Education in a declining economy : the case of Zambia, 1975-1985 - Kelly, Michael J. (1991)
During the past twelve years, Zambia has experienced increasingly grave financial problems. The decline in the economy has affected all sectors, including education. The deterioration occurred at a time when the population was growing at a rapid rate. Hence the education sector has been subject to two opposing pressures : a fiscal pressure to curtail financial commitments and a demographic pressure to increase the provision of education. To set educational provision in its historical context, the study provides an overview of the development of education before 1975. Several issues have a relatively long history, such as concern about the system's coverage, about the quality of education being provided, and its suitability in preparing young people to face a world where the number of formal sector job opportunities is severely limited. In general, the study found evidence of serious structural imbalances in education financing that became more marked during the years of economic difficulty. In conclusion, the study reflected on how the more vulnerable areas - primary schools, teacher education, school leavers, and literacy - experienced economic constraints more severely; whereas improvements that occurred were enjoyed by universities and the secondary system.
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Better Schools or More Schools? The Equity/Growth Tradeoff in South African Education - Moll, Peter (Studies in Economics and Econometrics, 1991)
The author examines the South African system of education for Africans in 1980. He finds that the private return to quantity of schooling in 1980 was 6,2%, while the social return to quantity of schooling was 6,0%, and the social return to investment in education quality was 7,9%. Thus there is a growth-equity tradeoff in education spending. He speculates that the political pressures for equality are likely to induce future governments to favour equity above growth in education strategy.
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Parasitic infection in Sennores primary school, El-Fayum Governorate, Egypt. - Ah, Sabry (Journal of the Egyptian Society of Parasitology, 1991)
Sennores Center has not been examined for parasitosis. In this paper, a total of 252 pupils in Sennores primary school were examined. The commonest parasite was S. haematobium (29.4%) and the least common was T. saginata (1.2%). Single infection was in 50.4% and double infection was in 40.1%. One case showed triple infection. The whole results were discussed.
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What Makes a Good Teacher: Perceptions of Effective and Ineffective Primary Teachers in Botswana, Zimbabwe, and the U.S. - Shaw, Larry J. (1991)
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The Cost-Effectiveness of Interactive Radio Instruction for Improving Primary School Instruction in Honduras, Bolivia and Lesotho. - Tilson, Thomas (1991)
Findings are presented from studies on the use of radio for teaching primary school children mathematics in Honduras and Bolivia and English as a Second Language in Lesotho. Interactive radio instruction (IRI) is so called because of the active participation of the students. Although lessons are presented by conventional radio, scripts are written to solicit responses from the children. Data from Honduras and Bolivia include both costs and measures of effectiveness, but data from Lesotho are for costs only. In Honduras, almost 200,000 children and 6,000 teachers used the radio lessons in 1990. Evaluations were conducted with three groups from different parts of the country. In Bolivia, where lessons reach about 50,000 children, evaluations have been conducted for grades 2, 3, and 4. English language instruction in Lesotho is delivered by radio to about 200,000 children; in contrast to Bolivia and Honduras, broadcasts are on government-owned, rather than privately owned, radio stations. Data suggest that IRI is a powerful instructional tool, possibly even more cost effective than textbooks or teacher training. Achievement gains in Bolivia and Honduras were striking. IRI should be considered along with textbooks and teacher training when educational planners consider options for improving basic education. Twelve tables and eight figures present study data. (Contains 16 references.) (SLD) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** EDC LearnTech LLAR INt 11N' IItl. lE's FOR fi.A1(. EDI c V1Io U S DEPAPITMENT OF EDUCATION Once of Educational Research and improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) O Tilts document has been reproduced as received born the person or organization originating tt r Minor changes have teen made to tmprove reproduction Quality Points of view or opinions stated in this docu meet do not necessarily represent °Metal OERI position or policy .THE COST-EFFECTIVENESS OF INTERACTIVE RADIO INSTRUCTION FOR IMPROVING PRIMARY SCHOOL INSTRUCTION IN HONDURAS, BOLIVIA AND LESOTHO
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Going to school: the African-American experience (Choice Reviews Online, 1991)
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A PROGRAMME FOR TRAINING TRAINERS IN NIGERIA - Akande, Adebowale (Industrial and Commercial Training, 1991)
A review of a two‐week management exercise for training organisers in Nigeria. Comments are made on the art and ingredients needed to integrate training and participants′ goals/ resourcefulness.
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The Rukwa earthquake of 13 December 1910 in East Africa - Ambraseys, N. N. (Terra Nova, 1991)
Abstract We reappraised the Rukwa earthquake of 1910 in the East African Rift System. With a magnitude of 7.4, no earthquake in East Africa is known to be larger and it is rivalled only by the recent earthquake in southern Sudan on 20 May 1990. More than 80 per cent of the moment release in the Rift during the last 110 years is due to the Rukwa earthquake and its aftershocks that occurred between the Tanganyka and Nyasa systems. In spite of its large magnitude, the Rukwa earthquake caused very little damage to local types of dwellings and no loss of life. With increasing development of urban areas with modern types of houses, there is now increasing risk in East Africa from major earthquakes.
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Non-Native Literatures in English and Their Significance for English Teaching--The Nigerian Example - Bamiro, Edmund O. (1991)
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6 The Political Economy of Education Reform in Ghana - Cobbe, James (1991)
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Training Needs in Educational Psychology for South African Social and Educational Conditions - Donald, David (South African Journal of Psychology, 1991)
Given the predominance of needs within the non-privileged sector of South African society, two major issues face those who train in the field of educational psychology: the issue of how to train in sufficient numbers and the issue of the content and process of training where relevance and effectiveness are in question. With 77% of the school-going population having only one educational psychologist available for every 30 000 pupils, the needs cannot be met only through the current highly specialized and protracted training. The concept of a dual model of training with mental health workers also being trained to meet cross-disciplinary, basic level needs is developed. In conjunction with this, process and content shifts in training at both levels are suggested in order to meet three major areas of need: special education and the needs of those with developmental and educational disabilities; underachievement in black education; and problems resulting from the breakdown of families and effective parenting.
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Child health and education in Kenyan schools programmes. - Fleming, John R. (PubMed, 1991)
Jane Fleming describes the health education in schools programme launched by the Aga Khan Health Services in Kisumu, Kenya. The project has brought major improvements in child health and mortality rates as well as better health awareness to the community as a whole.Even though Kenya stopped requiring tuition for primary school in the early 1970s, parents still must pay for books, pencils, and uniforms and contribute to a building fund. Enrollment for 8 year olds stands around 92%. The Aga Khan Health Services (AKHS) in Kisumu, Kenya recognizes the potential for improving the health status of children by using primary schools as a vehicle for health education. Its schools program sees school children as providers of health care for younger siblings. The program incorporates children's education, health, and health education. School children learn about health and pass on the information at home. For example, school children check to see if basic public health measures are done at done, e.g., covers for latrines. Teachers encourage students to bring younger siblings to monthly monitoring sessions. Here they learn to interpret growth charts and to determine who need immunizations. Since many primary school students are teenagers and teenage pregnancies are common, sex education is being considered. A comic book called Pied Crow distributed to every primary school addresses social issues, such as AIDS. Malaria killed 20 children in 1987, but by 1991 it killed only 2-3 children in Kisumu. Infant mortality in 1984 stood between 194-236/1000 and by 1987 AKHS reduced it 145.5-177. WHO's expanded program on immunization still does not serve most children, however, mainly because 25% of Kenyans live 5 miles from a rural health facility. Therefore measles still is the leading cause of death in children followed by acute respiratory failure. Some teachers become community health workers and other teachers interact with them. Community health workers partake in child growth monitoring activities and health education. Some areas around Kisumu now have piped water and AKHS has a well digging program. These activities have resulted in a substantial reduction in diarrhea.
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Knowledge of AIDS among secondary school pupils in Bagamoyo and Dar-Es-Salaam, Tanzania - Kapiga, Saidi; Nachtigal, G.; Hunter, David J. (AIDS, 1991)
We assessed knowledge of AIDS among pupils in selected schools in Tanzania in August 1989. Four hundred and eight-one pupils from four randomly selected secondary schools, two from Dar-Es-Salaam (a city) and two from Bagamoyo (a semi-rural town), were interviewed using a structured questionnaire. Of these, 476 (99.0%) had heard of AIDS, and 447 (92.9%) were able to mention spontaneously at least one sexually transmitted disease (STD), of whom 374 (83.7%) mentioned AIDS. Knowledge was found to increase with age and tended to be higher among women in Dar-Es-Salaam than in Bagamoyo. These data suggest that communication channels directed at women in rural areas should be strengthened. While knowledge of sexual transmission of HIV was generally high, and prevalence of reported misconceptions about modes of transmission was very low, knowledge of non-sexual means of transmission (transfusions, injections, vertical) was lacking. Although 80% of pupils mentioned reduction of number of sexual partners as a means of AIDS prevention, only 22% mentioned condom use, and less than 5% reported that they had ever used a condom. Future research should concentrate on means of promoting sexual behavior change, the ultimate aim of any AIDS prevention strategy.
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Attitudes towards Rape and Rapists: A White, English-Speaking South African Student Sample - Levett, Ann; Kuhn, Louise (South African Journal of Psychology, 1991)
A vignette methodology was used to examine the effects of varying a sexual assault offender's ascribed race and class on attributions of responsibility to the victim, sentencing judgements for the offender, and perceptions of the victim. Respondents were 183 young white South African English-speaking students, male and female, domiciled in university residences in 1987 at the University of Cape Town. Measured by sentencing decisions, subjects were significantly more punitive towards an offender described as black, and towards an offender described as working class, than towards an offender described as white. Attitudes towards the victim did not differ significantly across offender conditions. Women attributed feelings of stigmatization to the victim significantly more than men across all offender conditions, while men attributed such feelings significantly less where a white assailant was depicted. The results are discussed within the context of the interaction of race and class prejudice in apartheid society, and in relation to previous literature concerning attitudes towards rape.
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Language Policy and Language Practice: Implementation Dilemmas in Ethiopian Education - Little, Greta D.; McNab, Christine (Language, 1991)
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A Comparative Analysis Of Student Achievement By School Type In Zimbabwe Secondary Schools - Nyagura, Levi (Zimbabwe Journal of Educational Research, 1991)
The purpose of this study was to determine statistical differences in levels of student performance in ZlC English and Mathematics between six secondary school types in Zimbabwe. 5293 Form 2 students who wrote ZlC examinations in 33 secondary schools in 1989 participated in the study. As predicted, students in high fee paying schools performed better in both English and Mathematics than students in former group A, former group B (urban and rural), mission and rural district council schools. While students in former group A schools performed better in English than students in mission, former group B (urban and rural), and rural district council schools, the situation in Mathematics was different. Students in mission schools performed significantly better ill Mathematics than their counterparts in former group A schools who performed significantly better than students in former group B (urban and rural) and rural district council schools. Evidence from the study shows that students in former group B rural schools performed significantly better in English than students in former group B urban schools contrary to the postulated predictions A startling finding was that rural district council schools performed in Mathematics as well as fornter group B urban schools despite the critical shortages in human, financial and instructional resources constraining them. Students in mission schools significantly did better in both English and Mathematics than their counterparts in former group B (urban and rural) and rural district council schools. The evidence from this study strongly indicates that there are significant variations in the quality of secondary education in Zimbabwe dependent on the type of secondary school. As is evident from the characteristics of the school types, schools with sufficient provision of material and non-material inputs,, and with high teacher stability tend to produce better student results even though the resources might not be efficiently utilized to produce optimal student performance.
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Prevalence and causes of vision loss in central Tanzania - Rapoza, Peter A.; West, Sheila K.; Katala, Sidney; Taylor, Hugh R. (International Ophthalmology, 1991)
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Prevalence and causes of vision loss in central Tanzania - Rapoza, Peter A.; West, Sheila K.; Katala, Sidney; Taylor, Hugh R. (International Ophthalmology, 1991)
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Uganda: condoms provoke an AIDS storm. - Tebere, R (PubMed, 1991)
An advertisement in the Uganda weekly Topic printed in 1990 is the center of the controversy over whether promoting condom use to prevent AIDS is really promoting immorality and promiscuity. The ad states: "The bible may save your soul but this condom will save you life." Critics have called the ad blasphemy for showing a condom package alongside the Bible; claimed the condom fools people into thinking they are safe from AIDS; and blamed the practice of supplying condoms for the moral decadence that is destroying the country. In contrast the national AIDS Control Program (ACP) believes that supplying university students, who may be the group at highest risk, with condoms, is wise because they at lest know how to use them properly. A spokesman for the ACP said that the condom is one of the limited options that exist to fight the life-threatening epidemic. Present Museven changed his views to November 1990 from a policy of encouraging abstinence and monogamy, to promoting condoms. This change in government policy coincided with the report of 17,422 cases of AIDS, and the estimate that 1.3 million people in Uganda are infected with HIV.
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Drought and famine in Ethiopia and Sudan: An ongoing tragedy - Webb, Patrick; Braun, Joachim von; Teklu, Tesfaye (Natural Hazards, 1991)
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Career aspirations of University Of Zimbabwe geography undergraduate students and the supply of graduate geography teachers - Zinyama, Lovemore M. (1991)
A ZJER article on the career aspirations of University of Zimbabwe under-graduate Geography students.
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An investigation into post-graduate physiotherapy education in South Africa - Irwin-Carruthers, S. H. (South African journal of physiotherapy, 1991)
This article outlines the development of post-graduate physiotherapy education in South Africa and the problems encountered. The method and results of two surveys are discussed. The first, conducted in 1986, ascertained involvement and interest in post-graduate study, and the reasons for non-participation. The respondents’ needs and preferences were also analysed. The second (1989) survey investigated the extent to which universities were meeting these needs. The difference between clinical specialisation and academic post-graduate study is discussed and the progress made in the former is detailed.Proposals are made for overcoming current problems in postgraduate programmes, including delineating objectives and competencies, optimum management of existing resources and developing new resources. The question remains as to whether the direction in which post-graduate programmes are developing at present can be justified in terms of the needs of the population.
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An investigation into post-graduate physiotherapy education in South Africa - Irwin-Carruthers, S. H. (South African journal of physiotherapy, 1991)
This article outlines the development of post-graduate physiotherapy education in South Africa and the problems encountered. The method and results of two surveys are discussed. The first, conducted in 1986, ascertained involvement and interest in post-graduate study, and the reasons for non-participation. The respondents’ needs and preferences were also analysed. The second (1989) survey investigated the extent to which universities were meeting these needs. The difference between clinical specialisation and academic post-graduate study is discussed and the progress made in the former is detailed.Proposals are made for overcoming current problems in postgraduate programmes, including delineating objectives and competencies, optimum management of existing resources and developing new resources. The question remains as to whether the direction in which post-graduate programmes are developing at present can be justified in terms of the needs of the population.
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West African Church History, Volume 2 Christian Missions and Theological Training 1842-1970 - Agbeti (1991)
The training of African Christian ministers had been a matter of concern to the erstwhile International Missionary Council, now merged with the World Council of Churches. The reason was that it was believed by some critics that missionaries gave only low priority to theological training. This book recounts how the missionaries actually trained the indigenous leaders in the mission fields. The study covers the world of British, German, Swiss and American Protestant missionaries as well as that of two Roman Catholic orders in seminary training relating to Anglophone West Africa. The value of the book is that its contents, apart from filling a vacuum in the ecclesiastical history of West Africa, will supply the factual basis upon which an objective evaluation can be given about the efforts of the Western missionary theological training until 1970.
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Hepatitis B virus infection in Cameroon: A seroepidemiological survey in city school children - Chiaramonte, M.; Stroffolini, Tommaso; Ngatchu, T; Rapicetta, Maria; Lantum, Daniel Noni; Kaptué, Lazare; Chionne, Paola; Conti, Susanna; Sarrecchia, B.; Naccarato, R. (Journal of Medical Virology, 1991)
A pilot survey conducted in Cameroon comprising 702 children of primary school age revealed that 58.5% of the children were positive for at least one HBV marker. An overall HBsAg prevalence of 19.9% was observed. Both any HBV marker and HBsAg prevalences increased with age (P less than 0.01). Of the HBsAg-positive subjects, 28.4% were positive for HBV-DNA; none was positive for anti-HDV. There was no significant difference among sexes for either any HBV marker or for HBsAg prevalence. However, a significant difference by sex was found in the percentage ratio HBsAg+/and any marker + (41.0% in males against 28.2% in females; P less than 0.05). No significant difference with respect to the father's occupation and family size was observed. When the zone of location of school was taken into consideration it was observed that suburban school children had a higher prevalence of any HBV marker as compared to central town school children (73.9% vs. 56.6%; P less than 0.001). These results place Cameroon among countries of high endemicity for HBV. The results also indicate an early acquisition of infection, a high infectivity, and probably continuous infection even in the primary school ages.
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Computers in Third World Schools: African Advances - Hawkridge, David (Educational & training technology international, 1991)
SUMMARY African governments are turning to computers in their efforts to build stronger economies and more efficient public services. Ministers of Education in Africa are facing the difficult question of whether schools should have computers and what the machines should be used for. A recent study funded by the Harold Macmillan Trust provides data from several African countries for this policy debate. This paper analyses and discusses the issues and quotes the cases of Kenya and Zimbabwe, two countries taking a lead in this field.
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Teaching Management in Societies Undergoing Paradigm Shift: The Case of South Africa - Human, Paul; Hofmeyr, Karl (Journal of Management Education, 1991)
Special problems and challenges face the teacher of management in societies undergoing paradigm shift. It is suggested that the fundamental values and assumptions underlying the dominant paradigm of society and consequently of the students and teachers themselves become the object of investigation and debate. This is a process of introspection and not, as in the traditional mode of teaching, a matter of transferring skills from teacher to student. This is illustrated by means of two processes applied at the Graduate School of Business, University of Cape Town. Some of the problems associated with this mode of learning are highlighted.
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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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Test of guidelines for field estimates of water retention properties of soils derived from volcanic materials in northern Tanzania - McKeague, J. A.; Wang, C.; Ross, G. J.; Modestus, W. K. (Canadian Journal of Soil Science, 1991)
Soil water properties were estimated in the field, using guidelines established in Canada, for five volcanic-derived soils in Tanzania. Many of the estimates for horizons near the surface were satisfactory but those for water retained at − 1500 kPa by horizons below a depth of 1 m were far too low. These low estimates combined with underestimates of air porosity at − 10 kPa for many of the samples resulted in very poor estimates of available water capacity. The guidelines were not directly applicable for estimating water properties of most of the soils studied. The samples had bulk densities of 0.9–1.3 Mg m −3 , air porosities at − 10 kPa ranging from 3 to 27%, and available water capacities of 280–116 mm to depths of 140 cm or to a petrocalcic layer. X-ray analysis indicated weakly crystalline clays in all of the soils. Tiron extracted from 7 to 38% of the material from the < 2 mm samples tested but the amounts of extracted material were not closely related to anomalously high water retention values at − 1500 kPa. Specific surface areas, but not clay contents, of these samples were significantly related to their measured water retention values at − 1500 kPa. A high proportion of porous particles in the silt fraction of a sample from a depth of 2 m in one soil indicated that highly porous non-clay sized material may account, in part, for the anomalous water retention and specific surface data. The effect of wetting and drying on the water retention properties of these soils may be important but remains to be clarified. Key words: Available water, air porosity, amorphous material, field estimate
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Morbidity and mortality from induced illegal abortion at the University of Nigeria teaching hospital, Enugu: a five year review - Megafu, U; Ozumba, Benjamin C. (International Journal of Gynecology & Obstetrics, 1991)
Eighty-four cases of illegally induced abortion presented at the University of Nigeria Teaching Hospital (1982-1986), or 4 per 1000 deliveries. Seventy-one percent of the patients were 20 years or younger and 8 out of 10 were nulliparous. Medical practitioners were responsible for one-third of the cases. Presentation and treatment are described. Fifteen women died (179 per 1000 cases). The true number of deaths from abortion in the community is probably higher.
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Graduate training in economics in anglophone Africa (except Nigeria): phase two of an AERC training study - Mukros (1991)
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Graduate training in economics in anglophone Africa (except Nigeria) : phase two of an AERC training study - Mukros, M.S. (1991)
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Use of successional sowing in evaluating cowpea (Vigna unguiculata) adaptation to drought in the Sudan savannah zone. 1. Seed yield response - Muleba, N.; Mwanke, M.; Drabo, Issa (The Journal of Agricultural Science, 1991)
SUMMARY Two sets of experiments were conducted on oxic Plinthustalf and udic Ustochrept soils in 1983–85 at Ouagadougou, Burkina Faso. One set tested six daylength-insensitive (DI) cultivars and the other set compared four or five daylength-sensitive (DS) cultivars with one or two DI cultivars as controls, sown on three or four dates. Sowing date, cultivar and their interaction significantly affected seed yield in 1983 and 1985. In 1984, yield was not affected by sowing date in the DI cultivars nor by the sowing date x cultivar interaction in the DS cultivars. Optimum sowing dates were mid- and late July. Sowing earlier gave no yield advantage, whereas sowing later reduced yield severely. The medium-maturing DI cultivar TN88–63 and the DS cultivar Koakin Local, which has a critical photoperiod in late August, exhibited average to below average yield stability but had a high mean yield and were considered well adapted in all conditions. The other cultivars were either moderately or poorly adapted to the Sudan savannah zone. The sowing date experiments were effective in identifying adapted cowpea cultivars, even from a single year's data, and can be used for screening cowpea for adaptation in the Sudan savannah zone.
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Use of successional sowing in evaluating cowpea (Vigna unguiculata) adaptation to drought in the Sudan savannah zone. 2. Response of reproductive traits - Muleba, N.; Mwanke, M.; Drabo, Issa (The Journal of Agricultural Science, 1991)
SUMMARY Two sets of experiments on cowpea sowing date were conducted in 1983–85 at Ouagadougou, Burkina Faso. One set tested six daylength-insensitive (DI) cultivars and the other compared four or five daylength-sensitive (DS) cultivars with one or two DI cultivars as controls. Sowing after inadequate rainfall, particularly when followed by drought stress, impeded seedling establishment and growth. Severe drought stress during the reproductive growth stages and prolonged drought stress throughout the crop season adversely affected flowering, flowering intensity and subsequent yield. Cultivar differences in ability to withstand drought damage were observed. The ability of cultivars to (i) branch profusely, to compensate for stands lost by drought during seedling growth and (ii) flower at such a time that pod set and fill coincide with favourable climatic conditions appears to be a prerequisite for satisfactory adaptation to the Sudan savannah zone of semi-arid West Africa. Daylength-sensitivity and early maturity per se were inadequate to prevent yield losses under drought conditions.
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A late Precambrian (∼ 710 Ma) high volcanicity rift in the southern Eastern Desert of Egypt - Stern, Robert J.; Kröner, Alfred; Rashwan, A.A. (Geologische Rundschau (1910. Print), 1991)
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Clinical manifestations, disability and use of folk medicine in dracunculus infection in Nigeria. - Va, Ilegbodu; Ae, Ilegbodu; Wise, R.A.; Bl, Christensen; Oo, Kale (PubMed, 1991)
A cross-sectional survey of households was carried out in a dracunculiasis endemic village in Oyo state Nigeria. Data were collected on history of dracunculiasis, occupational and domestic sources of drinking water, clinical manifestations, disability, use of folk medicine, and incorporation of previous dracunculiasis control programmes. The findings indicated that dracunculiasis patients were usually unaware of their infection 3-5 days before the appearance of a bleb; that religious affiliation appeared to be positively related to increasing morbidity; and that ulcers were predominantly in the ankles and feet, particularly among young children. Severe disability was related to age, site and number of ulcers, and the form of selected treatment. Indigenous remedy was the treatment of choice, although traditional healers in the community indicated no knowledge of any efficacious remedy. Mortality from secondary tetanus infection was associated with outbreak of dracunculiasis. The impact of dracunculiasis on agricultural, economic and recreational activities was considerable, with the infected farmers being unable to attend to their farms at the critical farming period. Sixty-one per cent of the residents were opposed on religious and aesthetic grounds to the treatment of the local surface water which contained cyclops species. Sixty-three per cent regarded the boiling and filtration of portions of their domestic water as an additional burden, cumbersome and impracticable.(ABSTRACT TRUNCATED AT 250 WORDS)
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Cognitive Effects of Logo and Computer-Aided Instruction Among Black and White Zimbabwean Primary School Girls - Wilson, David J.; Mundy‐Castle, A.C.; Sibanda, Pauline (The Journal of Social Psychology, 1991)
Abstract The educational computer programming language LOGO is assumed to foster cognitive development. The cognitive effects of LOGO were examined among 8- to 9-year-old Black and White Zimbabwean schoolgirls. Forty-nine experimental group children were exposed to a British Broadcasting Company (BBC) LOGO program, and fifty-eight control group children were exposed to BBC Computer-Aided Instruction programs. Pretests on the SRA Primary Mental Abilities Test for Grades 2 to 4 (Thurstone, 1963) were held in May 1988, and posttests on the same test were administered in February 1989. The data were analyzed with multivariate analysis of covariance and analysis of covariance with pretest scores as the covariate. There were no significant differences in pre- and posttest scores between the groups. Conclusions about the effectiveness of LOGO in promoting cognitive development must be tempered by reservations about the cultural appropriateness of LOGO among these African children and the sensitivity of the dependent measures.
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Education, productivity, and inequality: the East African natural experiment (Choice Reviews Online, 1991)
Drawing on the experiences of Kenya and Tanzania, investigates how the expansion of the educational system affects productivity and the growth and distribution of income. Explains that Kenya and Tanzania, with their similar colonial background, resources, and economic structure, but markedly divergent educational policies, constitute a natural experiment. Obtains measures of both reasoning ability and cognitive skill from surveys of representative samples of urban wage employees, allowing the development of a model to evaluate the human capital, screening, and credentialist interpretations of the link between educational attainment and earnings. Evaluates competing explanations for the steeper earnings-experience profile of the more educated. Estimates the effects of country differences in the quantity and quality education on output. Analyzes occupation as an important intermediary between education and earnings. Isolates the effect that institutional intervention by the government has on the wage structure. Measures the responsiveness of the wages of secondary and primary leavers to changes in their relative supply. Examines how levels of inequality change in response to changes in the composition of the workforce that result from educational expansion. Considers the equality of the distribution of school places in Kenya and Tanzania. Explores whether the expansion of secondary enrollment in Kenya, and the contrasting situation in Tanzania, have affected the degree of intergenerational mobility and the process of class formation. Examines methodological and policy issues in the cost-benefit analysis and in the financing of secondary education. Considers the implications of the findings for future research and the extent to which the results can be generalized to other countries and situations. A companion volume, Education, Work and Pay in East Africa, describes the economies and education systems of Kenya and Tanzania, and contains an annotated set of cross-tabulations and other summary statistics based on East African surveys. Knight is a Senior member of the research staff at the Institute of Economics and Statistics. Sabot is Professor of Economics at Williams College. Index.
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Zambia Educational institutions in teaching of and research in rock mechanics (International Journal of Rock Mechanics and Mining Sciences & Geomechanics Abstracts, 1991)
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A STUDY OF THE TEACHING-LEARNING SITUATION IN SOME SOUTHERN NIGERIA SCHOOLS OF AGRICULTURE - A, Jibowo A.; Adedoyin, S. F. (Ife Journal of Agriculture, 1991)
The study objective was to analyse the dynamics of the teaching-learning situation in Southern Nigeria Agricultural Schools. Data were collected from 107 Agricultural Assistants-in-training and 54 Agricultural Superintendents-in-training, in January to March. 1981 through the questionnaire. Most respondents were males with a neutral attitude towards agriculture, although. they perceived their courses as relevant to their training lecture and demonstration were the commonly experienced teaching methods, practical classes were infrequent. Intensified practical classes use of more teaching methods and training more females in specific urban oriented fields such as poultry keeping, should improve the impact of the training schemes.
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The incidence of dermatophytes, keratinophilic and saprophytic fungi in playground of schools and house dust in upper egypt - Abdelhafez, Ahmed A. (Cryptogamie Mycologie, 1991)
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Teaching Reading in the Nigerian Primary School - Abe, Ezekiel Abayomi (Reading Horizons, 1991)
Nigeria is a multilingual society with about 250 different languages accompanied by many dialects. Such a situation makes for a comfortable adoption of the English language as the official language of government and as the language of instruction in schools. Internal politics apart, the English language affords Nigerians easy communication among the many linguistic groups in the country and with other English speaking peoples all over the world. The position the English language holds in Nigeria, therefore, calls for the need to look more closely into the teaching of the arts of the language in order to enhance adequate mastery of it.
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Evaluation of nutritional status and incidence of anaemia among primary school children in Lagos, Nigeria - Abidoye, R.O.; George, Tina (Early Child Development and Care, 1991)
A list of 53 primary schools was obtained from Ikorodu Local Government of Lagos State, Nigeria. Five primary schools were chosen from the list by numerical series which had a total of 4,515 pupils representing 13.6#pc of the total primary school population. Two hundred and fifty pupils were chosen randomly using Fisher#shYates random sample table. The following information enumerated from the study. Chi‐square value [P#lt.05] showed relationship between the PCV level and nutritional status of the children. Similar association also showed between the MCHC and nutritional status. Twenty four had their PCV less than 30 while 21 had the MCHC less than 33 which is an indicator of iron deficiency anaemia. The stool examination showed a total of 180 [72#pc] pupils comprising of 89 [70.6#pc] males and 91 [73.4#pc] females had intestinal parasites. Ascaris and Trischuris and hookworm were commonly identified among the children. This also indicated a chi‐square value [P#lt.05] association between the nutritional status and worm infestation.
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What factors shape girls' school peformance? Evidence from Ethiopia - Abraha, Seged; Beyene, Assefa; Dubale, Tesfaye; Fuller, Bruce; Holloway, Susan D.; King, Elizabeth M. (International Journal of Educational Development, 1991)
In Ethiopia only one-fourth of primary school-age girls are actually enrolled. Despite progress since the 1974 revolution, 57% of all females who enter grade 1 drop out before reaching grade 2. This paper reports on regional variation in girls' persistence through primary school and performance on the national exam. We then examine the relative influence of community characteristics and school qualities in explaining female persistence and performance, based on a sample of 182 schools and surrounding communities. We find that girls attending schools located in urban centers persist at higher rates (in absolute terms and relative to boys) and do better on the national exam. Girls from non Amharic-speaking communities persist further through school at a slightly higher rate, compared to girls from Amharic-speaking areas. Yet enrolment equity is higher in Amhara communities. Girls attending larger, more formalized schools persist longer, controlling for the influence of community characteristics. Crowded school conditions (indicated by large class sizes and multiple shifts) do not hinder girls' persistence. In fact, such indicators of high social demand for schooling are positively related to girls' attainment. In rural schools, higher female persistence is associated with teachers' length of experience but not with the presence of more female teachers.
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A participatory process toward a critical discourse: English second language teachers in South Africa - Abrahams, Mark (1991)
This study involves six English Second Language Teachers working in two different Education Departments responsible for the education of Blacks in South Africa. The teachers participated in a Participatory Research process towards developing a critical discourse in materials development for classroom use. -- This thesis is divided into two parts. The first describes an exploratory process in which the participants responded to specific research questions through a procedure of general reflection on teacher work and environment and a more specific investigation of language in education and teachers in society. At the end of this process, the participants were asked to focus on particular models of materials development. -- The research is located within the National Education Coordinating Committee in South Africa which was established to investigate and develop a People's Education which would respond to the educational needs of all the people in the country. -- The second section of the thesis evaluates and reflects on the extent to which the participants were able to develop a critical discourse. It comments more generally on the use of Participatory Research as a research methodology and considers short-term and long-term implications for further research. This thesis contributes to notions of participatory research and to the analytical capacity of the participants.
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Reflections on Giftedness and Education Policies and Practice in Kenya - Achola, Milcah Amolo (1991)
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Education of the African American Adult: An Historical Overview. - Adams, Elaine; Neufeldt, Harvey G.; McGee, Leo (Journal of Negro Education, 1991)
Preface Black Adult Education before 1860 Adult Education within the Slave Community by L. H. Whiteaker Education of Free Blacks before the Civil War by Elizabeth L. Ihle Black Adult Education during the Civil War and Reconstruction Black Adult Education during the Civil War, 1861-1865 by Bobby L. Lovett Schooling for Freed People: The Education of Adult Freedmen, 1861- 1871 by Ronald E. Butchart Black Adult Education, 1890-1980 Booker T. Washington and George Washington Carver: A Tandem of Adult Educators at Tuskegee by Felix James Education in the Black Monthly Periodical Press, 1900-1910 by Michael Fultz Education for Life: Adult Education Programs for African Americans in Northern Cities, 1900-1942 by V. P. Franklin Black Communities and Adult Education: YMCA, YWCA, and Fraternal Organizations by Lillian S. Williams African American Women and Adult Education in the South, 1895-1925 by Cynthia Neverdon-Morton The Southern Literacy Campaign for Black Adults in the Early Twentieth Century by James E. Akenson and Harvey G. Neufeldt Literacy and Voting: The Story of South Carolina Sea Island Citizenship Schools by Sandra B. Oldendorf Adult Education for Blacks during the New Deal and World War II: The Federal Programs by Nancy L. Grant Post-World War II Manpower Training Programs by Edwin Hamilton Historiographical Essay Index
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Science Education as a Development Strategy in Nigeria: a Study of Kano State Science Secondary Schools - Adamu, Abdalla Uba (1991)
The early 1960s and early 1970s witnessed massive science education reform activities aimed at a more utilitarian interpretation of science education for pupils in both developed and developing countries. Two basic strategies can be identified. The first, which was predominant, focused attention on the nature of the science curriculum. The second focused on improving teaching and learning in schools and other institutions without large-scale reform of materials. Reforms of the first type were carried out mainly as science teaching projects aimed at improving school science curricula through reform in content and methods of teaching.
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Scientific Standards and Colonial Education in British India and French Senegal - Adas, Michael (1991)
The first decades of the nineteenth century saw a decisive shift in the relationship between European civilization and those of Africa and Asia. From merchants trading on the coastal periphery of Africa and Asia, the Europeans became the conquerors of vast land empires: the British greatly enlarged the colony they had been building in India since the mid-eighteenth century; the Dutch consolidated their hold over Java; and on the southern tip of Africa, settlers, mainly of Dutch descent, prodded by growing British control at the Cape of Good Hope, began their century-long drive deep into the interior. But the extension of European political control was only the most apparent manifestation of a much broader process of change that would, over the course of the century, fundamentally alter the nature of the interaction between the Europeans and overseas peoples at all social levels. Driven by the same forces that made it possible for them to conquer and rule large numbers of Africans and Asians, in the early nineteenth century European colonial administrators took up the ambitious task of remaking in the image of industrializing Europe itself the cultures and societies they had come to rule in the outside world. They recodified indigenous laws to bring them into line with European precedents or supplanted them entirely with imported legal systems based on European models.
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Pattern of osteoarthritis in a West African teaching hospital. - Adebajo, Adewale (Annals of the Rheumatic Diseases, 1991)
The study of the pattern of osteoarthritis in different populations may yield valuable aetiological clues and also allow subtypes to be defined. Over one year 252 osteoarthritic joints from 140 patients seen at a West African teaching hospital were prospectively reviewed. The knee was the joint most often affected. Hip and hand disease, as well as Heberden's nodes, were uncommon. Joint disease was predominantly monoarticular; no patient had three or more sites affected.
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Problem‐Solving Processes of Pre‐Service Chemistry Teachers in Nigeria - Adigwe, J. C. (Research in Science & Technological Education, 1991)
Abstract This study investigated the problem solving difficulties of Pre‐service Chemistry teachers. A sample of 300 students in three Colleges of Education in Bendel State, Nigeria, participated in the study. The research instruments employed were three written tests and an interview. The analyses of the students’ responses to the written tests and problem solving protocols revealed that: (i) most of the students were capable of constructing appropriate mental representations of the problems but had difficulties in constructing solution plans; (ii) most of them had inappropriate problem‐solving approaches and limited knowledge of problem‐ solving strategies. They relied on the use of random trial and error and algorithms; (Hi) most of them exhibited structural errors relating to a disregard of given information and generation of necessary information; a misapplication of given information and a generation of wrong information in solving the problems and (iv) most of them failed to evaluate their problem‐solving processes.
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Evaluation of Workshop on Technical Education in Malawi - Aipira, O.S.L. (1991)
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Vocational training and labour market recruitment in Morocco: towards a segmented approach. - Akesbi, Izeddine (1991)
In the 1980's a dramatic increase in graduate and school leaver unemployment in Morocco, raised the question of the relevance of education. Education was often blamed by policy-makers and employers for graduate unemployment and for the mismatch between supply and demand observed in the labour market. In this context, the state launched a reform of vocational training aimed at developing the vocational and practical training supposedly needed by the private sector and the economy. But the reform has failed to meet its objectives. Why ? This general problem is explored through three broad research questions: 1. To what extent does vocational training policy address 1-ne problem of youth unemployment in Morocco? 2. What are the socio-economic factors which affect and determine employment/unemployment of vocationally trained graduates in Morocco? 3. To what extent does evidence from the Moroccan labour market confirm or modify a segmented approach to vocational training and labour market recruitment? The field work for this research consisted mainly of an extensive documentary search on the educational and vocational training systems and the Moroccan labour market, and two case studies using primary data on training systems and recruitment in two contrasting segments of the labour market. These were agricultural schools and employment in large-scale private sector farming and a training centre for educational planners and school advisors and civil service employment. Chapter 1 presents the problem and a literature review of the relationship between education and work. Chapter 2 proposes a segmented framework to the Moroccan Labour market. At this stage of building knowledge on the Moroccan labour market, the segmented framework suggested in this thesis appeared relevant to the employment of vocationally trained graduates. Chapter 2 also presents the rationale and working propositions for the research. Chapters 3 and 4 describe the educational and vocational training systems, and the labour market and employment in Morocco respectively. Chapter 5 presents the method and techniques used in the field work. Chapters 6 and 7 present case studies of graduates from agricultural schools and the agricultural segment of employment: and educational planners and school advisors and their related employment. Chapter 8 supplements the two case studies with a survey of recruitment agencies and newspaper announcements. Chapter 9 synthesises the findings of the research, and draws some theoretical implications. Overall the thesis suggests that job prospects are limited and that an adequate understanding of relations between education, training and the labour market requires an appreciation of the context within which those relations occur. Three aspects of that context are highlighted: (i) general economic trends affecting job creation; (ii) attitude of employers; (iii) variations between segments of employment in (i) and (ii).
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On the Mother Tongue Education Policy in Nigeria - Akinnaso, F. Niyi (Educational review, 1991)
Abstract This paper integrates public opinion with research findings on Nigeria's mother tongue education policy by examining the historical antecedents of the policy; its specifications and implications; and the major arguments for and against the policy. In addition to highlighting major obstacles that might hamper the implementation of the policy, the findings reveal that mother tongue education policies in ex‐colonial nations often represent two main types of struggle, one against linguistic colonialism and the other against the domination of ethnic and language minorities by the larger ethnic groups. The efforts made so far at policy implementation are assessed against these findings, while suggestions are offered for future improvement.
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Action research based in-service education and training of teachers (INSET) and English language teaching (ELT) curriculum innovation in Benin : an experimental study. - Akoha, Joseph. (1991)
This study originates from an ELT curriculum innovation in Benin,leading to the adoption of a textbook which emphasizes the development of communicative skills, chiefly through pair/group work. It describesthe experimental INSET set up to introduce its new methodology, and which has been evaluated through the comparison of teaching and learning by experimental classes with control classes. It also identifies, through a questionnaire, INSET processes considered as most effective. It finds that teachers with the Action-Research based INSET improved their abilities to use the new book for more communicative teaching as seen through the evaluation of teacher performance by inspectors, pupils and teachers themselves and as compared with control group teachers. It also finds that the project and the implementation of the curriculum it aimed to facilitate did not adversely affect pupil progress. On the contrary the experimental group pupils scored moderately higher than the control group pupils -on all the English general proficiency tests used for the study. But the difference is not statistically significant. However, the experimental group pupils' subjective impression of progress as well as their views on communicative language teaching are significantly more positive than those of control pupils. It also finds that diagnostic class observations, practical workshops at school based INSET meetings and residential seminars, with active involvement of teachers through action research, and formative class observations, are considered as more effective than summative class observations, feedback and advice by trainers and inspectors. It concludes that priority should be given to in-service education to ensure the success of the curriculum reform, with a systematic programme drawing on the problem solving approach to educational innovation for ELT. This should be progressively- generalised to other subjects. Some suggestions are also made as to the contextualisation and relevance of communicative teaching.
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Choice of Teaching Subjects in Pre‐service Teacher Education in Nigeria - Akpe, C.S. (Journal of Education for Teaching, 1991)
Abstract Factors influencing students’ choice of teaching subjects in a Nigerian pre‐service primary teacher education programme were investigated. A marked imbalance in the pattern of choice of teaching subjects in favour of the humanities was found. Students’ choice of teaching subjects in the third year of the programme seems to be influenced by their level of performance in the chosen subjects during their first 2 years in the programme, job and further education opportunities offered by those subjects. The implications of these findings are examined in the paper.
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School self evaluation: An examination of the state of the art in Nigeria - Akpe, C.S.; Afemikhe, Omaze Anthony (Studies in Educational Evaluation, 1991)
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School self evaluation: An examination of the state of the art in Nigeria - Akpe, C.S.; Afemikhe, Omaze Anthony (Studies in Educational Evaluation, 1991)
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National Examinations in Teacher Education in Papua New Guinea: some international observations - Alarcão, Isabel; Kant, Lesley; Leite, Denise; Grimmett, Peter P.; Melnick, Susan L. (Journal of Education for Teaching, 1991)
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Education for Librarianship and Information Science in Ghana - Alemna, A.A. (Journal of Education for Library and Information Science, 1991)
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College in Black and White: African American Students in Predominantly White and in Historically Black Public Universities. State University of New York Series, Frontiers in Education. - Allen, Walter R. (1991)
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An alternative to unattended delivery—A training programme for village midwives in Papua New Guinea - Alto, William A.; Albu, Ruth Elizabeth; Irabo, Garabinu (Social Science & Medicine, 1991)
Certain linguistic groups in the Southern Highlands of Papua New Guinea are unique in that there is no cultural role for a traditional birth attendant and, therefore, women deliver alone unattended. A programme to train village women as midwives was begun at Nipa Health Centre im 1981 and later expanded to a province-wide scope in 1986. Thirty-two Angal Heneng village midwives were trained during the period 1981-1989. Women of this language group have traditionally given birth alone. By 1989 the Angal Heneng village midwives had supervised 623 deliveries while 24 of them were still practicing. Well accepted in the community, they attended 11% of all births in 1989. Their efforts contributed to infant and perinatal mortality rates that were lower among the Angal Heneng than those of the neighbouring language group.
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Recruitment and Retention of the African American Law Student - Amana, Cheryl E. (North Carolina Central Law Review, 1991)
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Reappraisal of major African earthquakes, south of 20N, 1900?1930 - Ambraseys, N. N.; Adams, R. D. (Natural Hazards, 1991)
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Patterns of pre-school hearing impairment among kindergarten school children in Kumasi District, Ghana. - Amedofu, GK; Brobby, GW (Ghana Journal of Science, 1991)
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Varieties of Relevant Approaches for Teaching African-American Literature in the 1990s. - Anderson, Edward E. (1991)
A teacher of Black American literature may be overwhelmed by the amount of material that should be covered. Black American literature has origins in African, European, American Indian, and Black American features. Students should be able to read works of Black American literature that show how other people feel. A complete course can give students the opportunity to gain a knowledge of Black culture and the roots of the Black American, instilling a sense of pride in Black students. As White students learn about the evils that their ancestors committed, they need to feel the teacher's care and respect for White students, and need to be able to discuss their feelings without fear of reprisals. Literature anthologies and thematic books should include Black American authors. Special training in Black American literature is a must for all English teachers today. Black American literature may be taught in a class that emphasizes such themes of human nature as myth, social protest, or ghetto life. It may be presented in genre classes such as Black American Fiction or Black American Drama. Black American literature may be presented in general genre classes along with non-Black American literature of the same genre. It may De presented according to historical period, major literary trend, and in introductory courses. Teachers may have the class engage in free discussions of the literature and the issues it raises. Teachers and students must refine their sensibility and open their minds to different ways of thinking. (Sixteen references are attached.) (SG) *********************************************************************** Reproductions supplied by EDRS are the best that cam be made from the original document. *********************************************************************** VARIETIES OF RELEVAYT APPROACHES FOR TEACHING AFRICAN-AMERICAN LITERATURE IN THE 1990s Edward Anderson John Tyler Community College Chester, Virginia -PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY LLA.rcirt CIA t.L.1. )(1... TO THE EDUCATIONAL RESOURCES INFORMATION CENTER IERIC)
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Languages and language use among students at the University of Botswana - Andersson, Leo; Janson, Tore (Marang: Journal of Language and Literature, 1991)
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Languages and language use among students at the University of Botswana - Andersson, Leo; Janson, Tore (Marang: Journal of Language and Literature, 1991)
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Women, Education, and the Use of Bank Credit in Nigeria: Challenges for the Twenty-First Century - Anyanwu, John C. (Ufahamu, 1991)
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THE ROLE OF SPECIALISED EDUCATION IN A UNITARY SYSTEM OF EDUCATION and CHALLENGES FOR SPECIALISED EDUCATION IN THE SOUTH AFRICAN COMMUNITY - Archer, Margaret S. (Southern African journal of child and adolescent mental health, 1991)
(1991). THE ROLE OF SPECIALISED EDUCATION IN A UNITARY SYSTEM OF EDUCATION and CHALLENGES FOR SPECIALISED EDUCATION IN THE SOUTH AFRICAN COMMUNITY. Southern African Journal of Child and Adolescent Mental Health: Vol. 3, No. 2, pp. 75-76.
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School Programs for African-American Male Students. - Ascher, Carol (Equity and Choice, 1991)
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Learning to be Vezo: the construction of the person among fishing people of western Madagascar - Astuti, Rita (1991)
The dissertation studies the Vezo, fishing people who live on the western coast of Madagascar. It examines Vezo identity and Vezo notions of persorthood. These are shown to be construed around two apparently incompatible principles: the flexible principle of learning and the rigid principle of descent. The first part of the dissertation discusses the fact that Vezoness is learnt, acquired and lost, and that people are rendered Vezo through learning and knowing Vezo knowledge. Ch.l describes the knowledge that renders the Vezo Vezo and discusses how this knowledge is acquired. Ch.2 examines Vezo livelihood as one of the defining features of Vezo performative identity. Ch.3 treats Vezo political attitudes from a similar perspective. Ch.4 discusses some of the implications of defining identity on the basis of learning and practice, in particular the fact that although people are profoundly shaped by Vezoness, the latter does not become a permanent and essential characteristic of Vezo persons. The second part of the dissertation analyzes Vezo kinship, contrasting kinship among the living with kinship among the dead. Ch.5 explains how people come to be related to one another in life through links of common generation which are undifferentiated and ungendered. Ch.6 argues that unilineal descent only determines people's affiliation to a tomb. Descent is therefore a domain that concerns the dead, while the living are only shadowed by descent in anticipation and preparation of their death and burial. Chs.7 and 8 examine the ritual activities-funerals and the construction of tombs-through which the living imagine the existence of the dead and the latter's longing for life. The Conclusion argues that the undifferentiation and flexibility of Vezoness and the divisiveness and fixity of descent rather than co-existing within the Vezo person, constitute two opposed realms of experience, life and death. Although separate and irreducible to one another, these two realms are nonetheless linked.
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Reflections on South African Education. - Atwell, Robert H. (The Educational record, 1991)
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From Qualitative Community Data Collection to Program Design: Health Education Planning in Niger - Aubel, Judi; Alzouma, El Hadj Mamadou; Djabel, Ibrahim; Ibrahim, Sani; Coulibaly, Boubacar (The International Quarterly of Community Health Education, 1991)
In order to develop health education programs which are adapted to specific sociocultural contexts, in-depth, qualitative data are necessary for program planning. For this purpose, informal data collection techniques are often more appropriate than conventional, formal research methods. In addition to the type of data collection used as a basis for program planning, three other aspects of the program planning process contribute to the quality of programs developed: who is involved in preliminary data collection and program planning; the degree of contact between program planners and target communities; whether program planning is viewed as a top-down, mechanical process or as a collaborative, problem-solving process. This article describes the methodology used to develop a diarrhoeal disease health education program in the Zinder region of Niger in which particular attention was given to these four aspects of the planning process.
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Distance Education in Papua New Guinea. - Ávalos, Beatrice (1991)
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Prevalence of dental caries in school children from a suburban area in Tripoli, Libya. - Baccush, M. M.; Nayak, Chintamani (PubMed, 1991)
Seven hundred and twenty school children of primary school grades 5 and 6 in Hadba Sargia area in Tripoli were examined for dental caries. The mean DMFT index for the whole sample of children was 1.58. The DT component comprised 1.34 and MT component 0.21 of DMFT score, which made 42.22% and 13.33% of total children sample, respectively. The amount FT component was 0.03 (1.39%) of all children with DMFT examined. The number of children with at least one DMFT score was 410 (56.94%) of the total study sample. In children with poor oral hygiene, DMFT score was significantly higher (1.91) than in those with good oral hygiene (0.85) (P less than 0.01). Children whose mothers had low education exhibited a higher total DMFT score (1.85) than those whose mothers had high education (1.16).
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Economic Decline and the Education System: the case of Sierra Leone - Banya, Kingsley (Compare: A Journal of Comparative and International Education, 1991)
(1991). Economic Decline and the Education System: the case of Sierra Leone. Compare: A Journal of Comparative and International Education: Vol. 21, No. 2, pp. 127-143.
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(Hamrat al-Wizz, a market town on the margin of the desert. Papers prepared under the training research project Sudan) - Beck, K. (1991)
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Psychosocial Predictors of Adjustment to Disability in African Americans - Belgrave, Faye Z. (Journal of Rehabilitation, 1991)
The purpose of this study was to identify psychosocial variables predictive of adjustment to disability in African Americans. Psychosocial variables were social support, self-esteem, health locus of control, and perception of disability severity. Demographic variables were also included as predictor variables. Data were obtained from 170 African Americans who were disabled. The results of a stepwise multiple regression procedure indicated that three of the psychosocial variables, perception of disability severity, social support, and self-esteem, were significant contributors and accounted for 50% of the variance in explaining adjustment to disability in this sample. None of the demographic variables were significant predictors. One in seven (14%) working age African Americans is Odisabled (Bowe, 1983). African Americans(1) who are disabled have more unfavorable employment, educational, economic, and rehabilitation outcomes than White Americans. For example, a smaller percentage are employed (16% of African Americans compared to 26% of White Americans). Educational level and household income are also lower for disabled African Americans than Whites (Bowe, 1983). Furthermore, access to and utilization of rehabilitation services are not as available for African Americans as White Americans (Atkins & Wright, 1980; Baldwin & Smith, 1984). Yet, many African Americans with disabilities are adjusted to their disabilities and cope well in the home, at work, and in the community. What personal resources do these individuals have that differentiates them from those who are not as well adjusted? The purpose of this study was to examine the psychosocial resources that predict adjustment to disability in African Americans who are disabled. Four psychosocial variables were investigated. They were (a) social support; (b) self-esteem; (c) health locus of control; and (d) the perception of disability severity. The study investigated and analyzed these psychosocial variables in combination with select demographic variables that were also expected to be contributors to adjustment to disability. These demographic variables were gender, chronological age, educational level, income, and age at onset of disability. In this study, adjustment to disability is conceptualized as acceptance of disability. Acceptance of disability is based on Dembo, Leviton and Wright's (1956) and Wright's (1960) theory of acceptance of loss. According to this theory, the process of acceptance of loss is a series of value changes. Acceptance of disability is favorable to the extent that a person: a) is able to see values other than those that are in direct conflict with the disability; b) is able to de-emphasize aspects of physical ability and appearance that contradict his/her disabled situation; c) does not spread his/her handicap beyond his/her actual physical impairment to other aspects of the functioning self; and d) does not compare him/herself to others in terms of areas of limitations but emphasizes his/her own assets and abilities. The facilitative role of social support on mental and physical outcomes of African Americans with disabilities has been demonstrated in a number of studies (Belgrave & Gilbert, 1989; Belgrave & Moorman-Lewis, 1986; Miller, 1986). In a study of chronically ill African American patients, Belgrave and Moorman-Lewis (1986) found that social support was significantly related to the perception of disease severity. In a study of 100 African American disabled persons, Miller (1986) found that family support was significantly related to adjustment to disability. Social support was hypothesized to be a significant predictor of adjustment to disability in the present study. The results of a number of studies have documented a positive relationship between self-esteem and adjustment to disability (Heinemann, and Shontz, 1982; Linkowski, and Dunn, 1974; Wissel, 1981). In a review of studies on self-concept and acceptance of disability, Linkowski (1988) found that a positive relationship existed between self-concept and adjustment to disability regardless of age, disability, or other characteristics of the samples. …
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Nd and Sr isotope systematics of Shombole volcano, East Africa, and the links between nephelinites, phonolites, and carbonatites - Bell, Keith; Peterson, T D (Geology, 1991)
Research Article| June 01, 1991 Nd and Sr isotope systematics of Shombole volcano, East Africa, and the links between nephelinites, phonolites, and carbonatites Keith Bell; Keith Bell 1Ottawa-Carleton Geoscience Centre, Department of Earth Sciences, Carleton University, Ottawa K1S 5B6, Canada Search for other works by this author on: GSW Google Scholar Tony Peterson Tony Peterson 2Geological Survey of Canada, 588 Booth Street, Ottawa K1A 0E4, Canada Search for other works by this author on: GSW Google Scholar Author and Article Information Keith Bell 1Ottawa-Carleton Geoscience Centre, Department of Earth Sciences, Carleton University, Ottawa K1S 5B6, Canada Tony Peterson 2Geological Survey of Canada, 588 Booth Street, Ottawa K1A 0E4, Canada 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 (6): 582–585. https://doi.org/10.1130/0091-7613(1991)019<0582:NASISO>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 MailTo Tools Icon Tools Get Permissions Search Site Citation Keith Bell, Tony Peterson; Nd and Sr isotope systematics of Shombole volcano, East Africa, and the links between nephelinites, phonolites, and carbonatites. Geology 1991;; 19 (6): 582–585. doi: https://doi.org/10.1130/0091-7613(1991)019<0582:NASISO>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 Nd and Sr isotope compositions of nephelinites, carbonatites, and phonolites from Shombole, a Pliocene volcano in East Africa, show that the phonolites cannot be derived by simple fractional crystallization of nephelinite magma. For a given initial 87Sr/86Sr ratio, 143Nd/144Nd is lower in most phonolites than in the nephelinites and carbonatites. Interaction between nephelinitic magma and lower-crustal granulites can account for these differences. The similar ranges in isotopic composition of the carbonatites and nephefinites are consistent with repeated melting events involving heterogeneous mantle. The carbonatites could have formed by immiscibility with nephelinite magma or by direct partial melting of the same mantle source(s) as the nephelinites. 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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Contribution of mid-day meals to the daily nutrient requirement of school children in Nigeria - Bello, Castro; Keshinro, O.O. (Food Chemistry, 1991)
Three hundred pupils in Ibadan were used for the study, 150 of them from Abadina Primary School located within the University of Ibadan, to represent urban areas and the other 150 pupils from Ebenezer Primary School, Akingbile, a village 10 km from Ibadan City, to represent the rural area. The school meals served in these areas were chemically analysed; the average total energy (of the school meal) contributions to the actual intakes for the rural and urban areas were about 16·3% and 15·2%, respectively, while protein contributions were about 18·0% and 24·1% in rural and urban schools, respectively. Analysis, of the 24h recall data obtained from the children randomly selected from each school, showed that there were no significant differences (P > 0·05) in the calorie and iron intakes of the two groups, while crude protein and calcium were significantly higher in the urban than in the rural school children. However, the introduction of the school meal positively reduces deficiencies and bridges the gap between Recommended Dietary Allowance and actual daily intake of nutrients.
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The Mesozoic Tholeiitic Province of Northwest Africa: A Volcano-Tectonic Record of the Early Opening of Central Atlantic - Bertrand, Hélène (1991)
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Education and Government Control in Zimbabwe: A Study of the Commissions of Inquiry, 1908-1974 - Bessant, Leonard Leslie; Mungazi, Dickson A. (International Journal of African Historical Studies, 1991)
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A new approach to the assessment of academic literacy in a Zimbabwean teachers’ training college - Beveridge, Michael; Johnson, David (Language and Education, 1991)
Abstract. It is generally expected that students in higher education are able to write adequately for a wide variety of purposes and audiences. This assumption remains largely untested because current approaches to assessing writing abilities are typically impressionistic ratings of the overall quality of the text. This article puts forward the argument that a shift from impressionistic measures of assessment to criterion‐referenced measures provides a more detailed profile of the writing abilities of young adult writers. It suggests that the Staged Assessments in Literacy (SAIL) scheme, developed in the Department of Education of the University of Manchester and currently employed by the Joint Matriculation Board provides a useful model of a criterion referenced measure. The article provides evidence of the usefulness of the scheme in assessing the writing abilities of young adult writers in a multilingual educational setting in Zimbabwe.
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Meeting the cultural and creative needs of Zimbabweans with disabilities - Bikishoni, M.W. (1991)
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The Church, the Family, and the School in the African American Community - Billingsley, Andrew; Caldwell, Cleopatra Howard (Journal of Negro Education, 1991)
This article focuses on the church as a social institution and examines how it interacts with and influences two other important social institutions in society (as identified by Moberg, 1962)-the family and the school. Historically, the church, the family, and the school are the three most critical institutions whose interactions have been responsible for the viability of the African American community (Roberts, 1980). The strengths of these three institutions are due in large measure to their function as expressions of the most basic values of the African American cultural heritage. These values include spirituality, high achievement aspirations, and commitment to family as enduring, flexible and adaptive functional mechanisms for survival (Billingsley, in press). We pursued this study using a holistic perspective inspired in part by DuBois (1898). This perspective recognizes that all three aggregations-the church, the school, and the family-operate within the domain of the larger society as socializing agents and are shaped by their own historical foundations. In this article we discuss the church's role in assisting families in need and in supporting educational institutions. The data presented herein are based on an ongoing, nationwide, multi-year study of the family-oriented community outreach programs that Black churches sponsor to assist those in need. Preliminary findings from a representative sample of 315 Black churches in the northeastern region of the country will be presented. Before turning to the details of this study, however, a brief discussion of the nature of these principal institutions will be set forth.
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Access, equity, and outcomes: Women students’ participation in Nigerian higher education - Biraimah, Karen L. (1991)
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Adapting to Drought: Farmers, Famines, and Desertification in West Africa - Bjørkelo, Anders; Mortimer, Michael (International Journal of African Historical Studies, 1991)
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School-community integration: A concept in teacher education as proposed by the Bunumbu reform in Sierra Leone - Bockarie, Sandy A. (International Journal of Educational Development, 1991)
This article investigates the concept of school-community integration as a tool in initial teacher training for grassroots development. It is based on the Bunumbu Reform in Sierra Leone in which initial teacher training equips candidates with skills in providing formal education at the primary school level, functional adult literacy and community education. Data for the study were collected using the multiple case study approach and analysed largely by qualitative methods. From the study there appears to be positive outcomes from the use of school-community integration in initial teacher training as the skills gained helped development of the village communities. Sustainability of the skills however depended very much on motivation and support of the teacher in the rural community.
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The development of university education in Kenya 1960-1989 - Bogonko, Sorobea Nyachieo (Journal of Eastern African Research and Development, 1991)
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Historical development of health education in Malawi from 1891-1976 - Bomba, G.W.; Tembo, K.C. (The Society of Malawi Journal, 1991)
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Historical development of health education in Malawi from 1891-1976 - Bomba, G.W.; Tembo, K.C. (The Society of Malawi Journal, 1991)
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The Potential of Drama and Songs as Channels for AIDS Education in Africa: A Report on Focus Group Findings from Ghana - Bosompra, Kwadwo (The International Quarterly of Community Health Education, 1991)
Among those concerned with fighting AIDS worldwide, it is agreed that the best weapon to change people's behavior is education. In this educational effort, all available channels have to be explored. In Ghana, the Health Education Division (HED) of the Ministry of Health set up three drama troupes to carry out AIDS education on a pilot basis. This study evaluates the impact of one of the troupes on AIDS knowledge, attitude and behavior using the focus group research approach. The findings confirm that drama about a well thought out AIDS-related theme does increase knowledge about AIDS and promotes commendable attitudes toward AIDS. It could also lead to changes in sexual behavior. The study also revealed that songs with AIDS-related themes could serve as important cues to "healthful" action in the environment by reminding listeners to adopt safer sexual behaviors.
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The Sociolinguistics of Learning: Attitudinal Patterns and Implications (A Case Study of Moroccan Diglossia) - Boussalhi, Abdelfattah (1991)
The present dissertation is a study of the attitudinal patterns and educational implications particular to the diglossic relationship between MA and CA. This relationship is characterised by the sole implementation of CA and the exclusion of MA from the formal learning process. This is particularly significant if we consider that only MA is a naturally acquired language.
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Postnatal Changes, Possibly Due to Learning, in the Guinea Pig Cortex - Braitenberg, Valentino; Schüz, Almut (1991)
The guinea pig is born with the adult colouring, with functioning sense organs, with surprisingly good motor coordination and vivacious behavior setting in only minutes after birth. The brain is about 35% smaller than in the adult, but its internal structure is the same down to the level of the network of fibres and synapses. And yet, the guinea pig learns as readily as related species do (Jonson et al. 1975; Petersen et al. 1977) and we expect therefore structural changes to take place in its brain after birth perhaps to the end of the animal’s life. Such changes accompanying learning, neatly separated from the effects of development by the event of birth, should be more readily detectable in the guinea pig than in other species.
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Mr. Smith is a tyrant - an extremely authoritarian mathematics teacher. He was created out of the political and educational turmoil in South Africa in an attempt to address several key tensions, which I had experienced in the training of mathematics teachers in a University pre-service diploma - Breen, Chris (1991)
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The Handicaps of Language Planning in Africa - Breton, Roland (1991)
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Social Studies for Multicultural Education: A Case Study of a Racially Integrated School in South Africa. - Brook, Diane L. (Georgia Social Science Journal, 1991)
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Perceptions and Experiences of African-American Student Affairs Professionals. - Brown, Charles L.; Globetti, Elaine (The College Student Affairs Journal, 1991)
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Female Education in Sub‐Saharan Africa: the key to development? - Browne, Angela; Barrett, Hazel (Comparative Education, 1991)
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Descent and religious knowledge : #houses of learning' in Modern San'a, Yemen Republic. - Bruck, Gabriele vom (1991)
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Politics, development and education in Tanzania 1919-1985: an historical interpretation of social change. - Buchert, Lene (1991)
This study analyses the functions of the national educational system and of specific educational institutions and programmes in the national development process in Tanzania before and after independence. The principal focus is the relationship between the formulated and the implemented educational policies with emphasis on the possible contribution of education to economic development. The analysis is undertaken both at the macro and the micro level. The macro-analysis relates the development and change of the national educational system to the development and change of the general socio-economic and political context during the two periods. The micro-analysis of selected educational institutions and programmes in different socio-economic regions investigates how the stipulated national political and economic development goals were implemented at the local level. The combined investigation sets an historical perspective for the policy of education for self-reliance by comparing its similarities with and differences from the mass education approach adopted during the British period. The major contribution of the study is the understanding of the influence of politico-ideological elements and socio-economic settings on educational achievements. By identifying the barriers to educational achievement, the potential for education to improve national development is underscored.
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The history and changing role of public interest practice in South Africa / Geoff Budlender of the Legal Resources Centre (LRC), presented by the Gund Foundation International Law Center at Case Western Reserve University School of Law - Budlender, Geoff (1991)
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Alienation: An Explanation of High Dropout Rates among African American and Latino Students. - Calabrese, Raymond L.; Poe, John (Educational research quarterly, 1991)
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Teacher Education Reform for Namibia - Callewært, Staf; Andersson, Inger; Kallós, Daniel (1991)
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Improving Writing of At Risk Students with a Focus on the African American Male. - Cason, Nancy (1991)
An action research project designed and evaluated the effectiveness of an instructional strategy to improve the writing of all secondary students (particularly African-American males) in the Webster. Groves, Missouri school district. The first year was devoted to an intensive study of African American culture and literature. A list of six principles was developed, supplemented by two more principles developed after the first year: (1) emphasize the writing process; (2) individualize and personalize; (3) encourage cooperative learning; (4) build on strengths; (5) increase engagement with writing; (6) increase control of language; (7) build bridges to more challenging tasks; and (8) use the computer for word processing, editing, and publishing. In the third year, the project expanded to include all at-risk writers. Comparison of preand post-assessments indicated that all students improved their scores on district holistic writing tests, and that target students improved their scores even more than the general population. Results also indicated that, of the eight principles, the three most effective were: using the writing process; individualizing and personalizing; and using cooperative learning strategies. Among the changes in their behaviors, the teachers involved in the action research project gave more time for writing in class, arranged lessons to meet a variety of learning styles, valued ethnic diversity, acted more as facilitators rather than disseminators of knowledge, and became less confrontational in handling discipline. Findings suggest that the teachers' improved rapport with students and students' improved writing skills were worth the commitment of time and energy by the
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Reliability in Remote Sensing and Numerical Modeling of Coastal Pollution: the Case of the Gambia Estuary - Caussade, B. (1991)
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A teacher-pupils' assessment of the Swaziland J.S.C. syllabus for religious knowledge - Cazziol, R.J. (1991)
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Determinants of Occupational Preferences of Moroccan High-school Students - Chami, Mohammed Amine; Mullet, Étienne (Applied Psychology, 1991)
On a étudié l'effet de la variable différentielle Catégorie socio‐culturelle des parents sur l'impact de certains des déterminants des préférences professionnelles d'adolescents marocains provenant de trois groupes: un groupe rural (Temara), un groupe urbain (Casablanca) et un groupe dit résidentiel (quartier aisé de Rabat). La méthode employée constitue une extension de la Théorie du Jugement Social. Quarante‐deux paires de métiers sont présentés successivement à chaque sujet et celui‐ci doit désigner lequel des deux il aimerait le moins exercer plus tard. Les 42 paires sont présentées une seconde, troisième, quatrième … fois. La consigne est alors de désigner lequel des deux semble offrir les plus hauts revenus, le plus de possibilités de contacts … Désignations de préférences/rejets et désignations en fonction des difterents critères sont mises en correspondance; un degré d'accord (0 à 42) quantifie la force de la liaison. Il apparaît que les déterminants Prestige et Revenus ont un plus grand impact chez les adolescents résidentiels que chez les urbains et chez les urbains que chez les ruraux. L'effet du groupe social d'appartenance est cependant non‐linéaire en ce qui concerne l'impact des déterminants Contacts sociaux et Accessibilité compte tenu du coût et de la longueur des études; c'est chez les urbains que cet impact est le plus fort. Les effets observés et leur importance dans le groupe résidentiel rend celui‐ci tout à fait comparable aux populations d'adolescents espagnols, français et portugais déjàétudiés à l'aide d'un matériel semblable. Le profil pratiquement plat par contre des ruraux fait douter de l'existence chez eux d'un système fonctionnel de préférences professionnelles. The effect of one differential variable—parental sociocultural status (S.C.S.)—on the impact of certain determinants of occupational preference was examined in three groups (rural, urban and residential) of Moroccan high‐school students. The methodology used was an extension of Social Judgement Theory. A total of 42 pairs of occupations were presented successively to 224 male students who were asked to state which of the two they would least like to undertake. The same 42 pairs were then re‐presented to the subjects, and they were asked to indicate which of the two carried most prestige, which the highest income, which was the most feminine, etc. Preference judgements and judgements on prestige, income, femininity, etc., were assessed for point‐to‐point correspondence. The degree of agreement quantified the strength of impact. The results show that prestige and income had a greater impact on the residential group than the urban group, and had a greater impact on the urban group than the rural group. The S.C.S. effect, however, is non‐linear for the impact of contacts and access as a function of the cost of study. These impacts were greatest in the urban group. The observed effects and the magnitude of impact in the residential group placed them on a par with European samples. The practically flat impact pattern among rural adolescents raises doubts as to whether they have a true system of occupational preferences.
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Academic freedom in higher institutions of learning in Zimbabwe - Chanakira, N. (Southern Africa political and economic monthly, 1991)
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Electrification of Rural Primary Schools by Photovoltaics in Tunisia - Chaouch, I.; Njeimi, M.; Mabrouk, Ch. Ben; Ullerich, D. (1991)
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The rise and fall of an education management information system in Liberia - Chapman, David W. (Journal of Education Policy, 1991)
Abstract A priority in many international educational development projects in the Third World is the increased use of information in policy formulation and planning. This, in turn, has resulted in considerable attention and resources being devoted to design and implementation of education management information systems (EMIS). However, those sponsoring such systems often fail to understand the impact these systems can have on other activities within the education sector and, as a result, the resistance that may arise to EMIS. Consequently, in planning EMIS, sponsors often fail to provide adequate individual and organizational incentives to encourage use of improved educational data at the national level. This paper presents a case study from Liberia to illustrate the importance of adequate attention being given to the incentive structure surrounding the development and use of national level data in policy formulation and management at the national level.
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Exploring conceptions of force and motion: the case of pre-service science teachers in Botswana - Charakupa, R. (1991)
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Physics education and African development - Charakupa, R. (1991)
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Some of the characteristics of attitudes toward computers among secondary school students in Kenya - Cheruiyot, Joseph Kipkosgei (1991)
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[School absenteeism due to dracunculosis in Benin]. - Chippaux, Jean‐Philippe; Larsson, Robert (PubMed, 1991)
A study was undertaken in the Benin Republic to determine the effect of Guinea Worm on school attendance. Five sentinel villages were chosen in the most endemic region of the country. These villages were observed in-depth during four years. Weekly inspections were done during the transmission season and bi-weekly inspections were done outside this season. During the later part of the study a questionnaire was distributed nation-wide. In the sentinel villages all inhabitants were counted, all new cases were recorded, the status of old cases was recorded to measure the duration of the disease. Patients were evaluated as mobile or bed-ridden. The school attendance records were also used as well as direct counting. Nationally a questionnaire was completed by all teachers in 2,840 primary school at the close of major emergence season in April 1988. In sentinel villages 17.7% of school age children suffered from Guinea Worm annually. The average duration of the disease was 104 days of which they were bed-ridden for 32 days. The correlation between the incidence and the percentage of missed class days was significant (r = 0.82; p less than 0.001). Nationally the incidence was 1.62% but varied widely by region. 40% of the infected children during the study were absent from school the day of the study. There was a strong correlation between incidence and the prevalence the day of the study (r = 0.96; p less than 0.00001). The results of this study confirm the high school absenteeism reported by other authors. In addition to directly caused absenteeism, secondary absenteeism in heavily infected villages is due to replacement in roles normally filled by the sick. Similar studies in schools can serve to measure prevalence, incidence and absenteeism since the correlation is extremely strong (p less than 0.00001) between each of the factors and to evaluate, with 20% approximation, the incidence of dracunculiasis in general population.
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The Right to Education: An Elusive Quest for the Youth in South Africa - Choeu, C.K. (Africa Today, 1991)
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Training in research and development: systems approach and resource management in Burkina Faso. - Clouet, Yves; Dugué, Patrick; Couteron, Pierre (1991)
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The Development of Training Strategies for Community Organisers in South Africa: An Overview of the Process - Connell, F M (Journal of Social Development in Africa, 1991)
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Education, leadership and development, with reference to Kenya - Connor, Michael G. W. (1991)
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University Education and Career Development: Female Agricultural Students in Kenya - Cook, Alicia Skinner; Mwonya, Rose; Lewis, Margaret J. (International Education, 1991)
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Race and Class in America's Elite Preparatory Boarding Schools: African Americans as the "Outsiders Within" - Cookson, Peter W.; Persell, Caroline Hodges (Journal of Negro Education, 1991)
Prior to the 1960s the social and racial composition of America's elite college preparatory boarding (prep schools) was extremely homogeneous; indeed, the most prestigious prep were singlesex schools. According to McLachlan (1970), most prep school students were of British and Scottish American extraction, most had but a few Catholic or Jewish students, and very few African, Asian, Native, or Hispanic American students could be found on such campuses. Drawing their students from less than one percent of the population, America's prep were considered as being primarily for the children of the upper-class, although some middle-class and a few working-class students were admitted on a scholarship basis (Mills, 1959; Baltzell, 1958, 1964; Domhoff, 1967; Levine, 1980). In 1963, with assistance from Dartmouth College and the Rockefeller Foundation, the A Better Chance (ABC) program was founded with the purpose of identifying talented minority children from predominantly inner-city families for placement in some of the country's most selective independent preparatory and a few select public secondary schools (Griffin, 1990). According to Zweigenhaft and Domhoff (1987), 70% of ABC's students were African American. Since 1963 elite prep have continued to admit African American students, but not in numbers proportional to the percentage of African Americans in the school-age population. By the early 1980s only 4% of the students attending prep in the United States were African American compared to 19% of public high school students (Cookson & Persell, 1985, p. 67). Moreover, most boarding school administrators are from upper-, upper-middle, and middle-class backgrounds, and there are very few African American or other minority faculty members at the elite schools. Being African American in an upper-class academic institution is a unique experience. African American prep school students have the
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A Consultation on Higher Education in Africa: A Report to the Ford Foundation and the Rockefeller Foundation. - Coombe, Trevor (1991)
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Life in Sierra Leone, West Africa. A Teaching Unit. - Corby, Richard A. (1991)
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Education de type moderne et mutation dans les modes de vie traditionnels : le cas des Moose du Burkina Faso - Coulibaly, N'gra-zan (1991)
L'un des faits les plus marquants de l'histoire africaine du 20eme siecle est la mise en rapport du modele culturel traditionnel africain avec le modele culturel europeen. Cette mise en rapport s'est traduite. Au niveau du systeme socio-culturel africain, par l'introduction de novuelles ideologies, par le biais notamment de l'ecole. Ces nouvelles ideologies ont impose une nouvelle dynamique aux societes traditionnelles africaines. Cependant, si les aspects objectifs des institutions traditionnelles ont ete fortement ebranles, les aspects symboliques et moraux demeurent assez vigoureux au point d'influencer les conduites socio-culturelles des intellectuels. Ceux-ci considerent la culture traditionnelle non comme objet de mepris, mais comme le symbole de leur heritage culturel. Mais une sorte de realisme social ne les autorise pas a faire fi du contact de cultures dans leurs efforts d'adaptation a la nouvelle situation socio-culturelle. Ce rapport positif avec la culture traditionnelle s'observe aussi bien chez les intellectuels d'origine rurale que chez les intellectuels d'origine urbaine. Meme les femmes, malgre un discours moderniste, n'ont pas pu s'assigner des regles de conduite independantes de la mentalite traditionnelle. Cependant, contrairement a leurs homologues animistes, les intellectuels chretiens et musulmans essaient de detacher le systeme des valeurs traditionnelles de sa base religieuse.
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An Analysis of the Pattern of Media Use by Teachers in a Nigerian Education District - COzoh, Hilary (1991)
This is a case study of usage of two print media — newspapers and magazines — by secondary school teachers in an educational district of Nigeria. Using a survey design, the study found varying levels of significance of usage of the media for functional purposes, i.e. entertainment, personal identity, information, integration and social interaction.
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Volcanoes of the Kenya rift - Crilly, Andrew (1991)
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Distance Education in Papua New Guinea - Crossley, MW; Richard, Guy (1991)
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Drought mitigation and water resource schemes in pastoral northern Ghana: some aspects of international agency programmes - Cudjoe-Ofori, S. (1991)
A major problem facing pastoral communities in tropical African countries like Ghana is not only the drought conditions but also their mitigation. The marginality of such areas to the perceptual frameworks of policymakers means that these'nonurban' areas are neglected. Therefore, some international agencies find such areas good entry or intervention points in their development aid delivery programmes. This paper assesses the impact of the activities of CIDA (Canadian International Development Agency) in water resource development as a mitigant of drought in pastoral northern Ghana. Some reference is made to the work of the World Vision International (WVI) NGO. It is clear that the water resource and drought mitigation programmes of these organizations have contributed grossly to the socioeconomic well-being of the people in pastoral northern Ghana. Water is now more readily available than before, including water troughs for cattle. Health and sanitation have improved considerably. The spirit of participatory development has been awakened and enhanced. The time spent and the distance covered in water collection has been cut down drastically; more time is now available for productive agricultural activity and local industrial activity. The main problems experienced in the implementation of the programmes under assessment are technical, sociocultural and economic, as well as problems related to interagency cooperation and programme coordination. Possible solutions are presented in conclusion. Bibliogr.
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The economics of public investment in education in Papua New Guinea - Curtin, Timothy (1991)
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The Crisis of Ethiopian Education: Some Implication for Nation-Building: Uppsala, Department of Education Uppsala University: - Dagn, Hail Gabriel (The Ethiopian Journal of Education, 1991)
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Epidemiology of common transmissible skin diseases among primary school children in north-west Ethiopia. - Dagnew, Mulat; Erwin, G. (PubMed, 1991)
A total of 1842 school children were examined for the occurrence of common transmissible skin infections in a rural area in North-West Ethiopia. The result showed a prevalence rate of 49.2%. Tinea capitis, impetigo, infected wounds and verrucae vulgaris were common. In addition the overall prevalence rate of lice infestation was 55.4%. The findings indicated the need to develop appropriate intervention programmes both at school and community levels.
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A study of the suitability of a modern African novel such as "Things fall apart" by Chinua Achebe for black pupils in Ciskeian schools in contrast to a prescribed novel such as "Silas Marner" by George Eliot - Daley, Nirmala (1991)
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Reproductive Performance in Grand Multiparae in a Suburban Teaching Centre in Nigeria—the Ile-Ife Experience - Dare, F.O.; Makinde, O.O.; Ogunniyi, Solomon O.; Faleyimu, Bode-Law (Journal of Obstetrics and Gynaecology, 1991)
SummarySummaryThree hundred and fifty consecutive grand multiparae (19·6 per cent of 1789 deliveries in 1987–1989) in lie State Hospital were reviewed. The incidence of placenta praevia. abruptio placentae, preterm rupture of the membranes and ruptured uterus were greater (P<0·05) than those for women of lower parity. The perinatal mortality rate was lower and the maternal mortality rate comparable to that of women of lower parity. The grand multipara may be at a higher risk of complications but adequate care in pregnancy, labour and puerperium can reduce serious consequences.
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Relationships Between Cainozoic Magmatism and Upper Mantle Heterogeneities as Exemplified by the Hoggar Volcanic Area (Central Sahara, Southern Algeria) - Dautria, Jean-Marie; Girod, M. (1991)
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Teachers’ Perceptions of Equal Opportunity Provision in Nigerian Schools - Davies, Lynn; Omokhodian, Julia (Compare: A Journal of Comparative and International Education, 1991)
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Teachers’ Perceptions of Equal Opportunity Provision in Nigerian Schools - Davies, Lynn; Omokhodian, Julia (Compare: A Journal of Comparative and International Education, 1991)
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Growth status of children in rural Mali: Implications for nutrition education programs - Dettwyler, Katherine A. (American Journal of Human Biology, 1991)
Abstract In conjunction with a rural development project, a cross‐sectional anthropometric survey and ethnographic research were conducted in six rural villages in southern Mali where food is generally sufficient. A total of 1,132 individuals were measured, and individual and group interviews concerning dietary habits and intra‐familial food distribution patterns were conducted. In this paper, data on the growth status of children under 12 years of age (N=575) are reported and analyzed. As defined by inadequate growth, rates of malnutrition are extremely high in this population. Deficits in growth peak among the 2 year olds, with 67% falling more than 2 SD below the NCHS/WHO standard for weight‐for‐age, and 53% falling more than 2SD below the standard for height‐for‐age. Deficits in weight‐for‐height are highest among the 1 year olds, with 32% falling more than 2 SD below the NCHS/WHO standards. From birth to 23 months, the correlation between age (in months) and weight‐for‐age z‐scores is −.63 ( P =.0001). Between 24 and 47 months, the correlation improves, to +.36 ( P =.0004), indicating that children experience some catch‐up growth. By the age of 11 years, they still have not recovered fully from the combination of poor nutrition and infections in early childhood, however, and malnutrition continues to be a problem throughout childhood. Iodine deficiency is also a problem in two of the six villages. Interview data confirm earlier findings in Mali regarding child feeding practices, specifically, that infants and young children are expected to feed themselves, and that the best foods are reserved for adults. These findings have important implications for the design and implementation of nutrition education programs in southern Mali.
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Power line insulator pollution and power dips in natal, South Africa - Diab, R. D.; Common, Sarah; Roberts, Leslie (Atmospheric Environment. Part A. General Topics, 1991)
Air pollution is a recognized factor in power transmission line failures in South Africa, causing insulator flashovers which lead to power dips. A number of management strategies are in operation to try to overcome the problem. A severe faulting episode which occurrence of three major contributing factors. paper. It is concluded that the episode resulted from the concurrence of three major contributing factors. These were the presence of an atmospheric circulation with high air pollution potential, the occurrence of runaway forest, veld and cane fires and a long period of below average rainfall prior to the event. The slow buildup of salt and industrial pollution during winter, the likelihood of dew formation which wetted the insulator surface making it conductive, and the rapid buildup of carbonaceous material all contributed to the faulting episode.
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Zimbabwe: Glen forest training centre. - Dietz, Andreas; Andel, A. van; Matsvai, S. (1991)
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YHWH as Storm-god and Sun-god. The Double Legacy of Egypt and Canaan as Reflected in Psalm 104 - Dion, Paul E. (Zeitschrift für die Alttestamentliche Wissenschaft, 1991)
Article YHWH as Storm-god and Sun-god. The Double Legacy of Egypt and Canaan as Reflected in Psalm 104 was published on January 1, 1991 in the journal Zeitschrift für die alttestamentliche Wissenschaft (volume 103, issue 1).
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The schools' agriculture programme as a basis for strengthening agricultural education in Swaziland - Dlamini, B.M. (1991)
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Teaching Contemporary African-American Literature - Early, Gerald (Callaloo, 1991)
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The politics of a South African Catholic student movement, 1960 - 1987 - Egan, Anthony (Communications, 1991)
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The impact of drought on gender relations in rural Sudan. - Ehemier, El (1991)
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Teaching and learning in Nigerian languages - Ehiametalor, Egbe T. (1991)
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Can the quality of scientific training and research in Africa be improved? - Eisemon, Thomas Owen; Davis, Charles H. (Minerva, 1991)
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Measuring Learning in a Second Language: Assessing cognitive outcomes of primary schooling in Burundi - Eisemon, Thomas Owen; Schwille, John; Prouty, Robert (McGill Journal of Education / Revue des sciences de l'éducation de McGill, 1991)
This paper examines the measurement of student achievement in the mother tongue and in a second language used for instruction in primary schools in Burundi. Data were obtained from a probability sample of forty-seven schools in twenty-four school directorships in rural areas, and from about two thousand (1,946) grade 6 students in 1989. The students were tested in language arts, mathematics, and science/agriculture in French as well as in their mother tongue, Kirundi. Students performed better in Kirundi in most subjects. Interestingly, item analyses revealed that testing in French produced the poorest estimates of achievement for students of high ability. In mathematics, however, there were no significant differences in the results of the Kirundi and French tests. This suggests that both students' proficiency in French and the policies relating to the use of Kirundi to teach subjects like mathematics in earlier grades may greatly influence learning and transfer of knowledge between the language of instruction and the mother tongue. The concluding section presents implications of the study for implementing educational reforms emphasizing the Kirundisation and ruralisation of primary schooling. RESUME Cet article examine les resultats des eleves des ecoles primaires du Burundi dans leur langue maternelle et leur deuxieme langue. Les donnees ont ete recueillies en 1989 aupres d'un echantillon de probabilite de quarante-sept ecoles reparties dans vingt-quatre districts scolaires de regions rurales. ce qui correspond a mille neuf cent quarante-six (1 946) eleves de sixieme annee. Les eleves ont subi des tests de langue, d'art, de mathematiques et de science/agriculture en francais ainsi que dans leur langue maternelle, le kirundi. Ils ont obtenu de meilleurs resultats en kirundi, dans la plupart des disciplines. Il est interessant de constater que les analyses revelent que les tests en francais donnent lieu a des previsions assez mediocres pour les eleves les plus doues. En mathematiques, neanmoins, il n'existe aucune difference significative dans les resultats obtenus pour les tests en kirundi et en francais. Cela donne a penser que la facilite qu'ont les eleves a s'exprimer en francais et que les politiques se rapportant a l'utilisation du kirundi pour l'enseignement de disciplines comme les mathematiques exercent une influence considerable sur l'apprentissage et le transfert des connaissances entre la langue d'instruction et la langue maternelle. La conclusion porte sur les implications de l'etude sur la mise en place de reformes pedagogiques notamment en ce qui concerne la kirundisation et la ruralislion de l'enseignement primaire.
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A local magnitude scale for Aswan earthquakes, Egypt - El-Khashab, H.M.; Fat‐Helbary, R. E.; Simpson, D. W.; Ibrahim, E. M. (Journal of Geodynamics, 1991)
In this paper two approaches have been used for delineating a magnitude scale for local and near earthquakes of Aswan High Dam Lake (Aswan, Egypt), depending on either the total duration of oscillation or the maximum S-wave amplitude. In using the first approach, 19 local and near earthquakes in the period from 1982 to 1987 recorded by the Aswan Seismic Network were collected. A relation between F—P's (duration) recorded at the GMR station and their magnitudes reported by ISC Bulletin has been established, and it yields the following equation: M=2.17 log (F−P)−1.3+0.00075Δ. In the second approach, the maximum ground S-wave amplitude in millimicrons for the micro-earthquakes from three zones were measured and plotted against the mean magnitude (calculated by the previous relation). Applying the method of linear least-squares fitting, a magnitude equation for each station could be obtained. The standard deviations and standard errors of magnitude have been determined. The resulting errors of the magnitude units are within the permissible error in such magnitude determinations.
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Motivation for Choice of Course and Career Preferences of Nigerian Female Journalism Students: Implications for the Status of Media Women in a Developing Nation - Emenyeonu, Bernard Nnamdi (Africa Media Review, 1991)
This paper presents a survey of Nigerian female students to determine their motivations for taking up journalism training. The study found that almost as many female as male students enrol in the country's journalism training institutions at the moment - which factor should advance women's representation in the media. Moreover, most of the female students surveyed consider journalism to be a profession as much suited for women as for men. However, it finds marital status to be an important factor in career choice; married students said they would quit work if it interfered with their family responsibilities. Secondly, most respondents tended to prefer more glamorous roles in television, radio, public relations or advertising to aspects of journalism such as reporting. These two factors have important implications for career advancement of women journalists and may continue to exacerbate women's under-representation in Nigeria's mass media institutions.
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Secondary school physics and technological development in Africa - Emereole, H.U. (1991)
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Inservice Teacher Education in Nigeria: a case study - Esu, Akon E. O. (JET. Journal of education for teaching (Print), 1991)
Abstract This paper examines the current status of inservice education for teachers in Nigeria with particular reference to Cross River and Akwa Ibom States. It identifies three main approaches to teacher inservice education in the two states of Nigeria, viz. the central office approach, the long vacation (sandwich) programme and Associateship Certificate in Education‐‐part‐time evening programme distance learning approach. Inservice teacher education is seen as an effective means of augmenting the inadequacies of pre‐service training. It is a process for continuous updating of teachers’ knowledge, skills and interests in their chosen field. The paper discusses the factors which should be considered when planning and implementing inservice education programme. Some suggestions on how to plan and implement inservice teacher education programmes in Nigeria are given.
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An appraisal of Integrated Science as a major innovation in Nigerian education - Ezeife, Anthony N. (Journal of Education, 1991)
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The relationship between attitude of Nigerian adult education students toward career aspiration and academic performance - Fajonyomi, Ayodele A. (Annals of Borno, 1991)
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Handicaps physiques, pratiques economiques et strategies matrimoniales au Senegal - Fassin, Didier (Social Science & Medicine, 1991)
Social relations around the handicapped are generally presented in terms of economic dependence and social inadaptation. This point of view leads to give greater importance, especially in Africa, to studying the way in which group and society help the physically or mentally ill. Actually, this approach does not give a complete account about the real situation of the handicapped in social relations of production and reproduction. From a series of in-depth interviews conducted in handicapped families of the suburbs of Dakar, two aspects are analyzed: the economic role of the handicapped, through the circulation of the product of his begging in his household or through the exploitation of his work as apprentice in a workshop; and his value on the marriage market, where invalid persons are given without dowry if they are women, and must pay a much more important amount if they are men. The social situation of the handicapped thus is not only a matter of assistance or charity, but as well of strategies that the handicapped and above all his circle implement in order to take advantage of the stigma or on the contrary try to erase it.
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Urban African-American and Hispanic adolescents and young adults: who do they talk to about AIDS and condoms? What are they learning? - Ford, Kathleen; Norris, Anne E. (PubMed, 1991)
This paper reports on the first qualitative part of a study designed to investigate factors related to the use of condoms among African-American and Hispanic adolescents and young adults in Detroit. This paper describes who young, urban, African-American and Hispanic persons talk to about AIDS and condoms and what they are learning. The paper provides data on attitudes and beliefs about AIDS and condoms that are needed for further research and for prevention programs.A summary of qualitative results from a convenience sample of 30 Hispanic and 34 African American males and females 15-21 years in 1989 in Detroit (low socioeconomic status) and an open ended set of questions about acquired immunodeficiency syndrome (AIDS) and condom use are provided. The results are not generalizable to all urban minority youth or African American and Hispanic youth, or comparable to nonminority peers. The literature was lacking in ethnic differences in condom beliefs, the identification of barriers to AIDS risk reduction (knowledge of AIDS transmission, assessment of vulnerability, and positive and negative attitudes to condoms), and who adolescents talk to about AIDS. The objective was to fill in the gaps for the purpose of developing intervention programs specific to this population. The instrument questioned 1) knowledge of AIDS and condoms, 2) who youth talk to about AIDS and condoms and what is said, 2) sexual experience, 4) condom use, and 5) drug use. Content was analyzed and reliability was assessed satisfactorily with Cohen's kappa (p.05). Special selection and training procedures were used to solicit truthfulness, i.e., interviewers were matched by gender and ethnicity and trained to deal with silence, confidentiality and anonymity issues, and minimize stress. The results showed that most talked with someone about AIDS (68% black and 87% Hispanic). Both talked most often with friends or siblings followed by parents and then teachers and counselors. Hispanics talked more to teachers than blacks and African Americans talked more to friends. Misleading messages were given to African American on not to worry about AIDS (9%) and choosing safe sex partners (35%). Over 50% were given facts about AIDS vs. Hispanics who were given worry messages. 19% of Hispanics were told to protect themselves with safe sex partners; no one was told not to worry. Most knew the traditional modes of transmission, but few knew about placental transmission (0%-23%), and women (41%-47%) knew of blood transfusion transmission in contrast to men (12%-13%). Approximately 50% of African American and Hispanic men thought it was possible to AIDS, and 71% of African American Women but only 27% of Hispanic women thought it was possible. Most thought sexual contact made them vulnerable or avoidance behavior protected them. Positive beliefs about condom protection from AIDS were generally agreed upon, but variation existed in negative beliefs, and may voiced concerns about condom breakage, discomfort, and reduction in sexual pleasure. Education needs to address these concerns and, for Hispanic women, reproductive biology and health needs promotion and guidance in performance of AIDS reduction actions. The quality of these information channels needs improvement.
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Racelessness in Private Schools: Should We Deconstruct the Racial and Cultural Identity of African-American Adolescents? - Fordham, Signithia (Teachers College Record, 1991)
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The Post-School Experiences and Attitudes of Kenyan Youth towards Education, Training, Employment and National Development. - Fowler, Alan (1991)
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What factors shape teacher quality? Evidence from Malawi - Fuller, Bruce; Kapakasa, Anjimile (International Journal of Educational Development, 1991)
Attempting to identify factors that boost the effectiveness of Third World schools, policymakers and researchers often focus on basic material inputs (such as textbooks, desks, or expenditures). Inquiry within the West continues to shift away from this production-function metaphor, instead focusing on achievement effects stemming from teacher quality and teaching practices. Yet these two aspects of school effectiveness have received little empirical attention in the Third World. This paper examines three teacher qualities: knowledge of subject-matter, pedagogical practice, and beliefs about teaching. We then empirically examine how the teacher's social-class background, training, and the classroom setting shape these teacher qualities. We find that (a) greater availability of pupil textbooks and a teacher guide raise the teacher's own knowledge of the subject-matter presented to students, (b) completion of secondary school by younger teachers is associated with positive pedagogical outcomes, and (c) teachers with more training and less crowded classrooms more often believe that pupils should be asked questions and become more active participants in class.
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A comparative study of alcohol-related problems among a group of university students and a group of clerks in the National Capital District, Papua New Guinea. - Fy, Johnson (PubMed, 1991)
This article reports a comparative study of alcohol-related problems in two groups of Papua New Guinean youth. The first group consists of 25 undergraduate students of the University of Papua New Guinea. The second group consists of 25 staff members of the Post and Telecommunications Corporation (PTC). The research subjects in both groups were selected at random. The instrument used for the study is the Brief (10 item questions) Michigan Alcoholism Screening Test (MAST). Demographic data including age, sex, educational status, marital status and province of origin were also collected using a purpose designed questionnaire. The data collected were analyzed and compared between the two groups using chi-square statistical analysis. The findings and results point to the following conclusions: (a) Alcohol-related problems are more common among the clerks than among the students, but the differences are not statistically significant; (b) alcohol-related health problems (medical and neuropsychiatric complications) were not reported in the study sample; and (c) further surveys on larger samples using the Brief MAST were recommended for early detection of alcohol-related problems. The results could form a basis for future alcohol education programmes.
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Arabic manuscripts in the SOAS : catalogue of the Arabic manuscripts in the Library of the School of Oriental and African Studies, University of London - Gacek, Adam (1991)
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Financing education in Tanzania, strategies during the economic recovery programme period - Galabawa, J.C.J. (1991)
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Financing education in Tanzania, strategies during the economic recovery programme period - Galabawa, J.C.J. (1991)
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Financing education in Tanzania, strategies during the economic recovery programme period - Galabawa, J.C.J. (1991)
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Funding, selected issues and trends in Tanzania higher education - Galabawa, J.C.J. (Higher Education, 1991)
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Development, dependency and science education: A Botswana case study. working paper no. 56 - Garrett, RM (International Journal of Educational Development, 1991)
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Review of Development, Dependency and Science Education: A Botswana case study. Working paper 56 by M. Kahn - Garrett, RM (1991)
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Shaping AIDS Education and Prevention Programs for African Americans Amidst Community Decline - Gasch, Helen (Journal of Negro Education, 1991)
Race, culture, geography, and gender all are critical factors in understanding the epidemic of AIDS-Acquired Immunodeficiency Syndrome. Among African Americans, however, there are two striking features of the AIDS epidemic that deserve special notice. First, AIDS is part of a general pattern of excessive risk and mortality observed among all African Americans (Secretary's Task Force, 1986). More recently, McCord and Freeman's (1990) examination of mortality rates in Harlem (NY) underscores how dramatically the health of the nation's best-known Black community has been affected: The rate of survival of African American men in Harlem beyond the age of 40 is lower than that of men in Bangladesh, one of the poorest nations on earth. AIDS has joined an extensive list of health problems (including cancer, heart disease, violent! accidental death, and liver disease) which together result in lower life expectancy and higher rates of illness among African Americans. The second noteworthy feature of the AIDS epidemic is that infection with the causative virus-Human Immunodeficiency Virus (HIV)-is preventable. In adults, with the exception of those infected via blood transfusions, infection with HIV results from choices people make about their sexual behavior and their use of illicit drugs. On one hand, we health practitioners and educators can be optimistic that we will eventually be able to assist adults in making informed choices about behaviors that affect their health. On the other hand, we must also recognize that simply educating individuals about the relationship between behavior
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Status of women teachers in Southern Africa - Gaynor, Ciara (RePEc: Research Papers in Economics, 1991)
Provides information and statistical data on women primary and secondary school teachers in the South African region in relation to national educational policies and plans, teacher preparation, employment and career development, rights and responsibilities, conditions for effective teaching and teacher salaries. The distribution of women teacher on a country-by-country basis is analyzed together with the representation in senior and administrative posts. It also attempts to identify the specific constrains--socio-cultural, socio- psychological, structural, familial, time and financial--which continue to keep women under-represented in decision-making and power positions in education. Bibliography and statistical tables.
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Jewish Day Schools and Afrocentric Programs as Models for Educating African American Youth - Gill, Walter (Journal of Negro Education, 1991)
Traditional schools in the United States are under careful scrutiny regarding issues of curriculum and discipline and their impact on the achievement and self-concept of African American children. The present article argues that the success of Jewish day schools and Afrocentric educational programs have implications for educators who wish to help African American students achieve positive self-concept development and academic success. Furthermore, these nontraditional programs, which are currently being considered by many schools, agencies, and organizations across the country, deserve careful investigation of their merit in helping African American youth make a meaningful transition to adulthood. The challenge, then, is the application of Judaic and Afrocentric models of education, cultural transmission, and socialization to the education of African American students. However, preceding any discussion of curricular alternatives, it is important for educators to understand the special conditions and circumstances through which success can be achieved by selected learning populations. Many names are used to identify schools offering Judaic and secular courses of study: Jewish day school, Hebrew all-day school, Hebrew academy, Jewish academy, bicultural day school, Hebrew institute, yeshiva, yeshiva ketanah, mesivta, and Jewish parochial school. Other supplemental schools such as one-day, Sunday, and midweek congregational schools are also in operation. To eliminate confusion, the most popular names, Jewish day school and yeshiva (plural: yeshivot), will be used in this article.
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Schooling, Skills, and the Returns to Government Investment in Education: An Exploration Using Data from Ghana. Living Standards Measurement Study, Working Paper No. 76. - Glewwe, Paul (1991)
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The conversion of South African Indian secondary school libraries to media centres - Govender, Dharmalingam (1991)
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Implementation, monitoring and evaluation of participatory forestry products. Proceedings of the Third Regional Workshop of the Training Programme on Planning and Management of Participatory Forest Projects, (COFOPLAN), Nairobi, Kenya, 20 May to 7 June 1991. - Granholm, Heikki (1991)
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An assessment of trends in public financing of education in Kenya - Gravenir, F.Q. (1991)
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Joint Zimbabwe-Britain project for education and research at Chipangali - Greaves, Nigel M. (1991)
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Higher Education for Namibia, 1988-2003: Stocks and Flows; Needs, Supplies and Affirmative Actions - Green, Reginald H. (1991)
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Functional Literacy and Health Education for Women in Ghana: A Case Study - Greenstreet, Miranda (Adult Education and Development, 1991)
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The Islamic movement, development, and health education: Recent changes in the health of rural women in Central Sudan - Gruenbaum, Ellen (Social Science & Medicine, 1991)
Follow-up research on women's work and health in two rural areas of Sudan in 1989 identified several areas of change since the 1970s. Health improvements due to better access to education and health services were noted. However, interethnic contacts have led to some experimentation with the severe form of female circumcision in one area while health education and the Islamic movement have contributed to a decline in popularity of it in another area. Further, the structure of agricultural development has resulted in changes in women's participation in agriculture and polygyny rates, which have had impacts on birth rates.
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Sexual behaviour and use of the condom among Ugandan students - Gs, Lule; Gruer, Laurence (AIDS Care, 1991)
Abstract HIV infection is widespread in Uganda. Have its university students, the country's leaders of tomorrow, taken appropriate action? A questionnaire was completed by 661 men and 270 women in a one-in-four sample of Makerere University undergraduates (93% response rate). More than 60% of the men and 36% of the women reported at least two sexual partners in the past year. Over 18% of respondents reported at least one episode of sexually transmitted disease in the past year. Most respondents correctly identified the main routes of HIV transmission but risk was also often incorrectly associated with non-penetrative sex. Only a minority saw the condom as an effective preventive method: most saw it as unsafe or an encouragement to promiscuity. Condoms had been used by 35% of men and 24% of women but were currently always used by only 9% of men and 11% of women. The condom was approved of by only one quarter of respondents. Condom use increased with the number of sexual partners but was less likely if the respondent had seen official publicity about the condom. Whilst there were some encouraging signs of behaviour change, opportunities for the spread of HIV continue to abound in this important group. More positive promotion of the condom is urgently required.
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The expansion of female education in Egypt: evidence from survey data. - Guhl, Nora L.; Sayed, Hussein A.A. (1991)
The authors use data from censuses household and fertility surveys and surveys conducted by the Ministry of Education to explore national and regional trends in female educational status in Egypt. A significant increase in educational levels for women over the past 50 years is noted with a greater increase observed in urban areas. The importance of using a variety of data sources to monitor these trends during non-censal years is emphasized. (ANNOTATION)
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Creating excellence : a study of the administration, content and process of management training in the public sector in Swaziland - Gule, Jeremiah Majaheni (1991)
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Women and leadership in the education system of Swaziland - Gumbi, Thobani Linton (1991)
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Distance education in Ethiopia - Gupta, Shanti S. (Distance Education, 1991)
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The role of migrating fishermen in West Africa : what we know and what we still need to learn - Haakonsen, Jan M. (1991)
nombre limete d'ethnies, originaires de trois pays en particulier, jouent un role predominant dans la peche et dans la plus grande partie de la region, souvent en manifestant des specialisations ethniques distinctes. Cette situation demande alut scientifiques d'acquerir une perspective regionale et ethnique en recherchant une meilleure comprehension des mouvements des pecheurs d'Afrique Occidentale.
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Schools and Political Learning in Africa: themes and issues - Harber, Clive (Compare: A Journal of Comparative and International Education, 1991)
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Music Education: Why? What? How? = Musiekopvoeding: Waarom? Wat? Hoe? Papers Presented at the National Music Educators Conference (Pretoria, South Africa, April 9-12, 1990). - Hauptfleisch, Sarita (1991)
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The Changing African Landscape: Implications for Higher Education. - Hayward, Fred M. (The Educational record, 1991)
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The Cape of Storms: A Personal History of the Crisis in South Africa - Heard, Anthony Hazlitt (Foreign affairs (New York, N.Y.), 1991)
A white South African born into racial discrimination, Anthony Hazlitt Heard became increasingly aware of the injustice, suffering and contradiction in his native land. Cape of Storms is his highly personal account of the segregationist National Party's rise to power in South Africa and of the human and political consequences of that nation's recent history. As the editor of the Cape Times newspaper for 16 years, he faced prosecution, threats, reader hostility, government pressure and finally arrest for publishing a forbidden interview with Oliver Tambo, banned leader of the outlawed African National Congress. Major political upheavals and everyday life in South Africa are described in this memoir. The story ranges from the author's schoolboy life to the tumult of Sharpeville, Soweto, and the nationwide unrest of 1984-1986. As a working journalist, the author was involved with many of the major events and personalities during these troubled times. With this account, Heard sheds an insider's light on what life is really like in South Africa, why some of its people hold such extreme positions on the question of race, and what may lie ahead in the nation's volatile politics.
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Adult literacy in South Africa : a centre for adult education study - Heerden, Gwyneth Van (1991)
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Empowering Adults through Literacy Education in South Africa: Activities at the University of Natal at Pietermaritzburg. - Heerden, Gwyneth Van (1991)
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A Pilot Study of World View of Black and White South African Adolescent Pupils: Implications for Cross-Cultural Counselling - Hickson, Joyce; Christie, Grania; Shmukler, Diana (International journal of adolescence and youth, 1991)
ABSTRACT Research on cross-cultural counselling and psychotherapy began to receive emphasis in the 1970‘s in the United States. In South Africa the need to devise relevant help for the majority black population and to contextualize psychological services is being increasingly addressed in the literature. In the present study differences in world view between black and white South African adolescent pupils (n = 200) were investigated. The use of a scale to assess world view across culture indicated significant differences in black and white adolescent pupils’ world view in the areas of Human Nature, Human Relationships, People-Nature, Time Orientation, and Activity. The effect of age and sex on individual variation in scores within groups was also investigated. The implications of the findings of the study for cross-cultural counselling are discussed as well as recommendations for further research using the World View Scale.
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Management Team Training for Local Government: Botswana in the Vanguard - Higgins, Kathryn (1991)
There are 15 local authorities in Botswana; 10 District Councils and five City/Town Councils. There are also nine Land Boards responsible for the administration and of Tribal Land. These organisations are responsible for the decentralised provision of a variety of public services in this rapidly developing nation. The rate of development in this country is unprecedented and places enormous demands on the senior officers of the Unified Local Government Service administering these authorities. A training programme was initiated in the mid 80's and has recently been expanded to include principles and practices of the management concept. This paper descriptionbes the team development programme as it currently stands. The programme is being administered by the Swedish National Institute for Civil Service Training and Development (SIPU).
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The INADES-Formation Kenya: agriculture training programme. - Hinga, N. (Adult Education and Development, 1991)
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Low temperature physics : proceedings of the Summer School held at Blydepoort, Eastern Transvaal, South Africa, 15-25 January 1991 - Hoch, Maureen; Lemmer, R. H. (1991)
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A Rationale for Creating African-American Immersion Schools. - Holt, Kenneth C. (Educational Leadership, 1991)
T he Milwaukee Public Schools educates more than 80 percent of the AfricanAmerican students in Wisconsin. Thus, the economic and social wellbeing of African Americans in the entire state is inextricably tied to the quality and vigor of the Milwaukee elementary and secondary schools. And, for African Americans in the Milwaukee Public Schools, the system has unraveled. Consider the following: Milwaukee Public Schools are third among cities in the nation in suspending more black than white students from school. Between 1978 and 1985, 94.4 percent of all students expelled from the Milwaukee Public Schools were African Americans. During 1986-87, Milwaukee's African-American high school students had an average grade point average of D( 1.46). The statistics for African-Amer ican males are even more disturbing. For instance, of the approximately 5,716 African-American males enrolled in high schools, only 19 percent (1,135) have a cumulative grade point average of C and above. Also, during 1989-90 school year, 50 percent or 3,565 of the students suspended systemwide (7,113) were African Americans, although African-American males constitute only 27.6 percent of students in the system. In addition, African-American males have a staggeringly high dropout and low graduation rate; some leave school as early as the elementary level. For those who are serious about improving education for all students, it should be clear that desegregation alone is not the answer. Rather, we must expeditiously provide an excel lent and equitable educational program for our African-American students with a high quality multi cultural instructional approach. The traditional American class room's milieu has historically distorted and refused to recognize the language and cultural richness of African-American students. The typical instructional approach addresses the needs of Anglo-Amer ican students and, unfortunately, places the African-American students at greater risk of psycholog ical abuse and of being miseducated by teachers having different cultural and language backgrounds. In The Souls of Black Folks, W.E.B. DuBois (1909) explains that the black American male is always aware of his double consciousness: wanting to assert himself culturally as a black man, while also needing to show that he is an American like any other American. Psychiatrist Alvin Poussaint indicates that an individual's sense of self derives from interaction with and reaction to other members of society. One learns to assume the rules and atti tudes of peers, parents, and teachers. In The Imperial Middle: Why Amer icans Can't Think Straight About Class ( 1990), Benjamin De Mott articulates the view that teachers and administrators who serve at-risk youth and who are not trained to be culturally sensitive can negatively affect those they intend to help. De Mott further states that public school teachers recognize the ideal student as one who personifies middleand upper-class behavior, aspirations, manners, dress, and speech. Where does this leave the African American in the educational process? In order to effectively educate the African-American student, we must address these important concerns. Victor Berger Elementary School and Parkman Middle School, Milwaukee's two immersion schools, place the African-American students and their culture at the center of the educational process. These schools are in the forefront of an effort to require those responsible for educating our students to gain an understanding of and to respect students' culture. Would not all teachers enhance their educational effectiveness if they gained an understanding of their students' culture and its implication for learning? D
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Food and survival strategies in relation to drought: Arab camel-nomads and sedentary millet-farmers in northern Darfur (Sudan. - Holter, Uta (1991)
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Competencies for Teaching Children with Physical Disabilities: a survey of English and Zambian teachers - Hornby, Garry; Mwape, Nelson (Compare: A Journal of Comparative and International Education, 1991)
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Facing visual illiteracy in South African health education: a pilot study - Hugo, Johann; Skibbe, A (Journal of Audiovisual Media in Medicine, 1991)
Medical and health educators in South Africa are facing many problems. These are caused by the diverse communication characteristics and socioeconomic, as well as educational, differences of its communities. Visual literacy is often ignored when audiovisual media are used in medical and health education. Consequently, communication and education fail because some target groups, e.g. illiterate patients from rural areas, are unable to interpret visual messages correctly. This study determined to what extent illiterate female patients were able to interpret instructional illustrations on breast feeding. Findings indicate that visual literacy is a key factor in effective medical and health education. There was a distinct variation in the visual literacy skills of this particular target group. The implication is that extreme care must be taken when visual materials are designed for health education in South Africa.
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The Archaen volcanic facies in the Migori segment, Nyanza greenstone belt, Kenya: stratigraphy, geochemistry and mineralisation - Ichang'l, D.W.; MacLean, W. H. (Journal Of African Earth Sciences, 1991)
The Migori segment is an 80 by 20 km portion of the Nyanza greenstone belt which forms the northern part of the Archean Tanzanian Craton in western Kenya, northern Tanzania and southeastern Uganda. It consists of two volcanic centres, each with central, proximal and distal volcanic facies, comprising the Migori Group, the Macalder and Lolgorien Subgroups, and eleven volcano-sedimentary formations. The centres are separated by a basin of tuffs and greywacke turbidites. The volcanics are bimodal mafic basalt and dolerite (Zr/Y = 3.8 − 6.5, LaN/YbN = 1.0 − 2.4), and felsic calc-alkaline dacite-rhyolite (Zr/Y = 10 − 21, LaN/YbN = 19 − 42) and high-K dacite (Zr/Y = 9 − 16, LaN/YbN = 21 − 22). Felsic units form approximately three-fourths of the volcanic stratigraphy. Basalts, calc-alkaline dacites and rhyolites were deposited in a submarine environment, but the voluminous high-K dacites were erupted subaerially. The turbidites contain units of iron-formations. Granitic intrusions are chemically continuous with the high-K dacites. The felsic volcanics are anologous to those found at modern volcanic arc subduction settings involving continental crust. The Macalder ZnCuAuAg volcanogenic massive sulphide deposits is in central facies basalts-greywacke-rhyolite. Gold mineralisation occurs in proximal facies tuffs and iron formation, and in oblique and semi-conformable quartz veins. Greenstones in the Nyanza belt are dominated by calc-alkaline felsic volcanics in constrast to the komatiite-tholeiitic basalt volcanism in the Kaapvaal Craton of South Africa, and a mixture of the two types in the Zimbabwe Craton.
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Teaching Philosophy at Bayero University, Kano, Nigeria - Indabawa, Akilu Sani (Cogito, 1991)
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