Teaching Zambian traditional birth attendants to monitor growth of infants : evaluation of an education program - Mambwe, Esther. (1996)
The study developed and implemented an education program in growth monitoring and nutrition for the Traditional Birth Attendants in two peri-urban areas in Zambia and then evaluated its effects. The major outcomes from the study are: that Zambian TBAs can be taught to carry out an expanded role; field experience is a key factor in the teaching program; making advice available in local communities is important.
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Applied Interdisciplinary Research And Training On Natural Resource Management: A Situation Report For Southern Africa - Mandondo, A. (1996)
This report is part of initiatives to strengthen transdisciplinary collaboration in training and research on natural resource management within southern Africa. The report is based on an assessment of capacity covering twelve institutions (mostly universities) from six countries of the region. The major shortcomings in current research and training activities include: disparities in capacity across countries and universities; duplication and gaps in coverage of issues; lack of continuity in research and training activities; lack of transdisciplinary interaction; lack of regional collaboration; and, reliance on informal and passive methods of ensuring that research findings influence policy. The report also includes recommendations on how the identified shortcomings can be addressed.
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Anglo-Nigerian Pidgin in Nigerian Education: A Survey of Policy, Practices and Attitudes. - Mann, Charles C. (1996)
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Growing Up African American in Catholic Schools. - Manswell, Jo-Anne L.; Irvine, Jacqueline Jordan; Foster, Michèle (Journal of Negro Education, 1996)
which personalizes the mix of racial, religious, cultural, and school variables active in Catholic schools. Further, they accent the resiliency and adaptability of African American children, demonstrate the overlap between school and family experiences, and describe the delicate balance attained by African American students and parents in negotiating their presence, and sometimes leadership roles, in Catholic schools. In the final chapter, Irvine provides a coherent synthesis of the lessons learned from Catholic schools about the education of African Americans and discusses their implications for public school reform. She organizes these lessons into three themes: curriculum and instruction, common values shared, and race and racial identity. She deduces that curriculum and pedagogy in Catholic schools are generally academic, structured, and very traditional. Additionally, she maintains, Catholic schools offer a strong set of clearly articulated, accepted values embraced by Catholic school educators, students, and parents. On the subject of race, Irvine concludes that African American children in Catholic schools learn a lot about race and their own racial identity as a result of the Catholic school experience; they also learn how other children, school personnel, and society define and value racial differences. However, she asserts that Catholic (and public) school personnel must make more of an effort to examine the overt and hidden racial messages in their curricula and maximize their formal and informal interactions with African American students. Irvine concludes her summative analysis of the African American Catholic school experience by sharing with readers some guidelines for the education of African American students based on the findings of these essays. As she attests, the first of these is that, despite the nature of that curriculum or the particular pedagogical approach, African American students profit from a demanding curriculum taught by individuals who are mission-oriented and who believe that African Americans must learn and achieve in school. Second, African American parents and their families must share the values and mission of the school and support the school in ways that are mutually agreed upon and negotiated. Third, schools must also acknowledge the identity of their students' African American heritage and understand that African Americans are not simply colorful prototypes of White students but students who strongly identify with their culture. What makes this book great reading is the depth and breadth of information and experiences offered; however, the recollections of individuals who attended Catholic schools in different regions of the United States and even the Caribbean or Africa would have added a broader dimension to this book. It would also have been helpful if the original sources of all these articles had been noted. Despite these limitations, Growing Up African American in Catholic Schools achieves its objectives. It strongly challenges the dominant theory that portrays African Americans as helpless victims in a marginalized culture that exists in constant opposition to Eurocentric beliefs and practices. It also succeeds in presenting a lucid historical and sociological treatment of the education of African Americans in Catholic schools. Irvine and Foster have compiled in this volume a collection of educational research and interpretation that is honest, noteworthy, insightful, and opportune. This book should prove useful to teachers and school administrators in public and private schools, especially African American teachers and school administrators who interact with African American students in Catholic schools. It is also strongly recommended for African American parents who are exploring Catholic schools as one of many options for the schooling of their children. Growing Up African American in Catholic Schools, edited by Jacqueline Jordan Irvine and Michele Foster. …
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History and mother-tongue education in South Africa. - Maphalala, Jabu S Hulumende (1996)
Lokhu kusho ukuthi isizinda sokudabuka saseNingizimu noma ichwebakazi laseNyaza (Victoria), kufanele kusukelwe kuso ukuhumusha umlando. Uma abamnyama bezobamba iqhaza elibalulekile kun yaka wamashumi amabili nanye ekhulwini, osuqoshwe njengonyaka wabomdabu baseAfrika, imfundo exhumeke olimini Iwabomdabu kuphoqelekile ukuba isetshenziswe kuwo wonke amazinga emfundo egcina ebangeni lesihlanu ngaphandle kwalokho abomdabu ngeke baze bathuthuke kwezomnotho.
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Relationship of job satisfaction, teacher commitment and teacher effectiveness in Lesotho high schools - Mapoloko, L. (1996)
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Evaluating the community education programme of an insecticide-treated bed net trial on the Kenyan coast - Marsh, V. M.; Mutemi, Wilfred; Some, Eliab; Haaland, Ane; Snow, Robert W. (Health Policy and Planning, 1996)
Increased interest in the potential contribution of insecticide-impregnated bed nets (ITBN) to malaria control has led to research efforts to determine the impact and sustainability of ITBN programmes in differing environments. There is a need to develop effective, feasible educational strategies that will both inform and motivate community members, and thus maximize the correct usage of ITBN. This is especially true in communities where indigenous usage of bed nets is low. This paper describes the educational component of a randomized controlled community intervention trial of ITBN, with childhood malaria morbidity as an outcome. The educational approach and messages for the ITBN trial were developed from anthropological survey data collected 4 years before the trial, and from community surveys conducted by project researchers. Low levels of understanding amongst mothers of the aetiological link between mosquitos and malaria led to the exclusion of the term 'malaria' from the initial educational messages promoting the use of ITBN. Appropriate individuals within the existing district health care structure were trained as community educators in the project. These educators conducted intensive teaching in the community through public meetings and group teaching in the first 6 months of the trial. The impact of these initial activities was assessed through interviews with a random sample of 100 mothers and 50 household heads. This allowed the identification of messages which had not been well understood and further educational methods were chosen to address the areas pinpointed. The community assessment also demonstrated that, in 1994, over 90% of mothers understood a protective role for bed nets against malaria and the ITBN education messages were changed to take account of this. The school programme was evaluated through determining outreach (the number of households accessed), changes in participant children's knowledge, post-teaching assessment of mothers' knowledge and discussions with parent-teacher associations. It was shown that 40% of intervention homes with children in the target group were accessed, participant children learned the educational messages well (scores increased from a pre-teaching mean of 59% to a post-teaching mean of 92%) and a high level of awareness of the ITBN trial was achieved in these homes (75%). However, specific messages of the education programmed were not well transferred to the home (30%). The discussion emphasises the need for allocation of adequate resources for education in programmes dependent on achieving a change in community practices. We also describe the value of ongoing communication between programme planners and a target population in maximizing the effectiveness of messages and methods used.In Kenya, public health officers, public health technicians, and field staff implemented the education component of the insecticide-treated bed net (ITBN) trial in Kilifi District along the coast. The education strategy was based on anthropological survey data collected 4 years before the trial and from community surveys. It included teaching about the intervention to household heads at public meetings (June 1993), individual instruction at the time of bed net delivery (June-July 1993), follow-up education with bed net contacts in a small group format after net delivery (June-August 1993), follow-up education with mothers in a small group format after net delivery (September 1993), house-to-house education at the time of ITBN redipping (April-May 1994), and a teaching program in primary schools (June-July 1994). In September 1993, 98% of mothers understood the important of using bed nets year-round but 29% would not use them when it was too hot. Educators changed ITBN education messages to account for the high level of understanding about the importance of bed net use. Since mothers had low levels of understanding of the etiological link between mosquitoes and malaria, the educators excluded the term malaria from the initial educational messages promoting ITBN use. The researchers evaluated the school program through determining outreach (the number of households accessed), changes in participant children's knowledge, post-teaching assessment of mothers' knowledge, and discussions with parent-teacher associations. 40% of the intervention homes were accessed. Learning the educational messages progressed well with the participant children (mean score, 59% at pre-test and 92% at post-test). At the end of the school program, members of 75% of intervention homes were aware of the ITBN trial. Yet, only 30% of homes understood specific messages of the school program. In conclusion, there is a need for allocation of adequate resources for education to achieve a change in community practices and for ongoing communication to maximize the effectiveness of messages and methods used.
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Response of African‐American Adolescents in North Carolina to Gun Carrying by School Mates - Martin, Sandra L.; Sadowski, Laura S.; Cotten, Niki U.; McCarraher, Donna R. (Journal of School Health, 1996)
ABSTRACT: This study examined adolescents' perceptions concerning the presence of guns in their school and the adolescents' emotional and behavioral responses associated with these perceptions. Survey data from 376 African‐American sixth, seventh, and eighth grade students of a low‐income area of a North Carolina city were studied. Twenty‐eight percent of adolescents reported that other students brought guns to school. 36% felt afraid that someone would hurt or attack them while at school, 15% avoided school (or places in school) because of fear that a student would hurt or attack them, and 20% carried weapons to school for self‐protection. Logistic regression analyses found that, compared to their peers, adolescents who perceived that their school mates brought guns to school were almost twice as likely to experience fear while at school, were more than three times more likely to exhibit school avoidance behavior, and were more than twice as likely to bring a weapon to school themselves for self‐protection. Educators and school health professionals are urged to work together to address these problems concerning school safety. (J Sch Health, 1996;66(1):23–26)
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The changing roles of teachers in contemporary Lesotho: implications for teacher training programmes - Maruping, M. (1996)
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Strategic issues in engineering education in Africa - Massaquoi, J.G.M. (1996)
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Language and thinking : a language curriculum development project for ESL teacher preparation in South Africa - Mbeje, Audrey N. (1996)
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Challenges facing religious education and research in Africa: the case of dialogue between Christianity and African Religion - Mbiti, John (R&T. Religion & theology, 1996)
170 Forum Challenges facing religious education and research in Africa: the case of dialogue between Christianity and African Religion John S Mbiti INTRODUCTION ' This is an open-ended paper with many gaps to be filled by the participants. It is intended to draw attention to the encounter between African Religion and Christianity; and to look at theological areas that require attention and further exploration. It covers three areas: the study of African Religion so far, especially by African scholars; discussion on the encounter between African Religion and Christianity; and theological areas that require attention and further exploration. THE STUDY OF
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The special child in Tanzania primary schools - Mboya, M.K; Possi, Mwajabu K. (Papers in Education and Development, 1996)
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Strategies for survival: women, education and self-help groups in Kenya - Mbugua-Murithi, Justina Tana (1996)
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Inside a primary school classroom in Tanzania - Mbunda, Fidelis (Papers in Education and Development, 1996)
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Evaluation of Project KEN/94/P03: Strengthening the Information, Education and Communication (IEC) Programme of the National Council for Population and Development (NCPD): Report prepared for the United Nations Population Fund (UNFPA), Nairobi, Kenya. - Mburugu, Edward (1996)
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Empowering Women Through Education; Redressing Factors That Lead To Drop - Out Of Girls From Primary Schools, The Kenya Experience. – Kenyatta University - Mbwesa, Joyce Kanini (1996)
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Learning to work? : changing discourses on education and training in South Africa, 1976-96 - McGrath, Simon (1996)
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Making the Education Experience for Overseas Students More Meaningful: A Papua New Guinea Case Study. - McLaughlin, Denis (Australian Journal of Adult and Community Education, 1996)
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THE MEDIUM IS NOT THE MESSAGE: IMPROVING AUSTRALIAN EDUCATIONAL AID TO PAPUA NEW GUINEA STUDENTS - McLaughlin, Denis (Higher Education Research and Development, 1996)
ABSTRACT Australia, like many developed countries expends a proportion of its budget in assisting lesser developed countries (LDC) in educational enterprises. Such efforts may have muted results if Australian educators assume that overseas students eventually adapt to their teaching. This paper argues that institutions which accept overseas students into their courses are obliged professionally to cater for students’ learning problems particularly, if the language of instruction is not the mother tongue. Often these problems have their genesis in the LDC because students are educated in a language in which their teachers’ themselves lack facility. Moreover, in the Papua New Guinea context the learning problems with English are associated with a lack of equivalence between the concepts in the academic discourse and the students’ existing conceptual framework. Learning problems in English are more about concept acquisition than translation.
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The Challenges of Eritrean Education - Mebrahtu, T (1996)
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Situational Analysis of Education of Girls/Women in Tanzania - Meena, Ruth A. (1996)
In the field of education, women lag behind globally. Out of 948 million illiterates in the world, two thirds are women. In 1990, 130 million children had no access to primary school, of these, 81 million were girls. Gender disparities are widest in the following regions: South Asia, Middle East., North Africa and Sub-Saharan Africa. The high illiteracy rates in most of the developing countries and particularly in Sub-Saharan Africa has been singled out as the most severe impediment to the advancement of women and to the, development process in general. Furthermore, education is said to remain the most powerful tool for the social, economic and political integration of women. Education is also said to be instrumental in promoting tolerance, democratic values, political awareness and respect for the human person. Existing data indicate that, women in Sub-Saharan Africa have an average of less schooling than in any other region of the world, that is just one year compared to a male average of two years. There are however, variations per country. Women in Seychelles, for instance, have on average the largest amount of schooling in Africa (4.4 years) although the gender gap is large. While Mauritania, Guinea-Bissau and Mali have on average the least amount of schooling, in the region, that is, one-tenth of one year compared to male average of a half of one year, hence have the largest gender gap in the region.1 Sub-Saharan Africa moreover, has the lowest gross female enrolment and has the second lowest female literacy in the world (after South Asia which has the lowest literacy rates and largest gender gap). The literacy rates of women and men in Sub-Saharan Africa is 36% and 59% respectively. There are however, some variations with countries like Madagascar having the highest rates of female adult literacy, that is 73% and smallest gender gap in the region. The gender ratio is 0.83%.
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Pupils' attitude toward technology-Botswana - Meide, Jeff T. B. (1996)
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Comminity Service Learning as Democratic Education in South Africa and the United States - Mendel‐Reyes, Meta; Weinstein, Jeremy M. (1996)
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Neither Cultural Imperialism nor Precious Gift of Civilisation: African Education in Colonial Zimbabwe 1890-1962 - Mgadla, P.T.; Küster, Sybille (International Journal of African Historical Studies, 1996)
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Health related knowledge and sources of health information amongst students in an urban area of Botswana - Middleton, Roger C. (Mosenodi, 1996)
A survey was carried out 10 investigate two areas of health education amongst students in an urban area of Botswana. The levels of health related knowledge in specific areas were examined and also the sources that students use for information on health. Students were found 10 use a wide variety of sources outside the school but that Teachers and Nurses, followed by Parents were the most important. Information on sources and health related knowledge is of value in the development of altitudes to health.
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Recurrent Hearing Impairment and Nystagmus Induced by Repeated Antigen Exposure in Actively Sensitized Guinea Pigs - Minoda, Ryosei; Masuyama, Keisuke; Toriya, Takafumi; Uno, Kengo; Eura, Masao; Ishikawa, Takeru (International Archives of Allergy and Immunology, 1996)
Although many studies have suggested a relation between allergy and Ménière's disease, the pathophysiology of this condition remains controversial. The aim of this study was to clarify whether an anaphylactic reaction in the inner ear can disturb hearing and equilibrium, and whether such disturbances recur in response to repeated anaphylactic reactions. Increases in audiological threshold, nystagmus, and endolymphatic hydrops were observed in response to a single exposure to antigen administered to actively sensitized guinea pigs. The increase in audiological threshold was maximal 10 h after antigen challenge (p < 0.005) and returned to the baseline level after 7 days. Nystagmus and the increase in audiological threshold induced by antigen exposure were inhibited by prior administration of pemirolast potassium (p < 0.05), an inhibitor of chemical mediator release from mast cells. A second challenge with antigen 7 days after the first also induced an increase in audiological threshold (p < 0.05) and nystagmus. These results suggest that studies of repeated antigen challenge in actively sensitized animal models may increase our understanding of the pathophysiology of Ménière's disease.
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Evaluating the community education programme of an insecticide-treated bed net trial on the Kenyan coast - Mk, Cham; D’Alessandro, Umberto; Todd, Jim; Bennett, Steve; Fegan, Greg; Ba, Cham; Bm, Greenwood (Health policy and planning (Print), 1996)
Earlier studies in The Gambia suggested that the use of impregnated bednets might prove to be a useful malaria control strategy. Based on the results of these studies, in 1992 the Government of The Gambia was encouraged to initiate a National Impregnated Bednet Programme (NIBP) as part of the National Malaria Control Programme Strategy. This paper describes the implementation process/procedure of the NIBP. Evaluation results showed that, overall, 83% of the bednets surveyed has been impregnated, and 77% of children under the age of five years and 78% of women of childbearing age were reported to be sleeping under impregnated bednets.On the basis of pilot studies indicating that bednets impregnated with the insecticide Permethrin are an effective, acceptable method of malaria control, the Gambian government introduced the National Impregnated Bednet Program (NIBP) in 1992. Implementation activities included sensitization sessions with government officials, representatives of nongovernmental organizations, local health care workers, and village leaders; an IEC campaign involving posters, t-shirts, radio programming, and a videotape; staff training; and supply ordering and distribution. A compound-by-compound impregnation strategy was used, and women were instructed not to wash the nets until the end of the rainy season (5 months). At the end of 5 months, a cross-sectional survey involving 6 compounds in 221 villages was conducted. Overall bednet use was 73%, while that for bednet impregnation was 83%. 77% of children under 5 years old and 78% of women of childbearing age (those at greatest risk of malaria) were sleeping under impregnated nets in program villages. During the first year of the intervention, a 25% reduction was achieved in all-cause mortality in children 1-9 years old living in treated villages. Although the insecticide was provided free of charge by the government, continued subsidy is not feasible and some form of cost recovery must be developed.
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Academic achievement in liberal arts and science subjects of fragmented Namibian secondary school system prior to independence - Mkandawire, Donton S.J. (1996)
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Language and education in Mozambique since 1940: Policy, implementation, and future perspectives - Mkuti, Lukas D. (1996)
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State, pastoralists and education in Tanzania: how can conflicts and tensions be resolved? - Mlekwa, Victor M. (Utafiti, 1996)
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Profiling competency areas for vocational teachers in Swaziland - Mndebele, C.B.S. (UNISWA Journal of Agriculture, 1996)
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Sex stereotyping: discrepancy scores for determining vocational inservice needs of home economics and technical studies teachers in Swaziland - Mndebele, C.B.S. (UNISWA Research Journal of Agriculture, Science and Technology, 1996)
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The influence of multiculturalism on the social and educational development of university students in Nigeria - Mohammed, Mariam Okoye (1996)
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Transforming Higher Education in South Africa: A New Approach to Governance - Moja, Teboho; Cloete, Nico (Issue, 1996)
A recent review of South African universities concluded that higher education institutions have “in place considerable facilities and a substantial capacity to respond to the reshaping of post-apartheid education. However, in general the historically white institutions (and a number of black institutions) have little moral and political legitimacy. In contrast, the majority of black institutions (and a few white institutions) have little or no academic credibility. Overall, the ‘system’ is seen as one that perpetuates inequality, is hugely wasteful and is not serving the human resource needs of the country. These problems have led to numerous demands for reforms in order to redress inequalities, and to ensure greater relevance, accountability and democracy.”
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Transforming Higher Education in South Africa: A New Approach to Governance - Moja, Teboho; Cloete, Nico (Issue, 1996)
A recent review of South African universities concluded that higher education institutions have “in place considerable facilities and a substantial capacity to respond to the reshaping of post-apartheid education. However, in general the historically white institutions (and a number of black institutions) have little moral and political legitimacy. In contrast, the majority of black institutions (and a few white institutions) have little or no academic credibility. Overall, the ‘system’ is seen as one that perpetuates inequality, is hugely wasteful and is not serving the human resource needs of the country. These problems have led to numerous demands for reforms in order to redress inequalities, and to ensure greater relevance, accountability and democracy.”
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Administering Education in Namibia: The Colonial Period to the Present - Mokopakgosi, Brian T.; Cohen, Cynthia (International Journal of African Historical Studies, 1996)
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Demography as a determinant of an education system for Japan, Nigeria and South Africa - Moletsane, Aupa Ernest (1996)
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Town and regional planning education in South Africa in the context of theory and practice - Moller, Eunice (1996)
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Sustainable Management Of Mangrove Soils In Senegal In Drought Period - Montoroi, Jean-Pierre (1996)
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Reconstructing educational psychology in the South African context : school systems consultation as a dimension of service delivery - Moolla, Nadeen (1996)
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An Investigation into the Achievement of African-Caribbean Pupils. - Morgan, Gloria (Multicultural Teaching, 1996)
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Drought and malaria retreat in the Sahel West Africa [letter] - Mouchet, Jean; Faye, Ousmane; Julvez, J; Manguin, Sylvie (The Lancet, 1996)
Studies conducted in Senegal (the Niayes) and in the Niger Republic (Niger Valley Zinder Diffa) have shown the impact of severe droughts (1972 1983 1991-1992) on endemic malaria in the Sahel. The mean annual rainfall in the Niayes fell from 684 mm (1931-1960) to 427 mm (1980-1989) and to 259 mm (1992). Rainfall at Niamey in Niger decreased from 640 mm (1950-1969) to 457 mm (1981-1990). Population growth placed a higher demand on trees which could not be replaced because of the drought. Marshes with emergent vegetation which had served as larval habitats for Anopheles funestus (a malaria vector) became too dry to support the mosquito. In Senegal An funestus which accounted for 66% of night landing collections in 1967 (with an average of 33 bites per man per night and a sporozoitic index between 1.2 and 3.1%) was not captured in 1991 and its larval habitats were not restored with the 1995 rains. In Niger An funestus was a major malaria vector until 1971; it has not been recorded since then. Malaria indices decreased sharply in all study sites during this period. The parasite index for children under 9 years in the Niayes declined from 50% to 8%. While case incidence had been 340 per 1000 population in 1967 only 4 malaria cases were observed in a cohort of 100 children during 1991-1992 a decrease in parasite prevalence of 84% and in case incidence of 82%. The prevalence of malaria along the Niger River dropped from 69% (1969) to 23% (1994); in Zinder it decreased from 89% (1922) to 32% (1994); and along Lake Chad which no longer reaches the Niger Republic it decreased from 40% (1967) to 7% (current).
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Economic incentives in controlling pollution in the South African leather industry - Mowat, Shaun Phillip (1996)
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Perspectives on teacher professional development : a study of the experiences and perceptions of black teachers in South Africa - Moyo, Cecilia Sminkie (1996)
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Observations on cooperation in policy-training initiatives in Southern Africa - Moyo, Christo; Coning, Sam de (Africanus, 1996)
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Special needs education in Uganda: the creation of 'EARS' - Mpangi, V. (1996)
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The Women's Movement, Adult Education and Globalization: Women's Agencies in Zimbabwe. - Mpofu, Stanley (Convergence, 1996)
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The need for and viability of a College of Rural Education in Zimbabwe: a survey of ideas - Mpofu, Stanley; Mbizvo, Washington T. (1996)
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River pollution studies in Swaziland: assessment and monitoring of water quality parameters of Usushwana (Little Usuthu) River - Mtetwa, V.S.B. (UNISWA Research Journal of Agriculture, Science and Technology, 1996)
Water quality parameters, namely, temperature, pH, conductivity, total dissolved solids (TDS), total suspended solids (TSS), dissolved oxygen (DO, biochemical oxygen demand (BOD), chemical oxygen demand (COD) and the concentration levels of phenol, phosphate, nitrate, chloride, calcium, magnesium, sodium, potassium, chromium, cadmium, mercury, molybdenum, lead, copper, manganese, iron and zinc were monitored at 3 points along the Usushwana river which runs along Swaziland’s Matsapha Industrial Area. The study shows that during the period of sampling, between October 1991 and April 1992, the levels of pollutants had not reached alarming proportions. However, discharges from nearby industries need to be closely and continuously monitored. 1Department of Chemistry, Faculty of Science, University of Swaziland, P/B 4, Kwaluseni, Swaziland
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Promoting environmental education and biodiversity conservation in Lesotho. - Mthunya, E.; Filho, Walter Leal; Dykes, Clare; Murphy, Z. (1996)
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The role of trade unions in adult basic education and training : a case study of the National Union of Mineworkers in South Africa. - Mthwecu, Menzi Melrose (1996)
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Namibia in 1995: economic growth falls and drought hits agriculture - Mule, E.K. (Namibia Review, 1996)
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Impact of economic crisis and structural adjustment on education and training in Africa - Mulenga, Derek (1996)
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Nutrient intake and nutritional status of primary School children in a school with and without a Feeding programme in Nyambene District, Kenya - Muriithi, Meme M (1996)
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Tanzania Secondary School Science Teachers Perception and Reaction to Gender Difference in Performance in Science - Mushi, Paul S. D. (1996)
For some time now, the Advanced Certificate of Secondary Education Examination (ACSEE) results have revealed that the average percentage of girls failing in the science subjects was about 6% higher than that of boys (Physics, Maths and Chemistry). Poor enrolment of girls in science subjects at the University of Dar es Salaam and Sokoine University has also been cause for concern. Girls have continued to account for only about 10.0% of the total admission in science. The ratio of girls to boys enrolled in science or technical areas in tertiary institutions has also continued to be very low. A study was conducted in 1995 which intended to give a careful description of gender difference in performance in science from the perspective of secondary school science teachers' views. The relevance of teachers' perception stems from their pivotal influence on girls' self-image, motivation, and attitudes to science. The study. sought to suggest ways in which girls learning outcome and enrolment could be improved, I.e., by minimising gender~related barriers to girls' successful learning and performance in science. The s~dy also sought to reduce the gap on research in the University of Dar es Salaam directed to this particular area.
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Some general ideas informing second language teaching globally: Obstacles to their utilisation in Tanzania - Mushi, Selina L. P. (Language, Culture and Curriculum, 1996)
This paper examines the teaching of English in Tanzania under four main headings, (1) changing view of language and language syllabus design; (2) the role of socio‐linguistic environments in second language learning; (3) the role of objectives in second language teaching; and (4) the emerging trend of documenting second language teachers’ classroom practices. In Tanzania there are major obstacles under each of these areas, to the application of new principles and ideas that inform second language teaching around the world. A rigid, structural syllabus dominates, the sociolinguistic context for the use of English is misconstrued and therefore the environment is not conducive to learning, contradictory objectives are pursued in the teaching of English, and there is a lack of awareness about, or motivation to document, teachers’ classroom practices. The paper discusses some implications for the preparation of English teachers in Tanzania, and suggests some possible remedial strategies.
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Scale inscects and drought: cause for concern to indigenous forestry in Zimbabwe. - Mushongahande, M.; Mazodze, R.; Mushove, P. T.; Shumba, E. M.; Matose, F.; Moyo, M. (1996)
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The role of adult education in enhancing authentic human development of the Basarwa indigenous ethnic people in Botswana - Mutanyatta, Joan (1996)
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Error analysis with special reference to Tanzanian learners of English - Mweteni, Y. (Journal of Linguistics and Language in Education, 1996)
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The role and current position of physical education in primary education in Tanzania - Mziray, Shabani Ramadhani; Kitta, Septimi (Papers in Education and Development, 1996)
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The political economy of education for Asians in Kenya - Nabende, Julius Simiyu (1996)
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Gender planning and vocational education and technical training in Palestine : an initial framework - Nahleh, Lamis Yacoub Abu; al-Marʻah, Jāmiʻat Bīr Zayt. Barnāmij Dirāsāt (1996)
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Gender planning and vocational education and technical training (VETT) in Palestine - Nahleh, Lamis Yacoub Abu; al-Marʻah, Jāmiʻat Bīr Zayt. Barnāmij Dirāsāt (1996)
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Education and Nation Building in Kenya: Perspectives on Modernization, Global Dependency and Local Development Alternatives - Närman, Anders (Geografiska Annaler Series B, Human Geography, 1996)
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The contradictions of teaching bilingually in post-colonial Burundi: From Nyakatsi to Maisons en Étage - Ndayipfukamiye, Lin (Linguistics and education, 1996)
This article examines language practices in schools in rural and urban areas of Burundi, where Kirundi is central to post-independence nation-building, but French the language of power mastered by the urban elite. A close analysis of specific episodes in two classrooms shows that Kirundi/French code contrast helps construct a distinction between knowledge of the world in rural and urban settings, and between knowledge of the world outside and inside school. These distinctions orient students to the value of French and French-mediated knowledge and marginalise Kirundi, thus serving to reinforce the dominance of French and hence of the Frenchspeaking elite.
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Psychotrauma training module for trainers of trainers in Rwanda following the 1994 Genocide - Ndetei, David M. (1996)
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Rethinking education in Ethiopia - Negash, Tekeste (1996)
Only 20 percent of the school-age population in Ethiopia have access to primary education. This study attempts to explore an alternative strategy as regards expansion of literacy and the fulfilment ...
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Utilisation of assessed losses in South Africa and an overview of some of the lessons to learn from some reported judgments on the topic - Ngalwana, Vuyani R (1996)
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Primary education and social integration : a study of ethnic stereotypes in the Ugandan basic text books for primary school English and social studies - Nganda, Cecilia Namulondo (1996)
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Computer skills and knowledge needed by university agriculture students as perceived by agriculture sector training managers in Swaziland - Ngqwane, Stanley Mhlengi; Dlamini, B.M. (UNISWA Research Journal of Agriculture, Science and Technology, 1996)
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Journalism Training In Kenya: Putting A Finger On The Problem - Ngugi, Charles Muiru (1996)
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The relationship between world view, African self-consciousness and adjustment of African students and African-American students: A comparative study - Ngumba, Eunice Wanjiru (1996)
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The development of education systems in postcolonial Africa: A study of a selected number of African countries - Nieuwenhuis, F. J. (1996)
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Effect of repeated dental health education on the oral health status of primary school children in a rural district in Kenya - Njeru, Enos H N; Mwai, John; Ngugi, Elizabeth; Mwaniki, Dennis (Journal of Clinical Epidemiology, 1996)
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Alleviating the effects of drought on maize production in the moisture stress areas of Kenya through escape and tolerance - Njoroge, Kiarie (1996)
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Teachers Motivation in Kenya Public Secondary Schools - Njuguna, John Irungu (1996)
A Project Report by Njuguna John Irungu, Submitted to the School of Business, USIU-A in Partial Fulfillment of the Requirement for the Degree of Master of Science in Management and Organization Development.
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Changes in cardiovascular disease knowledge and behavior in a low-education population of African-American and white adults. - Nl, Smith; Jb, Croft; Gw, Heath; Cokkinides (PubMed, 1996)
Racial differences in secular changes in cardiovascular disease risk factor knowledge and behaviors were assessed among adults with low levels of education throughout a community-wide cardiovascular disease prevention program.Four independent cross-sectional telephone surveys were conducted with the random-digit-dialing technique in 1987, 1988, 1989, and 1991 in a biracial South Carolina community. Community-wide cardiovascular disease intervention programs were initiated in 1988 and continued through 1990. Changes in the prevalence of cardiovascular risk factor knowledge, dietary fat intake, leisure-time physical activity, smoking, and cholesterol screening behavior were compared between African-American and white respondents in a population subset with less than 12 years of education using analysis of covariance regression techniques.Mean intake of high fat foods was lower in 1991 than in 1987 among both white and African-American respondents; the trend for lower mean intake began in 1989 among African-American adults. Prevalence of the correct exercise knowledge was higher in 1988 than in 1987 for both groups, but this trend was maintained only among white respondents. However, prevalence of leisure-time physical activity did not change significantly between 1987 and 1991. Prevalence of cholesterol level knowledge and screening behavior increased over time among both groups; however, greater increasing trends between 1987 and 1991 were observed among white adults.Favorable secular changes in fat intake, exercise knowledge, cholesterol level knowledge, and cholesterol screening behavior were observed among both race groups during a time period that coincided with community-wide intervention efforts and messages. Greater changes in most of these behaviors and knowledge were observed among white adults suggesting that health behavior messages may not have reached all segments of this community.
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Changes in cardiovascular disease knowledge and behavior in a low-education population of African-American and white adults. - Nl, Smith; Jb, Croft; Gw, Heath; Cokkinides (PubMed, 1996)
Racial differences in secular changes in cardiovascular disease risk factor knowledge and behaviors were assessed among adults with low levels of education throughout a community-wide cardiovascular disease prevention program.Four independent cross-sectional telephone surveys were conducted with the random-digit-dialing technique in 1987, 1988, 1989, and 1991 in a biracial South Carolina community. Community-wide cardiovascular disease intervention programs were initiated in 1988 and continued through 1990. Changes in the prevalence of cardiovascular risk factor knowledge, dietary fat intake, leisure-time physical activity, smoking, and cholesterol screening behavior were compared between African-American and white respondents in a population subset with less than 12 years of education using analysis of covariance regression techniques.Mean intake of high fat foods was lower in 1991 than in 1987 among both white and African-American respondents; the trend for lower mean intake began in 1989 among African-American adults. Prevalence of the correct exercise knowledge was higher in 1988 than in 1987 for both groups, but this trend was maintained only among white respondents. However, prevalence of leisure-time physical activity did not change significantly between 1987 and 1991. Prevalence of cholesterol level knowledge and screening behavior increased over time among both groups; however, greater increasing trends between 1987 and 1991 were observed among white adults.Favorable secular changes in fat intake, exercise knowledge, cholesterol level knowledge, and cholesterol screening behavior were observed among both race groups during a time period that coincided with community-wide intervention efforts and messages. Greater changes in most of these behaviors and knowledge were observed among white adults suggesting that health behavior messages may not have reached all segments of this community.
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Perceptions of student teachers in Botswana primary teacher training colleges on selected teaching skills - Nleya, Paul T. (1996)
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Women leaders in Nigerian higher education - Nnamah-Okoye, Chinedu Christie (1996)
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Collaboration in distance education in the southern African sub-region - Nonyongo, Evie (Open praxis: the bulletin of the International Council for Distance Education, 1996)
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Managing the Impacts of Storm Surges on Victoria Island, Lagos, Nigeria - Nwilo, Peter C. (1996)
Victoria Island is one of the barrier islands along the Nigerian Coast. The others are Lagos, Lekki, Ikovi, and Badagry. A general characteristic of these barrier islands in Nigeria is their low-lying nature. They are also known to be subsiding due to natural compaction and fluid withdrawal. Heights of 2.5 to 4.0 m above mean sea level are common in Victoria Island.
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Teacher education and societal transformation in post apartheid Namibia: the limits and possibilities of the basic education teacher diploma program - Nyambe, Kamwi John (1996)
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Satellite imagery study of the tectonic setting of a volcano: Menengai caldera in the Kenya Rift. - Nyambok, I O (1996)
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Impact of oral health education on primary school children before and after teachers' training in Tanzania - Nyandindi, Ursuline; Milén, Anneli; Palin‐Palokas, Tuija; Robison, Valerie A. (Health Promotion International, 1996)
Oral health education is part of the primary school curriculum in Tanzania. However, most of the teachers responsible for it lack training and motivation for the task. Their oral health education sessions are deficient in content and in methods, only addressing oral hygiene by lectures. Thus, modified oral health education was designed and teacher training workshops were carried out in one district by a dental team in liaison with school administrators. After training, the teachers taught a variety of oral health issues and pupils actively studied the concepts and practical skills for dietary choices and toothbrushing. This report describes the impact of oral health education given by teachers before and after they had been trained in the workshops. The impact of the sessions was assessed as changes in the pupils' oral health knowledge, attitudes and practices. Three random samples, each with 200 pupils, including conventional and modified session groups and a reference group not given oral health education at school, were interviewed and examined. The group that received modified oral health education had better knowledge of oral health, reported reduced consumption of sugary foods and increased toothbrushing frequency, and had better ‘mswaki’ (chewing-stick) making skills and slightly improved oral hygiene; in comparison with the referents. The group with conventional oral health education had some what better oral health knowledge but their practices were no better than the referents'. The results emphasize the need for providing training, guidance and feedback to implementors of oral health education programmes.
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The relevance of Paulo Freire's contributions to education and development in present day Africa - Nyirenda, Juma Esau (Africa Media Review, 1996)
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Political culture in Libya : a case study of political attitudes of university students - Obeidi, Amal (1996)
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Re-training needs of village extension agents in Nigeria: A study of Benue State - Obinne, CP; Jimoh, Monday (Agrosearch, 1996)
The unified extension system introduced in 1990 necessitated the delivery of extension services through a single line of command and the use of one agent in disseminating varied innovations to farmers. This study, which involved 106 village extension agents, was aimed at determining the adequacy of agents' training in vocational agriculture and their level of competency in the subject matter areas of agriculture. One major finding of this study was that most of the agents were trained mainly in General Agriculture (46.67%) with little or no emphasis on many other areas of specialisation. Areas agents felt they had highest competence were principles of crop production (X=2.75) and Animal Nutrition (X=2.57). Subject matter areas of relevance and competence have been identified. There are several areas in agriculture in which the agents need functional training. Keywords: Re-Training Extension Agents, Benue state.
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The role of domestic saving in development process: what can Uganda learn from the Japanese experience? - Obwona, Marios (Ugandan Banker, 1996)
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Intestinal helminthiasis and malnutrition amongst school children in Homa Bay district, Kenya - Odoyo, JE (1996)
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Social welfare and social work education for Africa - Oduaran, Akpovire (1996)
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Global Climate Change: Implications on low-lying coastal parts of Kenya - Ogallo, Laban; Mwangi, R.W. (1996)
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Health Knowledge of Nigerian College Students - Ogbonna-Mcgruder, Chinyere (1996)
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Global Climate Change And Environmental Governance: Setting An African Agenda For Policy Responses On The United Nations Framework Convention On Climate Change, 1992", A Concept Paper For The SEI/ACTS Climate And African Project - Ogendo, Hastings W. Okoth (1996)
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The History and Drinking Behaviour of the Nigerian Students’ Palm Wine Drinkers Club - Ohaeri, Jude U.; Oduyela, Samuel O.; Odejide, Olabisi A.; Dipe, T. M.; Ikwuagwu, Princewill U.; Zamani, Andrew (Drugs: Education, Prevention and Policy, 1996)
There is a certain glamour about the use of the native beer, palm wine, which constitutes the motivating ideals of the Kegite Club, a popular student society in most Nigerian universities. The objective of this paper is to examine how the ideals of the club are reflected in the general and drinking behaviour of members; with a view to highlighting the elements of these ideals and behaviour that can be of use in preventive drug education among youths in Nigerian institutions of higher learning.The history of the club was constructed by interviewing the founding fathers. The drinking behaviour was described by highlighting the findings of a questionnaire survey of members at the Universities of Ibadan (southern Nigeria) and Jos (northern Nigeria). The club was independently founded at the Universities at Ife (1962) and Ibadan (1972). The objectives are to promote the African culture, and to foster friendship among youths of institutions of higher learning.Official engagements are characterised by joyful exuberant singing, drumming and dancing, in which the only alcoholic drink allowed is palm wine, with strict rules to prevent intoxication. Compared with previous studies of Nigerian general population samples, it appears that, while Kegites use a much greater alcohol quantity than other students, the prevalence rate of use of other psychoactive substances is similar to that of the general population. The modalities for using the objectives of the club and positive aspects of the group's behaviour, i.e. to play a psychoactive drug education role among university students, were discussed.
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Barriers to Functional and Qualitative Technology Education In Developing Countries: Nigeria as a Case Study. - Ojo, D. A. (1996)
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Citizenship education in Nigeria - Okege, Oladipo O. (1996)
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Citizenship education in Nigeria - Okege, Oladipo O. (1996)
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Global climate change and environmental governance: setting an African Agenda for policy responses on the United Nations Framework Convention on Climate Change, 1992 - Okoth, Ohw (1996)
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Adult education: Nigerian women-at-risk - Okwudishu, A.U. (1996)
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Primary education policy formulation and implementation in selected states of Nigeria (1981-1996) - Oladipo, S.A. (1996)
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School Mathematics for Uganda Secondary Schools Books 1-4 - Olley, Christopher; Karugaba, Joseph (1996)
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Women Education in Nigeria: A Bibliography - Omokhodion, Blessing; Ugele, Patricia (1996)
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Fractured anterior teeth among mentally handicapped school children in Ibadan, Nigeria. - Oo, Denloye (PubMed, 1996)
Prevalence of fractured anterior teeth among 205 mentally handicapped school children in Ibadan, Nigeria is presented. A high prevalence of 20% was found and a higher proportion of females wes found to have fractured anterior teeth than males. The 13-15 years age group had the highest percentage prevalence. Tooth fractures occurred more in the upper jaw. Seizure disorders was found to be a statistically significant predisposing factor among this group of children. Management of these children depends on prevention as there are factors which may prevent the provision of good restorative care for this group of children.
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Environmental education: children and women as focus of sustainable development in Kenya - Orodho, John Aluko (1996)
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The relationship between principal instructional leadership behaviors and student achievement in Nigeria: a study of Edo State, Nigeria - Osa, Justina O. (1996)
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The success of Qur'anic schools in Nigeria: A case study of the Edo State experiment - Oseni, Zakariyau I. (1996)
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[Sexuality and AIDS. KAPB study accomplished in 1989 in a school environment in Ouagadougou (Burkina Faso)]. - Ouédraogo, Amadé; Lorenz, Normann; Zina, Y; Rehle, T.; Br, Soudre (PubMed, 1996)
AIDS is nowadays one of the major problems of public health in Burkina Faso. In order to get informations on pupils' sexual behaviour and knowledge about AIDS, we conducted a study on a representative sample from secondary schools' students in Ouagadougou (n = 466). The mean age was 18.2 years old; 48.7% among these pupils declared to have had least one sexual intercourse. The mean age of the first intercourse was 16.3 years old. For them, media was the main information source on AIDS (72.1%), whereas schools were not named. 58.4% mentioned condom as a mean of prevention and 64.1% among males who have had a sexual experience used condom. Although they were afraid of AIDS the school students asked did not think they were likely to contract the illness; but they pointed out the prostitutes as a risk behaviour group. These results are discussed according to the gravity of AIDS. So, the risky sexual behaviour, due to ignorance and/or thoughtlessness, endanger this youth and challenge all actors.
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The application of computer technology in South African distance education. - Owusu-Sekyere, Charles. (1996)
The advent of on-line Computer-Assisted Instruction and Computer Mediated Communication may improve instruction and communication in distance education in South African universities. On-line Computer-Assisted Instruction in distance education makes the reinforcemenLof knowledge both systematic and immediate. With instructional media such printed text, audio-cassettes, radio and television broadcasts the student at a distance is an isolated and passive recipient of knowledge. On-line Computer-Assisted Instruction supported by Computer Mediated Communication for interaction and feedback could close the gaps in time and distance between the teacher and the student in distance education. The current network capabilities of the computer makes it possible for such a student to interact with peers and lecturers before, during and after instructional episodes. Computer Mediated Communication can facilitate the use of electronic messaging such as Electronic Mail, Internet Relay Chat, List Servers, Multi-User .. Domains and Bulletin Board Services for interactions and feedback. This thesis investigates whether instruction and communication in South African universities with a distance education option can be improved using on-line ComputerAssisted Instruction and Computer Mediated Communication respectively. The thesis also makes proposals for their implementation in South Africa by analysing the applications of computer technology in degree awarding distance education institutions in some developed and developing countries that use on-line Computer-Assisted Instruction and Computer Mediated Communication.
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Teaching Cases from the Royal Marsden and St Mary's Hospitals Case 11 Dysplastic Neutrophils in an African Woman - Ozanne, Catherine; Bain, Barbara J.; Catovsky, Daniel (Leukemia & Lymphoma, 1996)
Click to increase image sizeClick to decrease image sizeKey Words: myelodysplasticsyndrome(MDS)HIV infectionacquired immune deficiency syndrome (AIDS)
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The African-American Art Song: A Musical Means for Special Teaching and Learning - Pa, Willis (Black Music Research Journal, 1996)
Upon initial consideration, the might seem almost antithetical to genuine African-American experiences. Many would perceive this form as an extremely impractical device for teaching or sharing any but the most remote lessons of upper-class, European-originated cultural experiences. When compared with the songs to which most AfricanAmericans have been accustomed since birth, the European-originated would appear foreign in subject matter, text, and musical style. This paper, however, will discuss the existence of an African-American song. It will demonstrate that, in this variant of the form, we possess what is not only an aesthetically beautiful and entertaining indigenous form but one that is also a teaching tool of unique potential for instilling the lessons of our history. The form is also an effective means of preserving and dispensing information about many of our most treasured and valuable cultural personalities and customs. The most immediate problem in dealing with the musical genre art song occurs in the lack of a broad and consistent understanding of the term. The New Harvard Dictionary of Music offers the following definition: A intended for the concert repertory, as distinct from a folk or popular song. An traditionally is a setting of a text of high literary quality and, unlike most folk and popular songs, includes an accompaniment that is specified by the composer rather than improvised or arranged by or for the performer (Randel 1986, 56). The general concept WILLIS PATTERSON is professor of voice and Associate Dean of the School of Music at the University of Michigan. He has concertized as a bass soloist and has taught master classes on the at various colleges and universities. He is the editor of Anthology of Art Songs by Black American Composers (Marks, 1977) and of a second anthology soon to be released.
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Theme: Education with Production in South Africa. - Parker, Ben (1996)
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Use of a photoessay to teach low-income African American women about mammography. - Paskett, Electra D.; Tatum, Cathy M.; Wilson, Alexandra; Dignan, Mark; Vélez, Ramón (PubMed, 1996)
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Rock magnetic properties of neogene volcanic rocks of Kenya - Patel, J. P. (1996)
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Teaching Sex/AIDS Education in Zimbabwe - Pattman, Rob (Curriculum studies, 1996)
ABSTRACT This paper is about the author's experiences and problems as a white, expatriate British man teaching AIDS education at a teachers’ college in Zimbabwe. A key concern was to develop student‐centred methods to encourage students, and especially women, to articulate anxieties and desires which might be taboo in mixed gender groups.
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Eneweyay (Let's Discuss). Report from a training programme for democracy in rural Ethiopia - Pausewang, Siegfried (1996)
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Literacy Enhancement in English in West Africa. Guidebook for the Production and Use of Real and Learner-Generated Materials. - Pemagbi, Joe; Rogers, Alan (1996)
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Lucy Diggs Slowe: Champion of the Self-Determination of African-American Women in Higher Education - Perkins, Linda M. (The Journal of Negro history, 1996)
Previous articleNext article No AccessLucy Diggs Slowe: Champion of the Self-Determination of African-American Women in Higher EducationLinda M. PerkinsLinda M. Perkins Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Volume 81, Number 1-4Winter-Fall 1996Vindicating the Race: Contributions to African-American Intellectual History Article DOIhttps://doi.org/10.1086/JNHv81n1-4p89 Views: 48Total views on this site Journal History This article was published in The Journal of Negro History (1916-2001), which is continued by The Journal of African American History (2002-present). Copyright 1996 The Association for the Study of African American Life and HistoryPDF download Crossref reports no articles citing this article.
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Freedom Road: Adult Education of African Americans. - Peterson, Elizabeth (1996)
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Training for effective district health management in Tanzania - Petit-Mshana, Eileen J. (1996)
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The effect of labour in the history of education for Blacks in South Africa, 1948–1986 - Petlele, Johannes Tlhage (1996)
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EFFECTS OF THE 1992 DROUGHT ON PRODUCTIVITY IN THE SOUTH AFRICAN HOMELANDS: AN APPLICATION OF THE MALMQUIST INDEX - Piesse, Jenifer; Thirtle, Colin; Zÿl, Johan van (Journal of Agricultural Economics, 1996)
Programming techniques are used to calculate the efficiency of maize production on farms in the Transvaal homelands of KaNgwane, Lebowa and Venda, in 1991. The productivity losses that resulted from the 1992 drought are then calculated subject to the base year by adding a measure of technical progress and constructing multilateral Malmquist indices of total factor productivity (TFP), for the same 174 farms. In Venda, the least advanced region, productivity fell by 61%, compared with 74% in Lebowa and 89% in KaNgwane, which is far more commercialised. Three causes of these differences can be identified. Firstly, the improved seed and fertiliser technology that has been introduced by the Farmer Support Programmes has increased investment and hence risk. Secondly, the improved maize varieties appear to be less resistant to moisture stress than traditional seeds and lastly, there were unrecorded regional variations in the severity of the drought.
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Learning from shack-dwellers : lessons for planners and policy-makers in upgrade projects in South Africa - Pikholz, Lynn (1996)
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Unmarried Zambian School Teenagers and Sexual Activity: A Discriminant Analysis - Pillai, Vijayan K.; Yarbrough, James D. (Demography India, 1996)
It has been suggested that institutional changes inherent to the modernization process change cultural practices values attitudes and technology. The authors conducted this study to identify which variables discriminate between teenagers who have liberal attitudes toward sex and those who do not and to determine if those variables suggested by the explanations of modernization are supported by data from Zambia. 527 unmarried females aged 13-21 and enrolled in 5 randomly selected higher secondary education schools located in the Copperbelt and Lusaka provinces of Zambia participated in the study. Factors such as high academic self-esteem and a large number of teacher-imposed restrictions were expected to be associated with conservative attitudes. The researchers also expected a desire for a large number of male children to be correlated with conservative sexual attitudes. The data however do not support these hypotheses. Study results indicate that modern attitudes may coexist with traditional ones. For example respondents were willing to maintain Western more liberal attitudes toward sexual relationships but nonetheless harbor many traditional values such as the desire for large numbers of male children. The abandonment of traditional norms and values and the uniform acceptance of ideals associated with modernization in the west is not evident in this study population.
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Strategies used to teach mathematics in nine post-primary schools in the Maseru District of Lesotho: some roots of the gap between theory and practice - Polaki, Mokaeane V. (1996)
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Sailing Against the Wind: African Americans and Women in U.S. Education. - Pollard, Mignonne; Lomotey, Kofi (Journal of Negro Education, 1996)
Against the Wind: Americans and in LI.S. edited by Kofi Lomotey. Albany: State University of New York Press, 1997.183 pp. $16.95, paper. Reviewed by Mignonne Pollard, Harvard University. Against the Wind combines educational theory and personal experience in an examination of the lives of students and teachers in the southern United States from elementary school to graduate school. title provides an apt metaphor for the challenges present in the lives of Americans and women in all areas of the educational system. Part of the SUNY Press Frontiers in series, the book tackles issues of racism, sexism, and discrimination against the disabled, posing complex questions and offering concrete solutions to issues of diversity at every level of education. Against the Wind is divided into five sections, the first of which is an introduction by editor Lomotey, vice president and provost of Medgar Evers College and editor of the journal, Urban Education. In Section II, Multiculturalism Re-Examined, Natalie Adams tackles the myths of multiculturalism by examining power relationships between students and teachers and by challenging the idea of separation between communities and schools. Harriet Walker offers a new definition of multiculturalism that has as its foundation an understanding of the psychological, cultural, socioeconomic, and political constructions of oppression. Annette Jackson-Lowery concludes this section with a candid look at her personal journey from prejudice to acceptance and, finally, advocacy for disabled students. African American Students in Secondary Schools is the third and largest section. It opens with Jill Harrison's chapter entitled Lisa's Quiet Fight: School Structure and American Adolescent Females. Based on interviews with one of the author's seventhgrade students, this chapter is a much-needed addition to the scant literature about the educational experiences of American girls. In a moving chapter entitled The Voices Behind the Faces: What Listening to Students Can Teach Teachers, Amy Zangar, a young White teacher, chronicles the increased understanding of cultural differences she gained while teaching in an all-Black high school. Section IV, Women in Higher Education, includes an important chapter by Gwendolyn Snearl entitled Sailing Against the Wind: American Women, Higher Education and Power. …
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Culture and disability superstitious behaviour towards people with disabilities in coastal Tanzania - Possi, Mwajabu K. (1996)
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Gender and Education of people with disabilities in Tanzania - Possi, Mwajabu K. (1996)
This paper discusses the concept of disability, its prevalence and incidence. It highlights on the importance of prevalence and incidence and provides prevalence of various disabilities in the country. The paper also discusses the concept of gender in relation to education of people with disabilities in Tanzania. From the discussions it is apparent that there are more males than females with disabilities in Tanzania. The situation may be due to some bias in determining prevalence of disabilities. The bias may result from the fact that boys are biologically vulnerable than males. Girls with disabilities in Tanzania have not had equal access to education compared to boys, especially at higher institutions of learning. Some of the reasons advanced for the imbalances may be. due to negative attitudes towards people with disabilities, lack of role models, as well as lack of teaching-learning materials, and inaccessibility to educational buildings. It is recommended that parents and the Tanzanian community in general, be made aware of the education of children with disabilities; and that role models be nsed to motivate parents to enrol their children with disabilities in school and make sure they graduate .
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Education under the new Constitution in South-Africa - Postma, Andries (1996)
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Information Technology Education: A New Experience in a New South Africa - Preez, Eugene F. du (1996)
South Africa has changed a great deal since it’s first democratic general election was held in 1994. A policy of corrective action has forced many organizations to change the composition of their employees, especially the management core. The demand for trained information technologists from the traditionally deprived communities has forced many training institutions to adapt totally new approaches to their training programmes. Students who can barely speak any international language, from communities where electricity is an absolute luxury, must be moulded carefully into becoming highly skilled information technologists. This challenge has been met by many different institutions in many possible ways. The Port Elizabeth Technikon has certainly grasped this immense challenge in introducing some unique initiatives. These initiatives include: bridging programmes, slowstream curricula, peer support groups, etc. Bridging programmes concentrate on bridging the gap between a traditional inferior schooling education to tertiary education. Slowstream curricula stretches a normal three year diploma to four or five years, including preparatory courses such as communication and life skills. Peer support is implemented through additional tutorial periods which are conducted by senior students from the same cultural background. These new demands and initiatives have continuously threatened to lower the standard of education. This paper will provide a brief glimpse of the challenges that face all institutions providing education in information technology.
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African Americans in Health Education: Issues and Solutions. - Price, James H.; Oden, Lorette (1996)
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1. Literacy, voter education and constructions of citizenship in the Western Cape during the firstdemocratic national elections in South Africa - Prinsloo, Mastin (1996)
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Intercultural music education in South Africa : introducing gumboot dance to the classroom. - Prior, Briony Ruth. (1996)
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Writing as a Process of Learning: Attempts Made in the Case of Civil Engineering Report Writing Course at the University of Dar es Salaam, Tanzania. - Qorro, S. (1996)
This article discussesthe results of a study of the difficultiesof teaching writing skills to engineeringstudentsat the Universityof Dar es Salaamin Tanzania.The discussionaddressesissuessuchas motivationfor writing on the part of the relevantstudents,as well as the extentto whichlecturers of such studentsmay assist them to acquirethe appropriateengineeringreport writingskills.
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African American Students’ Perceptions of the Values of Basic Physical Education Activity Programs at Historically Black Colleges and Universities - Quarterman, Jerome; Harris, Géraldine; Chew, Rose M. (Journal of Teaching in Physical Education, 1996)
The present investigation examined how African American students rated the values of the basic instructional physical education activity program at two historically Black colleges and universities (HBCUs) based on a 24-item questionnaire. Descriptive data indicated that the students rated keeping in good health and physical condition as the most important value. A principal component factor analysis with varimax rotation revealed five underlying factors that appeared related to (a) physical self-efficacy, (b) a commitment to lifelong participation, (c) health-related physical fitness, (d) health/aesthetic benefits, and (e) social benefits. Physical self-efficacy appeared to be the most significant, accounting for the largest portion of the explained variance. African American female students placed more emphasis on health/aesthetic benefits, and African American male students placed emphasis on the social benefits. Overall, results of the present investigation generally appeared consistent with findings of earlier studies conducted at predominantly white Colleges and universities.
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Using expert systems as a training tool in the agriculture sector in Egypt - Rafea, Ahmed; Shaalan, Khaled (Expert Systems with Applications, 1996)
This paper describes the Egyptian experience in using Expert Systems (ES) as a training tool in the agriculture sector. The work described here is part of an ongoing research to study the use of ES in human resources development. In particular, we present the use of such a tool as an instructional device for increasing the efficiency of extension workers through improving their general decision-making skills in their jobs. To clarify this process, we conducted an experiment and analyzed its results.
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Learning to be indigenous or being taught to be Kenyan : the ethnography of teaching art and material culture in Kenya - Rajan, Firoze H. Somjee (1996)
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Integration of traditional Islamic curriculum into Western education in Nigeria - Rājī, Marḍiya (1996)
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Comparative studies in curriculum change : the change from the 'Pacific series' English program to 'Our English series for Melanesia' English program in community schools in Papua New Guinea : its effects in the preparation of teachers in community teachers' colleges - Raki, N (1996)
English is the-official language and the medium of instruction in community schools and higher learning institutions in Papua New Guinea today. During the colonial rule of the two territories, the British in Papua and the Germans in New Guinea, different language policies existed according to the purposes of the colonial powers. In order to assist the teachers teachmg the approved medium of instructions, primers and rea,ders were produced. The Papuan Junior Readers were produced and used in the state schools in the Territory of Papua. During the post World War II period, English programs were developed for the two territories under the Australian administration. The Oxford English Course for Papua and New Guinea, the Minenda Series produced by the Jacaranda Press, and the Pacific Series published by the Oxford University Press, Melbourne. The present English program, Our English Series for Melanesia, was developed nationally and is used in the community schools, and in Community Teachers' Colleges. For the purposes of teacher preparation for teaching English in community schools, this dissertation focuses on the comparison of the underlying theories upon which the Pacific Series and Our English Series for Melanesia were designed and developed. The study seeks to identify the factors that determined the change from Pacific Series to Our English Series for Melanesia,, the approaches adopted with the goal of teaching English effectively at community schools, and the means in which student-teachers in Community Teachers' Colleges can be prepared to meet these goals (effective English teaching in PNG community schools). It is anticipated that results from the study will assist curriculum writers and policy makers to review present practices to improve English teaching and learning, as well as increasing students' knowledge and usage of English.
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Studying the Role of Family and School in the Development of African American Preschoolers in Violent Neighborhoods - Randolph, Suzanne M.; Koblinsky, Sally A.; Roberts, Debra (Journal of Negro Education, 1996)
Suzanne M. Randolph, Sally A. Koblinsky, and Debra D. Roberts, Department of Family Studies, University of Maryland-College Park* This article examines the potential influence of family and community variables on the development of children in violent neighborhoods. It reviews research on the prevalence of children's exposure to community violence, examines the effects of violence exposure on various areas of children's development, and explores the role of family and schools in reducing children's violencerelated stress. It also discusses conceptual and methodological issues that must be addressed in a future research agenda examining these topics. Lastly, it presents strategies for developing and empirically testing educational interventions designed to promote positive developmental outcomes for African American preschoolers in violent neighborhoods. THE PROBLEM Community violence has become epidemic in the United States and has been targeted as a major national public health problem by the U.S. Department of Health and Human Services/Public Health Service (USDHHS/PHS) (1992), which has incorporated a focus on community violence as part of its Healthy People 2000 objectives. Growing numbers of families with limited incomes are living in neighborhoods characterized by high levels of violence, crime, and drug activity. Such families may experience direct exposure (e.g., robbery, assault) and indirect exposure (e.g., witnessing violent events, knowing a victim) to violent events on a regular basis (USDHHS/PHS, 1992). Many parents who live in these neighborhoods fear the effects of community violence on their children, and their concerns about child safety begin during their children's early years. With increasing frequency, children are becoming victims, witnesses, and perpetrators of violence. In 1992, violence took the lives of more than 2,400 children (National Center for Health Statistics, 1995). Further, countless children witness community violence and experience the emotional and psychological trauma that can result from such exposure (Osofsky, 1995). Especially alarming is the increase in child perpetrators of violence. In 1992, for example, more than 7,600 children between the ages of 10 and 12 were charged with murder, rape, robbery, or assault, while over 1,500 children ages 9 and younger were charged with at least one of these violent crimes (Office of Juvenile Justice and Delinquency Prevention, 1993). Researchers note that violent behavior is often part of a long developmental process that begins in early childhood. Studies of adults arrested for violent crimes often find a childhood history of exposure to family and community violence (Saving Youth from Violence, 1994). The family, school, and community are important social contexts that influence children's development (Bronfenbrenner, 1986). When these contexts are supportive and protective, they facilitate positive cognitive and socioemotional functioning; when they are stressful, they may place children at developmental and educational risk. Community violence can be viewed as an ecological stressor that interacts with individual, family, and school factors to influence children's growth and development. Community violence may not only directly impair children's functioning, but may also hinder the ability of parents and teachers to protect children and help them cope with negative life events (Cicchetti & Rizley, 1981). Exposure to pervasive community violence can jeopardize preschool children's ability to learn and succeed in school (Gouvis, 1995). Violence exposure may undermine young children's development of security, autonomy, competence, and self-esteem, and trigger dysfunctional coping responses. Children may come to mistrust their parents and teachers-whom they perceive as being unable to protect them-and develop aggressive, impulsive, self-protective behaviors. Such behaviors may interfere with young children's acquisition of such values as cooperation, empathy, and sensitivity. …
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Patricians of the Benaadir : Islamic learning, commerce and Somali urban identity in the nineteenth century - Reese, Scott S. (1996)
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Education and the Growth of Religious Associations Among Yoruba Muslims—the Ansar-Ud-Deen Society of Nigeria' - Reichmuth, Stefan (Journal of Religion in Africa, 1996)
Pour tout a la fois son reformisme religieux et ses activites sociales, le role principal de la societe islamique Ansar-Ud-Deen au Nigeria etait l'education religieuse et la fondation d'etablissements scolaires. En outre, l'engagement de l'Ansar-Ud-Deen dans les organisations nationales des musulmans du Nigeria a conduit a leur implication dans les questions politico-religieuses a l'echelle nationale. Dans les annees 1950-1960, plusieurs membres de l'AUD ont joue des roles significatifs dans la vie politique du pays apres 1970
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Education with Production--An Overview [and] The Botswana Brigades, 1965-1995. - Rensburg, Patrick van; Chiepe, G. K. T. (1996)
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Education with Production--An Overview [and] The Botswana Brigades, 1965-1995. - Rensburg, Patrick van; Chiepe, G. K. T. (1996)
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Computer End-User Training, Learning and Evaluation in the New South Africa: A Port Elizabeth Technikon Experience - Retief, Annerie (1996)
End-user computing class groups consist of a wide spectrum of students which have deemed traditional lecturing and evaluation methods ineffective. We have developed computer-based tutorials and tests that motivate the students to explore and employ various features of the software products by using built-in coaches or help features. They become self-competitive and self-confident and re-evaluate themselves until they have reached the required standard to do the official evaluation.
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Social support characteristics among nonclinical African-American and Filipino-American parents with school-age children - Richey, Cheryl A.; Hodges, Vanessa G.; Agbayani-Siewert, Pauline; Petitt, Kimberly (Children and Youth Services Review, 1996)
This study is the first phase of a project to develop a culturally-appropriate, family-mediated social support intervention program. This phase consisted of in-home interviews with 26 African-American (AF) and 26 Filipino-American (FA) parents who were not receiving counseling or social services for parent-child conflict, and self-reported adequate personal and family functioning. In general, parents were college educated and employed full-time and had house-hold incomes of over $25,000. On average, AF parents were 35 years old, with 4 people in the household, including 2 children (mean age = 10 years). FA parents were older, averaging 45 years, and had 6 people in the household, including 3 children (mean age = 12 years). Mean scores on standardized measures reflected high self-esteem and positive attitudes toward their children and families. Social network size averaged 32 and 38 members for AF and FA mothers respectively, and 24 and 29 members for AF and FA fathers. Most parents reported that fewer than 50% of their network members knew each other. Data also suggested that parents reported a generally positive orientation to utilizing support resources, and favorable perceptions of and satisfaction with support form family and friends. Analyzes revealed that only functional support variables were significantly associated with parent well-being. Study limitations, service implications, and further research directions are discussed.
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Climate change in Africa: Issues and challenges in agriculture and water for sustainable development - Ringius, Lasse; Downing, Tom; Hulme, Mike; Waughray, Dominic; Selrod, Rolf (1996)
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Malawi Community Schools Project review and recommendations on the most appropriate and cost-effective means of providing safe water points - Robins, Norm (1996)
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Section 5.4, Changes in disease vector distributions, in climate change and Southern Africa; an exploration of some potential impacts and implications in the SADC region. - Rogers, D.J. (1996)
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Nutritional disorders and interactions Tanzanian pre-school children. - Rollins, NC (1996)
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General Language Education in English Departments at South African Universities. - Roos, Riana (South African journal of higher education, 1996)
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What Can We Learn From Previous Small Farmer Development Strategies In South Africa - Rooyen, C.J. van; Nene, Siphumelele (Agrekon, 1996)
This article firstly gives a short chronological overview of the small farmer development concept in South Africa and shows how this was generally associated with the traditional black rural areas and subsistence agriculture. This restricted the wider application of this concept. Valuable lessons however can and must be learnt from this experience because small farmer programmes is currently viewed as an important aspect of agricultural development in South Africa. The discussion then highlights several problems of which policy constraints, insufficient participation, Jack of ownership, ad hoc participant selection, lack of property rights to farm land, ridged project planning and design, the incorrect choice of a farming model and deficient support services played a significant role-all issues which are valid in the current restructuring environment in the country. In conclusion a number of rules are proposed for future small farmer development schemes.
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Education in the Development of Tanzania, 1919-90 - Roy-Campbell, Zaline M.; Buchert, Lene (History of Education Quarterly, 1996)
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Learning, continuous improvement, world class manufacturing and the South African plastics industry - Saban, Alon (1996)
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Spirituality and Social Work Students in Their First Year of Study at a South African University - Sacco, Terry (Journal of Social Development in Africa, 1996)
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African education and development : Crisis, triumphalism, research, loss of vision - Samoff, Joel (Alberta Journal of Educational Research, 1996)
Studies of African education and those who conduct them, indeed social science research more generally, thereby function to disseminate a particular understanding of development, which in turn undermines the optimistic vision of education and its role as articulated in Africa over the past three decades. To explore interconnections of this educational crisis, aid dependence, an ideology of triumphalism, a particular policy role for education research, and a loss of vision, the AA. begin by considering briefly the common perception of the current African condition. Then, they turn to the global restructuring and its consequences for African education and development
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Primary education in Lesotho : indicators 1992 - Sauvageot, Claude (1996)
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Global Climate Change and Agricultural Productivity in Southern Africa: Thought for Food and Food for Thought - Schulze, R. E.; Kiker, Gregory A.; Kunz, Richard (1996)
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Coping with Drought: Responses of Herders and Livestock in Contrasting Savanna Environments in Southern Zimbabwe - Scoones, Ian (1996)
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Teaching modern technological concepts in terms of the cultural environment: the case of Botswana - Sealetsa, Oanthata Jester (1996)
The significant role played by culture in the overall learning process cannot be overemphasised. The learning of technological concepts by an individual child depends by and large on the cultural environment. Despite having a rich cultural educational storehouse in Botswana to facilitate the learning of concepts in technology, Western-style expensive teaching aids (such as Meccano, Lego and many more built from a Western cultural bias) are still imported to our schools at an alarming rate. The school children in Botswana have to learn concepts and procedures using teaching aids originating in an unfamiliar and complex culture. It is with these problems in mind that the author has here attempted to demonstrate that the cultural environment of technology in Botswana remains a rich resource for facilitating the teaching and learning of design and technology concepts. Examples are cited and developed to illustrate cultural translation of teaching basic concepts from expatriate models to local indigenous models.
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Options for financing secondary teachers' salaries: the case of Lesotho - Seithleko, M.; Makatjane, Tiisetso (1996)
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The Crisis of Funding Education in Sub-Saharan Africa: African Perspectives versus World Bank Prescriptions. - Senanu, K. E. (1996)
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Towards design and technology in partnership with science and other related subjects in the primary schools of Botswana - Setabo, Bushy Ntswejame (1996)
Botswana, as a developing country, needs a well structured education system. We are aware that education is the foundation which a developing country could use as a platform to maintain a sustainable economy. We need therefore to develop young brains educationally by introducing technological and creative skills and also working out the modalities of how such topics may operate in partnership with other related areas in the school curriculum. Therefore the paramount aims of this paper are to explore the feasibility of introducing Design and Technology as a subject to be taught in the primary schools of Botswana and also to consider the prospects of introducing the subject in partnership with Science and other related subjects such as Art. The paper concludes that the scheme would be not only feasible but also desirable.
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Usefulness of land use and mechanization skills to secondary school students as perceived by agriculture teachers in Swaziland - Shabangu, S.S.; Dlamini, B.M. (1996)
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Climate change and small islands in Africa - Shah, N (1996)
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Schooled Mothers, Structured Play and Scientific Child-Rearing in Twentieth Century Egypt - Shakry, Omnia El (1996)
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Using Distance Education to Improve Teaching in Namibia: Teachers' Views on an Inservice Training Program. - Shatona, Ndinovaameni Christian (1996)
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The Big Picture: An Inquiry into the Motivations of African-American Teacher Education Students to Be or Not to Be Teachers - Shaw, Carla Cooper (American Educational Research Journal, 1996)
The current study investigates the motivations of African Americans with regard to precollege teaching as a career. The study’s participants are one female and one male Afican American, both of whom had strongly considered pursuing secondary certification at the graduate level but decided instead to pursue doctorates in order to teach at the college level. The study, which extended over the course of nearly a year, is narrative life history and as such situates the lives of the individual participants within broader societal and cultural contexts. This article presents condensed versions of Vera’s and Van’s life stories from childhood up until they decided to forego precollege teaching. Their reasons for initially considering and ultimately deciding against teaching are discussed, as are their views about the reasons for the scarcity of African Americans entering teaching. The article continues with an interpretation of the study’s findings in light of relevant research and theory. Finally, building on this interpretation, a tentative explanation of possible attractions and deterrents to teaching for African Americans is developed. Central to this explanation are reinterpretations of Lortie’s (1975) themes of service and continuation and the addition of a new theme: social, political, and historical forces which may operate at an individual, psychological level.
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Community School Libraries in the Western Highlands of Papua New Guinea. - Shaw, William D. (1996)
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Education And National Development In Southern Africa - Sheldon, G (1996)
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Effects of family history of hypertension and urbanization on blood pressure in Zimbabwean medical students - Sherman, Jeffrey J.; McCubbin, James A.; Matenga, Jonathan (1996)
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Issues in Social Studies Teacher Education in Africa - Shiundu, John O.; Mohammed, Ali Hussein (African Symposium: An On-Line African Educational Research Journal, 1996)
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Beyond Desegregation: The Politics of Quality in African American Schooling. New Frontiers in Urban Education Series. - Shujaa, Mwalimu J. (1996)
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Comparison of females and males in school achievement, enrollment patterns and school attitude in Zambian schools - Siamatowe, Clement M. M. (1996)
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Improved training in wildlife utilisation of veterinarians in Uganda - Siefert, Ludwing; Opuda-Asibo, J.; Nakasala-Situma, J.; Dahlhelm, D.; Ocaido, Michael (South African Journal of Wildlife Research - 24-month delayed open access, 1996)
Training of veterinarians in animal resource management in Uganda have so far over-depended on traditional professional profiles based on conventional utilisation patterns. Critical analysis of existing resource-flows and innovative design of more appropriate and integrated utilisation models will be required to meet future increased quantitative and qualitative demands from resources and veterinary resource personnel. Ecological epidemiological and socio-economic approaches to integrated and sustainable utilisation must be given priority and have to be supplemented by conventional veterinary intervention. Examples of more appropriate demand-driven intervention approaches are provided. Practical field training supported by experts is crucial to realise utilisation opportunities.
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Teaching English Creatively in the South African Context - Singh, Selvum (Language Matters, 1996)
Abstract An emphasis on the development of creative thinking skills is significant for pupils and educators in the South African context. This article highlights some issues related to the creative teaching of English as well as to the training of teachers. The transitional changes that are occurring in South Africa present a challenge for all educators, particularly language educators. It is clearly evident that teachers need to acquire competencies which would enable them to function efficiently in a multilingual, multicultural society. Teachers need to be flexible, skilled and innovative facilitators of learning.
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The sociological implications of basic educational deficiencies among black adults, and strategies to facilitate the provision of adult education in South Africa. - Singh, Sundrakanthi (1996)
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Differential HIV risk factors among female general nurses. Nurse midwives and office workers/teachers in Zambia - Siziva, Seter; Hakim, James; Matenga, Jonathan (Journal of Clinical Epidemiology, 1996)
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Selection of advantaged and disadvantaged South African students- for university admission - Skuy, Kate.; Mervyn; Zolezzi; Steve; Mentis; Mandia.; Fridjhon; Cockcroft, Peter D. (South African journal of higher education, 1996)
With the dismantling of apartheid and the opening of universities to people from sociopolitically disadvantaged communities, the issue of relevant selection procedures has become increasingly pressing in South Africa. This study aimed at exploring the relative value of various predictots for disadvantaged versus advantaged students. Subjects comprised the 26 students enrolled in a pre-university Faculty of Commerce bridging yesr, 18 of whom were ftom educationally disadvantaged backgrounds. Generally, the academic success of disadvantaged, was considerably less predictable than that advantaged students. Further, universally-used matriculation criterion was not a significant predictor for either the disadvantaged or the advantaged, while the dynamic and process measures applied were also not significant predictors for disadvantaged students. The results were seen as supporting the need for an alternative approach to selection. and a of enrichment programmes themselves.
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Selection of Advantaged and Disadvantaged South African Students for University Admission. - Skuy, Mervin (South African journal of higher education, 1996)
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Young African American and Latino Children in High-Poverty Urban Schools: How They Perceive School Climate - Slaughter‐Defoe, Diana T.; Carlson, Karen Glinert (Journal of Negro Education, 1996)
This article reports findings of a study of third-graders' perceptions of school climate, a key variable of the Comer School Development Program. A self-report survey was individually administered to 1,000 African American and 260 Latino children participating in an evaluation of the Comer process; data were factor-analyzed. African American children viewed teacher-child relations as the most important dimension of school climate. For them, besides acknowledging best efforts, caring teachers listened to children and were available to comfort and help with school and personal problems. Latino children stressed teacher fairness, caring, and praise for effort as well as the importance of moral order. Both groups emphasized following school rules and performing well, values consistent with the Comer process. INTRODUCTION Several studies published during the Reagan-Bush years (1980-92) indicate that African American students in K-12 public schools are disproportionately represented in grade retentions, school suspensions, and dropout rates (Bennett & Harris,1981; Campbell,1982; Hess & Greer, 1987; Hess & Lauber, 1985; Kaufman, 1991). Similar findings have been reported for Latino children (Chapa & Valencia, 1993; Reyes & Valencia, 1993). These studies conclude that prior to leaving school during the adolescent years, these students are frequently poor academic achievers in the elementary grades and experience academic suspensions for related disciplinary problems. An important trend in the current research focusing on what and how children learn is an increasing appreciation for the overriding importance of developmental factors and continuity. However, this trend was not apparent when Kenneth Clark published Dark Ghetto in 1965. At that time, Clark perceived compensatory programs such as Project Head Start as having mistakenly blamed poor parents and families for their children's educational difficulties. The blame, he believed, fell squarely on school teachers and administrators for not assuming proper responsibility and accountability for the education of low-income and minority children. By 1991, Head Start had endorsed its Transition Project, which focuses on maintaining continuity between the Head Start preschool program and public elementary schools. As a result of this initiative, Head Start staff are trained to work proactively with primary grade teachers to facilitate children's successful entry to and adjustment in the primary grades (Kennedy, 1993). Increasingly, both elementary and secondary educators acknowledge the important role of family and community in the educative process as active, positive contributors inside and outside the classroom (Lightfoot, 1978; Slaughter-Defoe, 1991; Strickland & Ascher, 1992). It is far more common today for emphasis to be placed on the need for collaborative partnerships between schools and families at all grade levels in an effort to ameliorate the academic and learning challenges occasioned by deepening, chronic, and persistent poverty (Comer, 1988a, 1988b; McLoyd, 1990; Slaughter, 1988; Wilson, 1989). This dual focus on developmentally appropriate practices in the primary grades and collaborative relationships between children's teachers and families is entirely consistent with the approach to school reform advanced by the School Development Program (SDP) model developed by Dr. James P. Comer (1980, 1998a) at the Yale University Child Development Center. Comer originally piloted his model in public elementary schools serving primarily low-income minority children in New Haven, Connecticut, during the late 1970s. Reflecting on these early efforts, Comer (1980) notes: The New Haven School System itself developed a number of compensatory education programs. Head Start and Follow Through programs, designed to overcome learning lags, received considerable support.... We were fully aware that an education program could not correct what was wrong with Dixwell Avenue or low-income communities through the nation. …
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Wiegand's metalexicography as a framework for multilingual, multicultural, explanatory music education dictionary for South Africa - Smit, Maria (1996)
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African American Student Athletes as African American Role Models - Smith, Marc A. (1996)
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Dating-partner preferences among a group of inner-city African-American high school students. - Smith, Sherry P. (PubMed, 1996)
The present study examines a set of characteristics that students may (or may not) value in a dating partner. A total of 80 inner-city high school students indicated how important they perceived certain qualities to be in a person they would like to date. Respondents were instructed to check the most appropriate category (very important, somewhat important, or not important) beside a list of 12 phrases. In order to determine meaningful patterns, a rank-ordering of mean values and a rarely used multidimensional scaling model were employed to further understand this widely researched aspect of dating. The rank-ordering indicates relationships between the students and attributes, while the scaling model reflects patterns between the rated attributes only. The results are in contrast to the previous literature regarding dating-partner preferences among African-American high school students.
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Teaching How to Fish: Employment Skills for African American Women. - Smith, Zira J. (Thresholds in Education, 1996)
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English Usage of South African Indian Pupils - Soni, Nathwarlall (Language Matters, 1996)
Abstract South Africa Indians come from a variety of linguistic cind cultural backgrounds. Although most South African Indians have adopted English as their mother tongue, their variety of English tends to deviote from Standard English. In this paper a number of common errors of South African Indian secondary school pupils are presented and reasons for these errors are discussed.
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The Spiritual Journey of African American Women in Higher Education. - Southern, Vada (Thresholds in Education, 1996)
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The implications of ideology for society and education in South Africa - Starke, Ansunette (1996)
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An analysis of approaches to environmental education and biodiversity conservation in Zimbabwe. - Stiles, Kari A.; Filho, Walter Leal; Dykes, Clare; Murphy, Z. (1996)
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Improving science and mathematics teaching in Southern Africa: Proceedings of a regional conference in Windhoek, Namibia - Stoll, Clarice S.; Feiter, L. de (1996)
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Improving science and mathematics teaching in Southern Africa: Effectiveness of interventions - Stoll, Clarice S.; Feiter, L. de; Vonk, H. G.; Akker, Jan van den (1996)
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Talking Our Way Out of the Laager: Foreign Languages in South African Education - Strike, Norman (Language Matters, 1996)
Abstract Because South Africa now has eleven official languages there is a danger that foreign language learning is neglected. In addition to English, foreign languages such as Portuguese, French and others are necessary for international communication on many levels. The author proposes a language policy in education that aims at trilingualism as a minimum, namely two official languages plus one foreign language.
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A case study: Lesotho integrated education programme - Stubbs, Stacy (1996)
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New Wine in an Old Bottle: Culturally Relevant Curriculum from Eritrean Indigenous Education System - Sullivan-Owomoyela, Joan (1996)
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Eritrean children's indigenous education systems with implications for a national curriculum - Sullivan, Joan Marie (1996)
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Biomass Burning in North Africa and Its Possible Relationship to Climate Change in the Mediterranean Basin - Suman, Daniel O. (1996)
This manuscript assesses whether biomass burning in North Africa could affect the heat budget of the Mediterranean region. The principal biomass burning activities in North Africa are forest and maquis fires, burning of agricultural wastes, and the domestic use of firewood. In the Mediterranean zones of the five North African nations, forest fires emit 1.33 Gg yr−1 of black carbon to the atmosphere; burning of agricultural wastes, 7.27 Gg yr−1, and burning of fuelwood, 5.16 Gg ye−1. The working model calculates maximum atmospheric black carbon emissions during August, September, and October as a result of forest fires and burning of agricultural residues. The atmospheric loading of North African black carbon from the estimated burning activities ranges between 0.01 and 0.05 µg BC m−3. This estimated black carbon loading is low compared to observations of the western Mediterranean aerosol, which suggests that the European continent, rather than North Africa, is the likely source region for black carbon in the Mediterranean aerosol. While North African biomass burning may be insignificant on a global scale, the emitted particulates could potentially affect the Mediterranean climate. From estimates of Saharan dust, black carbon, and biomass burning aerosols transported to the north over the Mediterranean Sea, I have calculated the relative optical depths of these three categories of particulates. The optical depth of summed black carbon and biomass burning aerosols is only seven percent that of Saharan dust. Thus, North African biomass burning particulates cause a small impact on the Mediterranean climate and heat budget compared to Saharan dust particles.
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Swedish music teacher training in Gambia - a model for multicultural teacher training - Sæther, Eva (1996)
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Students' perceptions of teaching and learning patterns in geography : a Botswana senior secondary school case study - Tabulawa, Richard (Mosenodi, 1996)
This paper reports findings of a questionnaire study which sought to establish students' perceptions of geography classroom climate in a senior secondary school in Botswana and their interest in 30 geographical activities. 780 students completed a Geography Activities Rating Scale (GARS) and a Geography Interest Questionnaire (GIQ). Results indicated the predominance of teacher-centred activities in geography lessons and showed that these same activities are also rated by the students as being of low interest to them. The findings are important to the teachers who need periodic feedback on their classroom practice from their students, and also to curriculum developers who should always take into consideration the interests of students when planning syllabuses.
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Student enrolment and educational expenditure in university education: An examination of trends in Nigeria (1980–1990) - Tawari, Osa C.; Koko, Maureen (International Journal of Educational Development, 1996)
This paper attempts a brief analysis of the trends in student enrolment and educational expenditure in university education in Nigeria. It examines the philosophical and methodological foundations on which admission into Nigerian universities is based and investigates the trends in student enrolment and educational expenditure for a period of 10 years. The consequences of the rapid explosion in student enrolments in the university system, amidst scarce and dwindling resources (human, material and financial), on varied educational transactions are highlighted and discussed. The paper concludes with a review of the implications of the inherent trends for enhanced university management in Nigeria.
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