Production and formative evaluation of an instructional video on enlarging images : a programme for teachers in Tanzania - Levira, Modest A (1992)
Intended to provide teachers ... with basic skills of enlarging pictures using three methods namely: a rubber band, a pantograph and an overhead projector.
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Urbanization and Education in Nairobi, Kenya - Lillis, Kevin M. (African urban quarterly, 1992)
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Independent Black Institutions: African-Centered Education Models - Lomotey, Kofi (Journal of Negro Education, 1992)
Many have argued that the academic achievement of a large number of African American children across the country-as measured by standardized achievement tests, suspension rates, Special Education placement rates, and dropout rates-has deteriorated considerably over the last 20 years. Several factors have been identified as contributing to this dilemma, including teacher attitudes (Fine, 1991) and inadequate facilities (The Council of the Great City Schools, 1987). Of late, there has been much discussion about the potential benefits for African American students of African-centered curricula. Several urban school districts in the United States including Washington, DC, Dallas, Detroit, Buffalo, New York City, Philadelphia, Atlanta, and Portland are using or considering using an African-centered approach to teaching. Indeed, Portland has gone quite far already in attempting to implement such a curriculum on a far-reaching scale. The Africancentered approach has been the foundation of most of the members of the Council of Independent Black Institutions (CIBI), based in Buffalo, New York, since 1972. Contrary to what some scholars say, it is not too early to judge the results of these curricula. While the dialogue about them is very interesting, much of it is unfortunately lacking in critical information, some of which I will share in the present article. The focus on African-centered curricula has occurred partly because parents and educators are looking for new ways to improve the education of African American children. Mention is often made of the Ocean Hill-Brownsville (New York City) controversy of the 1960s. This conflict, which ensued when African American parents and other community members sought local control of the public schools in their neighborhoods, was, in part, the outcry of African Americans for culturally relevant curricula for their children (Weusi, 1973). Rarely is it mentioned in the current dialogue that largely out of such controversies across the country grew a network of independent, African-centered preschools, elementary schools, and high schools that to this day address these issues. Others point out that low self-esteem is an obstacle to academic achievement for African American children. They assert that the African-
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Parent Training of African Infants with Cleft Palate - Louw, Brenda; Campbell, Craig (1992)
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The Horn of Africa in the changing world climate - Makinda, Samuel M. (1992)
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Grassroots Education in Zimbabwe: Successes and Problems Encountered in Implementation by the Legal Resources Foundation of Zimbabwe - Manase, Wilson Tatenda (Journal of African Law, 1992)
Zimbabwe has a population of almost ten million people of which approximately 80 per cent, are poor and live in the rural areas. The majority of the rural population lack formal education and are ignorant of their rights. They have no access to legal services as most of the country's lawyers are based in the urban areas. Even if legal practitioners were accessible to them, they would not be able to pay for their services. Thus, they are liable to exploitation. Since independence, the changes in Zimbabwe law have been rapid, farreaching and progressive. In the absence of any co-ordinated mass education campaign on their meaning and implications, or consultation with those to be affected before enactment, there has been a great deal of adverse reaction to new legislation, especially where it has safeguarded or equalised the rights of women. For the community, the effect has been chaos. Traditional structures, known and well-understood means of communication, and culturally entrenched roles have been transformed and replaced by a new order. The Legal Resources Foundation (LRF), an autonomous charitable and educational Trust, was established to meet the need to improve the accessibility of legal and information services to all sections of the population. It was formed following a regional workshop on legal aid which was held at the University of Zimbabwe in February 1984 and against the background of there being just 400 lawyers in Zimbabwe at the time, all of whom were urban based.
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The Distribution of Resources in Education in South Africa - Marais, Manette (RePEc: Research Papers in Economics, 1992)
Abstract A typical Lorenz-curve framework is used to measure inequality of resource allocation in education in South Africa. While reductions in the degree of inequality have been achieved over the past two decades, substantial inequalities remain. The current distribution of resources in education is much more unequal than that for developed countries, but it is not as unequal as that for developing countries.
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The role played by the schools for the sons of chiefs in the development of black education in South Africa, 1958-1985 - Marishane, Kgomochoane Taylor (1992)
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Difficult vocabulary in the books of science in primary schools in the West Bank: a field study - Masri, Husni F. (An-Najah University Journal for Research - B (Humanities), 1992)
This research deals with the acquaintance of the difficult vocabulary found in the books of science in the elementary cycle in the West Bank Schools, and their substitution with easier ones to enable the pupils to understand the scientific material better. Needless to say, that learning cannot be considered genuine unless it is absorbed when acquired. The learnt material preserved by the pupils’ increases when it is in harmony with the pupils' abilities; while mechanical (rote) learning seldom achieves the target goal. تدور فكرة هذا البحث حول التعرف على المفردات اللغوية الصعبة في كتب العلوم في المرحلة الابتدائية في مدارس الضفة الغربية، واستبدال مفردات أخرى بها الأمر الذي من شأنه أن يساعد التلاميذ على تفهم مادة العلوم على نحو أيسر وأسهل، إذ لا يعتبر تعلما حقيقيا إلا ما يفهمه التلميذ عند تعلمه، فالقدر من التعلم الذي يحتفظ به التلاميذ يزداد إذا كان متفقا مع قدراتهم على الفهم المتكامل، أما الحفظ الآلي فلا يكاد يحقق الهدف المنشود.
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Agbeti (John Kofi) : West African Church History. II. Christian Missions and Theological Training 1842-1970 - Maurier, Henri (Outre-Mers. Revue d'histoire, 1992)
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Instructional methods for students with mental retardation in Tanzania - Mboya, M. (1992)
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Developing a pedagogic structure for improved learning in the primary: the case of primary schools in Tanzania - Mbunda, Fidelis (1992)
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Teaching and learning materials production: the Malawi experience - Mchazime, Hartford; Mateche, H.Y. (1992)
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Vocational and professional training for religious: a crucial need in Africa today - Mejía, Rosmary Olga García (AFER, 1992)
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Socialising multilingualism: Determinants of codeswitching in Kenyan primary classrooms - Merritt, Marilyn; Cleghorn, Ailie; Abagi, Jared O.; Bunyi, G. (Journal of Multilingual and Multicultural Development, 1992)
Abstract Individual multilingualism in a multilingual society is often associated with a mass education system. The Kenyan situation illustrates the intertwined complexity of the pedagogical and socialising aspects of language contact in such a system. Using ethnographic observation of classroom interaction in three primary schools, determinants of teachers' language choice and codeswitching among English, Swahili, and mother‐tongue are explored: official school policy, cognitive concerns, classroom management concerns, values and attitudes about societal multilingualism. Analogously to monolingual modality switching, codeswitching between languages often provides a resource to focus or regain students' attention, or, to clarify, enhance, or reinforce lesson material. Instructional demands and inconsistent patterns of use, however, may also lead to linguistic insecurity and the mislabelling of content or conceptual problems as language competency problems. Understanding the complex role of language, and how teachers informally provide models for behavior and attitudes in the context of formal instruction is important for educational policy.
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The challenges of teaching public relations practice in Africa in the 90s - Mersham, Garry (Communicatio, 1992)
(1992). The challenges of teaching public relations practice in Africa in the 90s. Communicatio: Vol. 18, No. 1, pp. 54-59.
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The challenges of teaching public relations practice in Africa in the 90s - Mersham, Garry (Communicatio, 1992)
(1992). The challenges of teaching public relations practice in Africa in the 90s. Communicatio: Vol. 18, No. 1, pp. 54-59.
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The training of teacher librarians for community junior secondary schools in Botswana - Metzger, Andreas (African Journal of Library, Archives and Information Science, 1992)
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Advanced integrated curriculum for the training of marine engineers in Nigeria - Mfon, Efiong Etim (1992)
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Rethinking the secondary school mathematics program in Tanzania - Mgombelo, Joyce (1992)
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African-American Male Academies from a School-Choice Perspective. - Midgette, Thomas E. (Mid-Western educational researcher, 1992)
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BMATT (British Military Advisory and Training Team) and Military Integration in Southern Africa - Mills, Greg (1992)
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The academic achievement in liberal arts and science subjects of a fragmented Namibian secondary school system prior to independence - Mkandawire, Donton S.J. (Zimbabwe Journal of Educational Research, 1992)
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Strategies of reading as communication : with reference to Yemeni tertiary learners - Mohamed, Yar; Yassin., Shirin (1992)
Reading is an important skill for all languages and all language learning. It is a skill complex to understand, complex to teach and complex to learn. This thesis addresses the issue of reading from the reader's point of view. It provides a detailed analysis of the reading strategies used by the Yemeni learners of English at the tertiary level as they read textbooks. In doing so it draws from two domains of second/foreign language learning, viz reading and strategies. Within the framework of these two domains it focuses on readin g strategies, depending on the first part (reading) on the reader-text interaction view of reading and for the second part (strategies) on the conscious effort involved in solving a reading problem. It investigates two related aspects of the reading process: reading problems arising in the creation of meaning as far as the systemic and schematic knowledge is concerned and reading solutions as given by the reader. The concept of 'strategy' is first examined as it is found in learning and communication studies. It is then presented in reading and reading models. Studies that have addressed the issue are then reviewed. Reading strategies are investigated through a five-stage design where a different instrument is used in each stage. Subjects in each of the five stages (questionnaires, interviews, classroom observations, doze/recall tasks and verbal protocols in Li and L2) range from 60 to 100 in number, coming from two different disciplines, viz Education and Engineering. The data of the study are analysed using quantitative and qualitative techniques. The results present a picture of the strategies the readers used in reading texts in Arabic and in English in the form of some twenty-four different strategies, which are categorised as problem identifying and problem-solving ones. These strategies are then discussed with reference to the reading models presented earlier. On the basis of this, implications for theory and pedagogy are made.
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Implementing the National Language Policy in Nigerian Schools: Problems and Prospects. - Mohammed, Aliyu; Zarruk, Rabiu (1992)
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Folklore and Health Education: Lessons from the Experience of the Yoruba of South Western Nigeria - Moloye, Olugbemi (Journal of the institute of health education, 1992)
(1992). Folklore and Health Education: Lessons from the Experience of the Yoruba of South Western Nigeria. Journal of the Institute of Health Education: Vol. 30, No. 4, pp. 149-155.
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Towards a Language Policy for Education in Papua New Guinea. - Moody, James (1992)
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Gender in Transformation of South African Education - Morrell, Robert (Perspectives in Education, 1992)
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A process-oriented-approach to teaching academic essay writing in the humanities at the University of Zimbabwe - Morrison, Alistair; White, Justin (1992)
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Lithostratigraphy of the early Proterozoic Toumodi Volcanic Group in central côte d'ivoire: implications for Birrimian stratigraphic models - Mortimer, J. (Journal Of African Earth Sciences, 1992)
The development of stratigraphic concepts for the early Proterozoic Birrimian supracrustals of the West African craton (Guinea Rise) is reviewed, tracing the origins of the upper and lower divisions which are in widespread usage. New data are presented from the central part of the Birrimian Fétékro belt where the Toumodi Volcanic Group (TVG) crops out. The TVG comprises a bimodal succession of predominantly proximal facies volcanogenic rocks which were deformed and metamorphosed during the Eburnian orogeny (c. 2.0 Ga), when greenschist facies assemblages and tight to isoclinal folding developed. TVG rocks are in thrust contact with amphibolite facies gneisses to the East, and both the volcanics and the gneisses have been intruded by Eburnian granites. The TVG stratigraphy has been divided into four formations on the basis of the prevalence of either basic or acid lithologies. Volcaniclastic lithologies are overwhelmingly more abundant than lavas. The basic rocks comprise a high-Mg basaltic suite of clinopyroxene-phyric lavas and clinopyroxene-bearing crystal tuffs and tuffbreccias. The acid rocks include proximal pyroclastics and lavas. The volcanic succession was clearly deposited in a proximal setting. Epiclastic rocks comprising conglomerates and sandstones of volcanic provenance occur in all four TVG formations. An increasingly distal depositional environment has been recognised to the South, where fine-grained laminated tuffs predominate, and it is clear that in this case the division of the Birrimian into upper and lower parts has not recognised the existence of simultaneous deposition of volcanic ejecta in proximal and distal environments, which throws doubt on the general applicability of this stratigraphic model. In addition, field evidence from the Fétékro belt, in which the recently proposed ⪡Burkinian⪢ orogeny was recognised, suggests that the “Burkinian” rests on shaky ground.
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Planning education for rural development: the Tanzanian case. - Mosha, Herme J.; Olembo, J. O.; Harrold, Roger (1992)
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All against AIDS: the Copperbelt Health Education Project, Zambia. - Mouli, V. Chandra (1992)
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Mozambique : emergency drought appeal, 1992/93 - Mozambique (1992)
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Student unrest at black universities in Southern Africa, with special reference to the University of the North, 1960-1990 - Mphahlele, Sentsho Ernest (1992)
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Screening for abnormal eating attitudes in a population of Egyptian secondary school girls. - Mr, Abdel-Nasser (1992)
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Education and farm output: evidence from model "C" resettlement schemes in Zimbabwe - Mtetwa, Daniel. (1992)
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A Study on Traditional Beliefs and Fertility Training and Management: Swaziland Traditional Health Practices - Mtzizi, Joshua B.; Nxumalo, Mamane (1992)
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Plant Propagation: A Teaching Resource Packet with Emphasis on Agroforestry and Fruit Trees in East Africa - Mudge, Kenneth W.; Mwaka, A.; Isutsa, D. K.; Musoke, Rose; Foster, D. R.; Ngoda, B. J. M. (1992)
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Marine pollution prevention and response: a possible approach in Mozambique - Muianga, E.J. (1992)
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GIS Education in Kenya - Mulaku, Galcano C. (1992)
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Education and Government Control in Zimbabwe: A Study of the Commission of Enquiry, 1908-1974 - Munro, William A.; Mungazi, Dickson A. (Canadian Journal of African Studies, 1992)
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Africa at the Crossroads: Major Challenges for Social Work Education and Practice Towards the Year 2000 - Mupedziswa, Rodreck (1992)
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The Heritage of Liberal Arts Education at the Sierra Leone Grammar School - Musa, John L. (1992)
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Municipal water development and management practice in Zimbabwe: some critical comments with special reference to the impact of drought on urban development - Musandu-Nyamayaro, Oscar (1992)
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Community work 'Umuganda', a form of community education in Rwanda? - Musare, F. (1992)
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The Role of Adult Education in Assisting Sustainable Development in Remote Area Dwellers of Botswana. - Mutanyatta, Joan (1992)
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Planning education for rural development: the Kenyan case. - Mutua, R. W.; Olembo, J. O.; Harrold, Roger (1992)
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IMPROVING AFRICAN CHILDREN'S COGNITIVE DEVELOPMENT THROUGH TRAINING - Mwamwenda, Tuntufye S. (Perceptual and Motor Skills, 1992)
According to Piaget, cognitive development can be realized with maturation and environmental experience, but he attached some significance to training as a means of facilitating cognitive development. This paper gives brief summaries of eight studies carried out in Africa clearly showing that cognitive development can be facilitated by training.
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Syllabus and regulations for diploma in Civil Engineering, Technical Education Programme Kenya Institute of Education, Nairobi. - Mwea, Sixtus Kinyua (1992)
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Education and urban/rural integration: issues, prospects, and problems in Kenya - Namaswa, G.B.H.D. (1992)
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Disparities in primary education : the case of Namibia - Nambira, Ndahafa (1992)
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Teaching Namibia to fish, US donor aid as a means towards economic self-reliance - Naude, Beaty (Namibia Review, 1992)
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Differentiation in the school system for Indians in the Republic of South Africa - Ncoko, Oscar Hlanga (1992)
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An analysis of the nature and function of the education policies at colleges of education in the National States in South Africa - Ndlala, Mangena William (1992)
A thesis submitted to the Faculty of Education at the University of Zululand in the fulfillment of the requirements for the degree of Doctor of Education in the Department of Educational Planning and Administration, 1992.
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The Accounting Education and the Certification Process in Botswana - Ndzinge, Shabani E. (1992)
Publisher Summary This chapter discusses the accounting education and the certification process in Botswana. It attained self-rule in September 1966 after eighty years as a British Protectorate. Botswana is a landlocked country bordering South Africa to the south and the east, Zimbabwe to the north east, South West Africa to the west, Zambia, and the Caprivi strip to the north. Most of the western half of the country is covered by the Kalahari Desert. Diamonds has been Botswana's main export since the mid-1970s. In 1986, twenty years after independence, diamonds constituted 76.5 per cent of total exports earning the country US$653.9 million. The pre-university education system of Botswana is modeled after that of Britain. Prior to 1986, primary education was seven years, followed by three years of junior certificate and two years of Cambridge school certificate at the secondary level. The accounting education programs at the University of Botswana and other post-secondary school educational institutions should continue to be developed further and made more appropriate to the country's accounting needs.
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Dental caries in primary school children in Nairobi, Kenya - Ng’ang’a, P M; Valderhaug, J (Acta Odontologica Scandinavica, 1992)
The purpose of this study was to record the caries status in children attending public primary schools in Nairobi. The sample comprised 513 children, 262 aged 68 years and 251 aged 13–15 years. The children were drawn from six randomly selected schools in the city. Clinical examination was carried out in a room with natural daylight, using the WHO (1977) criteria. Fifty-four per cent of the 6-to 8-year-olds and 50% of the 13-to 15-year-olds were caries-free. The mean dmft in the 6-to 8-year-olds was 1.7, and the mean dmfs was 3.5. The mean DMFT in the 13-to 15-year-olds was 1.8, and the mean DMFS was 2.9. The d- and D-components dominated and were mainly located in the occlusal surfaces. The f-component of the dmft and the F-component of the DMFT comprised 1% and 10%, respectively. There was no statistically significant difference (p > 0.05) in the prevalence of caries between males and females in the younger age group. In the older age group, however, females had a higher (p < 0.05) prevalence than males. In general, the study showed a low caries prevalence in Nairobi children. □ Dental caries; epidemiology; prevalence
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Jua kali: education, training and welfare : a study of carpentry and metal-work in the Eastlands of Nairobi, Kenya - Ng’ethe, Njuguna; Ndua, Gichiri (1992)
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Financing education in rural Africa: the Zimbabwean case. - Nhundu, Tichatonga J.; Olembo, J. O.; Harrold, Roger (1992)
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[Surveillance of heavy metal pollution of mangrove oysters in Senegal]. - Niane, B.; Diouf, Amadou; Willer, B.; Ndour, F.; Ciss, Mamadou; D, Ba (PubMed, 1992)
Joal-Fadiouth, located in department of Mbour (region of Thies), 118 kilometers from Dakar, the capital of Senegal, is an area where one can find a large swamp with mangroves whose self-propagating roots serve as growth support for young oysters. The importance of those oysters, both on the domestic and foreign markets and the ever greater threat of pollution of our coasts led us to search for and measure out heavy metals. In fact, it is well know that the accumulation of those elements in the food chain can be at the origin of severe poisoning. It appears, in the light of the results obtained that the level of pollution by heavy metals in this part of the senegalese coast has not yet reached alarming limits.
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An evaluation of the provision and future development of professional teacher education in South Africa with particular reference to colleges of education : a public administration perspective. - Nicholls, Gordon Charles. (1992)
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Librarianship in Zambia, government policy, and training implications - Nkoma, B.P. (1992)
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The government of Tanzania and how it sees Institute of Development Management (IDM) as a management school of Tanzania - Ntukamazina, D.A. (1992)
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THE RELATIONSHIP BETWEEN HUMAN RESOURCES PLANNING AND THE AVAILABILITY OF PLACES IN HIGHER EDUCATION IN NIGERIA - Nwadiani, Mon (Higher Education in Europe, 1992)
The relationship between the need for human resources in Nigeria and the availability of places in Nigerian higher education in the 1980's is critically examined. Data were collected, with the aid of a special instrument, on the intake of new entrants into humanities and science programmes. The analysis of the data showed that despite the quantitative expansion of universities in the 1980's, the supply of university places was not related to the real needs of Nigeria in terms of human resources. To redress this unharmonious relationship, in particular as education is trapped in a web of turmoil in the middle of an educational crossroad, the article makes a case for the vigorous pursuit of a rational comprehensive policy with built‐in but continuous planning and implementation strategies based on relations of “equity”.
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Financing education in rural Africa: the Kenyan case. - Nwagwu, Nicholas A.; Olembo, J. O.; Harrold, Roger (1992)
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Financing education in rural Africa: the Kenyan case. - Nwagwu, Nicholas A.; Olembo, J. O.; Harrold, Roger (1992)
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Multilevel methodology in studying the quality of education with an application to mathematics education in Zimbabwe primary schools - Nyagura, Levi (Zimbabwe Journal of Educational Research, 1992)
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Improving the Quality of Primary School Teacher Education in Papua New Guinea: an outline and analysis of recent policy - O’Donoghue, Tom (Compare: A Journal of Comparative and International Education, 1992)
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The Quality of Primary School Teacher Education in Papua New Guinea: past, present and future - O’Donoghue, Tom (South Pacific journal of teacher education, 1992)
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Achieving full enrolment in secondary education in Kenya: a projection - Obae, Mosoti R.N.; R.Gravenir (1992)
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Supervisory Behaviour as Perceived by Secondary School Teachers in Nigeria - Obilade, Sandra O. (School Organisation, 1992)
Abstract This paper examined how teachers perceive the supervisory behaviour of supervisors or inspectors who visit schools for the improvement of instruction in secondary schools in Nigeria. Some 300 secondary school teachers were randomly sampled and the responses of 250 teachers were eventually analysed. The t‐test and percentages were computed in analysing the data. Results show that contrary to the widely‐held belief among educational authorities, modern supervisory practice is far from being a reality in the Nigerian classroom. The study also revealed that the relationship between supervisors and teachers is still not cordial. In short, trust and open communication are still lacking in the relationship between supervisors and teachers.
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Training Of Journalists And Democratic Transition In Kenya - Ochilo, P (1992)
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Training Of Journalists And Democratic Transition In Kenya – Published In: A New Democratic Error? A Report Of Journalists Seminar On Ethical Decision Making In News Processing In Multi-Party Kenya - Ochilo, P (1992)
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An introduction to indigenous education in Sub-Saharan Africa : a select annotated bibliography - Ocitti, Jakayo Peter (1992)
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Nasopharyngeal carriage of Neisseria meningitidis among school children at Ijede, Lagos State, Nigeria. - Odugbemi, T; Ademidun, O; Agbabiaka, A; Banjo, T (PubMed, 1992)
A total of 639 school children ranging in age from 5 to 15 years were investigated for nasopharyngeal carriage of Neisseria meningitidis in Ijede, Lagos-State, Nigeria. The carriage rate was found to be 6.2%. Of the 40 children from whom meningococci were isolated, 25 (62.5%) were males and 15 (37.5%) were females. Serogrouping of the isolates showed that serogroup C Neisseria meningitidis was isolated with the highest frequency 40%, while serogroups A, B, and W135 had isolation rates of 25.5%, 17.5% and 7.5% respectively. This study has shown that group C Neisseria meningitidis is the prevalent serogroup among school children in the area, which is south of the meningitis belt in Nigeria.
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The contribution of primary schooling in the promotion of social abilities: self-esteem and self-reliance, among hearing-impaired pupils in Kenya: a case study of Kuja school for the deaf - Ogolla, Nicanor Achola (1992)
A thesis submitted in partial fulfilment of the requirement for the degree of Master of Arts in education, 1992
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Oral health promotion and health education programmes for Nigeria--policy guidelines. - Ogunbodede, Eyitope; Sheiham, Aubrey (PubMed, 1992)
Nigeria like other developing countries is presently faced with the arduous problem of coping with scarce resources to control existing and increasing oral disease levels. The World Health Organization has emphasized the importance of oral health promotion for initiating successful, effective, preventive oral health programmes. At present however, Nigeria is without formal oral health promotion and health education policies or programmes. In the "National Policy and Strategy to Achieve Health for All Nigerians" (Federal Ministry of Health 1986), no specific mention was made of oral health promotion or oral health education. The present paper therefore proposes definitive policy guidelines that will help in the development of coherent oral health promotion programmes for the country. The approach proposed tackles causes common to a number of chronic diseases and incorporates oral health into general health strategies.
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The move forward in education in the Middle Belt of Nigeria in the post-war period - Ogunlade, F.O. (Savanna: A Journal of the Environmental and Social Sciences, 1992)
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Prevalence of dracunculiasis among Nigerian school children as an index of prevalence in their communities of origin - Ogunniyi, Titus A. B.; Simaren, J. O.; Amusan, G. O. (Annals of Tropical Medicine and Parasitology, 1992)
A survey of dracunculiasis was carried out among pupils in their schools and among adults in the communities from which the pupils came, to determine whether the prevalence of infection in the pupils was a good index of the prevalence in their village. No significant difference was observed between the prevalence of current infection in pupils and that in their village of origin, although in some instances there were significant differences between the prevalence of previous infection in pupils and that in the corresponding village communities. The relevance and possible benefits of the rapid assessment of the prevalence of dracunculiasis obtained by a survey of school children are discussed.
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An evaluation of field training of front-line extension agents in Kenya - Oguttu, Tom Madiany (1992)
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Music in Nigerian education - Okafor, Richard C. (African Music: Journal of the International Library of African Music, 1992)
In the traditional Nigerian society music was an integral part of education. A musician was often expected to practice other areas of the arts and occupations. There were musical families with long traditions of music making. There were instrument makers who were also expected to practice other areas of occupation. Training in music often involved a long period of apprenticeship during which the trainee learned other aspects of the art.
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Curriculum problems in Kenya and their influence on teachers' decision making about subject matter to be taught - Okech, Jack Green (Journal of Eastern African Research and Development, 1992)
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Teacher supply and educational efficiency in command secondary school in Nigeria - Okoro, OE (1992)
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Female Faculty in Journalism Education in Nigeria: Implications for the Status of Women in the Society - Okunna, Chinyere Stella (Africa Media Review, 1992)
This paper addresses gender issues in the training of journalists in Nigeria. Recognizing the power of the media in influencing decisions and attitudes in society, it criticizes the absence of women teachers in Nigerian institutes of mass communication and schools of journalism and argues that this has further marginalized the Nigerian woman in a society that is predominantly male-dominated. The paper suggests that if more women became trainers of journalists they would influence their students in their perceptions of the role of women in society. This would in turn have a multiplier effect as their students join the media and help change the image of women in society.
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Planning and Financing Rural Education in Africa - Olembo, J. O.; Harrold, Roger (1992)
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Planning and Financing Rural Education in Africa - Olembo, J. O.; Harrold, Roger (1992)
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Factors Affecting Teachers' Attitudes and Practice of Family Life Education in Nigeria - Olukoya, Adepeju A.; Oyedeji, Samson Oyelola; Johnson, Thomas (International journal of adolescence and youth, 1992)
Questionnaires completed by 700 secondary school teachers in Nigeria's Lagos, Kaduna, and Cross-River States revealed a generally positive attitude toward family life education. 53.56% of respondents were female and 31.5%% were or had been married. Their average age was 28.3 years. One third of the teachers were not parents, and only 15.5% had children as old as their students. The teachers expressed agreement with the importance of school-based sex education (71.6%), the potential for family planning to improve health (82.9%), concern with rapid population growth (68.7%), and awareness that teenage pregnancy and sexually transmitted diseases are major social problems in Nigeria (84.7% and 74.9%, respectively). Most identified ages 10-14 years as the ideal time to talk to children about sex. Half considered it the mother's responsibility to provide sex education, and most felt it is easier to talk to a female child. 45% of teachers agreed that contraceptive services should be available to adolescents. The factors associated with a positive attitude toward family life education were female sex, single marital status, Christian religion, and teaching in a coeducational school.
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150 years on: English in the Nigerian school system-past, present, and future - Omodiaogbe, Robert (ELT Journal, 1992)
This article examines the place of English in the Nigerian education system. It sees the introduction of English as a product of evangelical expediency, in which missionaries passed the language baton to colonial administrators until English became the official language of the country. It is noted that even after political independence from the colonial masters, English still occupies pride of place in Nigeria, especially in the formal school system. The fact that Nigeria is a multilingual country with as many as 450 languages is discussed; and the implications of and reactions to the constitutional and National Policy on Education emphasis on three major Nigerian languages are examined. I suggest that in spite of the inchoate, half-hearted attention being given to indigenous languages in the school system nowadays, the prospects for English in the school system and in Nigerian society are still very bright. But to survive, English must submit itself to some modifications, adapting to the Nigerian linguistic environment.
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New Standards for Library Education in Nigeria - Ononogbo, R. U.; Falaiye, Z. M. (1992)
Examines the new standards laid down for library science education in Nigerian universities, concentrating on the curriculum section. The recommended curriculum is compared to the one in the IFLA Standards for Library Schools (1976) and found to be lacking in both core and specialized areas. The new Nigerian standards are designed for undergraduate programs in school librarianship, but this paper proposes modifications of it in order to accommodate other specializations, since these are the only official standards in Nigeria for library education. The adoption of the IFLA standards for library schools is proposed, along with the provision of a standardized postgraduate curriculum.
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Agricultural education training strategies for university and secondary level institutions in English-speaking African countries - Onyango, Christopher A. (1992)
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A Simple Procedure for Drought Prediction Over the “Water Year” for Agricultural and Hydrological Schedules in West Kenya - Onyango, JC (East African agricultural and forestry journal, 1992)
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Geochemical evidences for the Emplacement of the Archaean greenstone volcanics from the area around Maseno, western Kenya - Opiyo-Aketch, N (1992)
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Accounting Education and the Certification Process in Zimbabwe - Oppong, Andrews (1992)
This chapter discusses the accounting education and the certification process in Zimbabwe. The present systems of accounting education and certification process have to change drastically to become relevant to the new political, social, and economic order. Zimbabwe, formerly known as Southern Rhodesia, is situated in South Central Africa between the Limpopo and Zambezi rivers. The country has a diversity of natural resources that has led to a more balanced and developed economy with a fairly advanced and sophisticated modern commercial and agricultural sector. In February 1981, the government issued its first major transitional development document, appropriately described as Growth with equity. Professional accountancy in Zimbabwe is the product of both historical and contemporary forces. All the professional accounting bodies, as they exist in Zimbabwe today, started out as local branches of the various British accountancy bodies, which were established by their members who had immigrated to Zimbabwe to manage the economic affairs of the British colonial government and transnational corporations. There are at least five professional accounting bodies in Zimbabwe, namely, The Institute of Chartered Accountants of Zimbabwe, The Institute of Cost and Management Accountants of Zimbabwe, The Zimbabwe Institute of Public Finance and Accountancy, The Zimbabwe Association of Accounting Technicians, and The Institute of Chartered Secretaries and Administrators in Zimbabwe.
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Women and Education: Edited Proceedings of the Third Annual Women in Nigeria Conference - Osakue, Grace I.; Okojie, Jane; Osakue, Duncan (1992)
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Education and development in Kenya : a historical perspective - Otiende, James E.; Wamahiu, Sheila P.; Karugu, A.M. (1992)
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The evolution of education for African-Americans in Pointe Coupee Parish (New Roads, Louisiana): 1889-1969 - Palmer, Leola (1992)
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A Review of the Effects of Social Interaction On Vocal Learning in African Grey Parrots (Psittacus Erithacus) - Pepperberg, Irene M. (Netherlands Journal of Zoology, 1992)
Studies on vocal learning must examine not only what is learned but also how the form of input affects the learning process. Research on learning suggests that input is acquired most readily if it is 'natural'-what psychologists term referential, contextually applicable, and socially interactive. Specifically, researchers have shown that what is learned, when it is learned, and how the learned material is used can be affected by the extent and form of the social interaction between tutor and pupil. Studies on humans and some oscine songbirds provide specific examples. My studies on African Grey parrots (Psittacus erithacus) demonstrate that social interaction is important for vocal learning even in a mimetic species. Preliminary data show that in the early stages of learning Grey parrots will not acquire an allospecific code from exposure to video or audio input but will readily learn from human tutors. The extent of learning from human tutors is demonstrated by the accomplishments of the parrot Alex, who uses an allospecific code, English speech, to request, refuse, identify, categorize, and quantify over 100 different objects, and to process numerous different questions in order to make judgements about quantity, the similarity and difference of attributes, or the relative size of objects.
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African Cinema and (Re)Education: Using Recent African Feature Films - Petty, Sheila (African Issues, 1992)
Over the past few years the Montreal World Film Festival has continued to increase its programming of films by African directors. The 1991 edition, which ran from August 22-September 2, was certainly no exception. I happened to turn on the television to the French station and caught Societe Radio Canada’s “official” review of Laafi by Pierre Yameogo of Burkina Faso. The reviewers, Chantal Jolis and Rene Homier-Roy, dismissed Yameogo’s portrayal of a current African problem—braindrain—as weak in terms of artistic production. For example, they both agreed that Laafi had too many “monotonous moments.” Homier-Roy, in particular, seemed completely oblivious to the colonizing attitude he displayed when he spoke of how the film illustrated the “petit-negre” (a phrase I have rarely heard spoken since I left France in 1987) side of Africans. He then proceeded to “legitimize” the comment by shrugging his shoulders and declaring, “It’s the Africans who are showing it this time, not us.” Finally, the reviewers decided that African films are really only useful for their “anthropological” information.
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African Cinema and (Re)Education: Using Recent African Feature Films - Petty, Sheila (Issue, 1992)
Over the past few years the Montreal World Film Festival has continued to increase its programming of films by African directors. The 1991 edition, which ran from August 22-September 2, was certainly no exception. I happened to turn on the television to the French station and caught Société Radio Canada’s “official” review of Laafi by Pierre Yameogo of Burkina Faso. The reviewers, Chantal Jolis and René Homier-Roy, dismissed Yameogo’s portrayal of a current African problem—braindrain—as weak in terms of artistic production. For example, they both agreed that Laafi had too many “monotonous moments.” Homier-Roy, in particular, seemed completely oblivious to the colonizing attitude he displayed when he spoke of how the film illustrated the “petit-nègre” (a phrase I have rarely heard spoken since I left France in 1987) side of Africans. He then proceeded to “legitimize” the comment by shrugging his shoulders and declaring, “It’s the Africans who are showing it this time, not us.” Finally, the reviewers decided that African films are really only useful for their “anthropological” information.
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African Cinema and (Re)Education: Using Recent African Feature Films - Petty, Sheila (Issue, 1992)
Over the past few years the Montreal World Film Festival has continued to increase its programming of films by African directors. The 1991 edition, which ran from August 22-September 2, was certainly no exception. I happened to turn on the television to the French station and caught Société Radio Canada’s “official” review of Laafi by Pierre Yameogo of Burkina Faso. The reviewers, Chantal Jolis and René Homier-Roy, dismissed Yameogo’s portrayal of a current African problem—braindrain—as weak in terms of artistic production. For example, they both agreed that Laafi had too many “monotonous moments.” Homier-Roy, in particular, seemed completely oblivious to the colonizing attitude he displayed when he spoke of how the film illustrated the “petit-nègre” (a phrase I have rarely heard spoken since I left France in 1987) side of Africans. He then proceeded to “legitimize” the comment by shrugging his shoulders and declaring, “It’s the Africans who are showing it this time, not us.” Finally, the reviewers decided that African films are really only useful for their “anthropological” information.
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College Student Personal Growth in Retrospect: A Comparison of African American and White Alumni. - Placier, Peggy (Journal of College Student Development, 1992)
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Distance education at the University of South Africa: the whole dream - Plooy, N. F. du (Computing and control engineering journal, 1992)
‘Don't be afraid to take a big step when one is indicated: one cannot cross a wide chasm in two small hops!’ (attributed to David Lloyd George)
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The distance education situation and CAI at the University of South Africa - Plooy, N. F. du; Villiers, Carina de (Computing and control engineering journal, 1992)
The Department of Computer Science and Information Systems at the University of South Africa (Unisa—a distance teaching university) has, over the years, been struggling with the twin problems of lack of staff and a difficult subject to teach adequately using only the traditional medium (the written or printed word) employed at Unisa. The article describes the rationale for choosing computer-aided instruction (CAI) to address both problems.
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Getting the Job Done Well: African American Students and Catholic Schools - Polite, Vernon C. (Journal of Negro Education, 1992)
African Americans have affiliated with Catholicism and Catholic schools in the United States since the beginning of the colonial era. Records document that some of the earliest African-Caribbean settlers in the colonies professed Catholicism in the very early 1500s (Davis, 1990). One factor which enhanced this relationship during the 18th century was the Code Noir (1724-1803), which prescribed the more liberal treatment of free African Americans, mulattos, and slaves in the French and Spanish Catholic Louisiana Territory. As a result of the Territory's laws, several African American girls were educated at Ursuline Academy in New Orleans in 1727 (McDermott & Hunt, 1991). Two thousand African Americans, freed under Code Noir, migrated to Louisiana following Santo Domingo's slave revolt in 1791 (Williams, 1983). They were generally characterized as wealthy, educated, French-speaking, and Roman Catholic. One of the oldest Catholic schools founded specifically for African American children is St. Augustine's School in Washington, D.C. The school opened in 1858 to provide a Catholic education for the children of freed slaves. Catholic religious communities opened an impressive number of 76 schools for African American children at the turn of the century between 1890 and 1917 (Benson, Yeager, Wood, Guerra, & Manno, 1986). The First Colored Catholic Congress elucidated the purpose and distinction of Catholic schools for African American youths in its 1889 general statement to the assembly:
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Toward vocational and career guidance and counseling of students with mental retardation in Tanzania - Possi, Mwajabu K. (1992)
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Child sexual abuse histories among African-American college students: A preliminary study. - Priest, Ronnie (American Journal of Orthopsychiatry, 1992)
Data from questionnaires completed by 1,040 African-American college students were analyzed for prevalence of child sexual abuse among this population. Rates were found to be similar to those in other studies of both general populations and female college students. Results of the study are discussed and directions for further research suggested.
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Perspectives in medical education and research in Mauritius - Rai, Jagdish (Prosi, 1992)
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The impact of strengthening clinic serkices and community education programs on family planning acceptance in rural Madagascar. Draft. - Rakotomalala, Mirisoa; Rajaonera, S; Razafimanana, A; Miller, Robert; Tapsoba, Placide (1992)
During 1990-1992 the Water and Power Company of Madagascar (JIRAMA) offered family planning services in rural areas of the Central Province. Since the mobile team approach had several weaknesses (e.g. short supply of contraceptives) alternative models were developed and implemented to address the weaknesses in the mobile clinics. An operations research study was conducted to compare the effect of two different levels of intensification (high and medium) with a comparison group of mobile clinics by examining family planning acceptance costs and continuation rates. The high intensity approach consisted of new nurse-midwives training for Ministry of Health (MOH) staff equipment resources for educational programs (particularly mothers clubs) and monthly supervision. The medium intensity program was essentially the same as the high intensity program without additional nurse-midwives. The high intensity clinics were in Analavory and Miarinarivo. The medium intensity clinics were in Mantasoa and Majakandriana. The high intensity program was most successful at recruiting new acceptors each month. The new acceptor rate for mobile clinics was the same as it was before the new interventions. Both new approaches especially the medium intensity program had lower service delivery costs per new acceptor than the mobile clinics ($4.33 for medium and $5.14 for high vs. $15.75). The contraceptive continuation rate increased in the high and medium intensity clinics particularly in the medium intensity clinics while it fell in the mobile clinics. The unsettled social and political climate in the latter half of 1991 disrupted all program activities and may have contributed to the reduced continuation rate in the mobile program. These findings suggest that JIRAMA should convert its mobile program to a program more like either the medium or high intensity program depending on site resources available and program objectives.
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A planning and training approach for local development in Madang Province, Papua New Guinea - Ramm, Johann-Friedrich (1992)
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Art : the role of the missions in art education in South Africa - Rankin, Elza; Miles, Elizabeth (Africa insight, 1992)
Elizabeth Rankin, Professor of Art History at the University of the Witwatersrand, and Dr Elza Miles analyse the important role played by the missions in educating and training South African artists.
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Implication of charge properties and chemical management in volcanic ash soils from West Cameroon - Ranst, Éric Van; Coninck, F. De; Debaveye, J. (1992)
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Independent Neighborhood Schools: A Framework for the Education of African Americans - Ratteray, Joan Davis (Journal of Negro Education, 1992)
Reforms in American education over the past few decades have been developed with the expressed intention of including all students and encouraging them to become productive citizens in an increasingly technological society that faces challenges in the global community. Most African Americans have embraced the spirit of these reforms, but many ultimately reach the conclusion that mainstream education can never fulfill this promise because it is designed and controlled by another group to serve that group's own cultural, political, and economic interests. People of African descent have been creating their own educational institutions in America for over 200 years. The history of the African American quest for independent education provides a beginning framework for designing a system of quality education that can meet the needs of the masses of African American youth in the 21st century. These African American independent neighborhood schools continue to meet the educational and employment needs of their students. Their success story, with its classical beginnings, embraces the debate over institutional control, parental choice, and the need to develop a solid foundation of basic and advanced academic skills.
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Women and Men in AISA (Association of International Schools in Africa) Schools - A Perspective on Gender and Other Issues - Rees, Ruth (The International Schools Journal, 1992)
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HEALTH ASPECTS OF DIE REPATRIATON OF DISPLACED CIVILIAN POPULATION IN WAR AND DROUGHT-AFFECTED AREAS OF ETHIOPIA - Reta, Tamirat (Ethiopian Journal of Health Development, 1992)
HEALTH ASPECTS OF DIE REPATRIATON OF DISPLACED CIVILIAN POPULATION IN WAR AND DROUGHT-AFFECTED AREAS OF ETHIOPIA
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Nursing student perceptions of public health issues in Ghana. - Rl, Braithwaite; Moore, Farren; Se, Taylor (PubMed, 1992)
This article reports survey results to Ghanaian nursing students' perceptions of public health issues. Their views were ascertained through a questionnaire designed to capture ratings of educational curriculum concerns and perceptions of the importance of public health factors. Both frequency data and chi-square analysis were used to assess the ordinal position of health factors and gender differences, respectively. Chi-square analysis was also done to assess differences by age. Differences between men and women respondents existed on six of 15 health factors (p less than .05) including malaria, heart disease, measles, cancer, malnutrition and car accidents, while differences between age groups were found on two of the 15 factors (violence and cancer). Based on the ascertained student perceptions, current efforts in Ghana suggest that preventive health is an emerging concern to public health officials. As such, Ghanaian nursing students hold perceptions not dissimilar to those of U.S. health professions students.
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The Role of School Regarding AIDS-Contral Based on a south African Model - Rooyen, Linda Van (1992)
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Teaching of science at the University of Mauritius - Rughooputh, S.D.; Ramjuttun, R. (Prosi, 1992)
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Aspects of pollution in False Bay, South Africa (with special reference to subtidal pollution) - Rundgren, Carl David (1992)
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The state/student conflict Zimbabwe - Sachikonye, Lloyd (Southern Africa political and economic monthly, 1992)
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Reading skills and the Yemeni student - Saeed, Aziz Thabit (1992)
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Teaching Ancient Egyptian Civilization in An Elementary School Classroom With An Interdisciplinary Emphasis - Sanderson, Katherine (1992)
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The linguistic repertoire and the learning of English as a foreign language : a case study of high school monolingual and bilingual students in Aleppo City, Syria - Saour, Georges (1992)
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CONSERVATION OF DISTANCE IN AFRICAN CHILDREN FROM RURAL AND URBAN SCHOOLS - SAWYERR, EBUN S. (Perceptual and Motor Skills, 1992)
This paper contains a review of the small literature on the association of rural/urban residence and attainment of distance conservation among African children and an account of a study of the age at which children in Sierra Leone, West Africa, attain conservation. 150 children from the ages of 8 to 18 years, from rural and urban schools, were assigned Piagetian tasks to judge their conservation of distance. Analysis showed that at 11 + years, conservation was observed and that there was no significant difference between the urban sample and the rural one. Several confounds in the data limit conclusions but use of the children's own languages was possible in some experiments.
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Management training in Africa - Schellekens, Lieneke P.J. (1992)
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The School in the Service of Evangelization: The Catholic Educational Impact in Eastern Nigeria, 1886-1950 - Schilling, Donald G.; Omenka, Nicholas Ibeawuchi (International Journal of African Historical Studies, 1992)
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The life & teaching of St. Thomas Aquinas: a guide for the African church today - Schineller, Peter (AFER, 1992)
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Colonial education for African girls in Afrique occidentale francaise : a project for gender reconstruction, 1819-1960 - Schulman, Gwendolyn (1992)
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Teachers’ Struggle: the case of white English‐speaking teachers in South Africa - Shalem, Yael (British Journal of Sociology of Education, 1992)
Abstract This paper reviews and explains the perceptions of a specific group of teachers in South Africa—white English‐speaking teachers. The analysis, based on research conducted during 1986‐1987, investigates the context in which these teachers perceive their subordination and articulate their interests. The discursive approach which is used here poses the notion of white English‐speaking teacher as a construction of social identity which is contingent in the historical sense and is a product of discursive articulation. The article analyses the historical and the material conditions in which the teachers’ work is situated. It explains the nature of the teachers’ perceived subordination and social identity. Finally, the paper offers a short note of conclusion about the implication of this analysis for the possibility of a pluralist notion of teachers’ unity.
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Early childhood education in Kenya, development, status and prospects - Shiundu, John O.; Mwaura, Peter (1992)
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The Nigerian Land Use Act—A Volcanic Eruption or a Slight Tremor? - Sholanke, Oladipo O. (Journal of African Law, 1992)
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
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Afrocentric Transformation and Parental Choice in African American Independent Schools - Shujaa, Mwalimu J. (Journal of Negro Education, 1992)
African American enrollments in private schools are increasing (Benson, 1991). Although the majority of African American students remain in public schools, it is clear that for a growing number of African American families private schooling is viewed as a viable option (Institute for Independent Education, 1990). This trend has deepened scholarly interest in the utilization of private school options by African Americans (see, for example, Slaughter & Johnson, 1988). To discern more clearly how African American parents who have made this critical choice perceive its social and cultural significance, the present study uses Asante's (1980) model of Afrocentric transformation as a framework for analyzing parents' perceptions of African American independent schooling and their expectations of it. It also places the perceived differences in Africancentered expression among African American independent schools into a broader conceptual framework by examining indications of Africancentered preferences among parents whose children are enrolled in them. The intent is thus to facilitate a larger discussion about the influence of identity perspective on the conceptualization of education and its social context.
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Diversifying the secondary school curriculum: The African experience - Sifuna, Daniel N. (International Review of Education, 1992)
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An analysis of the guidance and counseling program in selected Kenyan secondary schools - Sindabi, A.M. (1992)
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Report on Primary Education in Malawi, Nov/Dec 1992 - Smith, RL; Garrett, RM; Johnson, DF; Isaac, Joseph A (1992)
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We can even feel that we are poor, but we have a strong and rich spirit : learning from the lives and organization of the women of Tira Chapeu, Cape Verde - Solomon, Marla (1992)
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Agropedoclimatic characterization of drought in Burkina Faso and a study of the current adaptability of the sorghum growth cycles. - Somé, Léopold (1992)
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Responses to the Education Crisis in South Africa. - Soudien, Crain (1992)
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Africanity theory and the new student in nursing. - Sp, Davis (The journal of the Association of Black Nursing Faculty in Higher Education, 1992)
Recognition and acceptance of Africanity theory in schools of nursing curricular has been presented as one strategy to address the needs of the student in general and the ethnic minority student in particular. It was postulated that acceptance of the legitimacy of African-American culture would facilitate the recognition of the unique attributes of other sub cultures. Factors such as the (a) prevailing nursing shortage and (b) the changing applicant pool demand that nursing develop and incorporate innovative approaches to attract and retain the student in nursing. Are we as a profession ready for the new students? It's either now or ...
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A child-care open learning programme in Uganda - Sparrow, Jane (Development in Practice, 1992)
These Notes provide a brief report of the early stages of a project providing open and distance training to people working with children in residential-care institutions; the Child Care Open Learning Programme in Uganda, developed by the Ministry of Labour and Social Welfare and Save the Children Fund (UK). The author discusses the outcomes and lessons learned. The Programme demonstrates that distance learning can be a cost-effective way of building skills among those traditionally disadvantaged in this respect, and hence improve child-care. This article is hosted by our co-publisher Taylor & Francis.
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Development and Ecological Learning Processes in Africa - Steenkamp, Conrad (Africanus, 1992)
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Sr, Nd and Pb isotopic compositions of calc-alkaline and peralkaline silicic volcanics from the D'Entrecasteaux Islands, Papua New Guinea, and their tectonic significance - Stolz, A. J.; Davies, G.R.; Crawford, Anthony J.; Smith, I. E. (Mineralogy and Petrology, 1992)
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Agricultural mechanisation in the Gambia: drought, donkeys and minimum tillage - Sumberg, James; Gilbert, Elon (1992)
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Gender Inequalities in the Teaching Staff of Boys' and Girls' Secondary Schools in Tanzania: A Comparative Study - Swilla, Imani N. (Eastern Africa Social Science Research Review, 1992)
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Education, Infrastructure and Instability in East African Agriculture: A Comment - Tambe, Alfred P.; MacKenzie, John M. (The Journal of African Development, 1992)
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The Development of Higher Education and Social Change: An Ethiopian Experience - Tareke, Gebru; Wagaw, Teshome G. (International Journal of African Historical Studies, 1992)
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Botswana: Education, Culture and Politics - Taylor, Donald C. (African Affairs, 1992)
Journal Article Botswana: Education, Culture and Politics Get access Botswana: Education, Culture and Politics, edited by Kenneth King. Centre of African Studies, University of Edinburgh, Edinburgh, 1990. viii + 284pp. £10.00 paperback DONALD C. TAYLOR DONALD C. TAYLOR University of Manchester Search for other works by this author on: Oxford Academic Google Scholar African Affairs, Volume 91, Issue 362, January 1992, Pages 153–155, https://doi.org/10.1093/afraf/91.362.153 Published: 01 January 1992
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Motivating African American Middle School Boys toward Excellence through High Interest and Activity Africentric Lessons. - Thompson, Bernida (1992)
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Playing for keeps : a recruitment and retention program for African-American students - Tillman, Charles A. (1992)
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Education for self-reliance in Lesotho 1974-1990 - Tjabane, Masebala (1992)
A research report submitted to the faculty of Education, University of the Witwatersrand, Johannesburg, in partial fulfilment of the degree of Master of Education
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The Role of EFL Teacher Training at West Bank Universities - Tushyeh*, Hanna Y. (An-Najah University Journal for Research - B (Humanities), 1992)
This paper examines the role of the English departments at the Palestinian Universities in the preparation and the qualification of teachers of English as a foreign language. The researcher first discusses the objectives of the English departments at these universities. He then scrutinizes the programs of the English departments at the following Palestinian universities: An-Najah National University, Bir Zeit University, the Women's College for Arts, Jerusalem, Bethlehem University Hebron University, and Gaza Islamic University highlighting points of similarity and contrast in these programs and evaluating these programs by focusing on positive as well as negative aspects of these programs. In this connection, the researcher clarifies the important role of the Education departments at Palestinian universities. The researcher also discusses different problems facing the English departments at the Palestinian universities which limit their effectiveness in the preparation and qualification of teachers of English. Finally, the researcher offers some suggestions and recommendations for improving the present programs of the English departments at the Palestinian universities in the preparation and qualification of teachers of English as a foreign language. يتناول هذا البحث دور أقسام اللغة الإنجليزية في الجامعات الفلسطينية في إعداد وتأهيل مدرسي اللغة الإنجليزية كلغة أجنبية. ويناقش الكاتب أهداف أقسام اللغة الإنجليزية في هذه الجامعات، ثم يستعرض الكاتب البرامج الدراسية لأقسام اللغة الإنجليزية في الجامعات الفلسطينية التالية: النجاح الوطنية، بيرزيت، الآداب للبنات/القدس، بيت لحم، الخليل، وغزة مبينا نقاط التشابه والاختلاف في هذه البرامج الدراسية. ثم يقوّم الكاتب هذه البرامج مظهرا النواحي الايجابية والسلبية فيها وموضحا الدور الهام لأقسام التربية في الجامعات الفلسطينية هذا الصدد. ويناقش الكاتب أيضا مختلف الصعوبات التي تواجه أقسام اللغة الإنجليزية في الجامعات الفلسطينية وتحد من فاعليتها في إعداد وتأهيل مدرسي اللغة الإنجليزية. وأخيرا يطرح الكاتب بعض المقترحات والتواصي لتحسين البرامج الحالية في أقسام اللغة الإنجليزية في الجامعات الفلسطينية لإعداد وتأهيل مدرسي اللغة الإنجليزية كلغة أجنبية.
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Science, Education and Development in Sub-Saharan Africa - Ugbor, Kezie O.; Zymelman, Manuel (Canadian Journal of African Studies, 1992)
Economic development of Sub-Saharan Africa (SSA) depends to a large extent on the ability of SSAn societies to introduce technical change, which in turn is the result of a confluence of many factor: scientific and technical knowledge, management, institutions, and propier economic and social environment. This paper deals only with one aspect of technical change in SSA: the production of scientific and technical knowledge. Part I presents a quantitative view of the scientific output in SSA based on data from the Science Citation Index that provides information on scientific publications and citations by field and by country. Sirnce universities are the focus of scientific research and training in SSA, Part II analyzes enrollments and outputs of universities in SSA in the area of science and engineering to ascertain their future role in fostering science and engineering. Any increase in the quantity and quality of universiLty outputs in science and engineering will require the upgrade of the level of scientific and mathematics knowledge of the pool of entrants to higher education. Part III presents a picture of science education in secondary schools in a selected number of countries in SSA based on answers to a specially designed questionnaire. Part IV formulates a strategy for science and education in SSA and the possible role the World Bank in this strategy.
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Dental caries in primary school children in Nairobi, Kenya. Acta Odontol Scand. 1992 Oct;50(5):269-72. - Valderhaug, J; Ng’ang’a, P M (1992)
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A review of South African research on volcanic rocks and mantle processes, 1987-1991 - Verwoerd, Wilhelm (1992)
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Educational rights : the interim report of the South African Law Commission and the future of education - Villiers, Bertus De (1992)
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Objective teacher evaluation and democracy in a changing South Africa - Waghid, Yusef (1992)
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Comparison of Two Condom Education Approaches for Prostitutes in Jinja District, Uganda - Waibale, Paul; Boniface, Ndikom Obed (1992)
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Upcoming projects in collaboration with private schools association of Kenya Factors that influences enrollment in private schools. A case study of Mweiga Division - Wambui, Gichuhi (1992)
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Physical education in Kenyan secondary schools. - Wamukoya, E. E. K.; Hardman, Ken (The British Journal of Physical Education, 1992)
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Developing Policy and Implementing Change in Higher Education in Kenya . - Wandiga, SO (1992)
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Electoral process in Kenya : a citizen's manual : education for participatory democracy - Wanjohi, N. Gatheru; Democracy, Education for Participatory (1992)
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Drought impact and household response in East and West Africa - Webb, Patrick; Reardon, Thomas (1992)
Progress has been made during the 1980s in understanding the causes of famine and the public action required to prevent it (8; 30). It is now recognized that famines arise from a complex interaction of supply, distribution, and demand factors, not just from disruption of local supplies due to drought. Yet. this conceptual reorientation does not diminish the key role of drought as a trigger for famine. In 1990/91, droughts reduced harvests in most countries bordering the Sahara, contributing to food output shortfalls for 19 million people (9: 10). In 1992. drought again reduced food supplies in much of the region.
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Production led training in Papua New Guinea: the case of New Ireland - Weeks, Sheldon G. (1992)
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Accounting Education in a Changing South Africa: The Challenges of the Future - Weil, Sidney; Molteno, David B.L. (1992)
This chapter discusses the changing accounting education in South Africa. It is a country in the process of economic development, with increasing manpower needs, especially in respect of skilled and semi-skilled labor. In this scenario of a rapidly changing South Africa, the implications for education are profound. This is also true of accounting education, particularly as black student numbers in accounting have increased considerably in recent years. The accounting profession in South Africa has recognized the changes taking place and consequently, recent years have seen the birth of several organizations, which are addressing some of the issues involved. The development of accounting in South Africa has closely followed the growth of the profession in Great Britain. Until 1950, the profession functioned as a loose federation of four provincial bodies, under the aegis of the National Council of Chartered Accountants. In 1980, the South African Institute of Chartered Accountants (SAICA) was established, replacing the National Council. The institute serves as a coordinating body of the four regional societies, looking after the interests of its members, who comprise all chartered accountants in South Africa, not merely those in public practice. If the profession is to continue to grow and to thrive and prosper, it must address the changing needs of South Africa; socioeconomic, political, and educational. This will involve considerable change in the profession, both attitudinal and structural.
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Differential Vulnerability to Severe Agricultural Drought in Zimbabwe - Weiner, Daniel; Murphy, Marilyn (1992)
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UNIVERSITY STUDENTS' FELT ALIENATION AND THEIR ATTITUDES TOWARD AFRICAN-AMERICANS, WOMEN AND HOMOSEXUALS - Wells, Joel W. (Psychological Reports, 1992)
177 respondents attending a midwestern state university reported greater alienation from the wider society when they held more positive attitudes than negative ones toward women and homosexuals. Alienation and attitudes toward African-Americans, women, and homosexuals were not influenced by gender or religiosity.
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Higher education in Botswana for 2010 - West, Jovan (Computing and control engineering journal, 1992)
Engineering designers are accustomed to the idea that although it would often be better to start again from scratch than to keep on modifying and altering a system, the economic and practical pressures force one to continue to do so. Higher education is no exception, with the institutions growing and evolving with changing needs and responding to the different demands made on them by Government.
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Factors That Contribute to Learning Difference among African American and Caucasian Students. - White, Stephen E. (1992)
This report examines the learning styles of Caucasian and African-American students. While research supports the claim that low academic achievement is prevalent in the minority community, there is no consensus regarding the causes. There are two schools or thought that involve (1) the cognitive deficit or genetic cause, and (2) the cultural deprivation theory related to cultural poverty. Research shows that middle -class Caucasian students perform better in school than middle-class African Americans. It also shows that students who are field independent, which is the modality of teachers, receive higher grades. Most African-American students are field dependent. Fiald-independent learning reflects academic curricula, academic achievement, and testing. The evidence shows that Blacks are primarily auditory and tactile rather than visual and that, unfortunately, enormous amounts of information are transferred visually in American society. The prime processing mode for Blacks is kinesthetic, which is substantiated by African Americans' high motoric capability. Finally, the paper suggests that because Blacks aye extraverted, preferring action and personal involvement, black students need affective material, warm and supportive teachers free of racism, and a proactive learning environment to experience scholastic success. An appendix includes information about Blacks' relations t, educational materials, certifying knowledge, and turn taking. (Contains 11 references.) (GLR) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made from the original document. * *********************************************************************** Factors That Contribute to Learning Difference Among African American and Caucasian Students. U.S. DEPARTMENT OF EDUCATION ()thee of Educahonst Research and Improvement EOU TIONAL RESOURCES INFORMATION CENTER (ERIC) 1ms document has been repucd aon owed from the person or org rod aniezatt originating d 0 Minor changes have been made to anprove reproduchon aualty Points 01 we*, or ogruonS Slated m this docu. I ment (so not necessanly represent offiCIII OE RI poseton or policy Stephen Earl White
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A study of teacher attitudes as related to teacher practices at primary school level in South Africa - Wildsmith, Rosemary (1992)
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The 1850 Harvard Medical School dispute and the admission of African American students. - Wilkinson, Doris Y. (PubMed, 1992)
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Facing the Storm: Portraits of Black Lives in South Africa - Willan, Brian; Keegan, Tim (International Journal of African Historical Studies, 1992)
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Letter to the Editor: Higher education in Botswana - Wilmshurst, T.J. (1992)
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Teaching Human Rights in Nigerian Schools: A Multimedia Approach. - Wilson, D. Reece (Social Education, 1992)
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From the chisel to the classroom: a comment on some aspects of art education in Zimbabwe - Winter-Irving, Celia (1992)
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Causes of blindness in children in the blind schools of Ethiopia. - Wolde-Gebriel, Zewdie; Gebru, Hirut Teame; West, C.E. (PubMed, 1992)
A total of 721 children in the six schools for the blind in Ethiopia were studied. In 1988-1989 histories were taken to ascertain the predisposing factors and ophthalmological examinations and records were used to determine the causes of blindness. Ninety-five per cent of those examined had bilateral blindness, 12% did not know how they had become blind and, of those who provided information on how they became blind, 21% knew that they were born blind, 30% implicated measles as being responsible, and 13% implicated 'mitch' which is an Amharic term used to describe a very wide range of nonspecific and vague illnesses of which measles probably constitutes a significant proportion. Seventy per cent of the blindness was due to either corneal opacity or phthisis bulbi. Of those with non-congenital bilateral corneal opacity or phthisis bulbi, 40% were preceded by measles and 17% by mitch. A study of 66 adults in the handicraft and skill-training centres attached to the blind schools indicated that the principal predisposing factors of blindness were mitch (30%), smallpox (15%), cataract (12%), and traditional eye medicine (11%). Seventy percent had corneal scars of phthisis bulbi and 14% cataract.
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Geochronology and distribution of silicic volcanic rocks of Plio-Pleistocene age from the central sector of the Main Ethiopian Rift - WoldeGabriel, Giday; Walter, Robert C.; Aronson, James L.; Hart, William K. (Quaternary International, 1992)
Plio-Pleistocene silicic volcanoes, calderas, and their eruptive products are common throughout the Main Ethiopian Rift (MER). A compllation of KAr and 40Ar39Ar dating results for the central sector of the MER demonstrate that the most voluminous and widespread ignimbrites of this region are Pliocene in age, between 4.2 and 3.5 Ma. These units occur in and around: (1) The Awasa and Wagebeta calderas, (2) the Guraghe and Munesa escarpments, where a major buried caldera is believed to occur in the adjacent rift floor, (3) the Addis Ababa-Nazret area, and (4) the foothills and shoulders of the northern sector of the Main Ethiopian Rift. The older units are overlain by less volumious and in most cases, rift-bound late Pliocene and Pleistocene pyroclastic rocks. The Pliocene ignimbrites in this area are likely to be the near-source equivalents of widespread a ash-fall units associated with fossil hominid deposits of the Turkana and Afar sedimentary basins.
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Teaching television literacy in South African secondary schools - Woodward, Robert (1992)
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Efforts made towards the realisation of conservation through a regional nature club in an Ethiopian high school - Workneh, E; Damtew, T (Walia, 1992)
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"Good" Teaching in Context: Factors Contributing to Perceived Effectiveness and Ineffectiveness of Primary Teachers in Botswana. - Yoder, John H. (1992)
It is hypothesized that the educational, cultural, and historical context in which education takes place, especially in a developing country, will result in a particular view of teaching effectiveness. This study, conducted at the University of Botswana, sought to identify classes of teacher characteristics that were considered to be contributors toward the perceived effectiveness or ineffectiveness of primary school teachers. Questionnaires elicited information from experienced primary teachers regarding characteristics of specific teachers who had taught them in primary school. In addition to demographic characteristics, 14 different teacher characteristics in one of three classes of variables (personality/relationship, instruction, or class management) were rank ordered in terms of their contribution to the perceived effectiveness or ineffectiveness of the identified teachers. Results suggest that instructional characteristics of teachers contribute more to perceived teaching effectiveness (but not necessarily ineffectiveness) than do personality or relationship characteristics. It is argued that the context in which teaching takes place (including especially the tacit purpose of education) colors the ways in which persons within that setting understand and evaluate teaching and learning and that attempts to improve teaching in developing countries must begin with an understanding of such perceptions and the context from which they have arisen. (Contains 34 references.) (LL) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** Good Teaching in Context: Factors Contributing to Perceived Effectiveness and Ineffectiveness of Primary Teachers in Botswana
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In Search of Good Teaching: Perceptions of Teachers in Botswana. - Yoder, John H. (1992)
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Drought impact monitoring system in Zambia : report of a pilot survey in Kalomo, Luangwa and Senanga Districts - Zambia, Unicef; Netherlands (1992)
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THE NOMINAL GROUP PROCESS IN THE IDENTIFICATION OF THE HEALTH INTEREST OF ETHIOPIAN SECONDARY SCHOOL STUDENTS - Zein, Zein Ahmed (Ethiopian Journal of Health Development, 1992)
ABSTRACT: The health interest of 114 Ethiopian students and 28 teachers in a secondary school in an Ethiopian town was studied by nominal group process. Accordingly, the leading topics of interest to the students were mental health, endemic infectious diseases, sexually transmitted diseases, skin diseases and cancer. Contrary to their pupils, teachers ranked liver diseases and endemic infectious diseases as their priority of health interest, but ranked mental health lowest. Gender differences in the choice of health topics were apparent among the students. To a certain extent, the health concerns of the students reflect the health problems prevalent in their community. As a technique, the study confirms the utility of the nominal group process institutions where simple and rapid methods of identification of health interest are sought.
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Piezo-electric Middle Ear Implant Hearing Aid Experimental Model In Guinea-pig - Zennaro; Dumon; Erre; Guillaume; Aran, Oya (Proceedings of the Annual International Conference of the IEEE Engineering in Medicine and Biology Society, 1992)
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Intermediate Level Environmental Education in Sudan: A Proposal for a New Program. - Zubeir, Z. El (International Journal of Environmental Education and Information, 1992)
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The Important Role of Manpower Planning, Education and Training in the Economic Development of Libya - Zubi, Ramadam Yousif (Libyan Studies, 1992)
Abstract Libya has enjoyed a considerable growth of its national economy since its crude oil was produced and exported in the early 1960s and Libyan society has achieved a higher standard of living than in the 1950s. But despite the increasing and rapid expansion in the education system, the rising figures for enrolment and well-equipped buildings, the country still suffers from acute shortages of the well-qualified and skilled human resources that should meet the country's socio-economic development and transformation plans, and run the increased number of large industrial establishments like the oil industry, where a large number of foreign personnel still occupy core functions. This paper shows that a number of practical and theoretical problems are responsible for inaccurate manpower planning, and also for the retardation of the development of Libya's manpower education and training, needed to ensure the country had the necessary well-qualified personnel who would perform their employment duties properly in order that the country achieves its planned socio-economic development targets. For real control of Libya's natural resources, mainly oil and gas, the paper calls for urgent action to be taken for a well-planned and properly executed Libyanisation policy and more effective use of the most necessary non-Libyan personnel. It outlines the scientific and practical factors needed to improve labour productivity, describes the procedure and methodology of manpower forecasting currently in use, and calls for action to correct its deficiencies. The paper also attempts to point out the major role that the university and other educational institutions have to play in the education and training of the country's people. It also suggests that more effort should be made to link and involve the educational institutions, and the university in particular, with the industrial and other economic sectors in the country. Also required is a variety of good services which can be employed in consultative work and collaborative involvement, based on a thorough understanding of the requirements both of industry and the university as a consultative and research centre, in addition to its educational functions. These and other aspects are fully discussed and a call is made for better planned and strategic reform of the education and training systems in Libya, so that the country can truly adjust to changes in its students and the workforce.
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Geophysical study on the hotspot volcanoes in the African Continent - 浜口, 博之 (1992)
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＜Reviews＞Language in Education in Africa : A Tanzanian Perspective - 竹村, 景子 (1992)
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FORMULATING AND IMPLEMENTING A POLLUTION CONTROL STRATEGY TO COPE WITH FIRST AND THIRD WORLD POLLUTION IN AFRICA (1991)
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Using the ethnography of African-American communications in teaching composition to bidialectal students (1991)
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Using the ethnography of African-American communications in teaching composition to bidialectal students (1991)
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Economic development of the livestock industry in the subsistence agricultural environments of southern and eastern Africa: Drought, livestock numbers, human population growth and animal diseases - McCulloch, B. (Journal of the South African Veterinary Association, 1991)
No abstract available.
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Classroom verbal behaviour of teacher trainees in Ethiopia in relation to their intelligence self concept and attitude towards teaching - Mekuria, Tassew Zewdie (1991)
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Perceptions of high school teachers students parents and educational administrators regarding the principles practices and procedure of curriculum development programmes for high schools in Nairobi Kenya - Mlanga, Omolo; Titus, Andrew (1991)
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The more important sources of air pollution in the Republic of South Africa and the most recent control policies adopted by the authorities - Grange, G.H. (Clean air journal, 1991)
The main sources of air pollution in South Africa are described together with the basic reasons fro their occurance. Also is the policy adopted by the authorities to maintain air pollution in the R.S.A as levels considered safe for mean and the environment bring mind the best practicable means philosophy of the air pollution legislation which was promulgated some 25 years ago and the need to see that a delicate balance is maintained between what is essential fo ra safe and healthy environment and what can be afforded in a developing country with a fast growing population
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Directory of African American religious bodies: a compendium by the Howard University School of Divinity (Choice Reviews Online, 1991)
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The Education of African-Americans (Choice Reviews Online, 1991)
Preface Historical Perspective The Civil Rights Movement and Educational Change by Meyer Weinberg The Social and Historical Context: A Case Study of Philanthropic Assistance by Charles V. Willie Elementary and Secondary Education and Desegregation School Desegregation Since Gunnar Myrdal's American Dilemma by Robert A. Dentler The Future of School Desegregation by Charles V. Willie School Improvement Meeting the Needs of Black Children in Public Schools: A School Reform Challenge by James P. Comer and Norris M. Haynes School Improvement Among Blacks: Implications for Excellence and Equity by Faustine Jones-Wilson Counseling and Guidance of Black and Other Minority Children in Public Schools by Charles E. Flowers Postsecondary Education Blacks in College by Antoine M. Garibaldi The Road Taken: Minorities and Proprietary Schools by Robert Rothman Graduate and Professional Education for Blacks by James E. Blackwell Systemwide Title VI Regulation of Higher Education, 1968-88: Implications for Increased Minority Participation by John B. Williams Special Issues Black Participation and Performance in Science, Mathematics, and Technical Education by Willie Pearson, Jr. Social Studies, Ethnic Diversity, and Social Change by James A. Banks Abating the Shortage of Black Teachers by Antoine M. Garibaldi The Field and Function of Black Studies by James B. Stewart The Role of the University in Racial Violence on Campus by Wornie L. Reed Summary and Recommendations by Charles V. Willie Appendix: Status of African-Americans Project Study Group Index
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The Effect of Academic Advising and Demographic Variables on the Perceived Relevance of Graduate Education for Agriculturalists from Tanzania and Malawi. - Aagard, Steven D. (1991)
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Experience with WHO-recommended multidrug therapy (MDT) for multibacillary (MB) leprosy patients in the leprosy control program of the All Africa Leprosy and Rehabilitation Training Center in Ethiopia: appraisal of the recommended duration of MDT for MB patients. - Becx-Bleumink, M (PubMed, 1991)
During 1981 a World Health Organization Study Group recommended that multibacillary (MB) leprosy patients should be given multidrug therapy (MDT) for at least 2 years and, wherever possible, until skin-smear negativity. This paper reports on the experience with MDT for MB patients under routine field conditions in the leprosy control program of the All Africa Leprosy and Rehabilitation Training Center (ALERT) in the Shoa Region of Ethiopia. The period of MDT to reach skin-smear negativity was evaluated for 348 new MB patients. Only 31.6% of these patients could be released after 26 four-weekly doses of MDT, and 19.8% needed over 5 years of MDT. The average period of MDT to reach skin-smear negativity was estimated at about 4 years. Of 3343 patients of cohorts which, almost exclusively, consisted of patients treated with dapsone before MDT, 72.8% were released after 26 four-weekly doses of MDT; whereas of 712 patients of cohorts which mainly included new patients, only 23.5% were released. It was estimated that if MDT would be stopped, regardless of skin-smear results, after 26 four-weekly doses of the drugs collected within a period of 3 years, about 80% of the patients would complete treatment. The operational problems with continuation of MDT until skin-smear negativity are discussed. Although as yet it has not been proven by study results that after 2 years of MDT the relapse rate will be low, the available knowledge indicates that this is likely to be the case. Based on a) probability, b) the finding that 2 years of MDT can be maintained in the majority of the patients, and c) the operational difficulties with the continuation of MDT until skin-smear negativity, it is recommended that MDT should be limited to 2 years. MDT of limited and fixed duration will facilitate the implementation and expansion of the treatment in parts of the world where most patients are not yet benefitting from this treatment.
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[Epidemiological and clinical aspects of gout in equatorial Africa. Apropos of 60 cases followed in the Department of Rheumatology of the Teaching Hospital Center in Brazzaville]. - Bileckot, R; Ntsiba, H; Ja, Mbongo; Ev, Sigamong; Masson, Cécile; Brégeon, C. (PubMed, 1991)
Between December 15, 1988 and November 30, 1990, the application of Rome and New York criteria enabled the diagnosis of 60 cases of gout among patients with arthritis or hyperuricemia seen as out-patients or hospitalised in the Department of Rheumatology of the Brazzavile T.H.G. There were 57 men and 3 women, with a mean age of 51. Gout is the primary form of inflammatory arthropathy in adults in the Congo. Affecting all socio-professional groups, it is diversely associated with obesity, alcoholism, hypertension and diabetes. Initial involvement affects the big toe. Oligo and polyarticular forms predominate because of the absence or delay in specific treatment. This series included 30 per cent of cases of chronic gout. Evidence of renal impairment was found in one third of patients. However, urate lithiasis was absent. Tophi were found preferentially over the elbows. Sickle cell disease was responsible for one case of tophaceous gout. In contrast with the results of studies undertaken before the 1980s, gout is seen to be a common condition in equatorial Africa.
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Aeromonas species in stabilization ponds in the arid region of Marrakesh, Morocco, and relation to fecal-pollution and climatic factors - Boussaid, Abdellatif; Baleux, B.; Hassani, Lahcen; Lesné, Jean (Microbial Ecology, 1991)
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Collaborative Education regarding Prevention of Human Immunodeficiency Virus Transmission in Healthcare Settings-Ghana - Cronin, Wendy A.; Antwi, Phyllis; Larson, Elaine (Infection Control and Hospital Epidemiology, 1991)
This study examined healthcare settings in Ghana in order to evaluate the effectiveness of a collaborative and participatory approach to professional training to reduce the risk of human immunodeficiency virus (HIV) transmission. 2 workshops each lasting 5 days were conducted for high-level nurse educators and leaders who could contribute to national policy development. A combination of didactics skill development sessions field experiences and development of draft national guidelines and curriculum were used. The outcomes evaluated were the pre-to-post training changes in HIV knowledge and attitudes as well as changes in practice within selected healthcare settings. 1-month follow-up visits (times not specified to participants) were used to evaluate these outcomes. At post-test significantly fewer participants thought that HIV was transmitted by saliva sweat or tears (Chi square p < .0001) and significantly fewer reported hesitation to care for an HIV-infected patient because of lack of understanding concerning mode of transmission or because of lack of supplies such as gloves (Chi square p < .01). In field observations there was an overall 42% improvement in specific infection control practices. A collaborative and participatory approach to training can result in significant changes in infection control practices even in those settings with limited resources. (authors modified)
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Collaborative Education regarding Prevention of Human Immunodeficiency Virus Transmission in Healthcare Settings-Ghana - Cronin, Wendy A.; Antwi, Phyllis; Larson, Elaine (Infection Control and Hospital Epidemiology, 1991)
To evaluate the effectiveness of a collaborative and participatory approach to professional training to reduce the risk of human immunodeficiency virus (HIV) transmission.Healthcare settings in Ghana.Two 5-day workshops were conducted for high-level nurse educators and leaders who could contribute to national policy development. A combination of didactics, skill development sessions, field experiences, and development of draft national guidelines and curriculum were used. Outcomes evaluated were pre-to-post training changes in HIV knowledge and attitudes and changes in practice within selected healthcare settings. One-month follow-up visits (times not specified to participants) were used to evaluate outcomes.At post-test, significantly fewer participants thought HIV was transmitted by saliva, sweat, or tears (chi square, p less than .0001), and significantly fewer reported hesitation to care for an HIV-infected patient because of lack of understanding about mode of transmission or because of lack of supplies, such as gloves (chi square, p less than .01). In field observations, there was an overall 42% improvement in specific infection control practices.A collaborative and participatory approach to training can result in significant changes in infection control practices, even in settings with limited resources.
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