In this paper, I will review the main features of the educational system in colonial Zimbabwe; the legacy of that system and what the new African Government proposes to do to change it to fit the needs of the new Zimbabwe. The 1899 Education Ordinance had set up two separate systems of education, one for Whites and the other for Blacks. The Ordinance left African education entirely in the hands of Christian missionaries with the government giving small grants to mission schools, provided that these schools were kept open for a minimum of four hours a day, of which not less than two hours were to be devoted to industrial training .
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African Education in Zimbabwe: The Colonial Inheritance of the New State, 1899–1979 - Zvobgo, Chengetai J. M. (Issue, 1981)
Historially two salient features characterized the educational system. It was racially segregated and education for the African majority was largely for exploitation. In this paper, I will review the main features of the educational system in colonial Zimbabwe; the legacy of that system and what the new African Government proposes to do to change it to fit the needs of the new Zimbabwe. The 1899 Education Ordinance had set up two separate systems of education, one for Whites and the other for Blacks. The Ordinance left African education entirely in the hands of Christian missionaries with the government giving small grants to mission schools, provided that these schools were kept open for a minimum of four hours a day, of which not less than two hours were to be devoted to industrial training .
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The Manchester School in Africa and Israel: A critique - TEEFFELEN, T. VAN (1980)
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LONG-TERM TRENDS IN SMOKE AND SULPHUR DIOXIDE POLLUTION IN THE REPUBLIC OF SOUTH AFRICA - Kemeny, E. (Clean air journal, 1980)
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More Education Leads to Higher Fertility for Rural Nigerian Women (International family planning perspectives, 1980)
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[The health of school children in the Ivory Coast. Public health aspects: nutrition and growth in connection with parasitic diseases]. (PubMed, 1980)
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The Predictive Validity of the Michigan Test of English Language Proficiency for Teacher Trainees in Papua New Guinea - Baldauf, Richard B.; Dawson, Robert (Educational and Psychological Measurement, 1980)
The Michigan Test of English Language Proficiency was shown to be a reliable and valid predictor of general academic attainment for English-second-language teacher trainees at a Teachers Training College in Papua New Guinea.
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Post graduate paediatric education in Papua New Guinea. - Biddulph, John (PubMed, 1980)
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Problem Based Medical Education in the Community: a Student Nutritional Survey in Nigeria - Bollag, Ueli; Bennike, T; Adigun, C A O; Agwu, N I; Awobusuyi, J O; Awolola, K A; Chukwumweike, M O; Nwosu, Innocent A.; Ukpeh, Henry (International Journal of Epidemiology, 1980)
Bollag U (Senior Lecturer in Maternal and Child Health, Faculty of Health Science, Unilorin, llorin, Nigeria), Bennike T, Adigun C A O, Agwu N I, Awobusuyi J O, Awolola K A, Chukwumweike M O, Nwosu I A and Ukpeh H A. Problem based medical education in the community: a student nutritional survey in Nigeria. International Journal of Epidemiology 1980, 9: 375—379. Students in their second year of medical studies perceived nutritional deficiency as a possible health problem in rural Nigeria and conducted a survey to investigate and compare the nutritional and health status of three distinct groups of children (Bokos in Babana, Bokos in Marami, Fulani). The nutritional status of the children in the three study populations differed and seasonal change affected the one to four year old children among the Fulani more than the other 2 groups. An attempt was made to explain the results on the basis of environmental and socioeconomic differences among the groups. This account, more than just elaborating on figures and more than making indisputable statements, aims at showing how medical students, from their earliest studies, can learn from an apparent health problem of the community, how they can be messengers of data relevant to picture the local epidemiology (practical aspect) and how their findings can be used as self instructive teaching–learning material (educational aspect).
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[Health of school children on the Ivory Coast. Geographic and demographic generalities]. - Bs, Sylla; Haller, Laurence (PubMed, 1980)
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[The health of school children in the Ivory Coast. General geographic and demographic aspects]. - Bs, Sylla; Haller, Laurence (PubMed, 1980)
4 villages in the tropical forest of southern Ivory Coast were selected for a study of the health of schoolchildren. The villages all belonged to the Akan ethnic group but spoke different dialects. Ahondo was a village with an ethnically diverse population of 902 at the border with the savannah zone. Abadjin-Doume with its population of 509 is located just 20 km from Abidjan where most of the active population is employed in construction or administrative jobs. Lap is a village of 1172 located in a government reforestation zone and Mope and isolated village of 224 is surrounded by dense tropical forest. The quality of the drinking water in the 4 villages varies considerably. Ahondos water from the Bandama River had no streptococcus but a high concentration of E. coli. Lapos water showed unmistakable signs of recent fecal contamination. Mope and Abadjin-Doume has much cleaner water from wells but it also showed presence of E. coli. Men women and children in the 4 villages all participate in agricultural work which is primarily for home consumption. Men do the harder physical labor and women cultivate the crops for domestic use. The villages differ in size but their age-sex distributions are similar. Over 1/2 the population was under 15 years old except in Abadjin-Doume. Divorce is infrequent but 15% of marriages in Abadjin-Doume and 30-40% in the other villages are polygamous. Mortality rates among children under 5 are high. The infant mortality rate is around 150/1000. The proportion of deaths in children 1-5 years old is slightly higher than that of children under 1 year. The principal causes of death are diarrhea malaria measles infections malnutrition and respiratory disorders. Rates of school enrollment among children 5-15 years old range from 46 to 61% in the 4 villages.
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Research and testing non-formal education materials: a multi-media extension project in Botswana. - Byram, Martin; Garforth, Chris (Educational broadcasting international, 1980)
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[Training of the dental community health agents (D.C.H.A.) in Senegal (March-June 1978)]. - C, Di Pasquale; Ct, Thiam (PubMed, 1980)
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Some Changes And Problems In School Geography In Zimbabwe - Cowley, Jane (1980)
At a time when Zimbabwe moves into a completely new political experience where change is an important element, it seems appropriate to deliberate upon recent developments overseas in so far as they influence changes in geographical education in Zimbabwe, The purpose of this paper is therefore, to provide a broad perspective of developments in geographical education, particularly of those in the United Kingdom, and relate these to developments in school geography in Zimbabwe. In this way it is hoped that United Kingdom experiences will be beneficial in dealing with problems facing geography teachers in this country .
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Theatre for Development: An Appropriate Tool for Extension Communication and Non-Formal Education in Zambia. - Dall, Frank (Educational broadcasting international, 1980)
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[Health of school children on the Ivory Coast. Parasitology--serologic survey]. - Degrémont, A; Weiss, Nancy Pottishman (PubMed, 1980)
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Sex and family-life education in Francophone West Africa. - Dossou-yovo, N (PubMed, 1980)
Differences in sexual practice and sex education in formerly colonized areas of Africa are the focus of this article. It argues that, due to superimposed attitudes and access to new contraceptive technologies, differences in practice and family life can be seen between so-called francophone Africa and anglophone Africa. This study has 4 parts: 1) an examination of traditions which can be exploited for sex education today; 2) a look into the problem of sex education within the school system; 3) a characterization of persons outside the regular institutions of learning; and 4) a brief summary of the achievements of some west African francophone countries with regard to sex and family life education. In traditional Africa, sex education was diffuse and was implicit at the family and society levels; simply stated, there was no fooling around before marriage of any kind. When traditions collapsed after west African colonization and liberation, parents in francophone Africa turned to the school system for help. But, until the last decade, the schools have failed to coordinate a sex education program backed by a stable philosophy (this is in great contrast to anglophone Africa). A possible resolution to this situation is to incorporate sex education training into teachers' training; at the same time, programs of seminars and information campaigns must continue in this relatively unreceptive culture.
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Some Environmental Education Activities in Africa - Dyasi, Hubert M. (The Journal of Environmental Education, 1980)
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[Health of school children on the Ivory Coast. Parasitic diseases]. - Haller, Laurence (PubMed, 1980)
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[Health of school children on the Ivory Coast. Development of anthropometric parameters of 5- to 15-year-old children and the effect of parasitic diseases on their growth]. - Haller, Linda; Lauber, E. (PubMed, 1980)
In a total of 1977 males aged 5 years and over examined in 21 cluster samples on the coast of Tanzania, the overall rate for microfilariae of Wuchereria bancrofti was 32%. Hydrocoele and elephantiasis rates were 39% and 3%, respectively. The rates and severity of these 2 clinical manifestations increased in the older age groups. Both the microfilarial density and prevalence increased rapidly in the early age groups, followed by a levelling off and then a slight fall in old age. There was no association between microfilarial densities or rates and the overall prevalence of hydrocoele, but a negative association was demonstrated between microfilaraemia and hydrocoeles and elephantiasis. A comparison between the length of residence in an endemic area and the microfilarial and clinical sign rates showed evidence for the long incubation period for W. bancrofti and for the slow development of hydrocoeles and elephantiasis.
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Investigations of pipe-borne pollution in Benin City, Nigeria - J-Nkanga, Enefiok (Water, Air, & Soil Pollution, 1980)
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Training for family planning work in Africa. - Ke, de Graft-Johnson (PubMed, 1980)
The training of family planning workers needs to be designed to meet the family planning needs in Africa. It must consider the special circumstances of each African country. The tasks to be carried out by family planning personnel are briefly summarized. These include the following: 1) getting people to understand the problems and issues of rapid population growth; 2) persuading the government to develop appropriate population policies with supportive programs; 3) motivating people in the reproductive age groups to accept and practice family planning; 4) assuring that appropriate family planning services are available to all who are in need of them; and 5) providing appropriate backup to the entire family planning program and services. The categories of family planning workers can be classified roughly into policy makers, motivators or communicators, and clinical workers. It is essential that all categories of family planning workers have a basic understanding of what the family planning and population policies of their government and family planning associations are all about, what are the primary messages that motivators are communicating to the people, and what contraceptive services are available or are being provided and some information about their use. The main components of training programs for family planning workers should include the following: population growth and socioeconomic development; family planning -- concept, policies and methods; family life education; communication techniques for family planning; administration and management; evaluation; and integration of family planning services.
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[Health of school children on the Ivory Coast. Determination of blood levels of vitamins A, B1, B2, B6, B12, C, niacin and folates. Study of their relation to the clinical picture and nutrition]. - Lauber, E.; Haller, Laurence (PubMed, 1980)
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Mass Campaign in Ethiopia--the Political Economy of Education for National Reconstruction. - Milkias, Paulos (The Journal of Educational Thought, 1980)
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[Health of school children on the Ivory Coast. Survey of food consumption]. - N'Zi, G; Bs, Sylla (PubMed, 1980)
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[The health of school children in the Ivory Coast. A survey on food consumption]. - N'Zi, G; Bs, Sylla (PubMed, 1980)
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THE CONSTITUTIONAL ASPECTS OF APRIL 1978 STUDENTS' DEMONSTRATIONS IN THE NIGERIAN UNIVERSITIES: A CRITICAL ANALYSIS - Ojo, J. S. (Philippine Political Science Journal, 1980)
(1980). THE CONSTITUTIONAL ASPECTS OF APRIL 1978 STUDENTS' DEMONSTRATIONS IN THE NIGERIAN UNIVERSITIES: A CRITICAL ANALYSIS. Philippine Political Science Journal: Vol. 8, No. 12, pp. 8-21.
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A study of Nigerian pupils' understanding of selected biological concepts - Okeke, Eunice A. C.; Wood‐Robinson, Colin (Journal of Biological Education, 1980)
120 Nigerian Secondary school biology pupils, mostly aged 16–18, were interviewed individually to assess their level of understanding of a range of biological concepts. The concepts were related to growth, reproduction, and transport mechanisms within living organisms. The responses of each pupil were scored and examined to determine whether they revealed concrete or formal operational thinking. Given 21 opportunities to do so, almost 50 per cent of pupils either failed to exhibit formal thinking at all, or revealed it on only one occasion. Fewer than 5 per cent exhibited formal thinking on ten or more occasions. There was no significant difference in the performance of boys as compared with girls, nor between pupils whose parents were from different socio-economic groups. Pupils from urban schools performed significantly better than those from rural schools. Pupils' common misconceptions were identified. The importance of ascertaining pupils' misconceptions and their levels of understanding of biological concepts is discussed from the viewpoint of the classroom teacher.
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Training for agricultural and rural development in the Economic Community of West African States (ECOWAS) - Osuntogun, Adeniyi; Fabiyi, Yakub L. (Agricultural Administration, 1980)
Education and training equip their recipients with cognitive ability to perform a set of activities skillfully. The quality and quantity of human resources are the key factors in the growth process; they can stimulate or retard (agricultural) growth. This paper examines the demand and supply situation for agricultural manpower in the Economic Community of West African States. The demands for various categories of manpower by various subsectors of agriculture are discussed. The facilities for training manpower are explored to determine whether enough skilled manpower is being made available to meet the needs of the agricultural sector. The paper concludes by indicating that the quantity and quality of available manpower and the facilities for training such a labour force are not adequate. Member countries are then called upon to establish more training facilities so as to achieve regional self sufficiency in food production.
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Extrapunitive, Intropunitive and Impunitive Responses of Indian Students to Different Racial Groups in South Africa - Rajab, Devi; Chohan, Ebrahim (South African Journal of Psychology, 1980)
The Rosenzweig P — F Study was administered to a group of South African Indian students (N = 403) from the University of Durban-Westville with slight modifications in administration. The subjects were divided into three groups and were instructed to react to Blacks in Group A, to Whites in Group B, and to Indians in Group C. The results indicated that the subjects differed in their responses to the three racial groups revealing predominantly intropunitive and impunitive responses to Blacks, and extrapunitive responses to Indians.
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Literacy and Language Teaching in The Gambia - Richmond, Edmun B. (The Modern Language Journal, 1980)
The Modern Language JournalVolume 64, Issue 4 p. 416-421 Literacy and Language Teaching in The Gambia EDMUN B. RICHMOND, EDMUN B. RICHMONDSearch for more papers by this author EDMUN B. RICHMOND, EDMUN B. RICHMONDSearch for more papers by this author First published: Winter 1980 https://doi.org/10.1111/j.1540-4781.1980.tb05214.xRead the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Volume64, Issue4Winter 1980Pages 416-421 RelatedInformation
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[Health of school children on the Ivory Coast. History and ethno-sociology of 4 Ivory Coast villages]. - Schwartz, Arnold (PubMed, 1980)
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Education and accuracy of age reporting among Yoruba females in Western Nigeria - Sembajwe, I. S. L. (Social biology, 1980)
Abstract The relationship between education and accuracy of age reporting is investigated by using data collected from Yoruba females in Western Nigeria. Although in the long run the future improvement in age reporting in Nigeria and the rest of the developing world will depend on improved literacy, the findings suggest that at present education of respondent may not significantly contribute to accurate age reporting. It is suggested that, for the near future, improvement of vital registration would be the major factor leading to accurate reporting. Improved vital registration would increase people's knowledge of their age and lead to more accurate reporting.
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A study of attitudes of Nigerians toward special education and exceptional persons - Ukwuije, Reginald P I (1980)
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On Boredom of Secondary School Students in Senegal - Vandewiele, Michel (The Journal of Genetic Psychology, 1980)
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[The health of school children in the Ivory Coast. Statistical methodology]. - Vuataz, L (PubMed, 1980)
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Schools in Africa. The case in practice: development workers as teachers in African schools. - Luhring, J. (1980)
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The development ideal in higher education: The experience of Kenya and Tanzania - Court, David (Higher Education, 1980)
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A Comparison of the Locus of Control and Anxiety Level of African, Black American, and White American College Students. - Helms, Janet E.; Giorgis, Tedla W. (Journal of College Student Personnel, 1980)
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The Errors in Written English Made by Students at the Papua New Guinea University of Technology. Final Report. Research Report R47-80. - Holzknecht, Susanne; Smithies, Michael (1980)
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Geometry of a selfish school: Defence of cichlid young by Bagrid catfish in Lake Malawi, Africa - McKaye, Kenneth R.; Oliver, Michael K. (Animal Behaviour, 1980)
The spatial position of young animals within a brood affects their survival, so that marginal individuals are at greater risk of predation. Spatial brood structuring may be caused by differences in offspring size, age, hunger, or active parental manipulation through aggression. Nepotistic manipulation of brood structure would confer fitness benefits for parents accepting nondescendant young. However, insufficient kin recognition has often been considered to preclude such nepotism in birds, particularly in precocial waterfowl. We explored the spatial structure of ducklings within broods of eiders, Somateria mollissima, a seaduck with frequent brood amalgamation. We compared the distribution of ducklings of different origin relative to reference females whose kinship to the ducklings was known. We also observed female aggression towards ducklings, to evaluate the role of parental manipulation of brood structure. We found a nonrandom distribution of ducklings within broods; a female's own young were on average closer to her than unrelated young were. We also found evidence for parental nepotism: whether the brood contained unrelated young was the strongest predictor of female aggression towards ducklings. The spatial position, hatch weight and relative size of ducklings showed no significant correlations with each other, suggesting that active parental manipulation may be needed to explain the observed spatial structure. Our study conflicts with previous anecdotal evidence suggesting that brood amalgamation in eiders results in the disintegration of parent–offspring bonds, preventing parental exploitation of nondescendant young. It also opens up the possibility that the spatial position of ducklings depends on their mother's status in the female dominance hierarchy. Copyright 2003 The Association for the Study of Animal Behaviour. Published by Elsevier Ltd. All rights reserved.
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The Problems of Nigerian Education and National Unity - Obozuwa, Osilama Thomas (1980)
The fundamental root of the problem is that Nigerian cultures have not influenced one another . This is primarily because neither the colonial administrators, who brought these different ethnic groups together for easy administration during the colonial era, nor the Nigerian politicians after them did anything positive to bring about mutual understanding among the different ethnic groups. Graf maintains that the colonial rulers, and Nigerian politicians after them, were never able to resolve the country's acute ethnic and cultural fragmentation. Today, cultural pluralism is a problem in Nigeria because the different ethnic groups have not been taught to know and respect one another's culture. These ethnic groups can neither appreciate nor love one another's culture which they know nothing about. Consequently, each group clings to its cultural values, beliefs and customs at the expense of national unity. The author claims that cultural pluralism could be an asset to Nigeria if there were a mutual interchange of cultural values which would bring a bout mutual understanding. The different cultures in Nigeria have their own uniqueness and beauty. The problem is, that hitherto nothing has been done to enjoin each ethnic group to contribute its cultural gifts to the enhancement and enrichment of Nigerian society. As to what degree a pluralistic society is desirable is a controversial issue among social scientists. Those who are against pluralistic societies advocate li the assimilation of ethnic minorities into the dominant culture of the society to attain cultural uniformity within the society, and thus eliminate the possibility Of internal conflict between ethnic groups. On the other hand, the proponents of pluralistic societies argue in favor of thecultural riches that accrue to pluralistic societies from accepting and practicing the organic cultural integration, one which allows for mutual interchange of cultural goods on the basis of mutual respect, for individual distinct values and in the conditions of free and harmonious cooperation.
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Women in Mauritania : the effects of drought and migration on their economic status and implications for development programs - Smale, Mélinda (1980)
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Earthquake history of Ethiopia and the horn of Africa - Båth, Markus (Tectonophysics, 1980)
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A Communication Training Program Based on the Supportive Climate Concept for First Line Supervisors in the Cameroon Development Corporation - Gregory, Levai V. (1980)
The Purpose of the Study: The first task of this thesis will be to attempt to identify, define and explicate the supportive climate concept and how such a supervisor and supervisee relationship might lead to the improvement of individual, work team, and subsequently organization productivity. The three aspects briefly described above as the supportive climate concept can then be developed I into a training program specifically for first line supervisors. The concepts taught in the training program would provide the supervisors with behaviors which, when appropriately transferred to the job environment, should contribute to increased supportve relationships and productivity on the job. The training program so developed could be adapted for use by any large organization in the United States. It could also be used in organizations in other countries or cultures, but its adaptability and use in developing countries is the special concern of this thesis. The training program to be developed around the supportive climate concept (see Chapter IV) will be designed for use within the Cameroon Development Corporation (C.D.C.), an agricultural corporation system in the United Republic of Cameroon in West Africa.
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Recovery potential and chronic oil pollution on the South African coast - Hennig, H.; Fricke, A. H. (Marine Pollution Bulletin, 1980)
Abstract Observation of oiled sandy beaches showed the fate of oil released by a tanker collision. The amount of oil extracted depended on timing in the beach erosion and depositing cycle. The recovery of the beaches took about 8 months, but deteriorated again after the arrival of unaccounted oil batches. It is this unaccountable oil which is responsible for chronic oil pollution on the South African coast and possibly other beaches around the world.
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Foreign language teaching and pronunciation — Aspects of the Nigerian situation - Ihenacho, Amechi (System, 1980)
Cette étude porte sur l'enseignement des langues étrangères dans le contexte particulier du Nigeria, et tire ses exemples surtout de l'anglais. Elle insiste sur un usage plus pratique des analyses contrastives et des analyses des erreurs, basé sur la distinction entre (1) erreurs qui ne sont pas susceptibles de causer un manque de compréhension, (2) erreurs pouvant causer un manque de compréhension, et (3) erreurs qui vont sûrement causer un malentendu. Les exemples donnés couvrent les faits purement phonologiques ainsi que les éléments suprasegmentaux; et quelques implications pédagogiques sont également signalées.
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Medical education and health care in Uganda. - Jm, Kiely (PubMed, 1980)
Health care and medical education in Uganda, once the best in Black Africa, have been adversely affected by the economic, political, and social upheavals in this developing country during the past decade. Crop failures, inadequate public health measures, shortage of medical equipment and essential drugs, and lack of sufficient medical school faculty have resulted in a major crisis. Substantial aid from the medical profession in developed countries will be necessary to help restore medical practice and education to the level present before the regime of Idi Amin.
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Notes on some former Kashihonya books in the library of the School of Oriental and African Studies - Kornicki, Peter (Bulletin of the School of Oriental and African Studies, 1980)
Most collections of Japanese wood-block printed books contain some items that were once in the possession of the circulating libraries known as kashihonya and the library of the School is no exception. Kashihonya were certainly in existence by the Genroku period (1688–1704), for the collection Haikai sugatanazo , which was published in 1703, includes the verse, Karihon no kakidashi ga kuru toshizakai ‘The year's end—when the bills come in for books borrowed’. Thenceforward they thrived on the growing literate population and in the Tokugawa period they reached their peak during the first half of the nineteenth century. It is from this time that almost all the former kashihonya books in the School date. The books contain the usual range of seals and admonitory labels attesting to their use by kashihonya , but I list only those with sufficient information to be of interest.
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Education in Ethiopia: Prospect and Retrospect - McClellan, Charles W.; Wagaw, Teshome G. (The American Historical Review, 1980)
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Teacher Questions: Frequency and Distribution in a Sample of Papua New Guinea High Schools - Moore, Dennis W.; Smith, Peter (Australian Journal of Education, 1980)
Observational data are presented relating to several topographical features of teachers questioning patterns in a sample of Papua New Guinea High Schools. Question rate is reported and compared with that obtained in four American studies. A measure is given of the proportion of teacher questions which were controlled. Question distribution by sex and by classroom location is analyzed and possible implications of the unequal distribution discussed. Several issues warranting further investigation are raised.
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Indigenous Music and Modern Education in Nigerian Schools - New, Leon J. (Music Educators Journal, 1980)
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Conceptualizations of scientific concepts, laws, and theories held by kwara state, nigeria secondary school science teachers - Ogunniyi, M. B.; Pella, Milton O. (Science Education, 1980)
Science EducationVolume 64, Issue 5 p. 591-599 Article Conceptualizations of scientific concepts, laws, and theories held by kwara state, nigeria secondary school science teachers Meschach B. Ogunniyi, Meschach B. Ogunniyi Department of Teacher Education, University of Ibadan, NigeriaSearch for more papers by this authorMilton O. Pella, Milton O. Pella Curriculum & Instruction—Science Education, University of Wisconsin Madison, Wisconsin 53706Search for more papers by this author Meschach B. Ogunniyi, Meschach B. Ogunniyi Department of Teacher Education, University of Ibadan, NigeriaSearch for more papers by this authorMilton O. Pella, Milton O. Pella Curriculum & Instruction—Science Education, University of Wisconsin Madison, Wisconsin 53706Search for more papers by this author First published: October 1980 https://doi.org/10.1002/sce.3730640505Citations: 11AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume64, Issue5October 1980Pages 591-599 RelatedInformation
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Tarzan, Terrs, and Liberation: A Challenge to Teachers Using Films on Africa - Samoff, Joel (Teaching political science, 1980)
Films are one vehicle for reducing the narrow, limited, and at times inaccurate information about Africa available to American students. Films also offer (1) a medium other than the written word, a medium much more accessible to some students; (2) perspectives other than those of the teacher; (3) when shown outside regular classroom hours, a supplement to formal class sessions that focuses a bit more of students' attention on Africa; and (4) for some students, a stimulus to action, both intellectual and political. Yet, many films on Africa are inaccurate, incomplete, severely dated, and not easily comprehended without contextual and supplementary information. Some good films are hard to obtain, while others are too long to show conveniently during a class period. Though many of these problems are serious, they also offer the teacher an opportunity to use images to which students are regularly exposed to develop students' own critical abilities and to encourage students to take responsibility for their own learning. Tarzan and Terrs (terrorists, the while Rhodesian contraction for liberation movement soldiers) are what students see. The teacher's challenge is to assist students in understanding Africa in spite of and through those images. From the images of Tarzan and Terrs must be drawn an understanding of Liberation. I review here several of my experiments in that direction.
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Western Education in Africa: The Igbo Experience, 1900-1960 - Ubah, C.N. (Comparative Education Review, 1980)
Previous articleNext article No AccessWestern Education in Africa: The Igbo Experience, 1900-1960C. N. UbahC. N. Ubah Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 24, Number 3Oct., 1980 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/446154 Views: 101Total views on this site Citations: 5Citations are reported from Crossref Copyright 1980 The Comparative and International Education SocietyPDF download Crossref reports the following articles citing this article:Apoorva Jain, Sonal Thukral What causes outward foreign direct investment (OFDI) from India into least developed countries (LDCs)?, Journal of the Asia Pacific Economy 10 (Jul 2022): 1–30.https://doi.org/10.1080/13547860.2022.2097619Kapil Dev Regmi Global Construction of Literacy Policies for “Least Developed Countries”: Focus on Ethiopia, Nepal, and Sierra Leone, Adult Education Quarterly 69, no.33 (Mar 2019): 225–246.https://doi.org/10.1177/0741713619837350Gloria Chuku Igbo historiography: Part II, History Compass 16, no.1010 (Aug 2018): e12487.https://doi.org/10.1111/hic3.12487Ola Uduku The urban fabric of Igbo architecture in South-eastern Nigeria in the 1990s, Habitat International 20, no.22 (Jun 1996): 191–202.https://doi.org/10.1016/0197-3975(95)00052-6Mary Okoye Community secondary schools: A case-study of a Nigerian innovation in self-help, International Journal of Educational Development 6, no.44 (Jan 1986): 263–274.https://doi.org/10.1016/0738-0593(86)90029-5
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The Image of Africa in Elementary Schools. - Wilson, Angene (Social Education, 1980)
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Offers of scholarships and grants for higher education for Palestine refugees - Secretary-General, Un. (1980)
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[Health education in medicine in developing countries. An example from Ghanzi District, Botswana]. - Hollnagel, M (PubMed, 1980)
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The Ocular Health Status of Postprimary School Children in Kaduna, Nigeria: Report of a Survey - Abiose, A; Bhar, I. S.; Allanson, M A (Journal of pediatric ophthalmology and strabismus, 1980)
In a study of 5,220 postprimary school children in Nigeria, 10.36% had one or more ophthalmic defects requiring attention. The common problems encountered were conjuctivitis, refractive errors, and muscle imbalance, most of which were either intermittent or incomitant. Low degree myopia is common even though high myopia is not frequently seen. Old uveitis and corneal opacities were found to cause gross visual defects in some students and early macular degeneration was detected in nin students. The responsibility of the school medical officer in treating early infective cases and in referring other more complicated cases to hospital is emphasized.
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Geochemistry and petrogenesis of late proterozoic volcanic rocks from north-western Africa - Chikhaoui, Mohammed; Dupuy, C.; Dostál, J. (Contributions to Mineralogy and Petrology, 1980)
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Post-graduate Training for Non-Whites in Clinical and Counselling Psychology in South Africa: A Survey - Gardner, James M. (South African Journal of Psychology, 1980)
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Comparative analysis of delayed alternation learning in cats, mice, and guinea pigs - Kessler, Josef; Markowitsch, Hans J.; Guldin, Wolfgang O.; Riess, Rudolf; Pritzel, Monika; Streicher, Maria; Kerriou, Marcus (Animal Learning & Behavior, 1980)
The performance of cats, guinea pigs, and mice in a delayed alternation paradigm was compared both during initial learning and following a 10-day retention interval. The testing situation (a modified T-maze), the length of the delay period (10 sec), and the amount of training per session and per week were kept identical for all three species. The results indicated that (1) animals of all three species acquired the task within similar time spans, (2) a considerable variance was apparent in the performance of individual animals independent of their species, and (3) guinea pigs, as a group, appeared to need a somewhat longer time to acquire delayed alternation than did mice and cats. Relearning of the task following the 10-day interval seemed to follow similar laws in all three species.
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Education and development in Africa: theories, strategies and practical implications - Kinyanjui, Kabiru (1980)
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The school as a force for community change in Tanzania - Maliyamkono, T. L. (International Review of Education, 1980)
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Zemecha: Assessing the political and social foundations of mass education in Ethiopia - Milkias, Paulos (Studies in Comparative International Development, 1980)
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RESPONSES TO DROUGHT IN KITUI DISTRICT, KENYA* - O’Leary, Michael (Disasters, 1980)
DisastersVolume 4, Issue 3 p. 315-327 RESPONSES TO DROUGHT IN KITUI DISTRICT, KENYA* Michael O'Leary, Michael O'Leary Department of Social Anthropology Box 20, University of Gaira, Wad Medani SudanSearch for more papers by this author Michael O'Leary, Michael O'Leary Department of Social Anthropology Box 20, University of Gaira, Wad Medani SudanSearch for more papers by this author First published: September 1980 https://doi.org/10.1111/j.1467-7717.1980.tb00119.xCitations: 21 † *This paper is based on field research I carried out between December 1975 and October 1977, while I was a research associate of University of Nairobi. I am grateful to the University of Manchester and the Radcliffe -Brown fund for financial assistance towards writing up. 1 am indebted to Drs. Paul Baxter and David Turton for helpful comments. AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume4, Issue3September 1980Pages 315-327 RelatedInformation
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Nigerian university students' characteristics as measured by Eysenck personality questionnaire. - Ro, Jegede (PubMed, 1980)
Eight hundred and seventy male and female freshman university students completed the Eysenck Personality Questionnaire (EPQ) as part of a study of the social, personality and mental health characteristics of Nigerian university students. The findings show that the EPQ is, in general, applicable in Nigeria, but there is need for further research to clarify differences between Nigerian and British subjects.
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Note on the self disclosure pattern of a sample of white South African university students - Stones, Christopher R. (South African Journal Of Sociology, 1980)
Abstract Jourard's 60-item Self Disclosure Questionnaire was completed by 100 White male and female South African university students. Although the disclosure patterns of these two groups were similar, the females disclosed significantly more to the mother- and the same-sex-friend-targets than did the males. The results are discussed in terms of male and female university student life-styles and processes of socialization.
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Concurrent dosage with niridazole and metrifonate for the treatment of Bilharziasis in school children in Malawi. - Teesdale, C.; Chitsulo, Lester; Mkandawire, A. C. (PubMed, 1980)
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