The Bias of Gender Affecting Access to Adult Education in Nigeria - Indabawa, Sabo A.; Filson, Glen C. (1991)
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The birth of the WHO/GPA Regional AIDS Information Exchange Resource Centre; African Regional Health Education Centre, University of Ibadan, Nigeria. - Io, Olaseha; Jd, Adeniyi (PubMed, 1991)
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Ethnocentrism in Education: The Case of Colonial Africa - Ishumi, Abel G.M. (1991)
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[Breeding approach for drought resistance. Case of groundnut in Senegal]. [French] - J.L.B., Khalfaoui (1991)
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The mental health service and training needs of African Americans. - Jackson, James S. (1991)
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A study of teachers in technical drawing in Zimbabwe secondary schools - Jaji, Gail; Svardh, U. (Zimbabwe Journal of Educational Research, 1991)
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In Draf form- the teaching Kenyan Sign Language to deaf children syllabus - Jefwa, G. Mweri (1991)
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The relationship between African traditional cosmology and students’ acquisition of a science process skill - Jegede, Olugbemiro J.; Okebukola, Peter Akinsola (International Journal of Science Education, 1991)
Abstract The significance of the process skill of observation cannot be overemphasized in the teaching and learning of school science to which the provision of explanations about natural phenomena in the world is central. The study investigated the supposition that observational skills can be influenced by students’ belief in traditional African cosmology, beliefs and superstitions. Data were collected from 319 pre‐degree science students from one of the Nigerian universities using the Traditional Cosmology Test (TCT) and the Test of Observational Skills (TOS). The results showed that students with a high level of belief in African traditional cosmology, made significantly fewer correct observations (p < 0.001) in comparison with those with a low level of belief. There is a strong possibility, as interviews with a random selection of subjects show, that traditional cosmology could have been a major factor responsible for this performance difference in observation. The results of the study have significant implications for curriculum developers and proponents of inquiry‐based science programmes in African classrooms.
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BOOK REVIEW: PERSPECTIVES ON MENTAL HANDICAP IN SOUTH AFRICA - Jennings, Robert E. (Southern African journal of child and adolescent mental health, 1991)
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Experience with training of traditional midwives on the prevention and management of birth asphyxia in a rural district in Zimbabwe. - Jk, Tumwine (PubMed, 1991)
In Zimbabwe's Chimanimani district, 51% of deliveries take place at home under the supervision of traditional midwives. (vanambuya). The vanambuya are viewed by rural mothers as more caring than clinic staff and more supportive of rituals during delivery aimed at protecting the infant from evil. Given the wealth of experience accumulated by midwives and their respect within rural communities, it was decided to provide these practitioners with training. Of particular concern was the prevention and management of birth asphyxia, which accounted or half of the handicaps in children born in the district in 1980 (118/250) and was the leading cause of perinatal deaths (754/2287). The training, which is voluntary, is carried out at the rural health center or at 1 of the 65 outreach centers in the district. Recruitment is done by village community workers, village development committees, party organs and school teachers. The main objectives of the training are to enable traditional midwives to recognize the risk factors in pregnancy, labor, and after delivery and refer women at risk to a health facility; prevent the practice of rituals that can lead to birth asphyxia (e.g., administration of oxytocic herbs to speed up labor); and to encourage greater collaboration and respect between clinic staff and traditional workers. Between 1983-88, a total of 645 traditional midwives completed this 2-session course. Unfortunately, follow-up strategies of refresher seminars 2-3 times/year at the health center and regular supervision by a nurse-midwife at the clinic have been hindered by transportation problems. The lack of an ambulance service in the district has also impeded the goal of encouraging the vanambuya to make rapid referrals of high risk women.
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Cardiovascular risk factor prevalence in African-American adult screenees for a church-based cholesterol education program: the Northeast Oklahoma City Cholesterol Education Program. - Jm, Flack; Wh, Wiist (PubMed, 1991)
The status of selected cardiovascular risk factors was ascertained in a consecutive sample of 661 (222 men and 439 women) African-American adults who were screened for the Northeast Oklahoma City Cholesterol Education Program, a church-based cholesterol intervention program. Hypertension was present in 48.4% and 44.7% of men and women, respectively. Average systolic blood pressure levels were similar in men and women (132.0 vs 131.5 mm Hg, P = 0.40) although average diastolic blood pressure levels were higher in men (84.0 vs 81.1 mm Hg; P < .0001). A substantial proportion of the screenees were unaware of their hypertension, and blood pressure normalization (SBP < 140 and DBP < 90 mm Hg) was uncommon in drug-treated hypertensives. Average cholesterol levels were slightly higher in women compared to men (206.0 vs 199.6 mg/dL, P = 0.11). The majority of persons with elevated cholesterol levels (> or = 240 mg/dL) were unaware of their condition and were infrequently treated with cholesterol-lowering drugs. Overweight was highly prevalent, was more common with advancing age, and was related to the presence of hypertension in both men and women. In addition, a strong linear relation between overweight and blood pressure was present in both sexes. Overweight was more common in young men (< 35 years old) compared to age-matched women; however, women were increasingly more overweight than men after 35-44 years of age. In fact, by age 65, 90% of the women were overweight. These data indicate an excessive prevalence and high mean levels of modifiable cardiovascular risk factors in these church-attending African-American adults. Because churches are a central institution in most African-American communities, and their congregations appear to have an excessive cardiovascular disease risk factor burden, churches may be appropriate sites for the implementation of community-based risk factor control programs.
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Africa: a survey of distance education, 1991 - John, Magnus; Harry, Keith (1991)
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Education in a Future South Africa - Johnson, DF (1991)
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African-American students' help-seeking behavior: A comparative study based on academic performance and class level - Jones, Lisa (1991)
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An approach to the development of expanded postgraduate training for agricultural scientists within the Southern African development coordination conference region - Jones, R. B.; Blackie, Malcolm (Agricultural Systems, 1991)
The shortage of agricultural research scientists within the Southern African Development Coordination Conference (SADCC) Region has serious implications for agricultural production. Although undergraduate training in agriculture is now available within most member countries, postgraduate training opportunities based at regional universities are limited. The reliance on overseas institutions for postgraduate training has inhibited the development of a research capacity at SADCC universities, resulting in poor liaison with agricultural research departments. In addition, the shortage of sufficient numbers of qualified national scientists has meant a continuing heavy reliance on short term expatriate appointments in many development programmes. An approach to postgraduate training which makes greater use of the strengths of regional universities, and which allows larger numbers of scientists to be trained, is outlined. Practical examples of the approach are described, based on experience gained in Zimbabwe, Botswana and Malaŵi. The advantages of such an approach are outlined in the regional context.
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River pollution in developing countries - A case study III: effect of industrial discharges on quality of ngong river waters in Kenya - Jonnalagadda, Sreekantha B.; Mathuthua, A.S.; Odipo, R.W.; Wandiga, S.O. (DOAJ (DOAJ: Directory of Open Access Journals), 1991)
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The vanishing African-American male student in middle and high school college preparatory classrooms - Jumal, O. Ajamu (1991)
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The Vanishing African-American Male Student in Middle and High School College Preparatory Classrooms: Present Condition--Probable Causes--Intervention Strategies. Implications for School Administrators. - Jumal, O. Ajamu (1991)
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Attitudes of Botswana senior secondary school pupils toward agriculture - Kahn, Michael (International Journal of Educational Development, 1991)
The paper describes an empirical research project to measure the attitudes and changes of attitude among junior secondary/senior secondary students in Botswana, to the introduction of pre-vocational education through the inclusion of agriculture as a core corriculum subject. The data were obtained by comparing attitudes of two cohorts at the end of the junior course, one of which has agriculture in the curriculum and one which had not, and two comparable groups from the previous system in the senior secondary school. The context of the innovation and the methodology of attitude-data collection are both discussed, together with other variables such as gender and school policy.
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The school library: why it should be an integral part of every Zambian school - Kakoma, Albert K. (1991)
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An Egyptian false-door jamb of the Old Kingdom in the Ancient History Teaching Collection at Macquarie University - Kanawati, Naguib (1991)
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Education in an Enclaved State of Southern Africa: Botswana. - Kann, Ulla (Prospects, 1991)
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Building a Constituency for School Desegregation: African-American Women in Boston, 1962-1972. - Kaufman, Polly Welts (Teachers College Record, 1991)
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A survey of the approaches used in the teaching of environmental education in upper primary in Kisumu municipality, Kenya - Kawa, Moses Otieno (1991)
This study was undertaken with the aim of finding out what teaching approaches the teachers of upper primary classes employ in teaching environmental education. Reasons and/or factors which influenced their choice of the preferred approaches as well as reasons and/or factors that contributed to their lack of preference for certain other approaches were sought. It was also the aim of the study to find out whether or not teachers used their various teaching subjects in teaching through, about and for the environment. The study was undertaken in seven (7) randomly chosen primary schools in Kisumu Municipality. The latter is a cosmopolitan urban centre where many communities of different ethnic backgrounds live. There is also a big Asian community whose children share some schools with African children. The teachers in the schools within the Municipality have equivalent qualifications and training as those in the primary schools elsewhere in the Republic. To obtain information relevant to the purpose of the study, a total of one hundred and five (105) lessons were observed in the upper classes (Std IV-VII) of all the primary schools chosen. Lessons were observed-in the subjects: GHC, Agriculture and Science with each subject having five (5) lessons observed per standard (IV to VII) in each school. Lessons observed included those of environmental education-related topics such as soil conservation and pollution. Information that was not forthcoming through the observation checklist was obtained through an interview with each of the teachers whose lesson(s) was/were observed. A total of twenty-three (23) teachers were, therefore, interviewed. Data collected, both through the observation checklist and interview schedule, indicated that teachers mainly used teacher-led discussions and lecture approaches in teaching their established subjects (GHC, Agriculture and Science) in which environmental education-related topics were found. When they came to the environmental education-related topics the teachers' approaches were not adjusted. In other words, they continued to use the same approaches of teacher-led discussion and lectures. The approaches such as inquiry/investigation, field trips/out door lessons, debates, projects, and media which various studies have found to be effective for environmental education were hardly used. It is also to be noted that although teachers claimed, in the interview, that they used their lessons to teach through, about and for the environment this was not noticed in most of the 105 lessons that were observed. In the light of these findings it seems necessary to recommend that teachers be given an in-service course on how to use their subjects in teaching through, about and for the environment. It is equally important that they should be given an induction course to introduce them to the most appropriate and effective approaches of teaching environmental education-related topics in order to achieve the objectives of environmental education. Further, a rich and regular supply of literature on environmental education and environmental matters should be available to the teachers. Indeed pupils too need their relevant literature on the environment and environmental issues. The efforts of CIDA in this direction already exist in its sponsorship and supply of the children's environmental magazine, the 'Pied Crow', to the Municipality schools. This effort is commendable and should be emulated by both governmental and non-governmental organizations (NGO IS) .
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Production structure and technical change: The case of a post‐drought recovery project in the central highlands of Ethiopia - Kebede, Yohannes; Gunjal, Kisan (Oxford agrarian studies, 1991)
Abstract After the 1984/85 drought in Ethiopia, Oxfam and several other international organizations undertook a drought recovery project by providing oxen, seed, food aid and technical assistance to the most affected farmers in the central highlands of Ethiopia. This paper attempts to analyse the impact of the project on the productivity of important inputs and also on the disembodied technological change on these farms. The estimated production functions for the seven selected crops reveal that the total factor productivity is higher in five of the seven cases (crops) for the beneficiaries. Also, a significant disembodied technical change measured by the upward shift in the production function is observed in six of the seven cases. Beneficiaries of the project have achieved an average increase of 12% over the production of the non‐beneficiaries. This increase ranged from 2% for maize to 23% for durra. Productivities of individual inputs are also discussed.
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Differentiation in the school system for blacks in the Republic of South Africa - Keikabile, Piet Ntwaetsile (1991)
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Integrated approach to agricultural education and extension: lessons from the Tanzania experience - Keregero, K.J.B. (1991)
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Vocational and technical education and training in Kenya: the past, present and future prospects - Kerre, Bonaventure Wanjala (1991)
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An approach to the genetic improvement of the adaptation to drought: a case study of groundnut in Senegal. - Khalfaoui, Jean-Luc (1991)
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Simple aquaculture training for rural development in Zimbabwe - Kibria, S. (Naga, 1991)
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Student assessment of staff: The botswana experiment - Kiggundu, John (The Law Teacher, 1991)
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The impact of pollution on the ecology of the Nairobi-Athi River system in Kenya - Kinyua, A. M.; Pacini, Nic (1991)
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The Healing Drum: African Wisdom Teachings - Knight, Roderic; Diallo, Yaya; Hall, Mitchell K. (Ethno-musicology, 1991)
The Healing Drum traces the extraordinary cultural legacy of the Minianka tribe of West Africa, for whom music serves a sacred, healing function for the individual and society. The authors explore the Minianka view of humanity, music, and the cosmos relative to work, celebration, herbal medicine, dance, trance, initiation, and death. The first book of its kind, delivering a message of untapped wisdom and power from a little-known culture through the universal medium of music.
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The mafic audawib suite in the central damara orogen of Namibia: geochemical evidence for volcanic arc volcanism - Kock, Gerrit S. de (Journal Of African Earth Sciences, 1991)
The Damaran metagabbro-norites and metagabbros (now hornblendite) of the mafic Audawib Suite occur as unfoliated xenoliths in the well foliated, syn-D1-intruded, dioritic Okongava Batholith. Geochemically the rocks classify as low-K tholeiitic gabbroids likely to have formed in a volcanic arc setting overlying a subduction zone. The magma fractionated (approximately 30 per cent melt) from depleted mantle which was wedged between the over riding Congo Craton and the subducted ocean crust of the Kalahari Plate. The cumultic and porphyritic Audawib Suite represents crystallisation in a magma chamber/s at depth. Here magmatic differentiation and solidification was completed before the andesitic Okongava magma intruded into the Andean-type continental margin which existed during the Pan-African times.
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Environmental education in Kenya beyond the year 2000 - Korir-Koech, M. (Journal of Eastern African Research and Development, 1991)
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The predictive value of COSC results in the selection of students for the pre-entry science course at the University of Botswana - Kouwenhoven, G.W. (International Journal of Educational Development, 1991)
This paper deals with the selection of students for the Pre-entry Science Course (PESC) at the University of Botswana, either based on selection tests or on Cambridge Overseas School Certificate (COSC) examination results. Data were analysed from selection tests, COSC examinations, performance in PESC and in yr 1 science for 5 yr. The results suggest that selection based on COSC is as good as using selection tests. Also studied were the effects of combining COSC results and the use of a special aggregate. Both give a better prediction of PESC performance. Finally the consequences, when changing to selection based on COSC, are discussed.
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Drought spells and drought frequencies in West Africa. - Kumar, Siva (1991)
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Contribution to culture-based curriculum development in agricultural and extension education: perceptions of soil management and conservation by farmers in Fuuta Jalon, Guinea, West Africa - Landeck, Jonathon Keith (1991)
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Assessing Creative Environments in Primary Social Studies Classrooms in Nigeria. - Lawal, M. B. (Social Education, 1991)
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The Challenge of African American Education in the 21st Century - Lee, C.D. (1991)
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Language in Education in Africa: A Tanzanian Perspective - Little, Greta D.; Rubagumya, Casmir M. (The Modern Language Journal, 1991)
Language in Tanzania, C.M.Rubagumya on the history of English language teaching in Tanzania - three theses, A.F.Lwaitama et al reflections on recent developments in language policy in Tanzania, J.M.Rugemalira et al the English language support project in Tanzania, A.F.Lwaitama and J.M.Rugemalira when international languages clash - the possible detrimental effects on development of the conflict between English and Kiswahili in Tanzania, S.Yahya-Othman English language teaching and learning in Tanzanian primary schools, H.M.Batibo the training of secondary school teachers of English in Tanzania, M.Roy-Campbell can a foreign language be a national medium?, H.R.Trappes-Lomax The Communication Skills Unit and the language problem at the University of Dar es Salaam, J.M.Rugemalira accepted language behaviour as a basis for language teaching - a comparison of English in Kenya and Tanzania, J.Schmied Swahili terminological modernization in the light of the present language policy of Tanzania, H.Mwansoko political and economic dimensions to language policy options in Tanzania, C.M.Rubagumya and A.F.Lwaitama.
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Strides in Community Rehabilitation Worker Training in a Rural Area in South Africa - Lorenzo, Theresa (World Federation of Occupational Therapists Bulletin, 1991)
(1991). Strides in Community Rehabilitation Worker Training in a Rural Area in South Africa. World Federation of Occupational Therapists Bulletin: Vol. 24, No. 1, pp. 2-5.
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Community education in Mozambique. - Macabi, G. (1991)
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Teaching and learning materials production: the Malawi experience - Machazime, H.S.; Mateche, H.Y. (1991)
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Level of bureaucratization of the educational system and schools of Swaziland - Magagula, C. (1991)
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An investigation of modular instruction in the Tanzanian primary school system - Mahenge, S.T. (1991)
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EDUCATION FOR A THIRD CINEMA IN SOUTH AFRICA. REFLECTIONS ON A COMMUNITY VIDEO EDUCATION PROJECT IN ALEXANDRA, JOHANNESBURG - Maingard, Jacqueline (South African theatre journal, 1991)
(1991). EDUCATION FOR A THIRD CINEMA IN SOUTH AFRICA. REFLECTIONS ON A COMMUNITY VIDEO EDUCATION PROJECT IN ALEXANDRA, JOHANNESBURG. South African Theatre Journal: Vol. 5, South African Film, pp. 35-45.
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Crisis in education and culture and its social reflection on women: a case study of Zimbabwe, 1980 - 1988 - Makoni, Blandina M (1991)
This paper looks at the crisis of women’s education in Zimbabwe from a socio-cultural point of view; or what the author terms edu-culture. The main argument of the paper is that in spite of numerous post-independence changes, such as free primary education, the Legal Age of Majority Act, the creation of a Ministry dealing specifically with women’s affairs, etc, women still find themselves in a man’s world. This is evidenced by institutionalised biases against women in education and training, which tend to channel women towards female courses, such as nursing, teaching, hairdressing, etc., while keeping them out of male jobs such as engineering, mechanics, architecture, and limited decision-making powers.
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THE MINISTRY OF TRANSPORT TRAINING CENTRE FOR VEHICLE INSPECTIONS AND VEHICLE EXAMINERS IN ZIMBABWE . COMPENDIUM OF PAPERS. SECOND AFRICAN ROAD SAFETY CONGRESS, ADDIS ABABA, OCTOBER 16-20, 1989. JOINT ECONOMIC COMMISSION FOR AFRICA AND OECD CONGRESS - Makundu, M (1991)
This brief article describes the work and organization of the Ministry of Transport Training Centre for Vehicle Inspectors and Vehicle Examiners in Zimbabwe. This was set up by Sweden. The training centre also serves as a research centre for vehicle inspection depots. At present the Swedes are monitoring the performance of the centre and the training of the vehicle inspectors, but this role will be taken over by the Ministry of Education when the Swedes have left. Brief details of the centre's performance so far, its coordination with other agencies and the training and experience of its staff are provided. The equipment available at the centre for both training and vehicle inspection work is listed in the appendix. (TRRL)
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How we teach… practical skills in an undergraduate medical curriculum: 5 years of experience at Gezira Medical School (Sudan) - Malik, Ghada (Medical Teacher, 1991)
An outline of an undergraduate course to teach medical students practical medical procedures early in their curriculum is described. Introduction of those skill as early as the second year has given the student ample time to practice those skills before graduation. Feedback has shown that the course has been successful in helping the students to master simple procedures by the time they graduate. Early demonstration of complicated skills has also facilitated the ability and confidence of the student to perform those skills during the internship.
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Teacher education in Zimbabwe - Mambo, M.N. (1991)
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Problems within the dominant thinking in English language teaching in Zimbabwe today: the need for a new departure - Maposa, Farai (Zimbabwe Journal of Educational Research, 1991)
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Pictorial Depth Perception of Papua New Guinean Students - Marai, Leo (South Pacific Journal of Psychology, 1991)
Twenty male and five female undergraduates were assessed in a study designed to test for three dimensional pictorial perception in a Papua New Guinea sample. A version of Hudson's (1960) and Deregowski's (1968) test stimuli was used; the stimuli were slightly modified to make them culturally appropriate. The major result of the study was a finding of consistent sex differences in pictorial depth perception. Males tended to perceive three dimensionally while females tended to perceive two dimensionally.
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Training for Empowerment: A Kit of Materials for Popular Literacy Workers Based on an Exchange among Educators from Mozambique, Nicaragua, and Brazil. - Marshall, Judith (1991)
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The role of secondary school libraries in the education process in Kenya - Mathangani, Salome (1991)
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Problems of Islamic education in Malawi - Matiki, Alfred Jana (Institute of Muslim Minority Affairs, 1991)
(1991). Problems of Islamic education in Malawi. Institute of Muslim Minority Affairs. Journal: Vol. 12, No. 1, pp. 127-134.
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An investigation into the factors which determine students' choice of art education in secondary schools in Nigeria. - Mbahi, Adamu Anjikwi. (1991)
The purpose of the study was to examine the factors which influence students' decision to take up the role of an art student in secondary schools in Nigeria and propose ways to advance the study of art in secondary education. Pedagogy tells that children in elementary schools are very interested in art education, but when they leave primary school and enter secondary school, this enthusiasm changes quickly and students no longer show interest in art education. Researches in art education also show that only a fraction of the teenage population which attend secondary schools choose art education in the WASC and the GCE examinations. A very few students carry over art interest into adult life. A play of factors is at work in deciding the change in behaviour. The study critically examined the factors and their influences on students' choice of art education. The research was in three phases: (1) a general survey on students' background experiences in art teaching, people's attitude towards art and the position of art in education; (2) a case study of art education in some selected secondary schools; and (3) another case study of art education in a particular institution, chosen on the basis of the strength of its art department. The research involved fifteen states, secondary schools, teachers, students, principals and administrators. The research procedures revolved around structured interviews, observations, questionnaires and documentary resources. The analyses of the data provided the following: (1) The decision to study art as a major subject was the result of a number of different forces which not only conflicted with each other, but reflected the tendency of divergence between the values of artists and those of the society as whole. Sometimes the decision to take art instead of science was based on a lack of sufficiently good marks in the areas relevant to science. The selection of the subject was by no means uniquely due to outstanding performance in art because art students who gave art as their best subject had none the less considered careers in other fields. Others both gave a subject other than art as their best and considered other careers. This provided the probability of other sorts of motivation towards and away from the role of an art student. Some students who opted for art hoped to reconcile its values with the socially dominant ones, which stressed such needs as earning capacity, job security, and occupational prestige. Others had enough encouragements in the social milieu, in the family and in the school. (2) There were traditional assumptions about the role of art in society and in education, which pushed the works of artists and the works of the art teachers down the list of social and educational priorities. (3) Some of the issues which confronted students were to do with long-established attitudes towards art and art education. Based on the findings of the study, it is recommended that: (1) Quality of education and life-long education cannot be achieved by only focussing on high standards of literacy and numeracy through a specialised curriculum; by choosing between science or art, vocational qualification or education for leisure. All need to be equally represented in a well balanced curriculum. Each stands to gain through being taught in conjunction with the others. Those talented in art can be successful in the sciences and vise versa. What children and adolescents need is a varied general education, which sees the acquisition of knowledge and practical skills as integral parts of development. Attitudes towards art and art teachers need to be improved. The deep-rooted attitude and the collary of this - that the subject is less significant - are issues which need to be campaigned against.
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Education in Tanzania With a Gender Perspective - Mbilinyi, Marjorie; Mbuguni, Patricia (1991)
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Policy evaluation of investment in education: a Papua New Guinea study - McGavin, P. A. (Economics of education review, 1991)
Estimates of rates of return to investment in education by level for Papua New Guinea are presented using 1986 market sector earnings data. The fragmentation of the educational system and marked increases in unit outlay and opportunity costs as educational level increases particularly focus attention on reforms that impinge upon unit costs and enrolments by educational level, and by courses and institutions. The scope for attracting non-government resources points to the need to widen personal and community direct contributions to education. The distinctive circumstances of economy, culture, geography, and politics heighten the need for strengthening policy implementation of educational reform.
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Reform in the financing of higher education in Papua New Guinea - McGavin, P. A. (Higher Education, 1991)
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The declining participation of African‐American men in higher education: Causes and consequences - McJamerson, Evangeline McConnell (Sociological Spectrum, 1991)
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National Examinations in Teacher Education in Papua New Guinea: political and pedagogical dimensions - McLaughlin, Denis (Journal of Education for Teaching, 1991)
Abstract This investigation explored the perceptions of 53 teacher college lecturers concerning the influence of a series of national examinations in teachers’ colleges in Papua New Guinea. Results indicated that these examinations were neither valid nor reliable and that they disrupted college life. Though the evidence revealed that the examinations promoted rote learning and ‘spoon‐feeding’ teaching, the Ministry of Education failed to respond. Political considerations seem to be the basis for the examinations.
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Teaching the Teachers of Teachers: tertiary teacher education in Papua New Guinea - McLaughlin, Glenn Denis (South Pacific journal of teacher education, 1991)
This thesis is centred upon the development, implementation and evaluation of the Bachelor of Education (Tertiary) BEd T. program at the University of Papua New Guinea, which aims to promote quality teacher educators. The program has its in rationale cognitive development theory, research on approaches to learning and the literature concerning adult and teacher development in the Melanesian context. The theoretical position adopted is that teacher development is a form of adult development and the promotion of quality teacher educators, a function of higher stages of development. Consequently, the intervention curriculum had two major expectations: to improve the level of cognitive development; to improve the quality of potential teacher educators. The following evolved as research questions. • What factors influence the learning of Papua New Guinea teachers undertaking higher education? • Does the experience of the special curriculum promote greater cognitive development than increased general education at the University? • What is the perceived impact of the BEd T. students in the teachers' colleges? • What are the contextual factors that influence college lecturers' teaching and students' learning? No one research methodology was considered appropriate to address these research questions because the theoretical position required a combination of qualitative and quantitative data. The methodology adopted was multi - disciplinary in scope and used structures from the following perspectives: ethnographic; illuminative evaluation; case study; quasi experimental. The research concluded that: The biggest single factor that influenced teachers' learning at university is their own misconceived expectations of learning compared with university expectations. This is exaccrbated by learning through English as a second language, where the main problem is the lack of conceptual equivalence between western and Melanesian epistcmologies. It was also found that the intervention curriculum did promote significantly greater cognitive development in the BEd T. students, as measured by the Student Process Questionnaire who in turn were perceived to be making a strong positive impact in the teachers' colleges. However the fullness of impact appears to be potentially muted by the mechanistic curriculum operating in the colleges, as well as by the conservative bureaucratic administrative practices of Government agencies.
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Teaching the teachers of teaching : tertiary teacher education in Papua New Guinea - McLaughlin, Glenn Denis (1991)
This thesis is centred upon the development, implementation and evaluation of the Bachelor of Education (Tertiary) BEd T. program at the University of Papua New Guinea, which aims to promote quality teacher educators. The program has its in rationale cognitive development theory, research on approaches to learning and the literature concerning adult and teacher development in the Melanesian context. The theoretical position adopted is that teacher development is a form of adult development and the promotion of quality teacher educators, a function of higher stages of development. Consequently, the intervention curriculum had two major expectations: to improve the level of cognitive development; to improve the quality of potential teacher educators. The following evolved as research questions. • What factors influence the learning of Papua New Guinea teachers undertaking higher education? • Does the experience of the special curriculum promote greater cognitive development than increased general education at the University? • What is the perceived impact of the BEd T. students in the teachers' colleges? • What are the contextual factors that influence college lecturers' teaching and students' learning? No one research methodology was considered appropriate to address these research questions because the theoretical position required a combination of qualitative and quantitative data. The methodology adopted was multi - disciplinary in scope and used structures from the following perspectives: ethnographic; illuminative evaluation; case study; quasi experimental. The research concluded that: The biggest single factor that influenced teachers' learning at university is their own misconceived expectations of learning compared with university expectations. This is exaccrbated by learning through English as a second language, where the main problem is the lack of conceptual equivalence between western and Melanesian epistcmologies. It was also found that the intervention curriculum did promote significantly greater cognitive development in the BEd T. students, as measured by the Student Process Questionnaire who in turn were perceived to be making a strong positive impact in the teachers' colleges. However the fullness of impact appears to be potentially muted by the mechanistic curriculum operating in the colleges, as well as by the conservative bureaucratic administrative practices of Government agencies.
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[Historical Marker: Palestine High School] - McReynolds, Oliver (1991)
Photograph of the Texas Historical Commission marker for Palestine High School in Palestine, Texas. Text: A public school system in Palestine was established in 1881 under control of the municipal government, the first classes were held at the old Palestine Female Institute (built in 1858), then a high school was built in 1888 at the institute site on Avenue A. In 1915 voters passed a $100,000 bond issue for a new high school. The city council chose this site in newly created, 22-acre Reagan Park for the campus. Fort Worth architects Sanguinet & Staats were chosen for the design, which features Tudor Gothic -- or Jacobethan -- detail in brick, limestone, and occasional tile panels. The 2-story structure, on a raised basement, is framed with reinforced concrete, allowing ample window space for air and light. The original plan included eight lecture rooms, a library, a gymnasium, laboratories, and an auditorium. A principal and 10 teachers comprised the first faculty, and the first graduating class in 1917 contained 38 students. This building became a junior high in 1939, and was named in 1955 for John Henninger Reagan (1818-1905), Texas statesman and Palestine resident. Elementary grades were assigned here from 1966 to 1976, when the school was closed. The building was then preserved and rehabilitated as a museum and cultural center.
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Blind reverse faulting system associated with the Mont Chenoua‐Tipaza earthquake of 29 October 1989 (north‐central Algeria) - Meghraoui, Mustapha (Terra nova (Print), 1991)
Abstract A shallow and damaging earthquake struck the region of Tipaza located on the coast, 70 km to the west of Algiers (north‐central Algeria). The main shock was felt as far as 200 km from the epicentral area and particularly in the urbanized zone of Algiers. The main shock epicentre determined by CRAAG is on Mt Chenoua, close to the coastline. Coseismic surface breaks with 4.0 km of fault length and 7.0 cm of vertical displacement appeared on the southern side of Mt Chenoua. They consist of cracks and fissures on vertical bedding planes that belong to a Neogene flexure. The aftershock activity was recorded for several weeks and comprised more than 100 seismic events per day, with 1 < M < 5. Aftershocks are distributed in a ENE‐WSW to NE‐SW zone extending offshore. A NW‐SE cross‐section indicates that seismic events affect the crust to a maximum depth of 20 km, showing a complex fault‐plane geometry dipping to the NW. For the main shock, the focal mechanism solution obtained from the readings of first motion polarities of seismograms yields an ENE‐WSW reverse fault dipping to the NNW, which is in good agreement with both field observations and the aftershock distribution at depth. The occurrence of the Mt Chenoua‐Tipaza moderate‐sized event in a previously identified active zone improves the seismotectonic characterization of this part of the Tellan Atlas mountains. This thrust and fold geological domain also shows active folds capable of producing larger earthquakes. Since only a small portion of the Sahel anticline ridge has been reactivated, a serious seismic hazard must be urgently recognized in the Algiers region.
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Deep Seismic Imaging across the Cameroon Volcanic Line - Meyers, Jayson (AAPG Bulletin, 1991)
The Cameroon Volcanic Line (CVL) is a southwest-trending line of volcanic centers that extends from near Lake Chad to at least the island of Pagalu. The Sao Tome and Principe Islands along the CVL have intrigued explorationists for decades because oil seeps and windows of sediments occur on them. Recently the 'PROBE Study' acquired a grid of deep-imagining multifold seismic data cross submarine portions of the CVL. Profiles crossing the CVL show upward flexure of oceanic crust and Moho reflections of more than 3 km locally. Upper Cretaceous/lower Tertiary drift sequence reflectors are concordant to crustal uplift, and shoal toward the islands where they are enmeshed with volcanics. These sediments are apparently the source of oil seeps on Sao Tome and Principe. On the flanks of CVL islands and seamounts, regionally continuous sequence boundaries are observed onlapping rotated older sediment reflectors. These sequence boundaries display either base-discordant onlap patterns or divergent onlap patterns, both indicative of uplift, not eustatic fluctuation. The 'uplift sequence boundaries' probably result from uplift associated with pulses of colcanism in the Miocene. It is likely this arching is the equivalent of the Miocene Adamawa uplift that occurs on land. The authors hypothesize crustal uplift was producedmore » by upwelling of the asthenosphere and upward percolation of light mantle fluids. Features which may be the tops of magma bodies 2-20 km wide are imaged in some of the reflection profiles, and possible shear zones and fluid conduits are observed as sub-Moho dipping reflector events.« less
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Seismic reflection character of the Cameroon volcanic line: Evidence for uplifted oceanic crust - Meyers, Jayson; Rosendahl, Bruce R. (Geology, 1991)
Research Article| November 01, 1991 Seismic reflection character of the Cameroon volcanic line: Evidence for uplifted oceanic crust Jayson B. Meyers; Jayson B. Meyers 1Project PROBE, Marine Geology and Geophysics, Rosenstiel School of Marine and Atmospheric Science, University of Miami, 4600 Rickenbacker Causeway, Miami, Florida 33149 Search for other works by this author on: GSW Google Scholar Bruce R. Rosendahl Bruce R. Rosendahl 1Project PROBE, Marine Geology and Geophysics, Rosenstiel School of Marine and Atmospheric Science, University of Miami, 4600 Rickenbacker Causeway, Miami, Florida 33149 Search for other works by this author on: GSW Google Scholar Author and Article Information Jayson B. Meyers 1Project PROBE, Marine Geology and Geophysics, Rosenstiel School of Marine and Atmospheric Science, University of Miami, 4600 Rickenbacker Causeway, Miami, Florida 33149 Bruce R. Rosendahl 1Project PROBE, Marine Geology and Geophysics, Rosenstiel School of Marine and Atmospheric Science, University of Miami, 4600 Rickenbacker Causeway, Miami, Florida 33149 Publisher: Geological Society of America First Online: 02 Jun 2017 Online ISSN: 1943-2682 Print ISSN: 0091-7613 Geological Society of America Geology (1991) 19 (11): 1072–1076. https://doi.org/10.1130/0091-7613(1991)019<1072:SRCOTC>2.3.CO;2 Article history First Online: 02 Jun 2017 Cite View This Citation Add to Citation Manager Share Icon Share Facebook Twitter LinkedIn Email Permissions Search Site Citation Jayson B. Meyers, Bruce R. Rosendahl; Seismic reflection character of the Cameroon volcanic line: Evidence for uplifted oceanic crust. Geology 1991;; 19 (11): 1072–1076. doi: https://doi.org/10.1130/0091-7613(1991)019<1072:SRCOTC>2.3.CO;2 Download citation file: Ris (Zotero) Refmanager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentBy SocietyGeology Search Advanced Search Abstract Deep-imaging multifold seismic fines across submarine parts of the Cameroon volcanic line (west Africa-Gulf of Guinea) show asymmetric uplift of oceanic crust associated with extensive magmatism. The main pulse of uplift occurred after creation of a regional sequence boundary believed to be Miocene in age. The apparent synchroneity of uplift argues against the Cameroon line being a simple hotspot trace, as previously inferred. One plausible theory of origin for the seaward part of the Cameroon volcanic line and its asymmetric uplift geometry combines regional asthenospheric upwelling with restriction of magmatic egress to regularly spaced weak spots, corresponding to fracture-zone crossings. Horizontal motion and buckling also may have occurred along the Cameroon volcanic line. This content is PDF only. Please click on the PDF icon to access. First Page Preview Close Modal You do not have access to this content, please speak to your institutional administrator if you feel you should have access.
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Implementing Educational Innovations: The case of the Secondary School Curriculum Diversification Programme in Lesotho - Mgijima-Msindwana, Mirriam Miranda Nomso. (1991)
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Fashion show, an interdependent learning experience for University of Malawi students - Mhango, Mary Wezi (1991)
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Drought, desertification and food production in Nigeria. - Mijindadi, N. B.; Adegbehin, J. O. (Savanna: A Journal of the Environmental and Social Sciences, 1991)
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Breaking the formal frame : readings in South African education in the eighties : a collection - Millar, Clive (1991)
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Towards a Better Understanding of the Functioning of School Systems for Better Decision Making : The Case of Primary Schools in Togo - Mingat, Alain; Ayélé, Kudjoh (1991)
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The effect of age, sex and education on reception and retention of health information: lessons from a rural area of Kenya. - Mn, Katsivo; Otieno, CF (PubMed, 1991)
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Language in Education: A Comparative Study of the situation in Tanzania, Ethiopia and Somalia - Mohamed, Abdulaziz (1991)
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Factors Associated with Pupils’ Attitudes Towards Science in Nigerian Primary Schools - Mordi, Chinedum (Research in Science & Technological Education, 1991)
Abstract This study looked at the extent to which pupils’ home characteristics, school factors, teaching and learning variables account for the variance of a measure of pupils’ attitude towards science. The paper is a secondary analysis of the Second International Science Study (SISS) data in Nigeria. The data covered 11 States and these States were from five different zones cutting across various cultural backgrounds. The sample size was 2152 pupils from 94 schools but this study is based on 2059 pupils. The results indicated that most pupils came from homes that may not foster positive attitudes towards science. It also revealed that most of the variables that could lead to positive attitudes towards science were alterable. The implications of the findings for Nigeria were also addressed.
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Theory and practice of teaching composition in Syrian universities - Mouzahem, Mayssoun (1991)
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Stores Control system for the College of Business Education Tanzania - Mtatiro, TP (1991)
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Adult Education Research in Zambia. - Mtonga, Harry L. (Australian Journal of Adult and Community Education, 1991)
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The Burden of Education on Economic Development in Africa: An Assessment - Mugaju, Justus (Transafrican Journal of History, 1991)
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Training and manpower development for maintenance work in Kenya. - Mugenda, Abel G (1991)
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Vocational training, in-service courses and higher education for graduates in Botswana - Mugisha, Rujagaata X.; Mwamwenda, Tuntufye S. (Studies in Higher Education, 1991)
ABSTRACT In this paper we provide a theoretical perspective of higher education and employment, of programmes offered in institutions of higher learning and of the relationship between higher education and participation in the labour force. We also discuss the role of vocational training following graduation and then go on to examine the opportunities available for graduates in Botswana with regard to vocational training, in-service courses and higher education. On the basis of empirical evidence we observe that the selection of graduates for postgraduate training is based on academic achievement at undergraduate level, and that the opportunity for further study is dependent upon the number of years spent in employment. We also observe that those graduates who went for further training were in jobs that were nearly commensurate with their fields of specialisation at undergraduate level. In view of the large variety of training needs for the work-place, it is apparent that the University of Botswana is not capable of offering courses that would satisfy the demand for every type of skill needed in the job market and therefore it is suggested that the university should aim at providing students with general and transferable knowledge that could be harnessed by employers through the provision of vocational or on-the-job training, in-service courses or higher education.
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Adult Literacy and Learning Opportunities for Women and Girls in Zambia - Mumba, Elizabeth Cisece (1991)
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Origins and development of adult education innovations in Tanzania - Mushi, Philemon A. K. (International Review of Education, 1991)
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The Presidential Committee On Students Unrest And Indiscipline In Kenyan Secondary Schools - Musuva, J.K (1991)
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The Presidential Committee On Students Unrest And Indiscipline In Kenyan Secondary Schools - Musuva, J.K (1991)
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An evaluation of the training and visit system of extension in Kilfi district, Kenya - Mwangolo, Allex William Sanga (1991)
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Education des adultes et démocratie au Burundi - Ndimurukundo, Nicéphore (1991)
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Education in Kenya: an uncertain future - Ndung’u, Njuguna (1991)
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Exporting Entrepreneurship. In Kenya They Teach Students to Create Jobs. - Nelson, Robert E.; Mburugu, J. B. (Vocational Education Journal, 1991)
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Inservice education of teachers in secondary schools in Papua New Guinea - Neuendorf, Laevai I M (1991)
This study examines the in-service education of teachers in Papua New Guinea with specific reference to secondary teachers. The purpose of the study was to investigate the nature, objectives, operation and perceived outcomes of inservice education in Papua New Guinea in relation to current theories on ISE and to suggest fruitful directions for the future. The research methodology adopted was that of descriptive and analytical research using the questionnaire and interview as the principal data gathering devices. This was supported by archival data obtained from National Department of Education records, Provincial Education Office records and University and College records. The survey population consisted of 236 teachers in 13 provincial high schools in three selected provinces, educational administrators in key policy making and policy implementation levels, and teacher educators in pre-service and in-service education. The research framework was derived from the literature on inservice education in which theoretical perceptions and assumptions relevant to in-service education were reviewed. This was followed by an examination of assumptions and underlying issues relevant to developing countries. The main findings are: that the purposes and aims of inservice education need to be. clarified and its roles made clear within the context of secondary education and education in general in PNG; that a greater emphasis heeds to be made of group-oriented and whole staff-oriented strategies and procedures and to encourage schools to try out the problem-solving approach to ISE; that ISE content shoulcl equally take into account the needs of individual teachers, groups and whole staff and the needs of the system; that a mixture of strategies and procedures should be used in ISE; that school and provincial ISE structures need to be reassessed if ISE is to be effective and efficient at the school and provincial levels; that the scope of externally-directed course-based programs of ISE needs to be widened to include more group-oriented perspectives; that ISE should enable teachers to reflect more on the tasks of teaching and its consequences upon student learning; that universities and colleges of education need to take More responsibility for inservice education; that more financial resources are required to support SBISE and SFISE; that increased attention is needed to monitor the effectiveness of ISE activities and programs and the efficiency of schools, the province and the system in the management and support of ISE.
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The Danfa Comprehensive Rural Health Project, Ghana, 1969-79: health sector teaching, service, and research. - Neumann, A. K.; Sai, Fred T.; Amaah, S. Ofosu (1991)
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Oral hygiene practices and periodontal health in primary school children in Nairobi, Kenya - Ng’ang’a, P M; Valderhaug, J (Acta Odontologica Scandinavica, 1991)
The purpose of this study was to obtain data on the oral hygiene practices, oral hygiene status, and periodontal health among primary school children in Nairobi. The study group consisted of 513 children, 262 aged 6–8 years and 251 aged 13–15 years. The children were from 6 schools randomly selected among the 154 public primary schools in the city. The clinical examination was performed in a room with natural daylight, using the WHO (1980) criteria. Although most of the children reported brushing habits, 75% of the index tooth surfaces in the younger and 55% in the older age group had visible plaque. In both age groups about 25% of the index sites had gingivitis. Moderate amounts of calculus were recorded among the older children. Only two children had periodontal pockets ±4 mm. There was no statistically significant difference (p > 0.05) between males and females recorded with plaque and gingivitis in the younger age group. In the older group, however, a significantly higher proportion of males (p < 0.05) were recorded with plaque and gingivitis. The oral hygiene practices and oral hygiene status were poorer among children from low than from high socioeconomic status. Provision of dental health education for children in Nairobi is recommended.
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Communication process and strategies: The case of the school broadcasting division in Kenya - Ngechu, Mary Ellen Wamuyu (1991)
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The contribution of the Garoua school to wildlife management in Africa - Nje, Ngog; J.; Garoua, ) (1991)
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Should they all learn English?: the role of Portuguese in southern Africa - Nkhoma-Darch, Agnes Georgina Che-Jika (Southern Africa political and economic monthly, 1991)
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A comparison of medical care for infants and children at a university teaching hospital in Lusaka, Zambia with that at national TSU hospital in Mie, Japan - Nomura, Toyoki; Taki, Michio; Okazaki, Tohru; Mizutani, Ken-ichi (Japanese Journal of National Medical Services, 1991)
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[Environment, public health and health education in Burkina-Faso (child-to-child program)]. - Nougtara, A. (PubMed, 1991)
The environmental factors influence the health status at individual and community level. This seems to be more important in tropical countries. This, in developing and specially in tropical countries, public health activities are more concerned with environmental factors. It is well known that in a community, mothers and children are more "at risk". Environmental factors influence child health status at different developmental stages. Several studies have proved the impact of mothers and community education on their health status. Thus mothers and adults education are important to improve child health. However, it became evident that a direct education of the child has also an impact. "Child to child program" is an active and participative educational approach. This report is about child activities related to environmental factors. These activities are promoted by our Association involving health workers, teachers, social workers in Burkina-Faso (west Africa).
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Vocationalising Secondary Education: A Study of the Junior Secondary Schooling Innovation in Nigeria - Nwakoby, Florence U.; Lewin, Keith (1991)
The decision to undertake this research was a response to the debates which followed the introduction of a new secondary education system in Nigeria. The innovation was designed as a complex package offering an integrated approach to changing educational values, orientations and learning outcomes. The research was planned to investigate this innovation during its first life cycle between 1982 and 1985 to see how much foundation there was for the doubts being expressed.
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CAUSES OF VISUAL IMPAIRMENT IN A DRIVING POPULATION IN NIGERIA - Nwosu, S. O. (Journal of traffic medicine, 1991)
A vision survey of professional motor vehicle drivers in Oyo State, Nigeria, showed that ocular trauma, ocular infections and inflammation were the most important causes of visual impairment. Self-medication was very common with the drivers and must have contributed considerably to ocular morbidity.
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Language planning and education policy in Botswana - Nyati-Ramahobo, Lydia (1991)
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The effects of scaling and oral hygiene education on the periodontal status of factory workers in Kenya - Nyokabi, Margaret M (1991)
A thesis submitted in part fulfillment for the Degree Of Master Of Public Health University of Nairobi
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Contradictions between policy and practise on the road to Nigerian independence: Britain and the West African Students Union, 1930-1945 - Nzemeke, A.D. (Africa: rivista trimestrale di studi e documentazione, 1991)
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Development and Prospects of Distance Education in Kenya Paper Presented for publication to the East African Journal of Education - O, Jackoniah Ogeda (1991)
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Prospects of agricultural production in drought-prone Sahel and Sudan savanna environment, with special focus on Nigeria - Odo, P. E. (Annals of Borno, 1991)
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Eclampsia: an analysis of 845 cases treated in the Lagos University Teaching Hospital, Nigeria over a 20-year period. - Odum, CU (PubMed, 1991)
A retrospective study of a large number of eclamptic patients (n=845) treated in the Lagos University Teaching Hospital over a 20 year period. 1967-86 was carried out on available inpatient records in the hospital. The areas of interest included clinical profile of eclampsia as seen in Lagos, prognostic outcome in eclampsia in relation to treatment modalities, cesarean delivery, maternal and perinatal mortalities, primary causes of maternal deaths in eclampsia, and morbidity rate, including the types of study done. There was a continuous increase in the number of cases seen from the 1st through the last period and the average maternal age, mean parity, and mean gestational amenorrhea of 24.0 +or- 0.22 years, 2.8 +or- 0.1 and 36.7 +or- 0.15 weeks for the eclamptic episode in the Lagos metropolis. There was a significant increase in the severity of the disease in recent times. Common causes of maternal death were the result of renal failure, hemorrhage, and cardiopulmonary failure and there was a very limited overall influence of treatment modalities on the final outcome on eclampsia during the period under review. It is impossible to improve the morbidity and mortality figures with this condition unless a concerted effort is made to effect early diagnosis and treatment.
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Correlates of Citizenship Behaviour of Nigerian Secondary School Students - Ogundare, Samuel Folorunso (Educational studies, 1991)
Summary This paper examined the extent to which gender, academic achievement in social studies and the occupation of the parents of the students may be intervening variables in the citizenship behaviour of students within the school purview. An observational scheme, using Mehlinger's and Okunrotifa's posit, was used to observe 60 students for 3 weeks by trained raters. While the general picture appears satisfactory and gender has no significant influence, academic achievement in social studies and the occupation of parents are significant variables associated with student degree of citizenship behaviour. Therefore, in all school work dealing with civic competence, moral education concepts should be used and students should be associated heterogeneously across sex, intellectual capability and parents’ status.
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Influence of Education on Aspects of Cognitive Functions in Non-Demented Elderly Nigerians - Ogunniyi, Adesola; Lekwauwa, U. G.; Osuntokun, B. O. (Neuroepidemiology, 1991)
Cognitive function was assessed in 930 elderly Nigerians living in an urban community by trained medical students who were blinded to the educational status of the subjects. They used a pretested and validated questionnaire. The subjects were later evaluated for the presence of dementia according to DSM-IIIR criteria by neurologists who then determined the educational status of the subjects. There were 361 males and 569 females with a mean age of 58.5 years (SD = 14.8). One hundred and sixty-one subjects (17%) with at least 6 years of education performed better on all aspects of cognition assessed (p < 0.001). The differences in performance were statistically significant on assessment of general knowledge, intelligence, abstract thinking, depth of information and immediate recall (p < 0.001) but not for calculation, orientation, attention and language comprehension. Our findings confirm the confounding effect of education on cognitive assessment and suggest the possibility of developing a short culture-free and educationally unbiased instrument for assessing cognitive functions in Nigerians.
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Music in Nigerian Education. - Okafor, Richard C. (Bulletin of the Council for Research in Music Education, 1991)
Since the 1950s, the governments of the western and eastern regions of Nigeria have invested more of their revenues in education than in any other sector of development. This was a shift from the old Colonial system in which education, consisting mainly of literacy and numeracy, served only to provide workers for the Colonial Civil Service. According to the National Policy on Education: Education in Nigeria is no more a private enterprise, but a huge Government venture that has witnessed a progressive evolution of Government's complete and dynamic intervention and active participation. The Federal Government of Nigeria has adopted education as an instrument par excellence for effecting national development...Government has also stated that for the benefit of all citizens the country's educational goals in terms of its relevance to the needs of the individual as well as in terms of the kind of society desired in relation to the environment and the realities of the modern world and rapid social changes should be clearly set out. (Federal Republic of Nigeria, 1981, p.5) It went further to state that:
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Adult Education in Nigeria: What Role Has the Library? - Oke, Olufunso O. (Library review (Glasgow), 1991)
The meaning of and requirement for adult education in Nigeria are examined. The shortcomings of current adult literacy programmes are indicated and the role of libraries in Nigeria in consolidating and sustaining literacy skills in relation to adult education campaigns is discussed.
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Higher education issues in Kenya, changes and continuity - Okech, Jack Green (1991)
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The teacher factor in the effective teaching and learning of ESL in developing English speaking countries: The case of Nigeria - Oladejo, James (Journal of Multilingual and Multicultural Development, 1991)
Abstract In this paper an attempt is made to show that although the problems currently facing the teaching and learning of English Language in the developing English speaking countries are numerous, the major threat comes from lack of professionalism in ESL teaching. Using the Nigerian situation by way of illustration, it is argued that the ineffectiveness of ESL teaching and learning activities results primarily from chronic teacher related factors such as: shortage of well trained teachers, use of unqualified teachers in the language classroom, and lack of in‐service training opportunity. If ESL teaching in the developing English speaking countries is to be given a kiss of life, and ESL learning is to become fruitful, therefore, adequate attention should be given to these factors by recognising ESL teaching as a profession which can be practised only by the well trained, and by making available facilities and opportunities for proper training and retraining of teachers.
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The value of participatory needs assessment: in-service training in health education for child survival in Africa. - Oladepo, Oladimeji; Adeniyi, Joshua D.; Parker, Kim; Steckler, Allan; Foushee (PubMed, 1991)
This article describes the activities of an international training workshop for health workers involved with the Africa Child Survival Initiative (CCCD), a workshop characterized by its emphasis on participatory needs assessment. A 1983-84 evaluation of CCCD revealed a number of problems, including a lack of cooperation between managers and educators, and inadequate planning and evaluation skills on the part of health educators involved in large scale child survival programs. In order to address these problems, a collaborative team from the University of Ibadan's African Regional Health Education Center, the University of North Carolina's School of Public Health, and the Centers for Disease Control developed a comprehensive training program, whose highlight was a 4-week international training workshop, which took place on July 12-August 7, 1987 at Ibadan, Nigeria. The aims of the workshop included: improving interpersonal relations between managers and educators; showing how educators and managers could develop a joint health education plan as a component of Child Survival programs; helping managers have a better understanding and appreciation of health education as an indispensable component of Child Survival; and improving the program planning skills of health educators. The workshop consisted of an in-workshop participatory needs assessment and planning phase, a content/information phase, a health education plan and development phase, and an evaluation phase. The evaluation of the workshop -- a joint effort of the trainers and participants -- revealed substantial increases in the health educators' confidence in their own skills and their motivation to work with managers, and an increased consistence of the perceived role of health education between educators and managers.
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Innovation and Change in Higher Education in Developing Countries: experiences from Tanzania - Omari, I.M. (Comparative Education, 1991)
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Roots of student unrest in African universities - Omari, I.M.; Mihyo, Paschal B. (1991)
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Africa braces for the gathering storm - Ominde, SH; Juma, Collins (1991)
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Mass literacy campaigns in Nigeria: learning from the Ethiopian experience - Omole, M.A. Lanre (1991)
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Politics and the Quality of Middle Level Technical Education Policy in Oyo State, Nigeria - Oni, Bankole (Studies in third world societies, 1991)
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Towards an effective moral education in Nigeria - Onyeocha, Izuchukwu Marcel (1991)
Nigeria is faced with the problems and challenges of pluralism in respect of its ethnic, social, political and religious diversity. This thesis argues that in order to reconcile the conflicting interests and tendencies in the country, an integrated approach to moral education is required. The first chapter clarifies the current situation in Nigeria by showing historically the roots of the present diversity. The second chapter is an introduction to some concepts -- of morality, education, moral education and moral development — which are essential to the later discussion. The third chapter describes and analyses approaches to moral education in traditional Nigerian society, including both content and methods. The fourth chapter is premised on the argument that moral education for national cohesion in Nigeria needs to take account of features of Nigerian society which, while being aspects of the problem, also contain the resources through which a solution can be approached. More is said on the current diversity, including its political and religious aspects, and it is pointed out that both Nigeria's political ideals, as enshrined in its constitution, and the predominantly religious orientation of its people, are resources on which moral education can build. The fifth chapter asks how far theoretical approaches developed in the West can be adapted to Nigeria's situation. Consideration is given to major political, especially democratic, theories; to ethical theories, especially where they focus on virtue; to conceptions of the nature of religion; and to psychological developmental theories. In each case it is argued that there are valuable features in such theories but they cannot be transferred wholesale to the Nigerian situation. The sixth chapter, accordingly, seeks to show how a distinctively Nigerian approach might be developed. This will allow for the possibility of a non-Western form of democracy; for a form of moral education which incorporates what is most valuable in traditional Nigerian practices; and for a religious education which takes account of common factors within a situation of diversity. Finally, an attempt is made in the seventh chapter to sketch a model of an effective and integrated moral education for Nigeria, in terms of the role of the school; the qualities required on the part of the teacher; the qualities of the student; the content of what is taught; and the methods to be used.
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SEX-RELATED DIFFERENCES IN SPATIAL ABILITY IN A GROUP OF SOUTH AFRICAN STUDENTS - Oosthuizen, Stanley (Perceptual and Motor Skills, 1991)
Many recent studies have reported a convergence in the scores of males and females on spatial tests; however, these studies also indicate different amounts of convergence. There are indications that spatial differences continue to exist. It was decided to study such differences in spatial ability on two different tests for two groups of South African first-year university students (ns = 60), one from arts and one from the sciences. In all comparisons statistically significant differences were found between the sexes.
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Occupational mobility and need for achievement among student teachers in Uganda - Opolot, James S. E. (1991)
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Factors influencing the use of the environment in science teaching: a study of biology teaching in Tanzania - Osaki, Kalafunja (1991)
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Weathering the storm: climate change and investment in Kenya. - Ottichilo, Wilber K.; Kinuthia, J. H.; Ratego, P. O.; Nasubo, G. (1991)
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An analysis of the pattern of media use by teachers in a Nigerian education district - Ozoh, H.C. (Africa Media Review, 1991)
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Farmer participatory research in north Omo, Ethiopia : report of a training course in rapid rural appraisal held at Soddo, July 16th-27th 1991 - Pa, Girara; Pa, Abela; Africa, Farm (1991)
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Gaining Access into Academe: Perceptions and Experiences of African American Teachers. - Page, Jane; Page, Fred M. (Urban League Review, 1991)
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AntibES/Rabat - A Fuzzy Computer-Aided Instruction on the Treatment of Infectious Diseases Designed for Morocco Medical Students and Medical Practitioners - Palmer, G.; Morlat, P.; Pillet, Jérémy; Labroille, Gilles; Tilly, B.; Nejjari, Chakib; Luguet, J.; Aubertin, J.; Medahoui, A.; Hassar, M.; Salamon, R. (1991)
This paper presents a program designed to help Maroccan students for prescribing antibiotics. The software was realized in the Department of Medical Informatics in Bordeaux, France, while the Knowledge Base was written by French and Moroccan Specialists. This project has been made in the framework of a World Health Organisation project.
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Teaching Location and Some Characteristics of Place: Using South Africa. - Palmer, Jesse (Social Education, 1991)
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The African-American student experience in the independent school - Parker, Jeanne Delores (1991)
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The demand and supply of school teachers in Uganda - Passi, F.O. (1991)
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Civil Society and the State: an analysis of articles on education in the Zimbabwean press, January 1989‐April 1990 - Pearce, Carole (Compare: A Journal of Comparative and International Education, 1991)
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African-American Principals: School Leadership and Success - Peil, Margaret; Lomotey, Kofi (Canadian Journal of African Studies, 1991)
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Attitudes Towards Sexual Behaviour and Sex Education Among Primary School Children in Lusaka, Zambia - Peltzer, K.; Likwa, Rosemary Ndonyo (Journal of Psychology in Africa, 1991)
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Attitude towards sexual behaviour and sex education among primary school children in Lusaka, Zambia - Peltzer, Raquel Inés; Likwa, K. (Journal of Psychology in Africa, 1991)
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Toward a national policy for deaf education in the "new" South Africa. - Penn, Claire; Reagan, Timothy (PubMed, 1991)
In this article, it is suggested that there has been a lack of a clear, focused, cohesive and articulated sense of direction in areas related to deafness and the provision of services to the deaf in South Africa. As a means of rectifying this situation, policy proposals which were developed in a workshop conducted at the Thirteenth Biennial Conference of the South African National Council for the Deaf are presented and discussed, as is the underlying research base for the policy proposals.
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Women in Theological Education in Malawi - Phiri, Isabel Apawo (Religion in Malawi, 1991)
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Organisational perspectives on the local management of schools: Papua New Guinean case studies - Preston, Rosemary (International Journal of Educational Development, 1991)
Associated with the economic adjustments of recent years, there is a trend in many countries for governments to devolve responsibility for logistical support to schools. This paper is a study of factors that can influence the local management necessary for the provision of this support. Drawing from two, largely rural, studies in Papua New Guinea (a national survey and a detailed analysis of community management of 13 schools in a single area), the paper describes the school, its Board of Management and the community as a trio of organisations with theoretically complementary objectives. It points to the inadequacy of general cultural explanations for Board inability to sustain operations over time. It claims that Board members, people in the communities they represent and teachers all have private expectations of their association with schools, which if not met, will undermine commitment. Ensuring these are met, with secondary regulatory action, can reduce the frequency of organisational troughs of apathy. As it is, in Papua New Guinea and elsewhere, the prospect of expectation fulfilment associated with socio-economic advantage means that those with least to gain may refuse to become involved with education systems.
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CROSS-CULTURAL APPLICATION OF THE CENTER FOR EPIDEMIOLOGICAL STUDIES DEPRESSION SCALE: A STUDY OF BLACK SOUTH AFRICAN STUDENTS - PRETORIUS, T. BRLAN (Psychological Reports, 1991)
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Media Matters in South Africa. Selected Papers Presented at the Conference on Developing Media Education in the 1990s (Durban, South Africa, September 11-13, 1990). - Prinsloo, Jeanne; Criticos, Costas (1991)
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Dental students' knowledge of AIDS and HIV infection in Helsinki, Finland, and in Dar es Salaam, Tanzania - Ranta, Klaus; Tuominen, Risto (Acta Odontologica Scandinavica, 1991)
AbstractThe purpose of this investigation was to study the knowledge about HIV infection and AIDS among dental students in Helsinki, Finland, and in Dar es Salaam, Tanzania. All respondents knew that HIV is not transmitted via hand-shaking, drinking water, or breathing air. More than half of the students in both countries did not know that HIV can be transmitted via breast-feeding. A higher proportion of students in Dar es Salaam than in Helsinki believed that all HIV-positive persons will get AIDS. Tanzanians recognized the early symptoms of HIV infection better than the Finnish students. Many students in both countries did not mention bisexual men as belonging to the high-risk group. Most of the dental students in Dar es Salaam but only one in five in Helsinki believed that dentists belong to the at-risk group.Key Words: Clinical symptomsquestionnairerisk groups
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Geographicalsection Prevalence and causes of vision loss in central Tanzania - Rapoza, Peter A.; West, Sheila K.; Katala, Sidney; Taylor, Hugh R. (1991)
A population-based survey of the prevalence of major blinding disorders was conducted in three villages in central Tanzania. Overall, 1827 people overthe age ofseven years old were examined. In those age seven and older, the prevalence of bilateral blindness (visual acuity in the better eye of < 3/60) was 1.26% and monocular blindness (visual acuity of < 3/60 in one eye) was 4.32% and the prevalence of visual impairment (visual acuity < 6/18 but 2::: 3/60 in both eyes was 1.04% and in one eye was 1.75%. Corneal opacities were responsible for 44% of bilateral and 39% of monocular blindness and resulted from trachoma, measles often in association with Vitamin A deficiency, keratoconjunctivitis, and the use of traditional eye medicines. Cataracts accounted for 22% of bilateral and 6% of monocular blindness. Readily preventable or reversible causes of blindness were responsible for 65% of cases of bilateral and 46% of monocular blindness.
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Women in higher education in Africa: Access and choices - Rathgeber, Eva M. (1991)
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Perceived deterrents to participation in compensatory education educationally disadvantaged adult South Africans - Reddy, Kistammah Bergmann (1991)
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Interregional Workshop on Testing of Training Modules on Women, Water Supply and Sanitation, Banjul, the Gambia, September 2-6, 1991 - Res., Intern. (1991)
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An investigation of the evolution and current status of the core theoretical disciplines in the training of primary school teachers at selected English-medium training institutions in South Africa - Robertson, Sally-Ann (1991)
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Motivating health workers through nutrition training: an example from Egypt - Ruck, N; Darwish, Olfat (Health Policy and Planning, 1991)
Inappropriate training of primary health care staff and underuse of health facilities are two widely recognized problems in Egypt. Collaboration between the regional health services, a university nutrition department and external technical assistance enabled a successful programme of nutrition training to be set up in the governorate of Alexandria. Locally adapted training materials were produced. The training improved teamwork in the health centre and increased levels of nutrition activities within mother and child health (MCH) care. This, together with wide publicity of the aims of the programme, increased activity, continuity of care and established mothers' groups, resulted in greater uptake of services, and better infant feeding practices. Regular supervision of staff, using field staff as trainers, and constructive feedback were identified as factors which increased the motivation and morale of health centre personnel. The integration of the project with local health management structures ensured that the lessons learnt were well disseminated and incorporated into future planning. Recommendations are made in this paper on community consultation, supervision by health care managers, and on local analysis and relevance of the health information.
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Architectural Design Determinants for Adult Education Centres in Kenya - Rukwaro, RW (1991)
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Accommodation or confrontation? Some responses to the Eiselen commission report and the Bantu education act with special reference to the Methodist church of South Africa - Rundle, Margaret (1991)
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Asymptomatic bacteriuria in school children in a rural area, Egypt. - Sa, el-Gamal; Lh, Saleh (PubMed, 1991)
Forty hundred and fifty urine samples collected from school children in a rural area were screened for the presence of significant bacteriuria. The incidence of asymptomatic bacteriuria was found to be 7% with Predominance in females (11%) than in males (3.6%). From the total bacterial isolates E. coli were isolated in 18% of cases, Co-agulase positive staphylococci in 30%, co-agulase negative staphylococci in 15%, streptococcus pyogenes in 6%, Klebsiella species in 9% and enterococci in 21% of cases. There was no difference between the incidence of asymptomatic bacteriuria (ABU) in younger children than in older ones. We recommended a routine screening for ABU among school children for the early diagnosis and management of such cases.
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The development of communication : a study of referring expressions and other aspects of discourse in Algerian pre-school children - Saadi, Hacène (1991)
In the present study, a total of two experiments constitute a follow up study of the development of communication: referring expressions and other aspects of discourse in pre-school urban Algerian children. In the first experiment, the focus is on the differences between the use of definite and indefinite noun-phrase, in two conditions (freeplay/ structured play), and differences between the use of person pronouns (I, You) which are essentially deictic and the ones which are essentially intralinguistic or cohesive (3rd p: he, she, it) within the two conditions. The demonstrative pronouns and adverbs which are added in the grouping are less important with regard to the main factors of interest (definite vs. indefinite NP, and 1st and 2nd p. vs. 3rd p.), but in the global analysis they are of some interest as to the continuity from the more indexical function to the more intralinguistic or cohesive use of referring expressions. The categories which are of interest in the second experiment, are those which, strictly speaking, are used anaphorically. The person pronouns (I,You) and the demonstrative adverbs (or locatives: here, there) which were under scrutiny in the first experiment, are dropped in the second experiment. These categories of discourse are hardly found, because of the nature of the experiment, the purpose of which being the evaluation of the more intralinguistic uses of referring expressions. Unlike the first experiment which was designed to tackle both the deictic and intralinguistic uses of referring expressions by pre-school children, the second experiment was, thus, designed to measure the extent to which pre-schoolers engaged in some specific tasks (tasks which might prompt the use of some aspects of discourse), use referring expressions in their anaphoric sense, and track down these uses to their significance. Overall, the results of the present study, together with examples from other experimental data, indicate that the function of the definite article may initially be predominantly exophoric or deictic, in as much as this function signals a particular object or the actions of one salient object singled out from a group of others, in the extralinguistic context. The results of the first experiment showed a predominant presence of a developmental function (the nominative use of the definite reference) and a consistency in the appearance of such a function across categories (the deictic uses) developmentally associated with this function. The person pronouns '1you' are typically 'exophoric' since they refer to aspects of the non-linguistic context and, by contrast 3rd p. pronouns (he, she, it, they) are essentially intralinguistic or cohesive. Similarly in the second experiment the results concerning the definite NP do agree with some recent findings about the deictic function of the definite article (which sometimes is used correctly when the object is alone, and at some other time it is used incorrectly in the instance of a non-specific reference). This, in fact, is quite different from an anaphoric or intralinguistic function: it grew out from the present data, that the apparently correct use of the definite NP is tied to situationally introduced referent and it is not truly anaphoric.
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The dilemma of the Zimbabwe student movement - Sachikonye, Lloyd (Southern Africa political and economic monthly, 1991)
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Issues in Strategic Planning for Vocational Education: Lessons from Algeria, Egypt, and Morocco. - Salmi, Jamil (Journal of Industrial Teacher Education, 1991)
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Study on drought induced migration and its impact on land tenure and production in the inter-riverine region of Somalia. (An excerpt) - Samantar, M.S. (1991)
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Aid and Development in Southern Africa: Evaluating a Participatory Learning Process - Samoff, Joel; Kalyalya, Denny H.; Mhlanga, Khethiwe; Seidman, Ann; Semboja, Joseph (International Journal of African Historical Studies, 1991)
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Ground and surface water pollution by open refuse dump in Ibadan, Nigeria - Sangodoyin, A. Y. (Discovery and Innovation, 1991)
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Water Source Pollution and Disease Diagnosis in a Nigerian Rural Community. - Sangodoyin, A. Y. (Environmental education and information, 1991)
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Water Source Pollution and Disease Diagnosis in a Nigerian Rural Community. - Sangodoyin, A. Y. (Environmental education and information, 1991)
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School Climates in The Gambia - Sarr, Baboucarr; Lewin, Keith (1991)
This paper is based on two case studies of Gambian secondary schools. Secondary education in The Gambia is double-track, comprising secondary high schools and secondary technical schools. The former are modelled on British grammar schools, and the latter were introduced to meet the needs of those who would enter the middle levels of the labour market.
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Liberian Higher Education at Cuttington University College: Are Both Sexes Equal? - Saunders, Janice M. (Liberian studies journal, 1991)
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School Snapshot: Focus on African-American Culture. - Scherer, Marge (Educational Leadership, 1991)
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The sociology of missionary education in Africa: a historical case study of school education in Uganda as an instrument of cultural transfer - Sempebwa, Joshua Wantate (1991)
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Archives and Manuscripts in the School of Oriental and African Studies (SOAS) Library relating to Nigeria - Seton, R.E. (African Research & Documentation, 1991)
At first glance archives and manuscript collections in SOAS Library do not provide an obvious resource for information relating to the natural environment of Nigeria. The scholars, missionaries, civil servants and business men who have deposited their papers in SOAS Library were primarily concerned with the peoples of Africa and Asia and their antiquities, customs, folklore, languages, literature, trading practices etc rather than with the natural world. But when one comes to examine these collections more closely it is surprising how much one can find that does throw light on the climate, the vegetation, on agriculture and natural resources, sometimes on the general flora and fauna, always on any exceptional sightings of the wilder animals or birds and on the local terrain.
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Sero-epidemiological studies of cysticercosis in school children from two rural areas of Transkei, South Africa - Shasha, W.; Pammenter, M. D. (Annals of tropical medicine and parasitology, 1991)
Anticysticercus antibody titre levels were measured in the sera of 1352 school children from two rural areas of Transkei with different climatic conditions, in the southeastern seaboard of South Africa. The overall seropositivity rate was 5·5%, while the rates for children with good and poor nutritional status were 7·3% and 3·3% respectively. The rates for the two geographical areas did not differ. However, the mean antibody titre level in the ‘dry’ area (Cofimvaba) with extreme temperature regimes was higher than that in the ‘wet’ area (Umtata), and well-nourished children from the Cofimvaba area were significantly the most likely to be seropositive. On the other hand, undernourished children from Cofimvaba, and undernourished male children generally, were more likely to be seronegative (Odds Ratio 2·78 and 3·62 respectively). The implications of the findings for the treatment and control of cysticercosis are discussed.
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Drought and Desertification in Tropical Africa. - Shinoda, Masato (Journal of Geography, 1991)
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Contradictory Developments in the Teaching and Practice of Human Rights Law in Tanzania - Shivji, Issa G. (Journal of African Law, 1991)
The Bill of Rights is a novelty in Tanzania. As is well-known, Tanzanian Constitutions from independence to 1984 did not contain a bill of rights. Partly for this reason, legal discourse, whether in teaching or in practice, did not centre on rights issues particularly in the relationship between the state and citizen. At the Faculty of Law, University of Dar es Salaam, there developed an approach to teaching which the university calendar refers to as “the historical, socio-economic” method. The socioeconomic method emerged in contrast to the “law and development” approach which was a manifestation of the modernization theory on the legal plane. Neither of these revolved around the question of rights. Put rhetorically, “law and development” saw law essentially as an instrument of social change while the “socio-economic method” regarded law as an instrument of the ruling class. This may be a little over-simplified, but I believe broadly represents the main points of departure of, and contention between, the two schools—at least at that time at the Dar es Salaam Faculty.
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Contradictory Developments in the Teaching and Practice of Human Rights Law in Tanzania - Shivji, Issa G. (Journal of African Law, 1991)
The Bill of Rights is a novelty in Tanzania. As is well-known, Tanzanian Constitutions from independence to 1984 did not contain a bill of rights. Partly for this reason, legal discourse, whether in teaching or in practice, did not centre on rights issues particularly in the relationship between the state and citizen. At the Faculty of Law, University of Dar es Salaam, there developed an approach to teaching which the university calendar refers to as “the historical, socio-economic” method. The socioeconomic method emerged in contrast to the “law and development” approach which was a manifestation of the modernization theory on the legal plane. Neither of these revolved around the question of rights. Put rhetorically, “law and development” saw law essentially as an instrument of social change while the “socio-economic method” regarded law as an instrument of the ruling class. This may be a little over-simplified, but I believe broadly represents the main points of departure of, and contention between, the two schools—at least at that time at the Dar es Salaam Faculty.
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Race, Education, and the Equal Protection Clause in the 1990s: The Meaning of Brown v. Board of Education Re-Examined in Light of Milwaukee's Schools of African-American Immersion - Siegel, Steven (Marquette Law Review, 1991)
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Teaching and Research in Animal Behaviour in South African Universities: A Survey - Simbayi, Leickness C. (International journal of comparative psychology, 1991)
A qualitative questionaire-based survey of psychology and biology/zoology departments at all 21 universities found in the Republic of South Africa was carried out in 1990 in order to determine how many of them taught and/or conducted research in the subdiscipline of animal behaviour, i.e., either as ethology or comparative psychology or both,and their future plans. Altogether only 10 psychology and 12 biology/zoology departments responded to the questionaire. In addition, a further five psychology departments were contacted via phone or through personal communication. The survey revealed a somewhat disappointing picture with regard to psychology departments—only three of them taught courses in animal behaviour regularly, five taught only small modules on animal behaviour whereas the rest of the departments neither did nor ever planned to do so in the near future. Most psychology departments were of the opinion that the study of animal behaviour was not important at all and consequently only a few of them had conducted or were still conducting some research in the area. In contrast, the picture was a much more exciting one with regard to biology/zoology departments—all of those which had responded, except for one only, had taught courses on animal behaviour in their curricula and had done so for at least a decade. The biology/zoology departments concerned considered animal behaviour to be a relatively important subdiscipline and the majority of them had also conducted or were still conducting some research in the area. Possible explanations for this discrepancy as well as implications thereof for the future of the study of the subdiscipline in South African universities are discussed.
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Reasons Provided by Black Pupils in the Rural Mahlabathini Area in Natal Province, South Africa, for Poor Academic Performance in Black Secondary Schools - Simon, Alan J. (Journal of Negro Education, 1991)
In March 1990, after his release from a 27-year prison term for his involvement in the struggle against apartheid in South Africa, Nelson Mandela, deputy president of the African National Congress (ANC), spoke to a rally of 80,000 students at the University of the North in Pietersburg, Transvaal Province. In his speech Mandela merely reiterated ANC policy by proclaiming that is a major factor in the struggle-without you can forget about (Disruption, 1990, p. 3). As Zille (1987) clearly shows, liberation before education has never been an ANC slogan. In that same speech Mandela also urged Black students to return to their classes and not to disrupt the schools. Yet, this article will show, the Black system in South Africa well the schools Mandela urged pupils to re-attend are in a state of crisis. This crisis is a consequence of 42 continuous years of Nationalist Party rule in South Africa, particularly its policy of Bantu (Black) education, one of the cornerstones of apartheid. Despite recent political changes in South Africa, Robinson (1989) observes that as we approach the end of 1989, we find the state is no nearer than before towards resolving its many crises in education (p. 1). Indeed, at the end of 1989, a mere three months before Mandela delivered his speech in Pietersburg, the Black matriculation (or matric: last year of secondary schooling) results gave cause for widespread concern. As a recent newspaper report notes, only 42% of all matric candidates passed; this figure represents a 12% drop from the previous year and the lowest pass rate in five years (Anger Over Re-mark Decision, 1990, p. 6). The origin of the crisis in Black in South Africa can be traced back to the nation's second Nationalist Party prime minister, H. F. Verwoerd. It was Verwoerd's contention that the labor requirements of the mines, farms, and factories should determine the output, or rather
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Drought spells and drought frequencies in west Africa =: Durée et fréquence des périodes sèches en Afrique de l'Ouest - Sivakumar, M. V. K. (1991)
Drought spells and drought frequencies in west Africa =Durفe et frفquence des pفriodes sغches en Afrique de l'Ouest , Drought spells and drought frequencies in west Africa =Durفe et frفquence des pفriodes sغches en Afr... , مرکز فناوری اطلاعات و اطلاع رسانی کشاورزی
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Parental Education Choice: Some African American Dilemmas - Slaughter‐Defoe, Diana T. (Journal of Negro Education, 1991)
The research literature on families and educational achievement as it addresses African American populations is uniquely characterized by attention to educational failure rather than educational success (Slaughter, Nakagawa, et al., 1990). This orientation originated over 40 years ago with the culture-as-social-class conceptual model, which attempts to explain the behavior of lower income African American children and families in encounters with traditional schools (e.g., Davis, 1948). Even the most progressive of contemporary models addressing families and schooling in relation to this population such as those of Ogbu (1974, 1988), Brice-Heath (1988), and Clark (1983) have been compelled to account for the educational failures of urban African American children. Until recently, however, with the emergence of concerns over the increasing numbers of drug-addicted babies in African American communities, there has been no reason to suspect that significant numbers of African American children are born with inherent intellectual deficits. In fact, existing evidence supports the superiority in sensorimotor intelligence of African American children compared to their non-Black peers (Freedman & DeBoer, 1979). There is also ample scientific evidence that African American children are educable, regardless of the educational philosophy or racial composition of the schools they attend; yet, indicators across the course of children's educational lives reveal that parental choice of schools and parental involvement in the educational process are crucial components of effective schooling for African American children.
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Student migrancy and marginalisation : a study of the exclusion of African students from schooling in Natal - Soobrayan, Bobby (1991)
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Oral prophylactic procedures and gingival health among Nigerian school children. - Sote, E O (PubMed, 1991)
Various researchers have advocated the use of chewing sticks in community oral health programmes because they are readily available, cheaper than the toothbrush and paste, and are found to possess antiplaque properties. Oral health education is essential for enlightenment on good oral health maintenance. The study was thus aimed at educating children on how to maintain a good oral health (including the efficient use of various oral hygiene implements) and noting the impact on their gingival health. 120 school children with no gingival disease, aged 12 to 14 years, participated in the study. They were all examined intra-orally and their plaque scores were recorded. After two weeks of oral health education programmes, they were randomly assigned into three equal groups, each group using either the toothbrush/paste, the Massularia acuminata chewing stick or the Sorindeia warneckei chewing stick for three months. Their plaque scores and gingivitis incidence were recorded. 36.0% had gingivitis, 2.0% had periodontitis with pocketing greater than or equal to 5 mm, and about 3.0% had gingival recession. More toothbrush users than the chewing stick users in the study had gingivitis (P less than .05). The inherent danger in introducing unfamiliar oral hygiene procedures to children without close monitoring is highlighted. Whatever mode of oral hygiene is adopted for use in children, adequate supervision by knowledgeable parents and teachers, and close monitoring by oral health personnel is mandatory in order to ensure effective use.
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Functional Literacy in Moroccan School Children - Spratt, Jennifer E.; Seckinger, Beverly; Wagner, Daniel A. (Reading Research Quarterly, 1991)
Sur une population de 671 eleves marocains de l'enseignement moyen, les AA. examinent les problemes que pose l'influence du milieu social sur l'alphabetisation fonctionnelle de l'enfant accomplissant des devoirs a domicile, compte tenu de son profil personnel
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Politics in African education - Stephens, David (International Journal of Educational Development, 1991)
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Pastoral economies in Africa and long-term responses to drought : proceedings of a colloquium at the University of Aberdeen, April 1990 - Stone, Jeffrey C. (1991)
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Classroom Action Research in Africa: a Lesotho Case Study of Curriculum and Professional Development - Stuart, Janet S. (1991)
This is an account of a small-scale project carried out with teachers of Development Studies in Lesotho at post-primary level. I worked intensively with five teachers over a year, to help them firstly to reflect on the teaching and learning processes in the classroom and then to change these as they thought appropriate.
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Learning English in Kenya: Problems and causes - Sure, Kembo (Language, Culture and Curriculum, 1991)
Abstract The paper reports a survey of secondary school teachers of English in Kenya. Eighty‐six teachers answered a questionnaire during seminars in which the role of English in Kenya was one of the topics discussed. They were asked to rate the seriousness of various problems experienced by their students, and to give their most likely causes. Sociocultural and motivational problems relating to the communicative use of English were not considered to be as serious, as obstacles to the use of English, as bad grammar, lack of vocabulary and mistakes in the written language. The paper considers the findings in the light of the current status of English in Kenya, including the strong association of English with the classroom, the methods used to teach it and its role in the life of the students. It concludes that English as a national second language, for internal use in Kenya, may have to be given greater priority in the school programme while English as an international language, which will be relevant only to certain professions and trades, will tend increasingly to be treated as a variety of ESP (English for Special Purposes).
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Education and pastoralism in Nigeria - Tahir, Gidado (1991)
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Art teaching in African schools - Talabi, George (1991)
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The plight of school libraries in Africa - Tawete, F. (1991)
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A historical survey of state education in Eritrea - Taye, Adane (1991)
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Major factors and constraints in the African energy sector and climate change - Tebicke, H.L. (1991)
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Drought and famine relationships in Sudan: policy implications - Teklu, Tesfaye; Braun, Joachim von; Zaki, Elsayed Ali Ahmed; Ali, Ahmed Mohammed (RePEc: Research Papers in Economics, 1991)
Sudan is one of the few countries where famine still persists. Why? What are the determinants of famine in Sudan? What is the role of drought, especially in the context of economic policy failure and war? Who is affected by famine? What needs to be done to mitigate and prevent famine? These are some of the questions addressed in Drought and Famine Relationships in Sudan: Policy Implications, Research Report 88, by Tesfaye Teklu, Joachim von Braun, and Elsayed Zaki. The research is particularly concerned with quantitatively tracing the drought-production-consumption-nutrition linkages under famine conditions at the household level in order to identify effective means of alleviating and preventing famine.... while famine is often strongly linked to drought, this research finds that even under the severe economic constraints of Sudan, suitable government planning and action can forestall that linkage.
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The development of education in the Yemen Arab Republic 1962-1986 - Thaifani, Al (1991)
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Participatory rapid appraisal for community development: a training manual based on experiences in the Middle East and North Africa - Theis, Jennifer; Grady, H.M. (1991)
This training manual in rapid rural appraisal methods is intended for nongovernmental organizations and the training of community development workers and community members in participatory appraisal methods. Examples and practice exercises are included as well as charts and handouts. There is an overview of the following techniques: direct observation semi-structured interviewing ranking (preference pairwise direct matrix wealth) diagrams and analysis of group discussion (innovation assessment and sustainability analysis). Separate discussions follow on structuring and designing research and preparing and implementing field research. Instructions are given on preparation and presentation of findings of rapid assessment and fieldwork and follow-up and evaluation of training. There is a short bibliography of additional books and articles. The potential shortcomings of participatory rapid appraisal (PRA) include difficulty in finding the right team going too quickly focusing on statistics desire for a fixed questionnaire difficulty in finding the right questions to ask of the poorest least educated population and failure to involve community members. Guidelines include alerting participants to the dangers of PRA. Training guidelines also illustrate the advantages and disadvantages of different research techniques introducing the main features and key terms define PRA and its applications provide basic background information about the history and emergence of PRA and review the contents of the training workshop. All participants should be made comfortable with each other in a relaxed setting.
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Kenya and Zimbabwe: nothing to learn? - Thomson, Dianne (Executive (Nairobi, Kenya), 1991)
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Cannabis, Alcohol, and the South African Student: Adolescent Drug Use, 1974-1985 - Toit, Du; Brian, M. V. (1991)
Du Toit examines the results of two surveys which he made a decade apart among high school students of Black, Indian, White, and Colored backgrounds. The initial survey showed some acceptance of the use of these substances among a small proportion of high school students but a high degree of intolerance of such use by the majority. Over a ten-year period, the attitudes of the different population groups changed somewhat. The decade represented in this study saw major changes in social and political conditions in South Africa. These changes tended to reduce the significance of cultural factors influencing cannabis use among members of the black population.
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Legacy of the past: the state of school libraries in Namibia - Tötemeyer, Andrée-Jeanne (1991)
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Existing and planned Environmental Education activities at the University of Botswana 1991: a paper presented at Environmental Education Conference, organised by Faculty of Education, University of Botswana - Totolo, Otlogetswe (1991)
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Race Consciousness among African-American Students, 1980s. - Tripp, Luke S. (Western journal of black studies, 1991)
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Through their eyes: community perceptions of the Community Junior Secondary School in Botswana - Tsayang, Gabatshwane; Yoder, John H. (1991)
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Twelve Years of Legal Education In Zimbabwe - Tshuma, Lawrence (The Zimbabwe Law Review, 1991)
In the twelve years since Zimbabwe attained its independence in 1980, a number of attempts to transform and improve legal education have been made. Until 1990, Zimbabwe had only one University, the University of Zimbabwe. Since then, two more Universities, the National University of Science ad Technology in Bulawayo and the Methodist Africa University in Mutare, have been established. The two new Universities are still in the process of construction and therefore offer a very limited range of programmes. Law is only offered at the University of Zimbabwe and is unlikely to be offered at the other Universities for a while. Thus, any discussion of legal education in Zimbabwe is restricted to the experiences of the former Department of Law and the present Faculty of Law at the University of Zimbabwe.
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A Conceptual Approach to Inserv ice for Science and Mathematics Teacher Educators in Papua New Guinea - Tulip, David; Lucas, Keith B.; Swinson, Kevan V. (1991)
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The Hardyman Madagascar Collection, The Library, School of Oriental and African Studies, University of London - Turfan, R.B. (African Research & Documentation, 1991)
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Primary education in Namibia - Turner, James S. (1991)
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Regional stresses along the Eurasia-Africa plate boundary derived from focal mechanisms of large earthquakes - Udías, Agustín; Buforn, E. (Pure and Applied Geophysics, 1991)
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Regional Stresses Along the Eurasia-Africa Plate Boundary Derived from Focal Mechanisms of Large Earthquakes - Udías, Agustín; Buforn, E. (1991)
The focal mechanism solutions of 83 European earthquakes with M > 6, selected from a total of 140, have been used to derive the directions of the principal axes of stress along the plate boundary between Eurasia and Africa from the Azores islands to the Caucasus mountains. Along most of the region, the horizontal P-axes are at an angle of 45° to 90° with the trend of the plate boundary. Horizontal T-axes are concentrated in central Italy and northern Greece in association with normal faulting. Large strike-slip motion of right-lateral character takes place at the center of the Azores-Gibraltar fault and the North Anatolian fault. From Gibraltar to the Caucasus the boundary is complicated by the presence of secondary blocks and zones of extended deformations with earthquakes spread over wide areas. Intermediate and deep earthquakes are present at four areas with arc-like structure, namely, Gibraltar, Sicily-Calabria, Hellenic arc and Carpathians.
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NIGERIAN UNIVERSITY STUDENTS' AWARENESS OF SICKLE CELL ANAEMIA - Umoh, SH; Akinola, Temilola (1991)
Relatively high percentage of Nigerians are still not aware of some hereditary factors that contribute to defective off-spring. When Nigerians marry, love, ethnicity, religion and common interest, and social status are usually given prominence. Yet Sickle cell anaemia, a major blood disorder is afflicting a great number of people in Nigeria, subjecting them to unspeakable bouts of torture. The purpose of this study was to find out the awareness of the Nigerian University Students towards Sickle cell anaemi. Two hundred students from three major University were given copies of the Awareness of Sickle Cell Anaemia Questionnaire to fill. The questionnaire tapped information on the awareness of the students to the dreaded disease. The Questionnaire responded to numbers and percentages. The result of the study showed that 50% of the respondents were totally ignorant of the causes, and solutions of sickle cell anaemia. Only 44% of the participants had some knowledge of the dreaded disease. The study recommended to counsellors to intensify the campaign against sickle cell anaemia through marriage counselling.
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Education in a future South Africa : policy issues for transformation - Unterhalter, Elaine; Wolpe, Harold; Botha, Thozamile (1991)
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