The Multiple Hats of Identity: Addressing the Various Components of African American Identity in Student Development. - Johnson, Susan D. (The College Student Affairs Journal, 1997)
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Factors Related To the Academic Achievement of African American Students In Two Northeastern Louisiana School Districts - Jones, Donna S. Washington (1997)
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Aspiration and Preparation of African and Caucasian American High School Students Interested in Health Careers for the Years 1975, 1985 and 1995 - Jones, J. Raymond; Rzonca, Chet (Journal of Health Occupations Education, 1997)
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An evaluation of the criteria and procedures used for selection of occupational therapy students at South African universities. - Joubert, Robin (1997)
The existing selection criteria and procedures applied at universities training occupational therapists in South Africa are not meeting the country's need for selecting students who adequately fulfill the demographic mix which represents the South African population. The aims of this research were: to investigate the existing criteria and procedures used for the selection of occupational therapy students; to establish recommendations with regard to how these criteria and procedures can be adapted to allow for more appropriate and equitable selection of students, and to obtain opinions from qualified therapists about those characteristics deemed most important for them to possess in the current South African Health System. A combination of quantitative and qualitative methodology was adopted. A survey was undertaken to obtain basic information and statistics about the numbers of applicants selected, and the existing selection criteria and procedures currently used to select occupational therapy students in South African universities. A series of two focus groups for each of the eight existing universities were carried out i.e. one incorporating the views of lecturers and clinicians and the other the views of students. The purpose of these groups was to obtain existing and emerging views of qualified therapists and students on current selection processes, what could be recommended to make selection fairer for disadvantaged applicants and what specific characteristics of qualified therapists would be most desirable in the current health system. The results indicate that the proportion of African students admitted into occupational therapy degrees is still far below numbers of other race groups, particularly white South Africans. That existing selection criteria and procedures are still dominated by eurocentric influence, particularly in the historically white universities, although there are definite attempts on the part of all occupational therapy training centres to overcome this, and that there are serious problems related to recruitment of African applicants which are partly the cause of the low numbers of African applicants. Characteristics deemed most desirable in qualified occupational therapists included many, most significant were: flexibility, particularly a special ability to be able to adjust to all types of people and cultures which included good communication and interpersonal skills; the ability to be assertive where appropriate; a life-Iong-Ieamer attitude including a visionary mentality/attitude; creativity and inriovative thinking; perseverance, determination and good management skills.
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Theoretical underpinnings of a Student Mentoring Programme at an historically Black university in South Africa - Kagee, Ashraf; Naidoo, Tony; Mahatey, Nazeem (International Journal for the Advancement of Counselling, 1997)
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Occurrence of stains on teeth amongst school children in Nairobi, Kenya. - Kaimenyi, J T (1997)
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Towards an appropriate civic education in Kenya: an exploratory attempt; presented to the Institute for Education in democracy (IED). - Kamau, Mubuu (1997)
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Acquisition of the English Article System by Francophone Students: The Case of Burkina Faso - Kambou, Moses Kwadwo (1997)
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Language frontiers, language standardization, and mother tongue education: the Zaire-Zambia Border area with reference to the Bemba cluster - Kamwangamalu, Nkonko M. (South African Journal of African Languages, 1997)
It is often claimed that Africa has a myriad of mutually unintelligible languages, each of which is associated with presumably a distinct ethnic group or culture. Though no expert would question the claim that Africa is a multilingual continent, the question arises of the reality of the frontiers that have been drawn among some of her languages. This paper aims to address this question in the light of the language situation across the Zaire-Zambia border area, with a focus on the Bemba cluster (Lamba, Lima, Lala, Swaka, and Bemba). It is shown that though officially these are treated as separate languages they are, in reality, varieties of the same ‘mother’ language, Bemba. Phonological, lexical and syntactic evidence is presented which attests that the languages within this cluster are mutually intelligible. The implications of this intelligibility for language standardization and mother-tongue education are considered. It is concluded that ‘if the success of African education and development depends on the usage of African languages, then there is an urgent need for an update of the ethnolinguistic map of Africa, which would reflect more accurately the distribution of language clusters on the continent…’ (Prah 1995); and for a rethink of language planning in Africa, with a focus on mother-tongue education as the key to mass education and development on the continent.
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Language frontiers, language standardization, and mother tongue education: the Zaire-Zambia Border area with reference to the Bemba cluster - Kamwangamalu, Nkonko M. (South African Journal of African Languages, 1997)
It is often claimed that Africa has a myriad of mutually unintelligible languages, each of which is associated with presumably a distinct ethnic group or culture. Though no expert would question the claim that Africa is a multilingual continent, the question arises of the reality of the frontiers that have been drawn among some of her languages. This paper aims to address this question in the light of the language situation across the Zaire-Zambia border area, with a focus on the Bemba cluster (Lamba, Lima, Lala, Swaka, and Bemba). It is shown that though officially these are treated as separate languages they are, in reality, varieties of the same ‘mother’ language, Bemba. Phonological, lexical and syntactic evidence is presented which attests that the languages within this cluster are mutually intelligible. The implications of this intelligibility for language standardization and mother-tongue education are considered. It is concluded that ‘if the success of African education and development depends on the usage of African languages, then there is an urgent need for an update of the ethnolinguistic map of Africa, which would reflect more accurately the distribution of language clusters on the continent…’ (Prah 1995); and for a rethink of language planning in Africa, with a focus on mother-tongue education as the key to mass education and development on the continent.
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Multilingualism and Education Policy in Post-Apartheid South Africa - Kamwangamalu, Nkonko M. (Language Problems and Language Planning, 1997)
MU CIKOSO Miakulu ne Politike wa Tulasa kunyima kwa apateide mu Afrike wa Kwinshi Afrike wa Kwinshi pakadipikulaye ku bupika bwa apateide mu 1994, lukonko lunene luvwa pa moyo wa bamfumu ba ditunga luvwa lwa ne ncini civwabo ne bwa kwenza ne miakulu ya batoke bavwa bakwata ditunga ku bupika, Angele ne Afrikanse. Mu dibeji edi ndi ngakula bwa politike udi bamfumu ba ditunga benza bwa kwandamuna lukonko elu, ne nangananga politike wa kulongesha bana mu miakulu ya bankambwa. Ne ndeja ne bwa politike eu kupatula bipeta bimpe, bidi bikengela ne bamfumu ba ditunga bakudimuna cimfwani cibi civwa batoke bapeshe miakulu ya bankambwa mu matuku a bupika bwa apateide. Cianana baledi kabakwitaba bwa ne bana babo balongeshibwa mu miakulu eyi to. Ne ndeja mushindu udi bamfumu ba ditunga mwa kukudimuna cimfwani cibi cia miakulu eyi kabiyi bikengela kupepeja Angele ani Afrikanse. RESUMO Multlingvismo kaj eduka politiko en postapartisma Sudafriko Kiam Sudafriko liberigis sin el rasapartismo en aprilo 1994, unu el la tuj frontendaj problemoj estis decidi la sorton de la du lingvoj, angla kaj afrikansa, kiujn ĝi heredis el antaŭaj registaroj -la koloniaj kaj la apartismaj. La nuna referaĵo rekte esploras la respondon de Sudafriko al tiu ĉi problemo, nome la lastatempe akceptitan politikon de dek unu oficialaj lingvoj. Ĝi aparte fokusigas je la nuna debato pri edukado en la gepatra lingvo kontraŭ edukado en fremda lingvo, la angla aŭ la afrikansa. La aŭtoro argumentas ke, por ke la nova eduka politiko atingu sian celon, nome la apogon de edukado en la gepatra lingvo, necesos forigi la hontosignojn ligitajn al edukado en la gepatra lingvo dum la epoko de apartismo. La aŭtoro donas sugestojn pri kiel atingi tion sen subfosi la rolon kaj gravecon de la angla kaj la afrikansa en la klopodoj de la lando konstrui novaj kaj li egalecan nacion.
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Teaching for excellence in the mathematics classroom: views from Namibian teachers - Kasanda, Choshi D. (Zimbabwe Journal of Educational Research, 1997)
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Obstacles to high level agricultural manpower training in Ethiopia: evaluation of the post-graduate programme in agriculture - Kassa, Belay (1997)
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Lifestyle, education, and prevalence of hypertension in populations of African origin - Kaufman, Jay S.; Tracy, Julie A.; Durazo‐Arvizu, Ramón; Cooper, Richard S. (Annals of epidemiology, 1997)
Lifestyle Incongruity has been shown to be associated with elevated blood pressure in various developing societies. We sought to test this model in an international collaborative study of hypertension in populations of African origin. Data were available for 4770 men and women, aged 25-74, from Africa, the Caribbean, and the United States. The main effects of lifestyle score (LSS) and education on hypertension prevalence were explored, as well as interactions predicted by the Lifestyle Incongruity model. Significant interactions were observed, but only the U.S. men conformed to the pattern predicted. For this group, adjusted ORs for LSS were 4.45 among low-education and 0.71 among high-education subgroups (risk OR = 0.16, 0.03-0.84 95% CI). The Lifestyle Incongruity model therefore received limited support. The model was designed to describe processes in societies experiencing modernization and opportunities for lifestyle differentiation, conditions that may not have been met in some sites.
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Poverty, desertification and the impact of drought in Ethiopia - Kefialew, A (Desertification control bulletin, 1997)
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An ethnographic description of the verbal and nonverbal communication of teachers and African American and white male students during the implementation of teacher expectations and student achievement (TESA) in three first grade reading classes - Kerman, Margie Hicks (1997)
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Physical punishment of elementary school children in urban and rural communities in Ethiopia. - Ketsela, Tigest; Kebede, Derege (PubMed, 1997)
Severe corporeal punishment is known to hamper the physical, emotional and psychosocial development of children. This cross-sectional study was, thus, undertaken to make a quantified preliminary investigation on the occurrence of the problem. Six hundred and forty nine elementary schools' students were interviewed in selected urban and rural schools in Ethiopia. Eighty percent and 76% of the urban and rural children, respectively, admitted being subjected to physical punishment. Almost 21% of the urban and 64% of the rural children had skin bruises or body swelling as a result of the punishment. Only six children (three in each group) visited health facilities for the injury. Among urban students the proportion of those who had physical punishment increased with increasing paternal education and also with increasing maternal education. Among the rural students, on the other hand, physical punishment decreased with increasing age and grade. The public needs to be aware of the rights of children and every possibility should be worked out to secure their utmost emotional and physical development.
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[Training in the use of animal traction for sustentable development: A world vision project in Tetre province, Mozambique 1994] - Keyserlingk, Alix von (1997)
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What school, what university for tomorrow's Africa? - Khati, T.G. (1997)
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An Analysis of the Content and Questions of the Physics Textbooks of the Basic Education Level (Ages 13-15) in Libya. - Khoja, Suleiman; Ventura, Frank (Mediterranean Journal of Educational Studies, 1997)
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Gender, Education and Occupational Prestige in Kenya - Kibera, Lucy W. (1997)
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The Influence of Ecology and Ethnicity on Educational Aspirations of Secondary School Students in Kenya - Kibera, Lucy W. (1997)
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An Outcome Study of Graduates From the School of Social Work, Harare, Zimbabwe, 1988-1992 - Kiire, Ruth; Marlow, Christine; Kaseke, Edwin (Journal of Social Development in Africa, 1997)
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Liberisation Policies and University Education in Uganda: An Assessment of the Cost-Sharing Policy - Kiiza, Julius (1997)
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Factors influencing women enrolment in distance education: a case study of the Open University of Tanzania - Kilato, Niwael Simon (1997)
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Applauding second-rate research: South African Association of Language Teachers Conference, Rand Afrikaans University, July 1996 - Kilfoil, Wendy R. (Scrutiny2, 1997)
"Applauding second-rate research: South African Association of Language Teachers Conference, Rand Afrikaans University, July 1996." , 2(1), pp. 62–63
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Effects of physical education programme on the health of diploma teacher trainees in Kenya - Kinoti, J. W.; Njororai, W. W. S.; Kiganjo, G. M.; Asembo, J. M. (1997)
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Effects of physical education programme on the health of diploma teacher trainees in Kenya - Kinoti, J. W.; Njororai, W. W. S.; Kiganjo, G. M.; Asembo, J. M. (1997)
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Global Warming and Climate Impacts in Southern Africa: How Might Things Change? - Kinuthia, J. H. (Journal of African Studies, 1997)
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The teaching of African languages to European students: the role of linguistic pragmatics illustrated by Swahili - Klein-Arendt, Reinhard (Journal of Humanities, 1997)
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An investigation into the leadership roles of heads of department in science and mathematics in Botswana senior secondary schools - Kouwenhoven, Wim (Mosenodi, 1997)
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School for all: a challenge to special needs education in Uganda: a brief country report - Kristensen, Kirsten (1997)
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Intellectual Disability In Rural Black Children In The Bushbuckridge District Of South Africa - Kromberg, J. G. R.; Christianson, Arnold L.; Manga, Prashiela; Zwane, Mandisa; Rosen, Eric; Venter, André; Homer, Stephanie (Southern African journal of child and adolescent mental health, 1997)
Abstract The aim of this project was to investigate the prevalence and aetiology of intellectual disability in rural black children in the Bushbuckridge district. Children (aged 2–9 years) were screened by local trained field-workers who interviewed the caregivers with a simple questionnaire. Children who screened positive were examined by a paediatrician. Altogether 4581 children were screened, 541 had a paediatric assessment, and 152 (3,3%) were found to have an intellectual disability (IQ ≤ 80). The mild to severe disability ratio was 4:1, and 52% of affected children with an IQ ≤ 70 had associated disorders. The aetiology of the disability was congenital in 25% of cases, acquired in 11% and undetermined in 64%. The affected male to female ratio was 3:2. These findings have implications for the provision of appropriate special education, as well as health preventive services.
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Strengthening technical and vocational teacher education and improving instruction effectiveness in Papua New Guinea (PNG) - Kuhena, Jerry (1997)
This paper seeks to draw together the development in six areas of design and delivery of technical and vocational education and training (TVET) in Papua New Guinea (PNG). The areas are: (1) the upgrading of skills and quality of teaching practice in PNG technical and business colleges; (2) the development of quality teaching aids and resources; (3) upgrading and enhancing skills, knowledge and practice in technical education quality management; (4) the development of national industry training standards; (5) technology transfer of best practice in industry training; and (6) intellectual capital transfer of competency based industry training and accreditation. The author argues that by developing a framework incorporating all the strands, it should be possible to meet wide-ranging TVET strategic goals.
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Making Traditional Courses More Inclusive: Confessions of an African American Female Professor Who Attempted to Crash All the Barriers at Once - Kupenda, Angela Mae (1997)
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The meaning of Beijing for higher education in Uganda - Kwesiga, Joy (Uganda Journal, 1997)
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Motivation and Learning Preferences of High School Students Learning English as a Foreign Language in Morocco. - Kyriacou, Chris; Benmansour, Naima (Mediterranean Journal of Educational Studies, 1997)
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Relationships between cognitive styles and written composition of African American ninth grade students in a metropolitan school district in Western Michigan - Large, Catherine W. (1997)
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Non-traditional military training for Canadian peacekeepers : a study prepared for the Commission of Inquiry into the Deployment of Canadian Forces to Somalia - Larose-Edwards, Paul; Dangerfield, Jack; Weekes, Randy (1997)
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Participatory learning materials for health promotion in Ghana--a case study - Laverack, Glenn; Sakyi, Barbara; Hubley, John (Health Promotion International, 1997)
This paper reports on operational research carried out by the Kumasi Health Education Project in Ghana to study the utilisation of participatory/empowerment learning methods for health promotion. The Project used community-based workshops to develop an extensive range of participatory materials on child health and followed these up with in-service training of 367 teachers and 157 public health workers (nurses and environmental health officers). A simple random sample of about half (262) of the participants was taken 6 months later and these personnel were asked to complete a self-reporting questionnaire to evaluate the format, content and usefulness of the materials. Results were compared with focus-group discussions with mothers attending well baby clinics, at home, in market-places and with pupils at school. The field agents reported a high degree of satisfaction with the training and claimed to be utilising the methods. However, this contrasted with the interviews with target groups who reported a low level of exposure to the materials. Those who had been exposed to materials reported a high level of satisfaction and recall of messages. Further focus-group discussions were carried out with field agents and their managers, and four sets of reasons for low utilisation emerged: the quality of participatory learning materials; personal attributes of the users and the impact of training; situational factors including the location and timing of educational sessions; and the support from peers/supervisors. The experiences in Kumasi are critically assessed and indicate that uptake of participatory/empowerment methods for health promotion depends on the quality of the materials and the selection, training and support provided to field staff.
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Bridging Home and School Literacies: Models for Culturally Responsive Teaching, A Case for African American English: Research on Teaching the Communicative and Visual Arts - Lee, Carol D (1997)
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School learning in Nigeria: roles, problems and prospects - Leleji, E.U. (Savanna: A Journal of the Environmental and Social Sciences, 1997)
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Physical education and school sport within the post-apartheid educational dispensation of South Africa - Lion-Cachet, Susan (1997)
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Sailing against the Wind. African Americans and Women in U.S. Education. SUNY Series, Frontiers in Education. - Lomotey, Kofi (1997)
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Volcanology of the carbonatitic Gross Brukkaros volcanic field (Namibia) - Lorenz, Volker; Kurszlaukis, S.; Stachel, Thomas; Stanistreet, Ian G. (Geologiya I Geofizika, 1997)
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Management Education: Needs of Business Practice A South African Perspective - Louw, Me L.; Bosch, J. K.; Plessis, A. P du; Louw, Lynette (Jurnal pengurusan, 1997)
One of the most distressing problems confronting South Africa is a structural shortage of core managerial competencies on the one hand, and an increasing oversupply of unskilled and semi-ckilled human resources on the other hand. It is often asserted that needs/requirements of business practice are totally at variance with the nature and content of Business Management syllabi. This assertion leads to the question of which subject disciplines, skills and characteristics graduates should possess to meet the requirements of business practice. The prime focus of this paper, which is a follow-up of pilot study, is on the findings of a national empirical survey (493 respondents) aimed at determining the knowledge and skills required by Business Management graduates in South Africa. The most outstanding findings were the importance of a wide variety of subject disciplines; the necessity of a broad skill-based education; and the need for a co-operative education system. ABSTRAK Salah satu masalah yang kritikal yang dihadapi Afrika Selatan ialah kekurangan kemahiran pengurusan dan pertambahan bekalan tenaga kerja yang kurang mahir dan separuh mahir. Keperluan amalan perniagaan kadang-kadang bertentangan secara total dengan kandungan silibus pengurusan perniagaan. Penekanan ini membawa kepada persoalan berhubung dengan disiplin subjek, kemahiran dun ciri-ciri para graduan yang manakah yang perlu ada bagi memenuhi keperluan amalan perniagaan. Fokus utama kertas ini adalah terhadap hasil kajian survei (493 respondens) yang bertujuan untuk menentukan pengetahuan dun kemahiran yang diperlukan oleh para graduan pengurusan perniagaan di Afrika Selatan. Antara penemuan utama kajian ini ialah pentingnya disiplin subjek yang luas dan pelbagai, keperluan pendidikan yang berasaskan kemahiran yang luas dan keperluan sistem pendidikan kooperatif.
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Agrohydrological sensitivity analyses with regard to projected climate change in Southern Africa. - Lowe, Kerry Lynne. (1997)
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Self-restraining and Condom Use Behaviours: The HIV/AIDS Prevention Challenges in Tanzanian Schools - Lugoe, Wycliffe L.; Biswalo, Paul M. (International journal of adolescence and youth, 1997)
ABSTRACT Of the 528 nonvirgin students, 61.5% had sexual partners at the time of the study. However, only 21.5% of the nonvirgins reported use of condoms at their most recent sexual experience. Those who perceived themselves vulnerable to HIV/AIDS and the females were unlikely to have restrained from sexual relationship. Brief periods of dating before intercourse and early sexual debut were not associated with increased condom use. Overall, involvement in sexual behaviour was linked to misconceptions about chances of being HIV infected, less value on one's religion, inadequate knowledge of a sexual partner and being a female student. Measures that prevent students from the consequences of being sexually active are advocated.
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The distribution and education of pupils with albinism in Zimbabwe - Lund, Patricia (Transactions of the Zimbabwe Scientific Association, 1997)
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Study to assess new and renewable sources of energy (NRSE) training in technical schools in Botswana: Final Report - Lungu, Edward M.; Jain, Pushpendra K. (1997)
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Quality Assurance and Relevance of Engineering Education in Africa - Luti, F.M; Massaquoi, J.G.M. (1997)
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AIDS education for youth through active learning: A school-based approach from Malawi - MacLachlan, Malcolm; Chimombo, Moira; Mpemba, Naomi (International Journal of Educational Development, 1997)
Health education programmes need to address local understandings of HIV/AIDS within the broader context of sexual behaviour. We report on a locally derived and community orientated questionnaire survey of HIV/AIDS and sexually related behaviour among 756 pupils from two government secondary schools in Malawi. On average, pupils gave the correct answers to more than 70% of the items on the survey. Seventy-two pupils from one of the schools subsequently participated in playing an educational board game about AIDS, once a week, over four weeks. The percentage of correct responses given while playing the board game significantly increased each time the board game was played, and a one-month follow-up questionnaire showed that a significant improvement had been maintained in comparison with the initial questionnaire survey. Pupils who attended the school where the board game was trialed, but who did not participate in the board game, scored slightly, but significantly, higher than pupils from the other ‘no-board game’ control school. This result was tentatively interpreted as a ‘trickle down’ effect. The benefits of introducing active learning methods into schools, of focusing on local understandings of health problems, and of establishing an accurate knowledge base for health promotion are discussed.
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Childhood Incestuous Abuse Among High School Students in South Africa: Prevalence and Risk Factors - Madu, Teresa-Anne B.; Sylvester, N; Peltzer; Mashego, Karl (Journal of Psychology in Africa, 1997)
The authors investigated the prevalence and risk factors of childhood incestuous abuse in the Northern Province (South Africa). High School students in Standard 9 and 10 in representative High Schools in the province filled in a retrospective self-rating questionnaire in a classroom setting. Result shows that the overall prevalence is 15.2%. The risk factors are 'dwelling in a village', 'parents are unemployed or labourers', 'highest education of the father is below standard 6', 'natural biological mother was not living with participant until he/she was at least 16 years old', 'participant was leaving in a Group Home before he/she was 16 years old', 'participant did not feel loved or cared for by the parents/step/foster parents before he/she was 8 years old'. We recommend the above risk factors for' proper consideration while planning preventive strategies and campaign against childhood incestuous abuse, and therapy for victims in the province.
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Competing gender ideologies: a conceptual framework for the analysis of education amongst Batswana of Botswana, c.1840-c.1994 - Mafela, Lily (Pula: Botswana Journal of African Studies, 1997)
In both precolonial and Westerm forms of schooling, education was a crucial medium of construction and articulation of ideas concerning the role and behaviour of women. Precolonial education reproduced and maintained sharp differentiation in the division of labour. Socialisation and women's own internalisation of their role and position in society, upheld dominant male ideology and subordination of women. Under colonialism, missionary and colonial education renegotiated but did not fundamentally change the role and position of women. However, it inadvertently also provided women with ways to move out of the household sphere into the wider labour market, albeit as unequal participants. Missionary education strictly separated the sexes and rested on the continued association of women with Victorian notions of 'domesticity'. The concept of ideology is used in this paper to tease out and highlight the dynamics which have influenced and directed education among Batswana. Introduction precolonial and missionary concepts of gender were at times congruent and at times conflicting in their perception of men and women's changing roles in society. Although the Tswana precolonial notions of were also based on a strict division of labour, in the homestead-based economy of communal precolonial Tswana society, women's work was not confined to a private and domestic sphere of the home. It included public duties outside the home such as agricultural production and the gathering of wild fruit and vegetables. This widened the scope of women's activities and increased their socio-economic worth in precolonial communities. The specific Victorian ideology had distinct educational objectives for Tswana men and women. Western schools taught different subjects to boys and girls and prepared them for distinct socio-economic roles. The narrowly perceived Victorian notion of domesticity which was engendered in this process, affected Batswana women's lives in important ways. To some extent, the Tswana socio-cultural structures overlapped with Victorian perceptions of women's work, mainly in the sense that women were in each of these societies, associated with maternal and homemaking roles. However, the residual effects of these structures mediated missionary and colonial education and sanctioned Batswana womenis schooling, ensuring that they did not get fully domesticated. Moreover, there were distinct differences as well. For example, Batswana women, like other African women, were not confined to the narrow sphere of the home, as they performed other duties outside the home, such as cultivation of masimo (lands), collection of wild foods and building materials such as bojang (grass). Just as Batswana had selectively appropriated Christianising and civilising symbols, so with education too, they exercised this selectivity .. During the colonial era, missionaries continued to be responsIble for the education of Batswana alongside merafe schools, which were sponsored and run by merafe themselves However, with the granting of minimal funding to the financially beleaguered mission societies, the colo~ial government ,increasin~ly gaine~ co~trol over curriculum policy, more significantly III the late 1920 sand 30 s. The rejectIOn of the
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Characteristics of the heads of high schools in Swaziland and of the schools they manage - Magagula, Cisco M. (1997)
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Interorganizational linkages and their effectiveness in the operation of provincial high schools in Papua New Guinea - Maha, Api Cazaly (1997)
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The relationship between family background factors and scholastic achievement of children from single and two-parent families in the Mankweng Education Circuit of South Africa - Malehase, M. C. (1997)
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Mortality and Morbidity Patterns Associated with the October 12, 1992 Egypt Earthquake - Malilay, Josephine; Elias, Ibrahim Fayez; Olson, David R.; Sinks, Thomas; Noji, Eric K. (Natural Disaster Reduction, 1997)
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Contraception and Fertility in Zimbabwe: Family Planning Services and Education Make a Difference - Maluccio, John A.; Thomas, Duncan (1997)
Controlling for access to services, education is a powerful predictor of both fertility and contraceptive use, particularly among younger women, who have benefited from the large increase in education opportunities since independence.
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The Role of the Christian Church in Curriculum Development in Kenya: A Case Study of Cisret and Create Inservice Teacher Education Programs - Malusu, Joseph (1997)
A thesis Submitted in Fulfillment of the Requirements for the Degree of Doctor of Philosophy in Education Kenyatta University, 1997. LB 1731.M35
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Labour Supply, Returns to Education, and the Effect of Firm Size on Wages: the Case of Kenya - Manda, Damiano Kulundu (1997)
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A Preliminary Survey of Environmental Awareness in Some Secondary School Pupils in Zimbabwe - Manjengwa, Jeanette (1997)
For sustainable development to be effective there must be appropriate environmental education strategies which provide people with the necessary knowledge and attitudes and skills. This paper is based on exploratory research to establish the level of environmental knowledge, attitudes towards environmental issues, environmental activities and problem-solving skills of secondary school pupils in determining appropriate strategies for sustainable development. The methods used to obtain information include a questionnaire, a review of secondary sources including policy documents and the various syllabuses which contain aspects of environmental education, and interviews with officials at the Ministry of Environment and Tourism, the Ministry of Education and the Ministry of Higher Education. The questionnaire was administered to 555 Form 1 and Form 4 secondary school pupils at 8 secondary schools, 4 rural schools in Chirumanzu District, Midlands Province, and 4 urban schools in Harare. The questionnaire was designed to ascertain the knowledge, attitudes, activities and problem solving skills of pupils as regards a wide range of environmental issues in Zimbabwe. The research attempted to identify differences, if any, between Form 1 pupils and Form 4 pupils, and between those living in a rural environment and those living in an urban environment. The results revealed that although there was a relatively high level of environmental knowledge amongst the pupils, understanding and analysis of this knowledge was considerably lower, as were skills of solving environmental problems. Environmental activities such as tree planting were quite widespread. Form 4s scored much higher than Form Is, and generally, rural pupils did better than urban pupils. The interviews confirmed that there is no official policy on environmental education in Zimbabwe. The research concludes with a series of recommendations to enhance the status of environmental education, especially in secondary schools, in Zimbabwe, and to ensure that future generations possess the necessary knowledge, attitudes and skills to enable them to participate effectively in the sustainable development of Zimbabwe's natural resources.
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Namibian music and dance as ngoma in arts education. - Mans, Minette (1997)
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Environmental Education and Nigerian Students' Knowledge, Attitudes and Practices (KAP): Implications for Curriculum Development. - Mansaray, Ayo; Ajiboye, Josiah O. (International Journal of Environmental Education and Information, 1997)
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Multicultural Guidance and Counselling in Post-Apartheid South African Education - Maree, Jacobus G.; Sedibe, E. M. (Education and society (Melbourne), 1997)
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Long live the fresh air! Long live! Teaching and truth-telling about the environment in South Africa, 1986-96 - Martín, Julia (Scrutiny2, 1997)
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Women and Education in South Africa: Factors Influencing Women's Educational Progress and Their Entry into Traditionally Male-Dominated Fields - Martineau, Rowena (Journal of Negro Education, 1997)
Creating a system that provides quality education and training for all -young and old, regardless of race, class, or gender-is probably greatest developmental challenge facing South African government today. Women (and girls), particularly those of African origin, have been largely excluded from analyses of South African education. This article seeks to address this gap in literature by examining South Africa's educational progress generally and that of its women specifically, especially African women, along with a discussion of factors affecting education of women in South Africa and possibilities for future redress. INTRODUCTION Many in international community and in South Africa itself are still amazed by that country's transition from an apartheid regime to a multiparty, democratic state. Local and international leaders agree, however, that battle has only just begun. South African leaders currently face challenge of transforming their society into one in which all segments of population have truly equal access to resources and can fully participate in democratic process. Education is one of critical areas in need of change. Under apartheid regime, basic elementary and secondary education was not widely available to all. Indeed, with 19 redundant administrative structures, separate-but-unequal education was norm. As Republic of South Africa Department of Education (1995) notes in its first White Paper on Education and Training, post-democratic election period marks the first time in South Africa's history that government has mandate to plan development of education and training system for benefit of country as a whole and all its people (p. 2). Thus, it is not surprising that task of developing equitable educational policies is currently of primary significance. As South Africa's educators and educational policymakers wrestle with vestiges of a bureaucratically unwieldy and racially biased educational system, they must also strive to create a system that provides quality education and training for all South Africans-young and old, regardless of race, class, or gender. Indeed, redress of educational inequities is probably greatest developmental challenge facing South African government today. Gessler Nkondo, vice chancellor of historically Black University of Venda, has argued that process of empowerment for nation's African students should occur as a result of changing content of curricula, rather than on symbolic changes of structures. As he notes, [Only] having a few Africans in positions of power without changing rules of game would only guarantee frustration (quoted in Khosa, 1996, p. 5). A similar argument must be made for introduction of curricula that are gendersensitive, particularly in sciences, where presence of women' is minimal. In addition to inequities created by apartheid, gender-based discrimination has confronted Black women. This represents a trend that bears careful watching, given that it could easily lead to a system of gendered apartheid. To counter this trend, present article considers three broad areas of research on education for African women in South Africa: (a) primary and secondary education; (b) higher education; and (c) relationship between gender, education, and occupational opportunities. The available literature on first dimension is rather limited. Until recently, researchers practically excluded consideration of Black South Africans' early educational experiences, much less that of Black girls. The literature on higher education is more abundant, although likewise constrained by its focus on race and its near-exclusion of gender. In this area, several scholars have provided excellent critiques of inequities between South Africa's historically Black and historically White universities, but few have explored double jeopardy Black women have experienced in South African institutions of higher education. …
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Socio-Economic Backgrounds and Beliefs of University Student in Ghana - Martinez, C. (1997)
Chapter 1: Introduction Chapter 2: Methodology of Research Chapter 3: Literature Review Chapter 4: Data Gathered from Interviews... Chapter 5: Discussion of Findings Recommendation and Conclusion
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The impact of immigration on the anxiety, self-esteem and attitudes towards school and friends of South African immigrant children : a thesis in partial fulfilment of the requirements for the degree of Master of Arts in Psychology at Massey University - Mason, Lesleyanne (1997)
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Participatory learning and action to reduce women's workloads in east Africa - Masoy, Aloysia; Pridmore, Pat (International Journal of Educational Development, 1997)
This paper examines the multiple roles which women perform in their daily lives and considers how their heavy workloads impact on their own health and that of their children. It draws on the findings of a study carried out in Kenya and Tanzania to identify attitudinal and structural barriers to the reduction of women's workloads. It briefly contrasts this with the situation of women in the U.K. The study also demonstrates that an approach known as participatory learning and action (PLA) can be effective not only in raising awareness of women's workloads but also in influencing positive change in attitudes and behaviours, so that men and boys take on a greater share of the household tasks.
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Attrition of Low-Income, First Generation African-American Students at a Predominantly White, Urban University. - Masursky, Danielle (1997)
This paper describes a study in progress that is designed to examine the pressures that low-income, first generation African-American college students experience to leave college and the factors that help them stay in college, especially as the elements are related to Vincent Tinto's concept of social integration. It is planned to examine the experiences of 12 to 30 African-American students who originally enrolled at Temple University in Philadelphia, half of whom returned to school after their freshman year and half of whom did not return to Temple or any other educational institution. In-depth, focused interviews will be conducted with each participant. _The coding scheme is.expected to reflect the major concerns of the study--what background characteristics or activities have influenced students to attend, remain in, or leave college; what obligations outside the university environment are impacting students' college experience; and what elements of the college environment have positively or negatively influenced student persistence or attrition. (Contains 28 references.) (MDM) Reproductions supplied by EDRS are the best that can be made from the original document. Attrition of low-income, first generation African-American students at a predominantly white, urban university by Danielle Masursky PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY
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Critical issues in post primary education in Tanzania - Materu, Peter; Omari, I.M. (Papers in Education and Development, 1997)
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Nutritional Status of school children and some associated factors in Rupahgwaha irrigated scheme (Chiredzi Zimbabwe) - Matsvimbo, N (1997)
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The review and evaluation of maritime training and education systems in the light of new international convention in the United Republic of Tanzania - Mayagilo, Thomas Justine (1997)
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The World Bank, the language question and the future of African education - Mazrui, Alamin (Race & Class, 1997)
L'enseignement en Afrique est traverse par une contestation portant sur l'anglais d'une part et les langues indigenes d'autre part. Les langues africaines ont ete marginalisees par la pression colonialiste creant ainsi une repartition inegale du pouvoir entre les personnes selon les langues apprises. Seuls quelques pays (Somalie, Soudan, Ethyopie, Tanzanie) ont reussi a etendre l'enseignement des langues indigenes au-dela de l'enseignement primaire. L'A. presente l'ampleur de la contestation et la place de la Banque Mondiale dans les debats
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The Star-Spangled Dialectic: African Universities and the American Model of Higher Education - Mazrui, Alí A. (Journal of African Studies, 1997)
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Evaluation Report of All African Council of Churches Communication Training Centre - Mbindyo, JM; Okigbo, C. (1997)
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The musical legacy of Dorothy Love Coates : African American female gospel singer with implications for education and theater education - McAllister, Anita Bernadette (1997)
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Newspapers in education programmes and South African youth: a survey of the relationship between South African school-goers and newspapers in Esikhawini, Kwazulu-Natal - McComb, Roslin Vanessa (1997)
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Black Students, Black Colleges: An African American College Choice Model. - McDonough, Patricia M.; Antonio, Anthony Lising; Trent, James W. (Journal for a Just and Caring Education, 1997)
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Bilingual Education in South Africa: English and Afrikaans. - McEachern, William Ross (Reading Improvement, 1997)
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Education in Guinea-Bissau: Report on the Secondary and Tertiary Sectors in 1995 - McGuire, Harriet C. (1997)
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African-American identity, the quality of school life and academic achievement - McIntire, Michael James (1997)
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The Clash of Cultures: Learning Through English in Papua New Guinea - McLaughlin, Denis (Language, Culture and Curriculum, 1997)
When expatriate academics teach Papua New Guineans, there is often a cultural dynamic at play that is inconsistent with that operating in ‘Western’ universities. Insights into some of these issues, particularly language, may assist expatriates to restructure accepted assumptions about teaching and learning in English to more appropriately meet the needs of students from a different culture. This paper argues that language problems occur because students are educated in a language in which their teachers themselves lack facility. Moreover, in the Papua New Guinea context the learning problems with English are associated with a lack of equivalence between the concepts in the academic discourse and the students’ existing conceptual framework. Learning problems in English are more about concept acquisition than translation.
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Disconnecting education: language as a determinant of the quality of education in Tanzania: a critical rejoinder - Mekacha, Rugatiri D.K. (Journal of Linguistics and Language in Education, 1997)
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Correlates of effectiveness for white psychotherapists working with African American clients : multicultural competence, clinical experience, racial consciousness, multicultural training, and social experience - Menapace, Bruce (1997)
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Attention Deficit/Hyperactivity Disorder Among North Sotho Speaking Primary School Children in South Africa: Prevalence and Sex Ratios - Meyer, Anneke (Journal of Psychology in Africa, 1997)
This study presents a first attempt to conduct an epidemiological survey of Attention Deficit Disorder (ADHD) among primary school children in the Northern Province of South Africa. The main purpose of the study is to establish the prevalence rate of this disorder in samples of primary school children. More than two thousand North Sotho speaking children from six primary schools participated in the survey. Teacher rating scales based on DSM-IV were used. The results obtained are consistent in many aspects with those from previously published research. The usual differences of age and sex were found. Overall, these findings suggest that the prevalence of ADHD and instrument used for its assessment 'are not affected by cultural variables.
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Boundaries and quality : towards a national qualification framework for education, training and development practitioners in South Africa - Millar, Clive (1997)
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Pollution and degradation of African aquatic environments and consequences for inland fisheries and aquaculture: the case of the Republic of Zaire - Mino-Kahozi, K.; Mbantshi, M. (1997)
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The role of philosophy of education in teacher education in South Africa - Mkabela, Nokulunga Queeneth (1997)
Submitted to the Faculty of Education in fulfillment or partial fulfillment of the requirement for the degree of Doctor of Education In the Department of Philosophy of Education at the University of Zululand, 1997.
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Drought tolerance in African common bean genotypes - Mkandawire, A.B.C.; Benati, S.; Pankomera, D.; Lupwayi, Newton Z. (African Crop Science Conference Proceedings, 1997)
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Increasing access and equity in higher education-the role of open universities and distance education: the experience of the open university of Tanzania - Mmari, Geoffrey (1997)
Distance education can be defined as the means of bringing learning to students in their homes or localities which can overcome problems of geography and time.  In this chapter the author examines other important aspects of distance education which include flexibility in terms of mimimum and maximum period of study before a qualification can be obtained as well as modularization of courses.  Distance education institutions of higher learning fall into three main categories. Category one covers those devoted 100% to teaching by this method. These are called single mode institutions which cover open universities. Category two covers those using both approaches i.e. conventional and distance. These are called dual mode institutions. Category three covers those which allow students to do some of their courses by distance and others by conventional methods. These could be called the mixed mode.  The title of this paper therefore is devoted to higher education by distance methods in institutions that are primarily single mode. Discussion which follows will indicate, however, that all three modes can be considered as part of the strategy of making higher education available to students by the distance approach.
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Source and evolution history of some Mesozoic alkaline volcanics in the Eastern Desert of Egypt: inference from petrology and geochemistry - Moghazi, A.M.; Hassanen, M. A.; Mohamed, F.H. (Journal of African earth sciences (1994), 1997)
Geological and geochemical data on three occurrences of intraplate Mesozoic volcanics in the Eastern Desert of Egypt are presented. The rock types range from alkali olivine basalts to trachytes and mostly occur in the form of dykes and plugs. The basalts exhibit a phenocryst assemblage of olivine + clinopyroxene + plagioclase + titanomagnetite. Their normalised trace element patterns and elemental ratios (e.g. Th/Nb and Rb/Sr) are very similar to those of ocean-island basalts. Such trace element characteristics suggest that the asthenosphere is the main source of these rocks and their compositional variation can be attributed to limited crystal fractionation. The high LILE/HFSE ratios observed in these basalts are attributed to relatively low degrees of partial melting of their asthenospheric source. Based on their chemical composition, the basalts and trachytes are two distinct groups. However, the mineralogical composition and geochemical modelling suggest that the less evolved trachytic magma represents the product of 60–70% fractional crystallisation of an alkali olivine basaltic parent by the separation of olivine, clinopyroxene, plagioclase and FeTi-oxides. The generated trachytic melt evolved by fractional removal of clinopyroxene, plagioclase, K-feldspar and magnetite to produce the silicic members of the trachytic rocks. Des données géologiques et géochimiques de trois occurrences de roches volcaniques intraplaques mésozoiques en provenance du Désert Oriental de l'Egypte sont présentées. Les types de roche variant de basaltes alcalins à olivine à` des trachytes et, le plus souvent, se présentent sous forme de dykes et de pointements. Les phénocristaux des basaltes sont l'olivine, le clinopyroxène, le plagioclase et la titanomagnétite. Les allures des éléments en trace normalisés ainsi qua les rapports de certains éléments (p.ex. Th/Nb et Rb/Sr) de ces roches sont très similaires à celles des basaltes d'îles océaniques. De telles signatures géochimiques suggèrent que l'asthénosphère est la source principale de ces roches. La variation de composition peut être attribuée à une cristallisation fractionnée limitée. Les rapports LILE/HFSE élevés observés dans ces basaltes sont attribués à des taux relativement bas de fusion partielle de la source asthénosphérique. Du point de vue composition chimique, les basaltes et les trachytes montrent deux groupes différents. Toutefois, la composition minéralogique et la modélisation géochimique suggèrent qua le magma trachytique moins évolué correspond aux produits de cristallisation fractionnée à 60–70% d'un magma parental basaltique alcalin à olivine par séparation d'olivine, de clinopyroxène, de plagioclase et d'oxydes FeTi. Le liquide trachytique ainsi généré a évolué par separation fractionnée des cristaux de clinopyroxène, plagioclase, feldspath-K et magnétite pour donner les membees saturés des roches trachytiques.
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Primary education officers and instructional leadership in Botswana - Moletsane, Nelson T.; Hopkin, A.G. (Mosenodi, 1997)
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[Preliminary survey of a school health program implementation in Guinea]. - Montresor, Antonio; Urbani, CarloE; Camara, B.; Ab, Bha; Albonico, Marco; Savioli, Lorenzo (PubMed, 1997)
The Sectorial Adjustment Education Program implemented in Guinea by the Ministry of Pre-University Education in 1995 includes health-related measures. An important part is the fight against parasitosis and in particular against intestinal helminth infection which has been shown to impair cognitive function in school children. In order to obtain data for this purpose, a survey was carried out in 7 subprefectures across the country. A total of 1,649 children were examined to determine the prevalence in each school of macroscopic hematuria-related schistosomiasis and of various intestinal helminthiasis in stools. In 1468 of these children blood tests were also made to measure hemoglobin levels and detect malarial hematozoons. Overall prevalence rates were 60.0% for soil-transmitted nematodes, 9.1% for urinary schistosomiasis, 57.6% for blood plasmodium, and 57.0% for anemia. Hemoglobin levels were lower in children presenting plasmodium, multiple parasitic infection, and high ankylostoma burdens. Prevalence rates varied widely between regions indicating differences in therapeutic measures. In two villages more than 200 children not attending school who had been informed by school children were treated. This word-of-mouth effect shows that school health programs are also useful to reach children outside the school health system.
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The challenge of providing appropriate technology education in the new South Africa - Morshuizen, Kaye Ter (The Journal of Design and Technology Education, 1997)
As South Africa moves forward with its educational reforms , the Techno l ogy 2005 Project , based i n Natal province, i s focus i ng on developing technology education for all pupils . Teacher training is one of the prime objectives of the project and the project deve l opers are working hard to create training programmes. This article outlines the background to the implementation of technology in the South African National Curriculum and shows a case study which is one example of the project's work to date.
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Eritrea Education Sector Support Programme: Annual Sector Review Agreement - Mortensen, Knud; Vagnby, Bo (1997)
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THE EFFECTS OF ECONOMIC INCENTIVES IN CONTROLLING POLLUTION IN THE SOUTH AFRICAN LEATHER INDUSTRY - Mowat, Shaun Phillip; Antrobus, G.G.; Fraser, Gavin (Agrekon, 1997)
Pollution of the environment is becoming an increasingly serious problem. A large contributor to this is industry which generates effluent as a by-product of its production process. Two methods of controlling the pollution generated by industry are the so-called “command and control” techniques and economic incentives. In theory, economic incentives promise a more economically efficient and equitable means of pollution control. This paper sets out to ascertain whether this would hold in practice by applying environmental economic theory to the practical problem of controlling the effluent generated by one particular industry, viz the South African leather industry. DIE UITWERKING VAN EKONOMIESE INSENTIEWE OP DIE BEHEER VAN BESOEDELING IN DIE SUID-AFRIKAANSE LEERBEDRYF Omgewingsbesoedeling word 'n toenemend ernstige probleem. Een groot bydraer is nywerhede wat afvalwater as 'n neweproduk van die produksieproses genereer. Twee metodes waardeur die besoedeling deur nywerhede gegenereer kan word is die sogenaamde beveel en beheer tegnieke en ekonomiese insentiewe. In teorie beloof ekonomiese insentiewe om ekonomies meer doeltreffend en ewewigtige metodes van besoedelingsbeheer te wees. Hierdie referaat poog om te bepaal of dit in die praktyk waar sal wees deur omgewings-ekonomie teorie toe te pas op die praktiese probleem van van die afvalwater wat deur een besondere bedryf, nl. die Suid-Afrikaanse leerbeeryf gegenereer word.
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Perceptions of the Zimbabwe merit pay system for school teachers: an exploratory study - Mpofu, Elias (Zimbabwe Journal of Educational Research, 1997)
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Learning African Languages Utilizing Digital Technologies - Mugane, John M. (Africa Today, 1997)
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Learning African Languages With Evolving Digital Technologies - Mugane, John M. (Africa Today, 1997)
New digital technologies offer exciting possibilities for innovation in African language instruction. Teaching pedagogies-methods and approaches-evolve rather slowly when compared with technology. Indeed, there is a widening gap between content and the tools used to acquire it. Separation of the substance of language from technology prevents both instructors and students from fully appreciating the possibilities technology presents and the values that can be derived from it. The instrumental approach to technology proposed here, however, allows students to use computers with the supportive assistance of instructors as facilitators. The elaboration of language content offers especially promising opportunities for collaboration among Africanists and the realization of collective ambitions. Collaboration could lead to the emergence of multiple language databases that would articulate how Africans view themselves, Africa, and the rest of the world. Proceeding from a strong belief that technology should be nonintrusively present in the classroom, the Stanford Swahili project1 was begun with funding from the Consortium of Language Teaching and Learning. The project's main purpose is to develop technologically innovative materials (including rich browsing opportunities) that would be consonant with learning theory, build on student initiative and creativity, and satisfy both pedagogical and exploratory needs.
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New technologies and the future of communication education in Africa - Muhammad, Bala A (1997)
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The Zambia National Correspondence College :an evaluation of its role in the provision of secondary and vocational education to school-leavers and adults. - Mulenga, Freda Mutale Mupepa. (1997)
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Evolving policy in higher education in South Africa with particular reference to quality assurance - Muller, Anne C. (1997)
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The law relating to water pollution control in Kenya - Mumma, Albert O (1997)
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A study of theological education in Africa inland church-Kenya: - Mumo, Peter Mutuku (1997)
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The Prevalence Of Proteinuria, Haematuria, Other Urinary Abnormalities And Hypertension In Secondary School Students In Nairobi, Kenya - Muraguri, P W; Kayima, J K; McLigeyo, Seth O. (1997)
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Students’ Dropout in Continuing Education: A Namibian Case Study - Murangi, Vekaama Heroldt (1997)
This study was undertaken in Namibia, to determme causes for student dropouts m continuing education face-to-face centers. The utilized sample in the study consisted of one hundred and seventy learners (including both current & non-continuing learners), and sixty tutors. In this context, dropout refers to those students enrolling for a course (Grade 10, Standard 10) at face-to-face centers and discontinuing their studies before completing the entire course. It is required from all learners to attend classes regularly before they can sit for the final external examination taking place annually in October or November. Chapter 1 of the study gives a general overview of the dropout problem as it occurs in many nonformal educational settings, and specifically to the context in Namibia. In addition, the chapter includes the research questions which guided the study, and defines a few terms consistently used in the study. Chapter 2 of the study gives a synopsis of the historical background of programs aimed at improving or supplementing the educational qualifications of students during the period preand post-independence, 1990. In dealing with the historical background literature specifically on the activities of the Namibian Extension Unit, the Council of Churches in Namibia, and the former and current government education systems is reviewed. Furthermore, the study reviews literature on the theoretical models on student attrition developed by other researchers. Chapter 3 of the study outlines the research process, emphasizing the data gathering instruments used in the study. Interviews, observation, and questionnaires were used in collecting
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Influence of communication program on weekly iron supplementation in Tanzanian adolescent school girls - Muro, Grace S. (1997)
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Opportunity-to-Learn Issues Common to South Africa and the United States - Murray, Gloria J. (Journal of Negro Education, 1997)
Among the many educational dilemmas the United States and South Africa share in common, this article highlights two: disparities in school funding and school dropout. The twist, however, is that in South Africa, the majority population has borne the brunt of educational segregation, discrimination, economic exploitation, and deprivation based on racial/ethnic differences; while in the US., minority groups suffered these inequities. Nonetheless, the author maintains that the similar challenges each nation faces to improve education can be addressed by identifying the important educational lessons both can learn from each other. Comparisons of student achievement in the United States with that of students in other economically advanced nations raise legitimate concerns for educators and politicians. For example, as early as 1983, educational policymakers in the U.S. were jolted with the issuance of the A Nation at Risk report, which underscored the poor performance of U.S. schoolchildren compared to the performances of children from other economically advantaged nations (National Commission for Excellence in Education, 1983). However, such comparisons, before and since, must be evaluated in light of both the social histories and the recent demographic changes that shaped and are rapidly reshaping the nature of the U.S. student population, their families, and society at large. Among developed nations, South Africa and the U.S. share many characteristics in common. The election of African National Congress (ANC) leader Nelson Mandela as president of South Africa in 1994 exposed to the world apartheid's deliberate and systematic denial of education to the majority of the South African population. Forty years earlier, the U.S. Supreme Court decision in Brown v. Board of Education of Topeka, Kansas (1954) uncovered and legally ended the then-accepted practices of racial segregation and discrimination in that nation's schools. Presently, similar issues confront both countries, including the fragmentation of their educational systems, low student achievement, disproportionate levels of child poverty, and multiple and often conflicting demands on a strained economy. These challenges are associated with other social problems and demand immediate attention, yet they manifest differently due to the racial mix evident in the two nations' populations. In South Africa, it is the majority that has suffered discrimination due to that country's apartheid system of rigidly enforced racial separation. In the U.S., the minority has suffered at the hands of Jim Crow systematic segregation and second-class citizenship. As a result, many of the decisions and concerns about education in both nations historically been racially motivated. In both, these decisions and concerns favored White students over disadvantaged Black students and other students of color. Race and class touched and polarized almost every aspect of the human experience in the U.S. and South Africa. Over time, the separate but unequal educational experiences wrought by both nations' discriminatory policies created a significant gap between the races and people of various ethnic groups as well as between rich and poor. Several U.S. and South African studies found that student achievement, and consequently employment readiness, are correlated, to some degree, with the serious disparities in the funds available to different school systems (Hanushek, 1994; Kozol, 1991; Nkabinde, 1997). The gap between educational haves and have nots has jeopardized the academic achievement and the future of all children in these two countries. In both, there is an urgent need to reconcile school funding policies that privilege one group of students to a better educational experience because they are members of a certain racial/ ethnic group or class or live in one area of a country. This is especially important when those advantages accrue at the expense of students who belong to other groups or classes or who live in other regions. …
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What can we learn from the epjdemic of schizophrenia in African-Caribbeans in the UK? - Murray, Robin M.; Hutchinson, Gerard; McKenzie, Kwame; Os, Jim van (Schizophrenia research (Print), 1997)
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African American Women and Education: Marita Bonner's Response to the "Talented Tenth." - Musser, Judith (Studies in short fiction, 1997)
Alain Locke's call for New Negro and W. E. B. Du Bois's classification of the Talented Tenth created a myriad of creative interpretations during Harlem Renaissance, especially by women writers. Marita Bonner's work responds to need for an examination of lives of characters who must cope with economic hardships, discrimination, deterioration of family relationships, illnesses that are particular to urban life, new religious communities, and multi-ethnic neighborhoods within urban settings. Her themes are unique in comparison to stories written by other African American women., She is only Harlem Renaissance woman to write short stories set in Chicago. Although she follows African American women's writing tradition in portraying women as her main characters, these women are not independently strong, not individualized and not triumphant. She avoids any autobiographical elements from her distinctive childhood. She adheres to a social-realist mode of writing about multi-ethnic Chicago, an environment that directs not only her themes, but her craft as well. Her stories present a unique perspective on struggles of those twentieth-century African Americans who live outside Mecca of art in Harlem, who do not live in all-African American rural communities, who must face a completely different set of Jim Crow laws from those of post-Civil War South, and whose daily existence depends on economic prosperity of Midwestern industry. In particular, several of Bonner's short stories reflect often overpowering barriers that African American women faced when they attempted to follow Harlem Renaissance's call for self-improvement through education. Locating Bonner in history of African American writing is essential to understanding both her short fiction and sociological map of Renaissance era. She lived during Harlem Renaissance, published in two of leading African American journals (Opportunity and The Crisis), participated in writing groups such as Georgia Douglas Johnson's S Street Salon,(1) and lived in three urban setting's (Boston, Washington, DC and Chicago) that were centers for vigorous African American reform activities. She was a contemporary of such well-known women Renaissance writers as Zora Neale Hurston,(2) Jessie Fauset, Nella Larsen, Alice Dunbar-Nelson, Gwendolyn Bennet, Dorothy West, and Ann Petry. She was most prolific woman short story writer for Opportunity, publishing seven short stories whereas average for other women writers was one to two stories. Compared to male short story writers, Bonner's total publication number for Opportunity was exceeded by only two--Henry B. Jones and John Frederick Matheus, who each published nine stories. Until at least 1987, Bonner was unknown to contemporary readers. With publication of her works in Beacon Press Black Women Writer's series,(3) her short stories have begun to appear in anthologies.(4) Not surprisingly, scholarship on Bonner has been slight. Cheryl Wall's more recent book Women of Harlem Renaissance discusses Bonner's essay On Being Young--A Woman--and Colored. Joyce Flynn's brief introduction to Bonner's works provides only summaries of her short stories. More has been written on her three plays--The Pot Maker: A Play to Be Read (published in Opportunity 5 [Feb. 1927]), The Purple Flower (published in The Crisis 35 [Jan. 1928]), and Exit, an Illusion: A One-Act Play (published in The Crisis 36 [Oct. 1929]). Bonner's pre-publication life is important when one considers her presentation of education in lives of her characters.(5) She does not incorporate her own family into her stories,(6) and she does not draw on her own early personal experiences for plots, settings and themes. The violence and poverty of inner-city life found in her stories are not part of her early life experiences. In fact, her childhood and education could be considered privileged. …
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An evaluation of theological education by extension seminar discussions in selected Christian denominations in Kenya - Musyoka, Benjamin Mwange (1997)
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How Tanzania secondary school teachers react to students' interlanguage: focus on the treatment of errors in written work - Mwaseba, Jackson Jairos Mbwani (1997)
Available in print form, East Africana Collection, Dr. Wilbert Chagula Library, (THS EAF LB1631.T3M8)
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Diversity in Education; Respect for Language Minorities – the case for Kenyan sign Language as a medium of Instruction in schools for deaf in Kenya - Mweri, George Jefwa (1997)
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Vocational Education and the African American Experience: An Historical and Philosophical Perspective. - Nall, Hiram (The Journal of Intergroup Relations, 1997)
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Measuring Access to Family Planning Education and Services for Young Adults in Dakar, Senegal - Naré, Christine; Katz, Karen; Tolley, Elizabeth E. (1997)
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The attitude of traditional 'ulama' to Muslim female education in Nigeria - Nasiru, W.O.A. (1997)
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Creative Instability: The Case of the South African Higher Education System - Ndebele, Njabulo S. (Journal of Negro Education, 1997)
South Africa's historically disadvantaged institutions of higher education (HDIs), which collectively admit the largest number of Black South Africans in higher education, were major sites of student anti-apartheid revolts. Their administrative and academic functions became unintended victims of this struggle. Sustained political activity by student-worker alliances on many campuses resulted in fragile and unstable administrative systems. As this lecture presentation excerpt posits, these unstable conditions are not likely to disappear soon. Thus, the major challenge facing South African HDIs in a new democracy is that of developing the capacity to effect major institutional reform while successfully managing instability. Professor Charles Dlamini, Vice Chancellor of the University of Zululand, recently shared some literary memories at a gathering of vice chancellors of South African historically disadvantaged institutions (HDIs) of higher learning who were grappling with issues of strategic planning on their respective campuses. In his inimitable way, he reminded those of us in attendance of the opening paragraph of Charles Dickens's (1859/1952) novel, A Tale of Two Cities, which never loses its rhetorical appeal: It was the best of times; it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair. We had everything before us, we had nothing before us. We were all going direct to Heaven, we were all going direct the other way. (p. 21) Having drawn by analogy a picture of a bygone era he suggests is closely characteristic of our own times, Professor Dlamini rounded out his analogy with a reference to a wellknown African American spiritual: Nobody knows the troubles I've seen.... / Sometimes I'm up/Sometimes I'm down.. . Thus he concluded his comments about the life of a vice chancellor in these best and worst of times in South Africa. have unwittingly introduced the concept of historically disadvantaged institutions. They are, however, the specific subject of this lecture, as believe that the discussion of them-and the image we may have of them within the South African higher education system-must now no longer be defined by the limitations of their political history. In this we are called upon to make a special effort mind and imagination. say this knowing fully that any discussion of the contemporary situation in South Africa should always be informed by a knowledge of our history. These institutions are currently building bridges over rivers that are a continuously raging torrent of water. Often the rivers break free of their banks, threatening to wash away everything on shore. Moments of calm are few and far between, yet the bridges have to be built. All of us have to reach the other side. Yet, there are other institutions within the South African higher education environment that built their bridges long ago. Do they still remember what it was like to build those bridges, or have they forgotten some vital matters about which they may unwittingly choose to be silent? The words of the poet T. S. Eliot are worth remembering in full in this regard. To quote Eliot: I do not know much about gods, But think that the river is a strong brown god Sullen, untamed and intractable. Patient to some degree, at first recognised as a frontier; Then only a problem confronting the builder of bridges. The problem once solved, the brown god is almost forgotten By the dwellers of cities-ever, however, implacable, Keeping his seasons and rages, destroyer, reminder Of what men choose to forget. (p. 205) Forgetfulness may be an unintended result of achievement. That happens when achievement signals the end of experience, when the collective identity of successful societies becomes locked into the sense of their own achievement and it becomes almost impossible for them to see new possibilities beyond. …
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Dental health awareness and practice among secondary school children in Enugu, Nigeria - Ndokwelu, Etisiobi (DOAJ (DOAJ: Directory of Open Access Journals), 1997)
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The Changing Attitudes to Primary School Christian Religion in Kenya - Ndungu, Nahasho W (1997)
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An examination of the experiences and coping strategies of African students at predominantly White institutions of higher education in the United States - Nebedum-Ezeh, Georgina Chizoba (1997)
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Entrepreneurship Education as a Strategic Approach to Economic Growth in Kenya. - Nelson, Robert E.; Johnson, Scott D. (Journal of Industrial Teacher Education, 1997)
For the past 10 years, small enterprise development has been identified as a priority area in development policy in general, and in Africa in particular. There is now considerable experience among international donor agencies with interventions aimed at the development of the small enterprise sector. Increasingly, small enterprise development is regarded as crucial to the achievement of broader objectives such as poverty alleviation, economic development, and the emergence of more democratic and pluralistic societies. The trend in recent years has been to target a greater proportion of international aid resources to small enterprise development (Working Group on Business Development Services, 1997). International donor agencies such as the World Bank, United Nations Development Program, and the African Development Bank have identified the small enterprise sector as a key to development in African countries and have financed a number of projects to encourage the section to grow. In addition, Sweden (SIDA), Germany (GTZ), Great Britain (ODA), and the United States (USAID) are supporting small enterprise development in African countries through their international aid programs. For example, the ODA's financial support of small enterprise development has increased in Africa from approximately $ .5 million in 1992-93 to $16.2 million in 1996-97. Within the United Nations system, the International Labor Organization (ILO) and the United Nations Industrial Development
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The African American Education Data Book. Volume I: Higher and Adult Education. - Nettles, Michael T.; Perna, Laura W. (1997)
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The African American Education Data Book. Volume I: Higher and Adult Education. Executive Summary. - Nettles, Michael T.; Perna, Laura W. (1997)
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The African American Education Data Book. Volume II: Preschool through High School Education. Executive Summary. - Nettles, Michael T.; Perna, Laura W. (1997)
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The African American Education Data Book. Volume III: The Transition from School to College and School to Work. Executive Summary. - Nettles, Michael T.; Perna, Laura W. (1997)
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The Failure of Language Policy in Tanzanian Schools. - Ngonyani, Deo (Social Education, 1997)
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The effects of policy marginalization on the implementation of a curriculum innovation: A case study of the implementation of education with production in Zimbabwe - Nhundu, Tichatonga J. (Journal of Curriculum Studies, 1997)
This paper reports the findings of a case study of the implementation of the education with production ewp curriculum reform 13years after it was first introduced in eight pilot schools in Zimbabwe. The findings of the study show that education with production was introduced as top-down curriculum reform and that a nongovernmental organization, set up to experiment with the innovation and spread the idea to other schools using a stepwise approach, lacked decisional power over personnel matters. The study also found that erratic in-service training, periodic staff transfers, lack of equipment and incentives, and lack of autonomy and independent power for the implementing organization further inhibited effective implementation. In addition, the policy of education with production became marginalized at the national education planning level because of changing socio-political priorities combined with negative dispositions of education planners. Finally, ewp found itself in unfair competition with the traditional academic curriculum because the economic rewards, societal values and attitudes and the examination system did not promote the implementation of education with production. The paper concludes by making several suggestions on the implementation of education with production in Zimbabwe.
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Early, late and non-participants in sexual intercourse: A profile of black South African first-year university students - Nicholas, Lionel; Tredoux, Colin (International Journal for the Advancement of Counselling, 1997)
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Factors influencing parents' choice and purchase of clothing for pre-schoolers in Kenya: implication for exercise - Njororai, Fletcher Injede; Njororai, W. W. S. (1997)
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Sport facilities and equipment in primary schools in Kenya - Njororai, W. W. S.; Gathua, S. M. (1997)
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Physical education and sport in primary schools in Kenya: the case of central province - Njororai, W. W. S.; Gathua, S. M.; Owiye, R. (1997)
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The development of a prototype induction model for the teaching profession in Botswana - Nleya, Setoki; Paul, Tanusree; Maseko (Mosenodi, 1997)
This paper presents both a generalised model of induction and a prototype induction model specifically designed for the teaching profession in Botswana. During the two year probationary period, which is required of every teacher at all levels in Botswana, no structured procedures are laid down regarding their induction. Research has documented that teachers face many problems during these early years of teaching and that it is during this period that the Newly Qualified Teachers (NQTs), need support and guidance so as to gain confidence in the decision making processes and general professional matters. The proposed induction model is therefore intended to provide the necessary guidelines regarding the induction of NQTs in Botswana. The induction model was developed largely from a literature search on the induction of NQTs. Some piloting of the induction model items has been conducted and a validation study (pre-testing) of the model is in progress.
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Sexual discourse in the context of AIDS: dominant themes on adolescent sexuality among primary school pupils in Magu district, Tanzania - Nnko, Soori; Pool, Robert (Health transition review, 1997)
School pupils in Tanzania have been identified as a risk group for HIV/AIDS, so a large part of TANESA's anthropological research is aimed at charting and understanding forms of sexual risk behaviour among adolescents with a view to influencing change. This study presents the dominant themes of sexual discourse among adolescent primary school pupils in Magu district along the south-eastern shores of Lake Victoria in Tanzania. The themes are: love and sex; sexual desire; money and rewards; and deception. The fear of pregnancy also emerges as a dominant theme. Because of the nature and extent of their sexual relationships, school pupils will be increasingly exposed to the risk of HIV and STD infection. This is exacerbated by the lack of condom availability and the proscribed nature of sex (and therefore condom use) among primary school pupils. Methods: role play Because it is difficulty to study sexual behaviour directly, we decided to use discourse analysis. We started by recruiting two ex- primary school pupils who in collaboration with us, interviewed their fellow pupils. During the preparatory phase the two 'peer' researchers visited all 1 1 primary schools in Kisesa ward, Mwanza town. Pupils from six schools near the workshop venue were selected for the narrative research. During the Christmas break we
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Drought tolerant barley genotypes for rainfed areas in Egypt - Noaman, M. M.; Asaad, F. A.; El-Sayed, Ahmed A.; El-Bawab, A.M.O. (Egyptian Journal of Agricultural Research, 1997)
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Some Effects of Culture-Referenced Topics on the Writing Performance of African American Students. - Norment, Nathaniel (Journal of Basic Writing, 1997)
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The African Experience with Higher Education - Nwauwa, Apollos O.; Ajayi, J. F. Ade; Goma, Lameck K. H.; Johnson, G. Ampah (Canadian Journal of African Studies, 1997)
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A study of leadership qualities of principals of good secondary schools in Imo State, Nigeria - Nwogwugwu, Emmanuel Chinonye (1997)
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Education of the girl child with visual impairment in Kenya and Malawi integrated programmes - Nyaga, G (1997)
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Soil erosion and sedimentation as agents of water pollution in western Kenya - Nyangaga, J. (1997)
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Gardens in the Gambia: A Study on Women Gardens and School Gardens - Nystrom, Johanna; Åsman, Karolina (1997)
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Dispositions Toward (Collective) Struggle and Educational Resilience in the Inner City: A Case Analysis of Six African-American High School Students - O’Connor, Carla (American Educational Research Journal, 1997)
For more than 20 years, researchers have shown that the recognition of a limited opportunity structure on the part of marginal youth circumscribes their optimism toward the future and hence increases their likelihood of disengaging from school. This article, however, focuses on six, low-income, African-American adolescents who expected to realize their ambitions and were high achieving, all the while articulating an acute recognition of how race and class (and, in two cases, gender) operated to constrain the life chances of people like themselves. These students’ familiarity with struggle, including collective struggle, was the only biographical factor which distinguished them from the other respondents in the larger project of which they were a part. Thus, in contrast to the findings of some, their knowledge of struggle did not curtail their academic success but may have contributed to their sense of human agency and facilitated their academic motivation. Because this knowledge derived from their interaction with significant others, this article also maintains that the meanings that arise from immediate experiences and discourses are essential for understanding the diverse ways by which marginal people interpret and respond to their subjugation.
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Dispositions toward (Collective) Struggle and Educational Resilience in the Inner City: A Case Analysis of Six African-American High School Students - O’Connor, Carla (American Educational Research Journal, 1997)
For more than 20 years, researchers have shown that the recognition of a limited opportunity structure on the part of marginal youth circumscribes their optimism toward the future and hence increases their likelihood of disengaging from school. This article, however, focuses on six, low-income, African-American adolescents who expected to realize their ambitions and were high achieving, all the while articulating an acute recognition of how race and class (and, in two cases, gender) operated to constrain the life chances of people like themselves. These students’ familiarity with struggle, including collective struggle, was the only biographical factor which distinguished them from the other respondents in the larger project of which they were a part. Thus, in contrast to the findings of some, their knowledge of struggle did not curtail their academic success but may have contributed to their sense of human agency and facilitated their academic motivation. Because this knowledge derived from their interaction with significant others, this article also maintains that the meanings that arise from immediate experiences and discourses are essential for understanding the diverse ways by which marginal people interpret and respond to their subjugation.
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Detached harmonies : a study in/on developing social processes of environmental education in eastern southern Africa - O’Donoghue, Rob (1997)
Long-term social processes are explored to examine the shaping of environmental education in eastern southern Africa. The study opens with early Nguni social figurations when 'to conserve was to hunt.' It then examines colonial conservation on the frontiers of imperial expansion and developing struggles for and against wildlife preservation. These processes shaped an inversion of earlier harmonies as declining wildlife was protected in island sanctuaries of natural wilderness and 'to conserve was not to hunt.' Inside protected areas, conservation management struggles shaped new harmonies of interdependence in nature, enabling better steering choices in developing conservation science institutions. Here more reality congruent knowledge also revealed escalating risk which was linked to a lack of awareness amongst communities of 'others' outside. Within continuing conservation struggles, education in, about and for the environment emerged as new institutional processes of social control. The study examines wilderness experience, interpretation, extension, conservancies and the development of an environmental education field centre, a teacher education programme and a school curriculum. Naming and clarifying the emergent education game for reshaping the awareness and behaviour of others is examined within a developing figuration of environmental education specialists. Particular attention is given to academic and statutory processes shaping environmental education as a field of objective principles and rational processes within modernist continuities and discontinuities into the 1990's. An environmental education field centre, an earth-love curriculum and research on reserve neighbour interaction are examined as political sociologies developing within a declining power gradient and wide ranging socio-political change. Into the present, a final window on a local case of water pollution examines shifting relational dynamics revealing how environment and development education models of process may have little resonance amidst long-term socio-historical struggles and shifting controls over surroundings, others and self. A concluding review suggests that grounded critical processes engaging somewhat blind control over surroundings may yet reshape self-control and social control amongst others. The trajectories of these clarifying struggles must remain open-ended as sedimented myth and memory is reshaped within ongoing processes of escalating risk and global intermeshing.
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Book Review: Mill Hill Fathers in West Cameroon: Education, Health, and Development, 1884–1970 - O’Neil, Robert J. (International bulletin of missionary research, 1997)
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Effect of Crude Oil Pollution on a Freshwater Stream in Nigeria - Obire, O.; Okudo, I V (Discovery and Innovation, 1997)
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Bilingual Education in Africa: An Overview - Obondo, Margaret (1997)
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Air and odour pollution in the city of Nairobi, Kenya - Obudho, A.R. (1997)
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School Mathematics in Nigeria. - Ochepa, Isa A. (Mathematics in School, 1997)
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Student struggles in tertiary education in South Africa during the 1980s. - Odhav, Kiran (1997)
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Access, Quality And Efficiency In Education In Kenya - Odipo, G; Abagi, O (1997)
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HIV/AIDS Awareness among secondary school youths in Enugu Nigeria - Ofoegbu, EN (DOAJ (DOAJ: Directory of Open Access Journals), 1997)
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Post-Impact Syndromes and Drought Response Strategies in Sub-Saharan Africa - Ogallo, Laban (Journal of African Studies, 1997)
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Climate Change: An Ethical Perspective in Potential Impacts of Climate Change in Kenya - Ogutu, Gilbert E. M. (1997)
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Students' Union Courts as Arbitral Tribunals in Nigerian Law: The Case of the University of Nigeria - Okafor, Obiora Chinedu (1997)
In a recent ruling, a Nigerian High Court ordered that proceedings brought before the court, by a student who was aggrieved by his impeachment from the position of President of the Students' Union of the, University of Nigeria, be stayed pending the determination of the dispute by the Judicial Council of the Union. This article considers the legal basis for this ruling and argues that the court has in effect determined that the student courts that operate in a number of Nigerian higher-institutions enjoy the status of arbitral tribunals under Nigerian law. 'The article also argues that, if the first argument is correct, one consequence would be that legal practitioners may be able to contribute to the decongestion of the regular courts by a more frequent use of the power of the High Court to stay its proceedings and thus encourage the use of student courts to settle intra-union disputes.
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Students' Union Courts as Arbitral Tribunals in Nigerian Law:The Case of the University of Nigeria - Okafor, Obiora Chinedu (Social Science Research Network, 1997)
In a recent ruling, a Nigerian High Court ordered that proceedings brought before the court, by a student who was aggrieved by his impeachment from the position of President of the Students' Union of the, University of Nigeria, be stayed pending the determination of the dispute by the Judicial Council of the Union. This article considers the legal basis for this ruling and argues that the court has in effect determined that the student courts that operate in a number of Nigerian higher-institutions enjoy the status of arbitral tribunals under Nigerian law. 'The article also argues that, if the first argument is correct, one consequence would be that legal practitioners may be able to contribute to the decongestion of the regular courts by a more frequent use of the power of the High Court to stay its proceedings and thus encourage the use of student courts to settle intra-union disputes.
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The need for university education for African priests - Okolo, Chukwueloka (AFER, 1997)
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Evaluation Of The Status Of Teaching And Use Of African Languages In Higher Eduction Accra - Okombo, Dancan Okoth (1997)
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Trends in Women Education: An Analysis of Primary, Secondary, and University Enrollment in Nigeria (1984-93) - Okoye, Asun C.F.; Baklit, C.O. (1997)
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Short note on the teaching of cultural resources management at the University of Nigeria, Nsukka - Okpoko, Pat Uche (West African journal of archaeology, 1997)
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Reproductive Knowledge, Attitudes and Behaviour of Secondary School Students in Akure, Nigeria - Oladapo, Margaret Moyosola; Brieger, William R. (International quarterly of community health education (Print), 1997)
Adolescents are subject to many life changes as their secondary sexual characteristics emerge. Contrary to parents' and society's wishes, these young people are more sexually active then previous generations and thus at greater risk of unwanted pregnancies, sexually transmitted diseases, and related problems. Adolescents enrolled in school have the potential opportunity to learn ways to prevent these reproductive and sexual health problems, but there is concern whether schools are living up to this challenge. Therefore, this study was designed to learn whether adolescents in secondary school in the Ondo State capital of Akure have reproductive health education and are practicing healthy sexual behaviors. The study was based on a sample of six of the twenty-eight secondary schools in Akure that fell under the jurisdiction of the Ondo State Post-Primary Schools' Management Board. Focus was placed on pupils in the final years of both Junior Secondary School (JSS 3) and Senior Secondary School (SSS 3). Overall, 30 percent of the young people reported having sexual intercourse: 21 percent of females and 38 percent of males. Also 39 percent in SSS 3 reported having had sex compared to 21 percent in JSS 3. Forty percent of students in coeducational school compared to 19 percent in boy's school and 8 percent in girl's school had sex. Respondents averaged only 11 points on a 33-point scale of reproductive health knowledge. Students in the senior classes and those in single sex schools scored higher. The mass media was stated to be the major source of reproductive health knowledge; only one-third reported that they had actually talked with someone about their reproductive health concerns. Attitudes toward pre-marital sex were more favorable among male students, pupils in mixed sex schools and those whose parents had lower levels of education. These findings suggest not only that the schools must take a more active role in providing reproductive health education, but that this should be done in the junior secondary years before most pupils become sexually active.
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Governance of tertiary institutions: the case of the Lesotho National Teacher Training College - Oliphant, John (1997)
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School-leavers' guide to tertiary education in South Africa - Olivier, Steve; Olivier, Amanda (1997)
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Rewards for teaching excellence: practice in South African medical schools - Olmesdahl, P J (Medical Education, 1997)
Excellence in teaching through recruitment of good teachers, rewarding good teaching and the creation of staff development programmes are priorities in the mission statement of most universities. Often, reality belies intention. At many universities serious attempts to ensure maximum teacher effectiveness, overt recognition of teaching excellence, and specific development funding are lacking. This study examines the extrinsic (i.e. financial) reward systems which operate at the eight medical schools attached to South African universities and reports on the current situation. Replies indicated that a reward system of some type operates within the university at seven South African universities which have faculties of medicine and embraces all faculties. One university rewards medical school teachers specifically but, at another, no reward system exists at all. The monetary value of rewards varies greatly. Significant criticism of all systems was the inability to meet their design aims. There was criticism of the criteria, such as they are and where they exist, used to identify teaching excellence and to reward recipients. All replies indicated support for an impartial and equitable system of reward for effectiveness and excellence in teaching.
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IDENTITY OVERLAP AND SITUATIONAL DIFFERENTIAL AMONG NIGERIAN STUDENTS - Olobatuyi, Moses E. (Social Behavior and Personality, 1997)
This study examines the notion that Nigerian students will identify with their ethnic group and their nation at the same time because they are members of different ethnic groups and citizens of the same country. It also examines whether their perception of their identity will change from situation to situation. Data were collected from 306 Nigerian students in the Washington DC metropolitan area through a proportional stratified sampling procedure. The results confirm the hypothesis that the Nigerian students will identify with their ethnic groups and nation at the same time. It is also confirmed that how the Nigerian students will perceive themselves in different situations depends on the situation in which they find themselves. This negates the primordial approach which claims that an individual will identify him/herself in terms of his/her ethnic group because of a strong bond of ethnic attachment. Implications of these findings for future research are discussed.
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The Teaching of Reference in Nigerian Library Schools: A Case Study - Olorunsola, Richard (Journal of Education for Library and Information Science, 1997)
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Appraisal Report - Vocational Education and Training Sub-sector in Tanzania: Confidential Report - Olsen, Willy (1997)
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Towards ecoscience: environmental and sociocultural perspectives in science - some insights from Uganda, and implications for higher education - Oluka, Silas (1997)
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Stress reactions of university students to Nigeria s socio-economic changes in a ten-year period - Omoluabi, Peter F. (Journal of Psychology in Africa, 1997)
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Food And Nutrition Assessment In Drought-prone Areas Of Kenya - Omwega, AM (1997)
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Africa 2000: Kenya's intiative on water pollution and human health - Omwenga, John Maurice (1997)
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TRANSPORTATION-RELATED AIR POLLUTION MANAGEMENT IN METROPOLITAN LAGOS, NIGERIA - Oni, S. I. (XIIIth World meeting of the International Road FederationInternational Road Federation, 1997)
The dangerous rising tide of air pollution and environmental cost is resulting largely from road transportation vehicle emissions. An estimated 80% of the commuter transportation in Lagos is presently being done by road, and by private transportation. The amount of carbon monoxide, lead and suspended particulates in Lagos' air exceed internationally accepted levels in most areas. This paper shows the relevance of air quality monitoring, determines the existing impact of gaseous pollutants on the human population and socioeconomics, and compares the pollution level extent with the metropolitan standards resulting from poor enforcement. Geographic Information Systems techniques are suggested for efficient monitoring and providing a control base and management. Strict obedience to, and compliance with, air pollution guidelines would also ensure the desired environmental sustainability.
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The ‘whole language’ approach to literacy education in the third world: The Nigerian experience - Onukaogu, Chukwuemeka Eze (Language, Culture and Curriculum, 1997)
This paper contends that most people of the Third World need functional and development‐oriented literacy (FDD if they are to contribute meaningfully to illiteracy eradication and the attainment of sustainable national development in their respective countries. Arguing that the current literacy instruction approaches in use in most Third World countries can not sustain FDL, it suggests the adoption of the Whole Language (WL) approach as a complement to or substitute for existing approaches. It also contends that WL can catalyse the love for literature, book writing and production in order to sustain the interests of new literates, and can also provide effective monitoring and enhancement of learners’ interests. The paper notes however, that the current economic depression which has sustained military rule in most Third World countries is bound to inhibit WL and not allow it to blossom. Some strategies which literacy facilitators can adopt in order to enhance FDL pending the robust and vibrant development of WL are suggested.
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The effects of climate changes on river baseflow and aquifer storage in Central Africa. - Orange, Didier; Wesselink, A. J.; Mahé, Gil; Feizoure, C.T. (1997)
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Gender Differentiation and the Role of Culture in Tertiary Level Education: Implications for employment Opportunities and Environmental Utilization by Women in Kenya - Otunga, Ruth N. (Ufahamu, 1997)
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School Participation by Gender: Implications for Occupational Activities in Kenya - Otunga, Ruth N. (Africa Development: a Quarterly Journal of CODESRIA, 1997)
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Black Ivy: An African-American Perspective on Law School - Owsley, Brian (Social Science Research Network, 1997)
This 1997 article discusses the experiences of the author as an African-American student at Columbia Law The author discusses the differing treatment he received from faculty and students during his legal studies, going into detail regarding particular courses and experiences that highlight the discrimination present in law schools. He parallels his own memorialization with Scott Turow’s One L: The Turbulent True Story of a First Year at Harvard Law School.
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Perceptions of African-American Students Who Dropped Out of Decatur School District 61 - Palmer, Priscilla Marjorie (1997)
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Learning to Be Men at a Teachers' College in Zimbabwe - Pattman, Rob (1997)
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The African Experience with Higher Education - Peil, Margaret (African affairs (London), 1997)
Journal Article The African Experience with Higher Education Get access The African Experience with Higher Education, by J. F. Ade Ajayi, Lameck J. H. Boma & G. Ampah Johnson. AAU in Association with James Currey Ltd. and Ohio University Press, 1996. xii+275 pp. £35.00 hardback; £14.95 paperbak. ISBN (James Currey) 0-85255-734-5; paper 9-98255-733-7. MARGARET PEIL MARGARET PEIL University of Birmingham Search for other works by this author on: Oxford Academic Google Scholar African Affairs, Volume 96, Issue 382, January 1997, Pages 123–124, https://doi.org/10.1093/oxfordjournals.afraf.a007800 Published: 01 January 1997
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Inclusivity and diversity in early childhood services in South Africa - Penn, Helen (International Journal of Inclusive Education, 1997)
There are unresolved tensions between achieving inclusivity and maintaining diversity in early childhood services in South Africa. While there have been substantial and impressive attempts to develop a comprehensive early childhood development policy as part of the new education planning in South Africa, there is a concern that indigenous traditions may be overlooked or lost in the process. Early childhood services, both governmental and those supported by non‐governmental organizations, have relied heavily,’ if not exclusively, on concepts and curricula drawn from Anglo‐American traditions. In order to illustrate these points this paper draws on material collected as part of a recent review of early childhood services in South Africa carried out for the Save the Children Fund.
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Clay mineral associations in sulphide-bearing volcanic rocks and sediments from the Lihir Area, Papua New Guinea - Percival, John A.; Hannington, Mark D.; Herzig, Peter; Jonasson, I R (1997)
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Perspectives on special needs education in Nigeria, Kenya, and Zimbabwe - Peresuh, M.; Adenigba, S.A.; Ogonda, Godfrey (1997)
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[Influence of fruit bearing on the potential productivity and quality of grapes cv Ribier, under South African training system [Gable]] - Pérez, Daniela R.; Alonso, Gonzalo L. (1997)
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Police-schools liaison and community policing: Empowering the South African school child - Pillay, Kris (Acta Criminologica: Southern African Journal of Criminology, 1997)
June 16, 1976 was a watershed year in the struggle for liberation and democracy in the history of South Africa. The country was plunged into anarchy and chaos, because of the unilateral decision of the apartheid regime to impose the Afrikaans language as a compulsory medium of instruction on the majority African student population.
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Does Education Increase Agricultural Productivity in Africa - Pinckney, Thomas C. (RePEc: Research Papers in Economics, 1997)
Past published studies establishing a significant, positive link between education and agricultural productivity have used Asian data almost exclusively. With one exception, these studies have not checked to see if the positive impact of education comes about only by screening for ability. Using household level data from coffee regions of Kenya and Tanzania, this study finds that households in which the agricultural decision-maker is numerate and literate produce 30 percent more agricultural output, holding other variables constant. This estimate of the impact of education is markedly higher than those made using years of schooling as an independent variable. Increasing cognitive skills beyond basic numeracy and literacy has no additional impact on production. Evidence from Kenya (but not from Tanzania) suggests that reasoning ability and the presence of at least one educated person in the household also increase productivity substantially.
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Does Education Increase Agricultural Productivity in Africa - Pinckney, Thomas C. (1997)
Past published studies establishing a significant, positive link between education and agricultural productivity have used Asian data almost exclusively. With one exception, these studies have not checked to see if the positive impact of education comes about only by screening for ability. Using household level data from coffee regions of Kenya and Tanzania, this study finds that households in which the agricultural decision-maker is numerate and literate produce 30 percent more agricultural output, holding other variables constant. This estimate of the impact of education is markedly higher than those made using years of schooling as an independent variable. Increasing cognitive skills beyond basic numeracy and literacy has no additional impact on production. Evidence from Kenya (but not from Tanzania) suggests that reasoning ability and the presence of at least one educated person in the household also increase productivity substantially.
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New Hopes, New Horizons: The Challenges of Diversity in Education. Proceedings of the Biennial International Conference of the International Association of Special Education (5th, Capetown, South Africa, August 3-8, 1997). - Prater, Greg; Minner, Sam; Islam, Mohammad Tanjimul; Hawthorne, Deborrah (1997)
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Combating racism toward and among African American females in public education administration through the use of networking. - Pressey, Doretha (1997)
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The Role and Place of Language in Education and Society: The Case of Kiswahili and English in Tanzania - Qorro, Martha (Papers in Education and Development, 1997)
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Involving traditional healers in AIDS education and counselling in sub-Saharan Africa: a review. - R, King; Homsy, Jaco (PubMed, 1997)
Traditional healers are the preferred and most accessible care providers in Africa. The AIDS epidemic in sub-Saharan Africa has stimulated interest on the part of modern biomedical health practitioners in collaboration with these traditional healers. The literature includes numerous studies of healers' perceptions of HIV/AIDS and other sexually transmitted diseases. On the basis of study findings, healers have been trained as educators and counselors to disseminate HIV/AIDS information and prevention practices among their peers and communities. This article reviews the initial outcomes and challenges of such new initiatives in Zambia, Uganda, Botswana, Malawi, Mozambique, South Africa, and Central African Republic. None of the projects has completed a comprehensive evaluation of the different approaches used and their real impact on the population served. Overall, however, the case studies indicate that traditional healers are capable of performing at least as well as their biomedical counterparts as AIDS educators and counselors. Of concern is the failure of many projects to provide systematic follow-up to healers after their initial training. Such follow-up is essential to support healers in dealing with unfamiliar issues such as condom use and death and dying.
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The right to education in South Africa and Belgium: a comparative perspective - Raemdonck, Koen; Verheyde, Mieke (1997)
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The Effects of a Computer Algebra System on the Learning of, and Attitudes towards Mathematics amongst Engineering Students in Papua New Guinea. - Raj, Leonard; Malone, John (1997)
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Contextualising evaluation : a case for transition in art and design education in a contemporary South Africa context - Rankin, Jeffrey Stuart (1997)
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Characterization of drought stress in the major maize production zones of Kenya - Ransom, J.K.; Njoroge, Kiarie; Wafula, B.M. (1997)
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Teaching African literature in the Department of English, University of Botswana - Rasebotsa, Nobantu L. (Women’s Studies Quarterly, 1997)
Instructional approaches to and studies in African literature in the department of English at the University of Botswana (UB) should be considered within the context of sociopolitical changes in Botswana. The University of Botswana's educational programs have a history that is rooted in the British colonial system, a history that begins with the establishment of Pius XII College in 1945 after a decision was taken in 1938 by the Synod of Catholic Bishops in South Africa to provide African Catholic students with post-matriculation education coupled with religious guidance (National University of Lesotho [NUL] Calendar, 40). During its time (1945-1964) Pius XII College adopted the British curricula of the University of South Africa (UNISA) with which it was affiliated. Consequently, the department of English taught British literature; that is, the English tradition and heritage, from Beowulf to T. S. Eliot. In 1964, however, Pius XII College was replaced by an independent, nondenominational University of Basutoland [Lesotho], Bechuanaland Protectorate [Botswana] , and Swaziland with its own Charter granted by Her Majesty Queen Elizabeth (NUL Calendar, 41). Since its break from UNISA, the new University of Botswana, Lesotho, and Swaziland, from which the present University of Botswana has evolved, has set up its own curriculum highlighting developments in African literature, African history, and African theology and philosophy. This shift from colonial cultural traditions to African culture reflected the political mood that in the 1960s, characterized the achievement of independence from Europe of nearly all the African colonies. It is indeed the colonial legacy, the link with the British educational system, that some African intellectuals and academics strongly reacted against in the prelude to African independence. In the words of Ngugi wa Thiong'o, the colonial language and literature were taking us further and further from ourselves to other selves, from our world to other worlds (146). E. K. Braithwaite, the Caribbean intellectual, expresses similar sentiments about Eurocentric influence on the
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Race on the Superhighway: How E-Mail Affects African American Student Writers. - Redd, Teresa M.; Massey, Victoria W. (JAC: A Journal of Composition Theory, 1997)
During the course of the semester we have sent several e-mail messages to the Montana students. . . . Although the language used was slightly different than the language i use with friends or relatives, i think my e mail messages were very close to my everyday speaking. . . . Even though i had never met or spoke to my Montana partner before, i felt completely uninhibited. i have often been characterized as shy, but when e-mailing i didn't feel that way. . . . Since the Montana students had never really had any real relationships with blacks, e-mailing provided a means by which to ask questions that they might have felt uncomfortable talking about face to with black people. Shonda1
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African nonformal theological education research project - Regier, F.; Regier, S. (Africa Journal of Evangelical Theology, 1997)
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GPS Constraints on Fault Slip Rates in the Arabia-Africa-Eurasia Plate Collision Zone: Implications for Earthquake Recurrence Times - Reilinger, Robert; Barka, Aykut (1997)
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