Towards Behavioral Approaches to Library Practice: A Model for Integrating Social Skills Training in Nigerian Library School Curricula. - Agada, John (1997)
Studies indicate that many librarians, including Nigerian librarians, lack strong communication and social skills. The introduction of behavioral science courses in the curriculum of Nigerian library schools is recommended as a remedy. Besides, these courses would enhance the client–centered approach to Nigerian library practice. This article describes the author’s use of cooperative learning strategies to enhance students’ perceptions of the social nature of learning, information seeking, and use. The experience of the author suggests that these strategies could be integrated into library school curricula with positive gains in students’ cognitive and social skills.
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Networking for Environmental Disaster Management: The case of Drought in Kenya - Agwata, Jones F. (1997)
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Home Language Instruction for Moroccan and Turkish Children in Primary and Secondary Education - Aissati, A. El; Heer-Dehue, J. de (1997)
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The African Experience with Higher Education - Ajayi, J. F. Ade; Goma, Lameck K. H.; Johnson, Ampah G. (International Journal of African Historical Studies, 1997)
Antecedents - before 1900 colonialism and higher education decolonization and higher education 1945-60 the politics of independence and higher education 1960-70 the association of African universities higher education and African development 1970s and 1980s issues and problems of the 1990s towards the 21st century the mission of the university reviewed new expectations and reorientations the outreach.
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Teachers and national development in Uganda - Akankwasa, R.R. (1997)
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The use of indigenous Kenyan children's songs for the development of a music curriculum and pedagogy for the primary school in Kenya - Akuno, EA (1997)
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The use of indigenous Kenyan children's songs for the development of a primary school music curriculum for Kenya - Akuno, Emily Achieng’ (1997)
Music education in Kenya has been characterised by the teaching of Western musical literacy and a curriculum content with a Western classical bias. To date, few students graduate with sufficient music making skills, and even less pursue training at higher levels. The research aimed to formulate a learning programme that would make music education successful for Kenyans, through a curriculum content and pedagogy that would promote Kenya's cultural heritage while ensuring pupils' development of musical knowledge and skills. Firstly, an analytical survey of past and current music teaching practices in Kenya revealed the deficiencies in the music education programmes. Secondly, a critique of the Kodaly, Curwen, Eurythmics, Orff and Music in the National Curriculum (England) programmes identified the elements that contribute to their success. These were evaluated for their suitability to Kenya's educational environment. Field trials with Kenyan pupils used musical elements derived from indigenous Kenyan children's songs to teach musical concepts and skills. The collection of indigenous Kenyan children's songs involved recording live children's performances and iterviews with adults. Transcribing the songs using staff notation facilitated a rhythmic and melodic analysis, while a study of the texts gave insight into the songs' cultural functions. The musical elements characteristic of these songs were used to design the Rhythm-Interval Approach (RIA), a music teaching programme focusing on the use of rhythm and interval to teach musical concepts and skills. The study resulted in the postulation of the elemental theory of music; aesthetic functionalism as a culture-sensitive view of African music; the Rhythm-Interval curriculum model; and a primary school music curriculum based on indigenous Kenyan children's songs.
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Continuous assessment in post-secondary teacher training in Ghana: a case study evaluation - Akyeampong, Kwame (1997)
The importance of and preference for assessing learning outcomes using a variety of assessment techniques and containing data from many sources, rather than the sole dependence on the one-shot examination, has long been recognised worldwide. This has led to major assessment policy changes in both developed and developing countries. In Ghana, this change has led to the introduction of continuous assessment at all levels of secondary schooling and post-secondary teacher training, to operate in parallel with external examinations. Although in Ghana evaluation studies of continuous assessment have been conducted for the secondary school level, none has so far been done for the post-secondary teacher training level. The purpose of this research was therefore, to examine the nature and scope of activities and problems that have to do with the practice of continuous assessment at the postsecondary teacher training level in Ghana. The research also examined the training and guidance provided for those undertaking continuous assessment, and the impact of the new assessments upon teaching and learning. A qualitative case study was conducted in three selected training colleges from the months, February to March of 1996 and January of 1997. The selected colleges were considered to be a fair representation of the teacher training college system in Ghana. The field research also included interviews with key officials associated with the postsecondary teacher training system. Findings from the multi-site case study evidence were presented and analysed for their significance. The findings of the research suggest that, many problems continue to threaten the benefits derivable from using continuous assessment in assessing students in the training colleges. The key findings that emerged as significant includes: operational and structural conditions in the colleges, professional support systems for tutors to carry out continuous assessment, tutor competency in assessment and considerations rooted in the values and beliefs of tutors about assessment which define their assessment culture and agenda. Evidence from those findings was then used as a basis for conclusions about improving continuous assessment in post-secondary teacher training, in Ghana. Recommendations for policy implementation and potential areas for further research were also made.
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Attitudes and motivation of Yemeni secondary school students and English language learning - Al-Sohbani, Yehia Ahmed Y. (1997)
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Flood and drought: application to the Senegal River management. - Albergel, Jean; J-C, Bader; J-P, Lamagat (1997)
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Estimation of evapotranspiration in Libya under the impact of plausible global climate change - Ali, Amjad (Geographia Polonica, 1997)
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Education Language Policy and Bilingual Education: The Impact of French Language Policy in Primary Education in Niger - Alidou, Hassana (1997)
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Morbidity and disability in elderly Zimbabweans - Allain, Theresa J.; Wilson, Adrian O.; Gomo, Zvenyika A. R.; Mushangi, E.; Senzanje, B.; Adamchak, Donald J.; Matenga, J. A. (Age and Ageing, 1997)
the population aged over 60 years in Zimbabwe is expanding. Despite the likely increased demand on medical services that this will bring, little is known about the health needs of this elderly population.to record the prevalence of disability (impairment of activities of daily living), subjective morbidity (symptoms), the social circumstances and the utilization of health services in a group of elderly Zimbabweans.cross-sectional community survey.a remote rural area in North Eastern Zimbabwe and two urban townships located approximately 80 km from Harare.278 subjects (154 women, 174 rural), aged > 60 years (range 60-92) living at home.subjects were selected by random cluster sampling. They were assessed in a structured interview and underwent physical examination including visual acuity, inspection for cataracts and assessment of mobility.less than 4% experienced difficulty with self-maintenance activities of daily living, but 30% had difficulty with instrumental activities. The former were all visually impaired and both visual and mobility problems contributed to the latter. Elderly people experienced many symptoms but had inadequate access to health services and used medication infrequently. Subjects were mainly self-sufficient for financial income and 60% still worked. They had declining resources with age and received little help from the social welfare department. Their health and functional abilities deteriorated with age but it was older subjects who had most difficulty getting to the clinic. Simple measures such as cataract surgery and analgesics were available only to the minority or not at all.this study highlights problem areas where simple, low-cost measures could make a difference to the morbidity and disability of elderly Zimbabweans.
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Report on an assessment of the impacts of frost and drought in Papua New Guinea - Phase 2. - Allen, Brian K.; Bourke, R. Michael; Burton, J. W.; Flew, Sarah; Gaupu, B.; Heai, S.; Igua, P.; Ivahupa, S.; Kanua, M. B.; Kokoa, P.; Lillicrap, S.; Gou, Ling; et al. (1997)
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Estimation of Evapotranspiration in Libya under the Impact of Plausible Global Climate Change - Almabruk, Ali A. (Geographia Polonia, 1997)
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Management structure in the European Union and South African Higher Education Systems: the portuguese case - Amaral, Alberto; Magalhães, António M.; Teixeira, Pedro J. (1997)
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URINARY SCHISTOSOMIASIS AMONG SCHOOL CHILDREN IN NIGERIA: CONSEQUENCES OF INDIGENOUS BELIEFS AND WATER CONTACT ACTIVITIES - Amazigo, Uche O.; Anago-Amanze, Chukwudi; Okeibunor, Joseph (Journal of Biosocial Science, 1997)
A study of urinary schistosomiasis in Umueze-Anam, Anambra State, Nigeria, showed a Schistosoma haematobium infection of 26% (85) among school children with no significant difference by sex except when age as a variable is introduced. Eleven percent (37) of the 333 children were positive for haematuria; all these 37 children lived within 1·0 km of the water sources. Of the 85 infected children, swimming and laundering accounted for 65% and 48% of all water contact activities, for boys and girls respectively. One-third of the 230 adults interviewed believed haematuria to be a venereal disease and 20% thought it was a sign of maturity. Individual perception of causation and seriousness of haematuria differed by level of education and by sex. Less than 2% of the respondents knew that snails transmitted the disease. The effects of social restrictions on the epidemiology of infection is discussed.
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Urinary schistosomiasis among school children in Nigeria : Consequences of indigenous beliefs and water contact activities. - Amazigo; Anago-Amanze; Okeibunor (Journal of Biosocial Science, 1997)
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The causes and prevalence of pre-school deafness in Ghana. - Amedofu, GK; Brobby, GW; Ocansey, Grace (PubMed, 1997)
A study to determine the causes of deafness was done in Kumasi in central Ghana. A total of 128 deaf children aged between 1-5 years referred to the Ear, Nose and Throat clinic at the Komfo Anokye Teaching Hospital (KATH) were seen from January 1992 to June 1993. The procedure adopted included exploration and assessment of individual medical history, otoscopy, pre-audiometric and audiometric evaluation. It turns out that 66(51.5%) had congenital sensorineural hearing loss (CSHL), while the remaining 62(48.5%) had acquired sensorineural hearing loss (ASHL). Of the 66 congenital cases, 44 was due to unknown factors, while the rest were due to post-natal convulsion, measles, meningitis, mumps, fever and jaundice. Results of free-field tests were available in 116 children. Of these, 90 cases had a profound SHL while 38 had a severe-profound SHL. Again, of the 90 children with profound SHL, 56 was due to congenital factors, while the remaining 34 originated from acquired causes. Thus, the cases listed under CSHL showed a distinctly higher incidence of profound deafness. Primary prevention measures against diseases that cause deafness would be the most logical and practical way of helping to reduce the incidence of deafness in Ghana.
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The Role of Asmara Students in the Eritrean Nationalist Movement: 1958-1968 - Ammar, Wolde-Yesus (1997)
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Discipline: An interpersonal approach for elementary school teachers in Ghana - Amponsah-Amfo, Daniel (1997)
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The academic and nonacademic characteristics of science and nonscience majors in Yemeni high schools - Anaam, Mahyoub Ali (1997)
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A study of training programmes for school mathematics teachers in Nigeria - Anakwue, Festus Onyeama (1997)
This research set out to examine initial teacher training programmes for school mathematics in institutions in Nigeria with the aim of establishing their characteristics, quality and appropriateness. The focus of the study was the curricula of colleges of education and the understandings and expectations of student teachers at the terminal point of their training in these colleges. The study sought to determine: a) the characteristic features of programmes that exist in Nigeria for the initial training of school mathematics teachers; b) the differences among the training programmes; c) the relationship between the training curricula and the school mathematics curriculum in Nigeria; d) the level of understanding of school mathematics subject matter among trainees who have completed the training programmes. Data were collected and analysed from three sources to allow triangulation of findings. The first sought information from curricular provisions in initial training programmes, in terms of the knowledge components expected to be understood by a mathematics teacher. The second, a school mathematics contents test, was used to identify prospective teachers' level of understanding of school mathematics at the end of their training. The third, a questionnaire, was used to seek mathematics teacher trainers' views about the training programmes in their institutions. The research drew the following conclusions: 1) There are differences between mathematics teachers training programmes in Nigeria. The initial teacher qualifications awarded by different colleges of education cannot, therefore, be said to be of the same quality. 2) Mathematics teachers training programmes in Nigeria are not achieving their intended objectives because there are contradictions between their stated aims and the curricular provisions for training. 3) The level of understanding of subject matter by prospective teachers in Nigeria is low. Over 30% of student teachers cannot be relied upon to teach the school mathematics syllabus with confidence. 4) There is low understanding among teacher trainers of the objectives and philosophy of teacher education in Nigeria. Most teacher trainers believe that the main purpose of training is to help student teachers develop enthusiasm and intellectual ability for further mathematics. In summary, it is suggested that the curricula for training school mathematics teachers at colleges of education in Nigeria are not related to the subject matter of school mathematics nor to the needs of trainees and they need substantial revision.
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Staffing and Training the South African Army of the Future - Andersen, Robert (African Security Review, 1997)
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Improving primary science teaching in Nigeria: a workshop approach. - Anosike, Cordelia Nwamaka. (1997)
Earlier studies have shown that the majority of the teachers in primary schools in Nigeria are ill-equipped to teach science. It was also established that most of these primary school science teachers had rather poor background and training in science. The present study was therefore designed to establish the efficacy of practical workshops as a way of furthering teachers' professional competency in science. This was done through a field study of these teachers in their teaching environment. The investigation was carried out in three phases. The first phase involved a questionnaire survey covering 180 primary six teachers located in three of the 30 states of Nigeria (Anambra, Kaduna and Plateau). The aim of this survey was to identify the topics in the primary science core curriculum which the teachers found difficult to teach. It was found that the teachers found magnetism a difficult topic to teach. The second phase involved the mounting of a 2-day in-service training workshop on the teaching of magnetism, for fifty teachers located in Anambra state. The workshop was designed as one of the mechanism for improving the knowledge and teaching skills of the teachers in science. The third phase of the study involved post-workshop visits, follow-up interviews and the observation of the teachers in action in their own classrooms. The visits were followed by a 1-day workshop which provided an opportunity for the workshop programme to be evaluated as well as for the teachers to meet for mutual exchanges of experiences. The outcomes of the workshops indicated that the teachers, as a result of their participation in the workshops, had achieved a greater understanding of magnetism and subsequently were able to teach the topic more confidently. The implications of this study for pre-service and in-service teacher education programmes as well as classroom science teaching practice are discussed.
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Leaping into the dark: some reflections on free primary education in Uganda - Appleton, Simon (1997)
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The politics of planning culturally relevant AIDS education for African-American women. - Archie‐Booker, Elaine (1997)
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Rez. Raffaella Cribiore, 'Writing, Teachers, and Students in Graeco-Roman Egypt'. Atlanta: Scholars Press. 1996 (American Studies in Papyrology 36), XIV, 316 S., 80 Tafeln - Arzt‐Grabner, Peter (1997)
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Space science education in the African continent - Aseno, J.O. (Advances in Space Research, 1997)
Through measurement and interpretation of the spectral, spatial and temporal variations in electromagnetic emissions and reflections from the Earth's surface, important information related to natural resources can be acquired. Furthermore, satellite technology has greatly improved the communication and positioning techniques world-wide. Consequently, space science now provides valuable and timely information about natural resources, which has become a major factor in sustainable development. The realization of the full potential of space science in the context of development in Africa requires adequate education and training in order to facilitate project formulation, planning, management and implementation. This, in turn, would lead to the formulation and adoption of national space science policies based on user needs and addressing both the short and long-term needs of a particular country. Space science education in Africa needs to address issues like (i) provision of programmes, (ii) integration of the proposed techniques within the existing infrastructure, and (iii) training in Remote Sensing, Global Positioning System, Geographic Information System and other space science techniques, in order to ensure the successful implementation of space science projects within the continent. In this context, African universities ought to play a major role in space science training, research, consultancy and publication. Through international co-operation, it is possible to develop and support national, regional and international training programmes and international scientific exchange in Africa.
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The prospects of enhanced space science training in Kenya - Aseno, J.O.; Obel, J.D. (Advances in Space Research, 1997)
To a limited extent, space exploration has been conducted in Kenya for almost the last two decades through a joint project (San Marco Project) between the Government of Kenya and the Government of Italy. Other space science activities in the country include remote sensing, space communications, meteorology and the use of navigation and positioning satellite systems. To sustain space science activities in Kenya will require specialized training in the various disciplines of space sciences. Currently, there are no well coordinated training programmes in the country. Consequently, there is an urgent need for a well planned and a well coordinated space science training programme. This could be achieved through international co-operation and joint ventures between Kenya and space science institutions/organizations worldwide. The paper justifies the need for training in space science in Kenya and discusses socio-economic as well as environmental gains which would be realized due to increased space science activities arising from such training. Some of these gains would include participation in the launching and tracking, and control of satellite, managing and running a space centre or satellite launching and tracking station, decoding and synthesizing data from satellites and disseminating such data for public and scientific uses. The paper further offers suggestions on how the training requirements cited above could be achieved. It also highlights the level of expertise in space science disciplines and provides specific recommendations on the types of personnel that need to be trained. In addition, various forms and levels of training required to strengthen the role of space science in socioeconomic development in Kenya, are discussed.
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Success Related Attributes in Tertiary Training Institutions in Tanzania - Assad, Mussa Juma; Olomi, Donath (Papers in Education and Development, 1997)
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Training in Policy Analysis Methods: The Ethiopian Experience - Assefa, Alemayehu (African Administrative Studies, 1997)
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Facilitating constructive change in secondary mathematics classrooms in Zimbabwe - Atkinson, Mary (1997)
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Multi variate analysis of academic success factors among accounting and management students at the National University of Lesotho - Ayaya, O. (1997)
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Problems and Conflicts in Liberian Education: A Road to National Peace - Azango, Bertha B. (Liberian studies journal, 1997)
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Mitigating the Effects of Drought through Food Security and Nutrition Monitoring: Lessons from Malawi - Babu, Suresh Chandra; Chapasuka, Evance (Food and nutrition bulletin (Tokyo. Print), 1997)
This article uses a case study from Malawi to demonstrate the use of a Food Security and Nutrition Monitoring (FSNM) system for managing and mitigating the effects of drought. The implementation of FSNM during the drought emergency is presented, along with a description of the process of information generation and the use of results in emergency interventions. Presenting the lessons learned from the Malawi experience for the benefit of future drought-management and disaster-prevention efforts in other sub-Saharan African countries, the article concludes that a decentralized system of data collection, processing, and analysis is more likely to be successful in planning interventions for food security and nutritional improvements during periods of drought.
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A study of faculty attitudes towards the adoption of university-based distance education in Ghana - Badu-Nyarko, Samuel Kofi (1997)
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African American Racial Identity Development in Predominantly White Institutions: Challenges for Student Development Professionals - Bakari, R. Sentwali (1997)
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Implementing Basic Education: An African Experience - Banya, Kingsley; Elu, Juliet U. (1997)
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English language teaching in the Kenyan secondary school : policy, training and practice - Barasa, L.P. (1997)
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The education of deaf children in Zimbabwe : the changing roles of non-governmental organisations, the government and international organisations - Barcham, Lesley (1997)
In this thesis I describe and analyse the development of education for deaf children in Zimbabwe, from its beginnings in the 1940s to 1994. I investigate in detail the changing policies and provision of non governmental organisations, the government and international organisations. The thesis is divided into three sections. The first section examines the literature relating to deaf education in Zimbabwe. the role of international organisations and the changes from charity to government provision. I introduce four propositions developed from the literature about, first the internationalisation of the debates about deaf education provision, second the limitation of charitable provision. third the struggles between interest groups and finally the influence of organisations of deaf people. I analyse the case study methodology used to investigate policies and practices. The second section describes the changes in the education for deaf children from the 1940s to 1994. I examine the early role of churches and charities and the gradual increase of government involvement. This section also plots the complex relationships between the government, non governmental and international organisations in the development of policy and practice. In the third and final section I return to the four original propositions and discuss the key findings relating to the changes in international policies and funding, the growing influence of deaf peoples organisations and reactive nature of government policies.
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Approaching Change: One School's Approach to Multicultural Education and Raising the Achievement of African Caribbean Students. - Barron, Pat (Multicultural Teaching, 1997)
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The Effects of Preinstructional Activities and Mental Maps in Enhancing Learner Recall and Conceptual Learning of Instructional Materials for Preservice Teachers in Zimbabwe. - Bassoppo-Moyo, Temba C. (International journal of instructional media, 1997)
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A Fulbrighter's Experience with English Language Teaching in Tunisia: The Land of Mosaics - Battenburg, John D.; Obispo, San Luis (1997)
Mosaics—slivers of tile in shades of red, blue, brown, black, and white jigsawed together—are on display throughout Tunisia. Some form geometric designs; others reveal gods and goddesses, warriors, lovers, ships, and, of course, all types of fish. The mosaics are sometimes multilayered. They tell of the waves of civilizations which have come to Tunisia. Punic mosaics with pink stone surfaces flecked with fragments of glass or marble give way to Roman creations with intricate patterns of triangles and diamonds. Native North African mosaics with circular compositions and frequent portrayals of rural and marine scenes are replaced by Christian representations with colored blocklike shapes and later motifs concerning martyrdom and resurrection. Finally, Byzantine mosaics with cut glass and figurative representations appeared. These mosaics are delightful yet haunting because of their ambiguity. They suggest that beneath the dusty surface lie ornately textured and colorful layers which are often hidden from the hurried traveler. They also warn that it is impossible to entirely reconstruct or reconcile all of the experiences of Tunisia. From 1995–1997, I served as a Fulbright senior lecturer in TEFL and applied linguistics at the University of Tunis.1 I applied for a grant to Tunisia because I was interested in discovering how an emerging North African country has successfully encouraged multilingualism. I hoped to apply what I would learn to the language situation in California.
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The Relative Effects of Married Versus Divorced Family Configuration and Socioeconomic Status on the Educational Achievement of African American Middle-Grade Students - Battle, Juan (Journal of Negro Education, 1997)
This article reports research examining the relative effects of parental marital status and socioeconomic status (SES) on the educational achievement of African American middle-grade students. Analyses of data from a nationally representative sample (NELS:88) reveal that at lower levels of SES, African American students from divorced households scored significantly higher on a standardized test measure. At the mean and higher levels of SES, no significant difference was found between students from divorced and married households on the test measure. The article concludes with discussion of the reasons behind these findings and the implications of the findings for public policy. INTRODUCTION Regardless of one's personal feeling about divorce, statistics clearly show that it has become popular. They also reveal that the trend toward rising divorce rates is not likely to be reversed in the near future. For example, Norton and Miller's (1992) research projects that 40% of first marriages will eventually end in divorce, while others argue that the dissolution rate is as high as 60% (Bumpass, 1990). Stratifying across race, African American couples have been found more than twice as likely as European American couples to divorce (Saluter, 1992). More recent research suggests that given current rates, as many as two-thirds of all recent African American marriages will end in divorce. By the age of 16, Baca Zinn and Eitzen (1996) maintain, two out of every three African American children, compared to only about one out of every three White children, will experience the dissolution of their parents' marriage. It is more than clear that these racial/ ethnic differences in divorce rates did not occur overnight. Morgan, McDaniel, Miller, and Preston's (1993) research found that even at the turn of the 20th century, African American households were less likely to be nuclear and more likely to be headed by women than were White households. Using census data, McDaniel (1994) compared contemporary African and White American household structures to those that were common during the slavery era and found significant similarities in family organization between the two time periods. After analyzing data from the 1960 through 1980 censuses, Wojtkiewicz (1993) concluded that the increasing number of female-headed African American families-the end-products of divorce, separation, and never marrying-was a factor contributing to the deepening economic inequality noted between Blacks and Whites. The reasons suggested for these differences in African and European American divorce rates are as plentiful as the statistics themselves. For example, Heaton and Jacobson (1994) considered a number of demographic variables and found that none of them satisfactorily explained the disparities noted. They subsequently conclude that the differences are attributable to differences in the ways Black and White families respond to various cultural and structural constraints. Crosbie-Burnett and Lewis's (1993) work focusing on racial differences, coping strategies, and divorce extols the pedi-focal coping strategies used by African American postdivorce families and suggests that these strategies might also be useful for European American postdivorce families. Other researchers, who conducted cultural-ecological analysis using data from the 1987-88 National Survey of Families and Households, found that after controlling for socioeconomic status (SES) and other variables, African American single mothers reported having higher expectations for their children than did their White counterparts (Fine, McKenry, & Chung, 1992; McKenry & Fine, 1993). They further note that the Black single mothers in their sample also reported that their children had a higher quality of life than did White single mothers. Another interesting racial difference concerning divorce was reported by Glenn and Kramer (1987), who note that among their sample of four groups of adult children of divorce-White males, White females, Black males, and Black females-only White females showed statistically significant divorce-proneness as a result of divorce. …
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"If You Can Pass Momma's Tests, Then She Knows You're Getting Your Education": A Case Study of Support for Literacy Learning within an African American Family. - Baumann, James F.; Thomas, Deborah L. (The Reading Teacher, 1997)
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A status study of the recruitment and retention of African-American students in agricultural education baccalaureate programs / - Bell, Janice Lester (1997)
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Interventions for the Promotion of Girls' Education in Tanzania - Bendera, Stella J. (Papers in Education and Development, 1997)
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Impaired phosphatidylcholine biosynthesis and ascorbic acid depletion in lung during lipopolysaccharide-induced endotoxaemia in guinea pigs. - Benito, Eva; Bosch, María Asunción (Molecular and Cellular Biochemistry, 1997)
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Education and Technical Training for Africans in India - Bhardwaj, Krishna (Africa quarterly, 1997)
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THE ROLE OF OPEN SCHOOLS IN THE PROCESS OF SOCIAL CHANGE IN SOUTH AFRICA - Bhengu, Paulus. (1997)
Submitted in fulfilment of the requirements for the degree MASTER OF EDUCATION in the Department of Sociology of Education of the Faculty of Education at the University of Zululand, 1997
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Art Education in South Africa in the Midst of Transition: Township and Private Schools. - Blaikie, Fiona (1997)
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Integrating Literacy and Health Education for a Sustainable Development in Africa - Bodomo, Adams; Agyei‐Mensah, Samuel (Scandinavian journal of development alternatives, 1997)
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Mother Tongue Education in Ethiopia - Boothe, Ken; Walker, Roland W. (Language Problems and Language Planning, 1997)
RESUMEN Educación en lengua materna en Etiopia: De una política a la implementación A pesar de los limitados recursos financieros y humanos, Etiopia esta avanzando rápidamente en la implementación de una política de educación en lengua materna para todos sus ciudadanos en un corto periodo de tiempo. Este artículo es el reporte de un observador participe de los tres primeros años de un ambicioso programa de educación en lengua materna, enfocado en el proceso de creación de materiales en lenguaje materno y en la efectividad del programa. Por décadas las minorías étnicas etíopes fueron dominadas por la política de usar solamente el idioma del emperador en la educación elemental. Luego durante los siguientes 17 años de socialismo el uso de la lengua materna fue permitido solamente en la alfabetización de adultos. Sin embargo desde 1991 el gobierno ha gastado una buena cantidad de recursos para facilitar la educación en lengua materna a los grupos étnicos que asi lo deseen. Diseñar un programa y producir sus materiales es uno de los mayores obstáculos para los paises que tienen varios idiomas y que desean ofrecer un programa universal de educación en lengua madré. En asociación con los grupos locales de individuos y las organizaciones no gubernamentales, el gobierno de Etiopia ha juntado cientos de maestros de escuela para producir materiales en idioma materno en cada una de las areas de estudio, del primero al sexto grado, en los ocho primeros idiomas de los cincuenta hablados en el pais. La estandarización del idioma y el desarrollo de una ortografía han ido de la mano en una forma acelerada. RESUMO Edukado en gepatra lingvo en Etiopio: De politiko gis realigo Spite limigitajn financajn kaj homajn rimedojn, Etiopio rapide transiras el formulado de politiko al ties realigado por liveri al sia tuta popolo edukadon en la gepatra lingvo ene de mallonga tempoperiodo. En tiu ĉi artikolo, partoprenanta observante priskribas la unuajn tri jarojn de la aŭdaca etiopia programo por edukado en la gepatra lingvo, kun fokuso je la procedo por evoluigi materialojn en gepatraj lingvoj, kaj je la efikeco de la programo. Dum jardekoj, la etnaj minoritatoj de Etiopio estis regataj de la politikoj de la Imperiestroj koncerne ekskluzivan utiligon de la amhara lingvo en elementa edukado. Dum la postaj dek sep jaroj da socialismo, la gepatran lingvon oni permesis nur por plenaĝula alfabetigo. Tamen, depost 1991, la Transira Registaro de Etiopio permesas al etnaj grupoj la rajton antaŭenigi la proprajn kulturojn kaj evoluigi siajn lingvojn por elementa edukado. Preterirante politikon al efektiva agado, la registaro elspezas signifajn rimedojn por faciligi edukadon en la gepatra lingvo por ĉiuj etnaj grupoj, kiuj tion deziras. Granda barilo por multlingvaj nacioj, kiuj deziras proponi universalan edukadon en gepatraj lingvoj, estas la kreado de taŭgaj studprogramoj kaj materialoj. Kunlabore kun lokaj enlogantoj kaj neregistaraj organizaĵoj, la registaro de Etiopio jam kunvenigis centojn da instruistoj por krei materialojn por ciu studtemo en la unua gis la sesa klaso, por la unuaj ok el la pli ol kvindek etiopiaj lingvoj. Lingva normigo kaj evoluigo de ortografio okazadas samtempe, ĉiam je granda rapideco.
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Development of bilingualism: A study of school-age Moroccan children in the Netherlands - Bos, Petra (1997)
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Mission report. Training operations in Africa and Latin America/Caribbean. Training courses for instructors on the use of the STANTECH manual (standardized research techniques for coconut breeding). Ivory Coast, Grand-Bassam, 16th-26th June 1997 ; Jamaica, Kingston, 14th-25th July 1997 - Bourdeix, Roland (1997)
L'objectif de ces deux missions etait de former des chercheurs ou des formateurs aux differentes techniques standardisees d'amelioration du cocotier. Ces deux sessions se sont largement appuyees sur le manuel STANTECH. Apres avoir dresse un rapide bilan concernant le deroulement des deux cours, l'auteur s'est attache a rassembler en annexes du rapport un memorandum des erreurs detectees dans le manuel STANTECH ainsi que les notes prises lors des seminaires dans les deux pays
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Policy Action and School Demand in Kenya - Bradshaw, York W.; Fuller, Bruce (1997)
AbstractComparative scholars are beginning to specify the conditions under which central states can act with independence vis-à-vis economic forces to penetrate local cultures and families, influencing parental demands placed on local institutions, such as demand for more schooling. Much less is known about (1) which specific forms of state action are efficacious in manipulating family demands, (2) whether boosting demand for more services can undercut their quality, and (3) why central political capacity to shape family action varies and may erode over time. To inform these issues we focus on two distinct periods in Kenya, stretching over the 1963–1990 post-independence era. We show, using time-series analysis, how the Kenyan regime initially boosted family demand for more schooling through discrete policy initiatives: reducing the private cost of school attendance, offering food supplements at school, and broadening secondary school opportunities for peripheral ethnic and class groups. But after two decades of efficacious state action, local demand for schooling began to falter, quality eroded severely, and stratification has again hardened. After identifying the early effects of these policies we detail how the Kenyan state has grown more fragile, less effective in shaping family demands and delivering quality education against the backdrop of a declining economy. The case of Kenya reveals weaknesses in Western sociological theories that fail to recognize domestic political and organizational constraints besetting centralized Third-World states, even those once considered strong.
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The Leland Initiative: Africa Global Information Infrastructure Gateway Project (698-0565) Strategic Objective 3: End-User Applications Internet for Development: Applications and Training School-to-School Partnership Ghana - Breslar, Zoey L. (1997)
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Working Together to Develop our Teaching - a report on the in-service workshops for junior secondary English and Mathematics teachers of The Gambia - Brown, Laurinda C; Woodfield, Helen; Hayter, RJ (1997)
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Helping African-American Students Prepare for College. Fastback 413. - Brown, O. Gilbert (1997)
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Language in Education in Kenyan Schools - Bunyi, G. (1997)
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Multilingualism and discourse in primary school mathematics in Kenya - Bunyi, G. (Language, Culture and Curriculum, 1997)
The paper very briefly reviews the literature on second language medium of instruction and educational achievement. Classroom discourse data from English, Kiswahili and mother tongue mathematics lessons, and from lessons where code switching occurred are presented. The paper argues that regardless of the medium of instruction, a transmissional model of teaching and learning predominates. The paper underlines the importance of teacher education programmes that are based on the realities of the local situation, and that develop the teachers’ awareness of the impacts that their way of talking and organising learning opportunities have on how pupils learn.
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Experiences and Perceptions of Interpersonal, Environmental, and Institutional Racism among African-American Students in Psychology Graduate Training. - Burrell, Tracey (1997)
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The Significance of African American Male Social Skills: Students with and without Disabilities. - Butler, Douglas M. (1997)
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A study of the role perceptins and expectations of the principals of technical training institutes in Kenya - Bwika, Sulelman K (1997)
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Disasters, disasters: Association of University English Teachers of South Africa Conference, University of the Western Cape, July 1996 - Byrne, Deirdre (Scrutiny2, 1997)
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The implementation of creativity-action-service in South African schools - Cajee, Zeinoul Abedien (1997)
A Research Report submitted to the Faculty of Education, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Master of Education.
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Using Mentoring to Improve Academic Programming for African American Male Youths with Mild Disabilities. - Campbell-Whatley, Gloria D.; Algozzine, Bob; Obiakor, Festus E. (The School counselor, 1997)
African Americans represent the largest care, and the mortality rate is high for culturally diverse group in the United African American infants (Kappan Special States (United States Department of ComReport, 1990; National Center for Health merce, Bureau of the Census [USDOC], Statistics, [NCHS], 1990). Additionally, one 1987), yet statistics indicate a high risk out of every two families in this popula factor for the well-being of the African tion lives in poverty (USDOC, 1987). When American population. Economic hardships compared with other cultural groups, Af and the psychological and physiological rican American youth, especially boys, are burden of oppression are lethally comdisproportionately represented among bined to disadvantage African Ameriperpetrators and victims of aggressive cans, adding significant obstacles to their crimes or of violent crimes (Hacker, 1992; successful academic, personal, and social NCHS, 1990). When compared with the development (Barbarin, 1993). Statistics Anglo-American adolescent male popula provide the basis for considerable concern tion, African American male adolescents for the long-term emotional, social, and ecoare at a greater risk in terms of criminal nomic existence of African Americans, esity and death rates at a ratio of 5:1 (NCHS, pecially men. 1990). As a result of the inequities of soci For example, two thirds of the African ety, African American male adolescents are American population have poor health at greater risk for developing frustration and anger (Campbell-Whatley, 1993). Many variables seem to interact with those Gloria D. Campbell-Whatley is art assistant propreviously identified to contribute to poor fessor in the School of Education of Indiana Unieducational development among African versity-Purdue University, Fori Wayne, Indiana. American adolescents as well. Bob Algozzine is a professor and research fellow Research on academic achievement in
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Indoor air pollution and acute lower respiratory infections in young Gambian children. - Campbell, Harry (PubMed, 1997)
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Challenges in English Literacy for African-American and Lankan Tamil Learners: Towards a Pedagogical Paradigm for Bidialectal and Bilingual Minority Students - Canagarajah, A. Suresh (Language and Education, 1997)
The paper compares two separate classroom ethnographies in higher educational institutions one, on African-American students learning Academic writing and another on Lankan Tamil students learning English for General Purposes. Explicating the similarities of challenges and responses in English academic literacy for these students, the paper attempts to overcome the separation of the concerns of bilingual and bidialectal minority students in English language teaching. Although both groups of students are initially highly motivated, they experience conflicts for their identity, values, and group membership in internalising an alien discourse. They therefore adopt a formalistic learning approach of mastering the abstract structural rules and ignoring the communicative uses of the language in order to oppose its ideological thrusts. Through this ambivalent strategy, they attempt to attain the English proficiency needed for social mobility while retaining their cultural and ideological integrity. The paper proposes thatwhile minority students should be encouraged to analyse the limitations of their own attitudes and values, the pedagogy should also sustain an interrogation of the ideologies represented by English discourses. Such students should reposition themselves in relation to English and use it according to their own discursive backgrounds in order to empower themselves while pluralising English/academic discourses.
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The provision of schools by the DET in South Africa during 1983-1994 - Candiotes, George (1997)
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The schooling of African-origin children in Portugal : an analysis of primary school teachers' views. - Cardoso, Neves; Manuel, Carlos (1997)
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Foreign Aid in Africa: Learning from Country Experiences - Carlsson, Jerker; Somolekae, Gloria; Walle, Nicolas van de (1997)
This volume reports on the findings of an international research project on aid effectiveness in Africa. Field studies was conducted in Botswana, Burkina Faso, Ghana, Kenya, Senegal, Tanzania and Z ...
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Catholic schools in Zambia: whither? - Carmody, Brendan (African Christian Studies, 1997)
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A dream deferred? Examining the degree aspirations of African-American and White college students. - Carter, Deborah Faye (Deep Blue (University of Michigan), 1997)
1. Introduction: The Realization or Abandonment of Dreams 2. What are Aspirations?: Definitions and Theoretical Foundations 3. What Affects Aspirations: Empirical Evidence 4. Methodology for the Study 5. College Students Degree Expectations and Plans 6. What Affects College Students Degree Expectations and Plans? 7. Conclusion: Dreams Deferred? Appendices References.
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Attitudes of African American and Caucasian Eighth Grade Students about Praises, Rewards, and Punishments. - Casteel, Clifton A. (Elementary school guidance and counseling, 1997)
Over the last few decades, many problems have surfaced related to teaching in United States schools, partially because of larger class sizes and increased student diversity. One problem that teachers face is an increase in the incidence of rebellious and disruptive behavior by students, which seems to indicate that previous ways of dealing with reward and punishment by teachers have not always been effective (Brophy & Good, 1974; Chance, 1992; Merrett, Wilkins, Houghton, & Wheldall, 1988; Parker, 1978; Smith, 1978). Teachers must learn to become expert managers in the classrooms if they are to optimize learning. As part of this process, teachers should make the effort to identify what children find effective as reward or punishment, and then to adapt the educational environment accordingly (Merrett & Tang, 1994; Pang, 1992). The teacher sets the guidelines for the classroom's educational environment and is inevitably the person to decide the consequences of their students' performance and behavior. According to Merrett and Tang (1994), rewarding consequences (positive reinforcers) are those that follow a desired behavior and serve to increase its frequency. Conversely, punishing consequences follow an undesired behavior and serve to decrease its frequency. Neutral consequences are those that have no measurable effect on behavior. Teachers must recognize that the application of specific rewards or punishments should be reevaluated if such consequences are not effective in directing subsequent behavior, and that the effectiveness of such consequences hinges in part on the opinions of students concerning appropriate reward and punishment. Pursuant to earlier studies of student attitudes about reward and punishment (Caffyn, 1989; Sharpe, Wheldall, & Merrett, 1987; Turco & Elliot, 1984), Merrett and Tang (1994) investigated nearly 1,800 British school students (boys and girls age 8-11) through the use of a written questionnaire (14 probes). The research involved two variables: age level and sex. The researchers found significant differences in the responses of students, according to age or sex, on some items.
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Learner-centered education in Namibia - Chaka, Mubita Villem. (1997)
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Learner-centered education in Namibia: a case study - Chaka, Mubita Villem. (1997)
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I am a Promise: The School Achievement of British African Caribbeans. - Channer, Yvonne (International Migration Review, 1997)
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Handbook of Teachers and Teacher Education in Botswana - Chapman, David W.; Marope, M. (1997)
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Teachers’ beliefs about effective teaching: A view from Botswana - Chapman, David W.; Snyder, Conrad W. (1997)
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Vulnerability of coastal resources to climate changes in Mozambique: a call for integrated coastal zone management - Chemane, David; Motta, H.; Achimo, Mussa (Ocean & Coastal Management, 1997)
The Earth is affected by the emission of different gases which are largely generated by human activities. The “blanket” these gases form around the planet is likely to affect the climate balance. The resulting warmth could cause partial melting of the polar ice-caps, as well as the thermal expansion of the sea water, with the consequence of harmful degrees of sea-level rise. If global warming becomes a reality, with the consequential sea-level rise Africa's numerous islands and all its low-lying coastal areas, which include large areas of Mozambique, would be severely affected. This paper describes how the projected sea-level rise would affect a particular area in Mozambique, which is just one of the many vulnerable areas. The article also focuses on the broader framework for integrated coastal zone management in Mozambique and its enormous challenges, that aims to accommodate not only the current problems the coastal zone is facing, but also those resulting from the projected accelerated sea level rise.
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Famine and Drought: The Question of Food Security in Zimbabwe - Chigodora, Joshua (1997)
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Training future leaders in environment and development: the LEAD Southern Africa Programme - Chiotha, Sosten (1997)
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Attitudes of South African teacher educators in relation to mainstreaming pupils with special needs - Choles, Gwynneth (1997)
A Dissertation Presented to The Division of Specialized Education The University of the Witwatersrand In Partial Fulfillment of the Requirements for the Degree of Master of Education (Educational Psychology)
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Distance learning for University Physics in South Africa - Cilliers, J. A.; Basson, Ilsa (AIP Conference Proceedings, 1997)
The University of South Africa (Unisa) is one of the largest distance education universities in the world. Teaching physics at a distance is a complex and multifaceted problem which is compounded in the South African context by the diversity of educational backgrounds of the learners involved. The fact that students are distributed over a vast geographical area, presents unique problems for the incorporation of the practical component into the curriculum. Current research involves a fundamental evaluation of the aims and objectives of the introductory laboratory. The project is based on the notion that practicals, as they have been used in most physics curricula, are not particularly effective or efficient, although they are costly both financially and logistically. Design, development and delivery of efficient study material imply that there should be agreement between what the student knows and can do, and what the material offers. An in depth profile that takes into account biographic as well as cognitive characteristics of the target group, is therefore being compiled. This paper gives an overview of the specific problems and circumstances that were identified for distance education in physics in a multi-cultural society, and proposes a new model for the incorporation of the introductory laboratory into the curriculum.
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Breeding groundnut for drought adaptation in Senegal - Clavel, Danièle; Annerose, Daniel (International Arachis Newsletter, 1997)
Face aux risques graves de secheresse durant le cycle vegetatif de l'arachide, les selectionneurs jouent sur la precocite varietale (maximum 80 ou 90 jours selon la partie du bassin arachidier) ainsi que sur la capacite de resistance au manque d'eau. L'amelioration genetique conduite depuis 1985 est de type pluridisciplinaire, incluant des etudes agro-physiologiques sur le systeme racinaire (volume, forme), la regulation stomatique et la resistance membranaire. La precocite est de nature polyfactorielle, d'ou le recours a la selection recurrente, parallelement a la selection genealogique, celle-ci a plus court terme. Des obtentions de valeur interessent le Senegal, le Burkina Faso, le Bostwana et le Bresil, qui composent un reseau d'evaluation multilocale
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The infusion of African-American art from eighteen-eighty to the early nineteen-nineties for middle and high school art education / - Claxton, Ronald Wayne (1997)
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African Women and Development: A History. The Story of the African Training and Research Centre for Women of the United Nations Economic Commission for Africa - Cockerton, Camilla May; Snyder, Margaret; Tadesse, Mary (International Journal of African Historical Studies, 1997)
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School and Community Politics: Issues, Concerns, and Implications When Conducting Research in African-American Communities - Conley, Darlene J.; Debro, Julius (Substance Use & Misuse, 1997)
Since the public exposure of the atrocities associated with the Tuskegee experiment, organizations in the African-American community have become more politically involved in and sophisticated about the agendas of outside researchers and the policy implications of these studies for their residents and communities. Community organizations are now requiring accountability from researchers, regardless of race. This chapter discusses the politics of conducting research in these communities and provides several strategies for involving the community as a partner in the research enterprise.
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Sudan: In the Eye of the African Storm - Connell, Dan (1997)
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Tanzanian Education in the Nineties: beyond the diploma disease - Cooksey, Brian; Riedmiller, Sibylle (Assessment in Education: Principles, Policy & Practice, 1997)
Abstract In the 1970s, policies restricting the growth of post‐primary education and guaranteeing government employment for the few graduates limited the spread of the ‘diploma disease’ in Tanzania. The economic crisis of the 1980s meant growing underfund‐ing of education, which, combined with bureaucratic inefficiency and corruption, has led to the collapse of educational quality. Consequently, the majority rural poor have increasingly turned away from formal schooling, while the urban middle class continue to compete through education for the limited number of modem‐sector jobs. Liberalisation has resulted in rapid informalisation of the economy and the shrinkage of the public sector. But, just as previous reforms were unsuccessful in promoting rural development, so the present education system is incapable of promoting self‐employment in the informal sector. Dore predicted that, as a ‘late developer’, Tanzania would suffer an acute attack of certification sickness. That the symptoms are only now appearing among a relatively small segment of the population suggests, perhaps, that Tanzania is an even later developer than Dore imagined.
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Marginality, Mattering, and the African American Student: Creating an Inclusive College Environment. - Cooper, Jacqueline (The College Student Affairs Journal, 1997)
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New education policy directions in South Africa: shifting the boundaries of worker education - Cooper, Linda (1997)
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Understanding African-American students' perceptions of the campus climate at a predominantly White college: A study of student affairs administrators - Costa, Susan Therese (1997)
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The Scenario of Environmental Degradation in the Tell Leilan Region, Ne Syria, During the Late Third Millennium Abrupt Climate Change - Courty, Marie‐Agnès; Weiss, Harvey (1997)
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The role played by environmental education in the secondary school geography syllabus in a future South Africa. - Cowie, Trevor Leslie. (1997)
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Turks and Moroccans Learning Possession in Dutch. A Conservation Approach of L2 Acquisition - Craats, I. van de; Corver, Norbert; Hout, R.W.N.M. van (1997)
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Rethinking the future of teacher education in South Africa: The role of partnerships - Cross, Tracy L.; Sehoole (South African journal of higher education, 1997)
This paper aims to examine the findings of the National Teacher Education Audit in view to explore the possibilities and limits of interinstitutional cooperation or partnerships between institutions involved -in teacher education in South Africa. This will entail a careful scrutiny of the structure institutional distribution types of programmes offered and the existing linkages involving these institutions. The most pressing problems facing teacher education include duplication of programmes and the quality of training of teachers as well as lack of support systems for teachers in service. In some cases some of these problems have been minimized by coliaboration between institutions particularly between universities arld colleges. The paper will argue that to address these problems institutions involved in teacher education may have to undergo profound restructuring to meet the challenges of the future. A critical factor in this process is the role of partnerships.
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Will 'Things' or Will Knowledge and Ideas Fuel South Africa's Growth?: Education in a New South Africa: The Crises of Conflict, the Challenges of Change - Crouch, Luis (1997)
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Transformational leadership and the learning organisation : exploring requirements for management of anticipatory organisational change in the South African banking industry - Crow, Andrew Grant (1997)
The purpose of this study is to examine the relationship between transformational leadership, the manner in which these leaders approach their work and a variety of organisational outcomes in the South African banking sector. In particular, the manner and extent to which transformational leaders focus on the management of organisation culture and are able to bring about learning within their organisations was examined. Other areas explored included their sensitivity to the macro environment and extent to which proactive action is taken. These aspects have not been widely researched and provided the opportunity to seek new relationships. The study also replicated previous research by Bass and bis colleagues that established linkages between transformational leadership and outcomes such as subordinates willingness to work harder, perceived leaders effectiveness and satisfaction with the leader. The eight propositions are tested in 10 Strategic Business Units (SBU's) within the 4 largest South African banks. Data was collected using the multifactor leadership and 11 factor learning organisation questionnaires and also through structured open - ended interviews with the executives directly responsible for leadership of these 10 SBU's. Support was found for greater learning taking place within areas led by the relatively more transformational leaders in the sample. The level of appreciation and understanding of the concept of the learning organisation among the executives sampled however, was found to be low throughout the sample. In addition, support was found for the outcome measures, although not in the manner in which previous research had established. Those executives that were relatively more transformational were also found to be more proactive in their actions at the workplace. There was no support found for the proposition that transformational leaders are more sensitive to and aware of the happenings and trends in the macro business environment. The main contribution of the study is the finding that concerted efforts are required if the establishment of the learning organisation as a valid response to environmental changes is to be attained. Relying on individual leadership orientations is unlikely to be sufficient.
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Transfer of training: assessing the impact of INSET in Tanzania - Cullen, Richard (1997)
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Learning within a social movement: The Chicago African-American experience. - Cunningham, Phyllis M.; Curry, Regina (1997)
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Strategies for Enhancing Research and Research Training Programs for African Americans: Viewing Barriers as Opportunities - Curry, Charles L. (Journal of Health Care for the Poor and Underserved, 1997)
Minorities have long been excluded from biomedical research programs, both as researchers and as study participants. One reason for the dearth of minority researchers is their lack of awareness that federal and private financial assistance programs exist on their behalf. To provide opportunities for minorities in biomedical research, minority institutions must be given expanded opportunities to participate in federally sponsored biomedical research programs. Thus both governmental and private agencies need to appraise minority research institutions of the kinds of assistance available and how to access funds. One means of disseminating such information would be to post it on the Internet. Minority institutions, for their part, must make basic research a priority and engage in mentorship programs that encourage minority precollege students to pursue careers in the sciences. Researchers can gain the trust of African Americans through outreach programs, which may lead to the greater inclusion of this population in clinical trials.
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Transition from an apartheid education system to a democratic education system in South Africa : a minor field study - Dahlgren, Hans (1997)
Transition from an apartheid education system to a democratic education system in South Africa : a minor field study
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Climate change and environmental assessments: Issues in an African perspective - Dalfelt, Arne; Næss, Lars Otto (1997)
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Religion education in South African state schools with special reference to the Kwazulu-Natal region - Dangor, Suleman (1997)
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Peer Networks of African American Students in Independent Schools: Affirming Academic Success and Racial Identity - Datnow, Amanda; Cooper, Robert G. (Journal of Negro Education, 1997)
Analysis of qualitative data reveals that the formal and informal peer networks of African American students in predominantly White elite independent schools support these students' academic success, create opportunities for them to reaffirm their racial identities, and facilitate their adjustment to settings that are otherwise difficult for Blacks toit into. Contrasted to research showing that adopting academically successful behaviors leads Black students to being labeled as acting White, the sampled students made social gains within school when they were academically successful. However, this success did not result in full acceptance by African American peers outside the school. The authors conclude that the dynamics and ideologies of African American peer groups are more complex than prior research has suggested. INTRODUCTION A plethora of research documents the educational experiences of African American students. Early research in this area primarily focused on the failures of African American students to achieve at the same academic level as their White counterparts (Coleman et al., 1969; Jencks et al., 1972). More recently, the emphasis in research has shifted from studies of academic failure to studies of the factors that contribute to African American student success (Ladson-Billings, 1990; Lee, Winfield, & Wilson, 1991). Since the 1960s, increasing numbers of African American students have been enrolling in predominantly White elite independent schools known to prepare students for positions of power and leadership (Cookson & Persell, 1985). Much of the increase in enrollment can be attributed to the efforts of a number of organizations, including A Better Chance (ABC), Prep for Prep, Black Student Fund (BSF), and the Baltimore Educational Scholarship Trust (BEST), that have initiated and maintained the presence and participation of African American students in these schools (Cookson & Persell, 1991; Johnson & Anderson,1992). Additionally, the majority of these schools have enacted policies of nondiscrimination, and a growing number actively recruit minority students in their efforts to create more diverse student bodies on their campuses (Speede-Franklin, 1988). Despite these efforts, research shows that predominantly White elite independent schools, with their history of racial exclusion, are often places where African American students find it difficult to fit in (Brookins, 1988; Zweigenhaft & Domhoff, 1991). Moreover, African American students in such institutions have frequently reported that they feel caught between two cultures and consequently doubly marginalized.' They have also indicated that often they feel alienated from the culture of the school and from their own parents and friends, particularly in boarding school environments (Cookson & Persell, 1991). This is not surprising, as NELS:88 data indicate that African American students at predominantly White elite independent schools have substantially fewer family economic resources relative to the school populations as a whole (Schneider & Shouse, 1992). Research also suggests that African American students at these institutions may have weaker social relationships with their teachers than do their peers at the schools, and that this lack of connection may affect their motivation and academic performance (Schneider & Shouse, 1992). Given these findings, it appears that the social bonds that African American students at predominantly White elite independent schools develop with each other may provide an important but as yet unexplored support network that could potentially contribute to their academic performance and sense of identity and belonging. Although African American students in such settings often form their own cliques and clubs (Cookson & Persell, 1991), the functions served by these peer networks are not clearly understood. Thus, the study presented here used qualitative interview data to explore the peer networks developed by African American students enrolled in predominantly White elite independent schools through the Baltimore Educational Scholarship Trust (BEST). …
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Teachers needs, culturally-significant teacher education and educational achievement in an African context — the case of Guinea-Bissau - Daun, Holger (International Journal of Educational Development, 1997)
Various studies demonstrate that school and teacher characteristics play an important role in pupil success. This article presents the findings from a study in Guinea-Bissau in which it is shown that the higher educational level and the level of the teacher training and the school buildings and equipment deemed appropriate do not always contribute to better pupil results. Two principal and partially complementary interpretations of these results are made. First, in a society where the technological level is very low and the school is distanced from the local cultures, value-oriented factors count more than technical-material factors in regard to pupil success. Secondly, the standard of living that the teachers have is so low that their basic needs are not met and, consequently, they cannot give teaching tasks priority. Therefore, their level of instruction and training does not make the difference it would make otherwise.
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The Determinants of Primary School Enrollment and Household Schooling Expenditures in Kenya: Do They Vary by Income? - Deolalikar, Anil B. (1997)
January 1997*An earlier version of this paper was presented at the Workshop on Determinants ofEducational Attainments in Sub-Saharan Africa held on 2 December 1996 at theAcademy for Educational Development, Washington, D.C. Comments by HaroldAlderman, Ronald Ridker, and other participants at the workshop are gratefullyacknowledged.
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Socio-demographic characteristics and indoor air pollution as risk factors for acute lower respiratory infections in under-five children in Addis Ababa, Ethiopia - Derege, K; Willett, Walter C. (Ethiopian Journal of Health Development, 1997)
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The Role of Games as an Aid in Teaching English as a Foreign Language to Preparatory School Pupils in Egyptian Government Schools - Dessouky, Salwa Saad El-Din (Mağallaẗ Al-Adāb wa Al-ʿulūm Al-Insāniyyaẗ (Minia), 1997)
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Theoretical conceptions of human movement and their implication for dance instruction in selected Kenyan primary schools - Digolo, B.A. (1997)
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FACTORS RELATED TO AGRICULTURE STUDENTS ACADEMIC PERFORMANCE IN SWAZILAND - Dlamini, B.M.; Sithole, Nelisiwe (Journal of International Agricultural and Extension Education, 1997)
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Natural Disasters in Africa: Hazards Education for a Hazardous Continent - Dodson, Belinda (The Australian journal of emergency management, 1997)
Africa is considered as one of the more hazardous continents, as its high mortality and low life expectancy, along with misconceptions about natural hazards and contradictions in perceptions of Africa and Africans, attest. However, in recent years, there has been a shift in natural hazards research, revealing that the Africa's natural disasters would contribute to the further sophistication of the new approach to natural hazards.
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Higher Education in South Africa: Transforming the System - Donn, Gari (1997)
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Education After Apartheid South African Education in Transition. - Donn, Gari; Kallaway, Peter; Donn, Gari (1997)
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Geothermal potential of the Alid Volcanic Center, Danakil Depression, Eritrea - Duffield, Wendell A.; Bullen, Thomas D.; Clynne, Michael A.; Fournier, Robert O.; Janik, C.J.; Lanphere, Marvin A.; Lowenstern, Jacob B.; Smith, J. G.; Giorgis, Leake W.; Kahsai, Gabreab; Mariam, Kidane W.; Tesfai, Theoderos (Open-file report /, 1997)
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Stepping Over the Color Line: African-American Students in White Suburban Schools. - Duncan, Garrett Albert; Wells, Amy Stuart; Crain, Robert J. (Journal of Negro Education, 1997)
Stepping Over the Color Line: African-American Students in White Suburban Schools, by Amy Stuart Wells and Robert J. Crain. New Haven, CT: Yale University Press, 1997. 380 pp. $35.00, cloth. Reviewed by Garrett Albert Duncan, Washington University (Saint Louis, MO). In Stepping Over the Color Line: African-American Students in White Suburban Schools, Amy Wells and Robert Crain present the findings from their five-year study of the St. Louis, Missouri, interdistrict school desegregation plan. unique character of St. Louis, a southern city with a northern exposure, and the voluntary nature of its school desegregation plan provide an excellent laboratory to conduct a case study on the politics of race and education. first author, Wells, is associate professor of educational policy at the University of California-Los Angeles Graduate School of Education and Information Studies. Her dissertation research was instrumental to the publication of Stepping Over the Color Line. second author, Crain, is a professor of sociology of education at Teachers College, Columbia University, and has written extensively on the politics of school desegregation. main objective of this work is to examine the processes and key players that contributed to the successes and the failures of the St. Louis desegregation plan. A case study research project, this book was produced using various methods including interviews with over 300 individuals, participant observations in classrooms and board meetings, and a review of numerous archives, newspapers, court documents, reports, and surveys. Though the authors seek to provide a balanced view of the state of the educational system for Black children and youth in St. Louis, they declare their allegiance to those people committed to the ideals of integration, stating at the outset that, [i]ndeed this book is written for and about them (p. 2). Stepping Over the Color Line is divided into three sections. Section 1, entitled The Politics of Race, is comprised of two chapters. Chapter 1 brings together disparate sources to demonstrate how urban and suburban jurisdictions are created through the activity of politically powerful people and thus are not the consequences of natural sorting-out processes, as might be claimed by those who refuse to acknowledge the effects of de facto segregation. Chapter 2 provides a more specific examination of activities at the grassroots level and in the courts that contributed directly to the present-day voluntary desegregation program, which includes the transfer of Black students from city schools to county and suburban schools, the transfer of White children and youth from the county and suburbs to urban magnet schools, and capital improvements for predominantly Black city schools. Section 2, The City, examines the St. Louis desegregation plan from the black side of the color line (p. 18). Chapter 3 traces the history of the St. Louis public school system, describing its transformation from a mainly White school system serving up to 110,000 students to a predominantly Black system serving 42,000 students. In chapter 4, the authors focus on the consumers of urban education, those Black students (and their families) who attend city schools. Chapter 5 draws upon interviews conducted with city-to-county transfer students and their families to explore the reasons Black youths from the city chose to participate in the desegregation program. This section closes with chapter 6, a portrayal of Black students who participated in the city-to-county transfer program but who then decided-or had it decided for them-to return to city schools. In some instances, these students ultimately left school altogether. concluding section 3, The Suburbs, presents the St. Louis desegregation plan from the perspective of White educators, parents, and students who live in the county and suburbs. Chapter 7 details the resistance of White educators and parents to the desegregation program. …
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Education in an autonomous Palestine : Palestinian perspectives - Dyke, Blair Van (1997)
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Promoting Education within the Context of a Neo-Patrimonial State : The Case of Nigeria - Edevbaro, Daniel (1997)
In the first two or three decades of independence, Nigeria, like the rest of Africa. placed heavy emphasis on expanding educational opportunities from primary school through university. This has resulted in a very impressive increase in the number of stu
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Promoting Education within the Context of a Neo-Patrimonial State: The Case of Nigeria - Edevbaro, Daniel (RePEc: Research Papers in Economics, 1997)
In the first two of three decades of independence, Nigeria, like the rest of Africa, placed heavy emphasis on expanding educational opportunities from primary school through university. This has resulted in a very impressive increase in the number of students enrolled in institutions at all levels. In spite of this, education today, like other social sevices, is in deep cirsis. The population growth which greatly increases the number of children seeking access to scholls combined with the recent ecoomic decline has necessitated significant cutbacks in public spending on all social services.
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Africa Comes to Northwest Elementary School - Edward, Jhon (Journal of General Music Education, 1997)
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Computer aided training on the environmental impacts of agricultural development projects: an Egyptian case study - Edwards‐Jones, Gareth; Ibrahim, A. A. (1997)
A knowledge-based system was developed to help a multilateral agency train natural resource planners to be more aware of the full environmental impacts of agricultural development projects. This system, called ECOZONE, has been used successfully in training, but its generic nature limits its ability to capture the true complexity of any given development project. As such its use in training is constrained. A specific case study was developed which used the ECOZONE framework in order to provide a more in-depth representation of the impacts associated with a given development project. This paper describes the ECOZONE software and its uses, and then considers the development of a model of the North Sinai Agricultural Development Project, a large irrigation project in northeast Egypt. The use of this particular case study in training is described, and opportunities for further development of this concept are explored.
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Mothers and Daughters: The Training of African Nurses by Missionary Nurses of the Swiss Mission in South Africa - Egli, Martina; Krayer, Denise (1997)
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Impact of climate change on possible scenarios for Egyptian agriculture in the future - Elshaer, Hesham; Rosenzweig, Cynthia; Iglesias, Ana; Eid, Mai; Hillel, Daniel (Mitigation and Adaptation Strategies for Global Change, 1997)
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War and Drought in Sudan: Essays on Population Displacement - Eltigani, Eltigani El Tahir (International Journal of African Historical Studies, 1997)
The plight of Sudan, where great numbers of people live and work under the chronic threats of famine, civil war and sickness, is a matter of humanitarian concern. Here, Sudanese scholars examine one aspect of these issues - the population displacement problem that affects one third of the nation.
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The Gold Coast Nationalist Reaction to the Controversy over Higher Education in Anglophone West Africa and its Impact on Decision Making in the Colonial Office, 1945-47 - Emudong, C.P. (Journal of Negro Education, 1997)
It has been widely assumed that African nationalism had no significant impact on educational policy making by the British Colonial Office until very late inthe colonial period. present articla refutes this generalistic and rather Eucoventric assumption, deriving its evidence largely from declassified primary official records. It demonstrates that nationalist pressure, especially from the Gold Coast (Ghana), was the crucial force behind the Colonial Office's decision to further higher education in Anglophone West Africa. Moreover, it reveals that the issue of establishing universities in Afriva was conceded within a wider context of the evolving colonial policy of planned neocolonialism. INTRODUCTION Passionately advocated by pan-Africanists as early as the 1870s and increasingly after the first World War, proposed by the National Congress of British West Africa in 1920, and championed by such revolutionary nationalists as Nnamdi Azikiwe of Nigeria, the idea of a West African university was generally resisted by colonial governors, who saw an educated African elite as a threat to European control. Eventually, however, the upheavals of the late 1930s and World War II forced Britain, which was then led by the Conservative Party, to reconsider its alliances with supposedly traditional African authorities and turn instead to the task of creating a Western-oriented buffer class to which administrative and political power could be incrementally transferred. As a result, institutions of higher education in West Africa became a possibility and a reality only within a strategy of decolonization-or, as Kwame Nkrumah (1968) has called it, neocolonialism. Moreover, the divergent reports of the Colonial Office's (hereafter CO) Elliot Commission sparked an acute two-year controversy between 1945 and 1947 over the future of higher education in Anglophone West Africa. That Commission's Majority Report, backed by three African and five British commissioners, called for the establishment of university colleges at Ibadan in Nigeria and Achimota in the Gold Coast (the nation presently known as Ghana) and for the reorganization of Fourah Bay College in Sierra Leone. Commission's Minority Report, backed by the opposition Labour Party's colonial expert, Arthur Creech-Jones, and four other commissioners, proposed the establishment of a single university college at Ibadan, along with the creation of territorial colleges that would serve as extramural centers in Nigeria, the Gold Coast, and Sierra Leone. Nevertheless, as this article argues, the system of higher education that was eventually established in this region reflected, in important aspects, the wishes and interests of the West African elite, especially those of the Gold Coast. Historians of West African education have generally ignored the role of nationalist pressure upon colonial education policy and have tended to concetrate on other British universities, concentrates more on the phenomenon of educational adaptation fron one culture to another than on the political aspects of the subject. Hence, the relegates the nationalist events between 1945 and 1947 to a mere footnote. Other scholars illuminate the panAfricanist roots of the agitation for a West African university but neglect events between 1945 and 1947, when agitation became a matter of practical politics (King, 1971; Langley, 1973). Ajayi and Tamuno (1973) focus on the divelopment of the University of Ibadan after its founding in 1947, peripherizing the influence of the West African elite to a brief section titled The Anecedents. Eluwa's (1967) unpublished doctoral dissertatioin is closely related to the theme of the present study, but it does not go beyond 1930. Howard (1982) attempts to deal with the critical events between 1945 and 1947. He analyzes the impact of African educational models introduced by Africans returning from America, especially Nnamdi Azikiwe (1937-1969, 1961, 1970), whose radical journalism in the 1930s and 1940s sheds light on West African nationalism during its maturation stages. …
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Teachers' perceptions of learning difficulties among students in Uganda - Enon, J.C. (1997)
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Contemporary liberalism and civic education in South Africa - Enslin, Penny (Current Writing: Text And Reception in Southern Africa, 1997)
(1997). Contemporary liberalism and civic education in South Africa. Current Writing: Text and Reception in Southern Africa: Vol. 9, No. 2, pp. 77-90.
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Reinfection of school children with schistosoma mansoni in the Finchaa Valley, Western Ethiopia - Erko, Berhanu; Gemetchu, T.; Medhin, Girmay; Birrie, Hailu (Ethiopian Journal of Health Development, 1997)
Abstract: Reinfection of school children with Schistosoma mansoni and factors thought to be responsible were studied in Finchaa Valley during 1993-95. A cohort of school children treated and cured of schistosome infection were followed for 12 months for reinfection studies. The annual reinfection rate and intensity were 26% and 374 EPG (eggs per gram of stool), respectively. Pretreatment intensity level was regained faster than pre-treatment prevalence 12 months posttreatment. Reinfection rate was associated with age, sex and seasonality of infection in snail hosts. Peak in snail population density and associated cercarial infection was observed in the dry season when high reinfection rate was found among school children. Rainfall appeared to have a pronounced effect in governing snail population density and cercarial infection. Detailed investigations involving all age groups on immunological response and water contact activities are necessary to assess the role of immunity and exposure on schistosome reinfection patterns. The implication of the findings to the control strategies are discussed. [Ethiop. J. Health Dev. 1997;11(3):269-274]
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Water pollution in selected urban areas in the ESCWA region (case-studies of Damascus, Gaza and Jeddah). - Escwa, Un. (1997)
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Multicultural Training Needs for Counselors of Gifted African American Children. - Evans, Kathy (Multicultural Education, 1997)
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Empowering African American Students to Learn - Ewing, Kimberly D. (1997)
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Higher Education and National Development Planning in Africa - Ewoh, Andrew I.E. (Journal of Public Management, 1997)
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Of copper and fire : the Self-Help Action Plan for Education (SHAPE) in Zambia - Faccini, Benedict (1997)
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The Effects of Gender and Education on Perceptions of Social Status and Power in Larteh, Ghana - Fallon, Kathleen M. (1997)
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Is Math in the Classroom Neutral--or Dead? A View from Palestine. - Fasheh, Munir (for the learning of mathematics, 1997)
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Quality of STD Care in Zambia. Impact of Training in STD Management - Faxelid, Elisabeth; Ahlberg, Beth Maina; Freudenthal, Solveig; Ndulos, J.; Krantz, Ingela (International Journal for Quality in Health Care, 1997)
Study Objective: To assess quality of care of sexually transmitted diseases (STDs) and evaluate interactive training methods aimed at improving provider‘s performance. Design and setting: This comparative study, with a baseline, intervention, and evaluation phases was conducted at two urban health centers in Zambia. The personnel at one health center were trained in STD management using interactive training methods. The other health center acted as a control. Subjects and methods: Two-hundred patients with STD were interviewed and their interaction with health care provides observed before and after the training. Another 200 interviews and observations were conducted at the control health center. Resubr: The proportion of patients being examined, given health education and informed about partner notification increased significantly after the intervention. The proportion of patients who had complaints about the health care did not decrease. Long waiting time and lack of time to discuss the disease were the main complaints. Conclusion: Tbe training solved some, but not all, problems of poor case management This indicates tbe need for a more process-oriented approach for improving quality of care. © 1997 E3sevier Science Ltd.
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Yalla Baax Naa: AIDS Education, Women and Islam in Bambey, Senegal: Developing an Effective AIDS Education Model for Women - Fjeld, Karen J. (1997)
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A study of the appraisal of mathematics teachers in Ghana - Fletcher, Jonathan A. (1997)
Teacher appraisal may provide opportunities for teachers to improve the quality of their teaching, thereby increasing the quality of pupil learning. Literature on teacher appraisal in Ghana indicates that the appraisal system is designed to serve both formative and summative purposes. The ability of the appraisal system to provide opportunities for mathematics teachers to develop professionally is the subject of this study. The study aims to: a) identify the nature and purposes of Teacher Appraisal in Ghana (TAG); b) examine the validity of existing methods of TAG specifically by: i ... examining the potential of the appraisal system to help mathematics teachers improve their teaching of mathematics; 11 ... finding which variables are significantly related to Ghanaian secondary mathematics teachers' views of teacher appraisal in Ghana and its ability to help them improve their teaching of mathematics c) identify the implications of any changes in the existing teacher appraisal systems for Ghana's educational policies. 441 secondary mathematics teachers participated. 193 of these teach the subject at the junior secondary level and 248 teach it at the senior secondary level. In addition, 44 Ghana Education Service officials (and 6 heads of secondary schools) who appraise mathematics teachers were sampled. Questionnaires and interviews were used to collect teachers' and appraisers' perceptions of the appraisal system. Additionally, some appraisers were observed while at work. The results of the study showed that many education officials in Ghana who appraise mathematics teachers, and who are required to 'help' mathematics teachers improve their work, have little or no training in secondary school mathematics teaching or its appraisal. Regarding mathematics teachers' perception of the appraisal system, highly significant negative correlations were found between their perceived professional support and rank and professional status at the senior secondary level; whereas relatively weak positive correlations were found between perceived support and last appraisal session and rank at the junior secondary level. Thus, the results indicated a dramatic difference between junior secondary and senior secondary mathematics teachers in their perceptions about the potential of the teacher appraisal system in Ghana to help them improve their teaching of mathematics. Senior secondary mathematics teachers were generally more pessimistic about the potential of the appraisal system to help them improve their work than their junior secondary counterparts. Putting the results at the junior secondary and senior secondary levels together, the study found professional status to be the single most important determinant of teachers' attitude to teacher appraisal in Ghana as a formative process. The above differences between junior secondary and senior secondary respondents thus reflected the differences in the two groups of teachers' academic and professional qualifications in mathematics. The findings of the study lead to the conclusion that the teacher appraisal system in Ghana cannot, in its present form, provide opportunities for mathematics teachers to develop professionally. The implications of the findings are discussed.
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Karani, F.A. and J.O. Shiundu; "Education Systems in East Africa - Trends and Issues," in Thomas Mcdonald, and Thomas W. Scheidtweiler (eds.) Higher Education in East Africa. Proceedings of a KASEA Seminar 17 - 21 September 1997 Nairobi. Kenya. Katholisch - Florida, A Karani (1997)
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Relevance of Higher Education in Africa in the 21st century - Florida, A Karani (1997)
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An examination of the problems confronting effective teaching and learning of the Arabic language in Nigerian colleges of education - Folorunsho, Mikail Adebisi (1997)
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Developments in the South African fitness industry : implications for education and training. - Forbes, Mary Jane. (1997)
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African Portraits: Essays on Daily Life by Sierra Leonean Students - Foster, Leslie (1997)
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Learning from South Africa - Fowler, Raymond D. (1997)
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"Sundiata, Lion King of Mali." Adapted by Kim Hines, Featuring Griot Alhaji Papa Susso, Cue Sheet for Students. - Freeman, A. (1997)
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Linguistically and Culturally Diverse Students. Populations: African American & Hmong. Language Sample Analysis Companion Guide. - Freiberg, Christine (1997)
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Telling Their Stories: African-American Parents Talk to White Teachers. - Frieman, Barry B.; Watson-Thompson, Ocie (1997)
African-American parents whose children attend twelve different Baltimore City Public Schools made it clear while participating in a focus group that white teachers have a lot to learn about teaching their children. They want teachers to come into the classroom with a belief that their children can learn. They also want teachers to understand African-American history and culture, as well as how best to teach their children. Finally these parents want teachers to see their children as unique people and know that parents are willing to be partners in the education
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Their Highest Potential: An African American School Community in the Segregated South - Fultz, Michael; Walker, Vanessa Siddle; Irvine, Jacqueline Jordan; Foster, Michèle (History of Education Quarterly, 1997)
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Conflicts in church and society in Uganda with special reference to culture, politics and education - Gaalimaka, Herbert I. (1997)
This thesis examines the conflicts which emerged from the way the Church in Uganda generally (and the Anglican Church of Uganda (ACU) in particular) interacted with die society on three key fronts: culturally, politically and educationally. The aim is to exhibit die historical development of the Church m light of those areas; and die impact that development has had on the society, and so pose a challenge for the present ACU to reflect on and act for a viable and more acceptable ministry in future free of conflict favouritism and domination. Chapter I covers the historical background from 1877-1962; it describes the coming of die CMS missionaries to Uganda following Muteesa I’s invitation to be followed later by the Roman Catholic missionaries. It describes how religious controversies between these two groups dominated Ugandan politics. The road leading to a Uganda protectorate and the developments initiated by both the missionaries and die colonial government including education, health services and economy, are also set out. Chapter 11 looks at the culture into which Christianity came and the nature of their clash leading to an age long conflict. It highlights the model operated by die missionaries, its weaknesses and strengths. It describes some alternative models from Africa and die Caribbean and lastly suggests die best way forward. Chapter III deals with the Church and Colonialism. then: invasion of the traditional political structure and the developments brought about by the two institions. The beginning of political parties following the political and economic dissatisfaction of die Ugandan society, so paving die way to independence, is discussed here. Featured also are the colonial policies answerable for the age long suffering in Uganda and the model responsible for church and state interdependence which reigns to this day. It cites alternative models and suggests which way to go. This chapter covers pre- independence, and post independence to die present day. Chapter IV looks at the traditional form of education and its values. It highlights die introduction of the missionary western form of education, its characteristics and goals which in many ways divorced the learner from his/her roots. It shows both the native society and die colonial government losing confidence in that system of education and seeking to replace it with a government-run system of education. This chapter also looks at other models from elsewhere and suggests a way forward.
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History of Ghana since pre-history : a textbook for senior secondary schools - Gadzekpo, Seth Kordzo (1997)
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Issues and strategies for primary and secondary education decentralisation in Tanzania - Galabawa, J.C.J. (Papers in Education and Development, 1997)
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Motives and Objectives of Teaching Russian in South Africa - Garmashova, Irina (Language Matters, 1997)
Abstract In this article, using updated research information from 1995-1996, the author examines motives for learning and objectives of teaching Russian as a foreign language at university level in South Africa. This paper reveals new insights into previously determined objectives of learning Russian Language, Literature and Culture. The author identifies new tendencies in initial students' motives and demonstrates the necessity of creating an alternative comprehensive study model in terms of a proposed semesterisation and modularisation system of teaching foreign languages at UNISA. Based upon the research findings, recommendations are made to address students' motivation and expectations.
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Climate changes in the African tropics over the last glacial/post-glacial period. What do lake sediments tell us? - Gasse, F.; Gibert, E. (1997)
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Kenya Secondary School Christian Religious Education: quantitative and qualitative investigation of teachers and students attitudes-Phd. Thesis: - Gatumu, JC (1997)
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Efficiency of primary education in Kenya: Situational analysis and implications for educational reform - George, Odipo; Abagi, Okwach (1997)
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Education : a gender profile of the determinants and outcomes of schooling in the West Bank and Gaza Strip - Ghali, Mona (1997)
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Are There Lessons That Sub-Saharan African Countries Could Learn From East Asia's Successful Development Experience? - Ghebreyesus, Ghirmay S. (Scandinavian journal of development alternatives, 1997)
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Training Needs Perceptions of Kenyan Entrepreneurs. - Gichira, Robert; Nelson, Robert E. (Journal of Industrial Teacher Education, 1997)
Over the past 10 years, economic planners have realized the importance of the small enterprise sector in achieving economic development. Estimates are that 900,000 small enterprises in Kenya employ two million people (Dolman, 1994). While little evidence exists that these small firms grow into medium-size firms (employing 50 to 100 workers), many of these small firms have the potential to add one to five employees. In addition to its importance in creating jobs, the small enterprise sector contributes 33% ofthe value-added in manufacturing and the retail trade in Kenya (Onyango & Tomecko, 1995). Major constraints to expanding the small enterprise sector in Kenya appear to be lack of capital, infrastructure, and managerial skills. Government can provide leadership in developing a policy framework that will create a more positive environment within which small enterprises can operate. However, entrepreneurs must take the initiative to improve their small enterprises by improving their managerial skills through training. Individuals from different economic, social, and educational backgrounds become entrepreneurs in many different ways and under varying conditions, many without undergoing any training. Other people become entrepreneurs only after having been selected and trained. One question is whether they can develop these skills to expand their business operations through training or by merely engaging in entrepreneurial activities (Osirim, 1990; Rissal, 1988). A second question is whether training provides entrepreneurs with a
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Management Structures in European and South African Higher Education Systems - Goedegebuure, Leo; Maassen, Peter (1997)
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Facilitating education in rural areas of South Africa : the role of electricity and other sources of energy - Gordon, Adele (1997)
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Environmental education and outcomes-based education in South Africa: A marriage made in heaven? - Grange, Lesley Le; Reddy, Chris (The Southern African Journal of Environmental Education, 1997)
The infusion of environmental education into a new South African curriculum marks a historic shift from the past where it was marginalised from mainstream, formal education. Through the Environmental Education Policy Initiative (EEPI), environmental education was included as a key principle in the most recent government white paper on education and training. This policy process provided a platform for the establishment of an Environmental Education Curriculum Initiative (EECI) to ensure that environmental concerns form part of the new outcomes based curriculum (OBE) for South Africa. Many members of the environmental education community have been actively involved in EECI activities and environmental education and OBE was one of the key features at the most recent conference of the Environmental Education Association of Southern Africa (EEASA). In this article we attempt to highlight the parallels between environmental education and OBE and raise a critical debate around the institutionalisation of environmental education in South Africa.
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Three Strikes and They're Out: African American Boys and American Schools' Responses to Misbehavior - Gregory, James F. (International journal of adolescence and youth, 1997)
ABSTRACT This article examines summary data from a recent U.S. Office for Education civil rights survey of American schools in terms of three specific types of school responses to children's misbehaviors: corporal punishment, suspension from school, and placement in Special Education for the Behaviorally Disordered. Extremely large disparities in rates for African American boys versus those for girls and boys of other race/ethnicity groups were often found. The shear magnitude of the differences suggests that selectivity may be operating vis-a-vis punitive/exclusionary measures taken by schools when responding to children's behaviors. Speculations as to these dynamics are offered.
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Differences in educational outcomes of African American students from different socioeconomic backgrounds - Grosset, Jane (Structural Equation Modeling: A Multidisciplinary Journal, 1997)
This research tested a structural equation model of educational outcomes for three socioeconomic status (SES) groups of African American students enrolled in a community college. The structural model, which was based on a variant of Tinto's (1987) model, contained two exogenous constructs, educational intentions/commitment and external commitments, and three endogenous constructs, academic integration, social integration, and educational outcomes. The study demonstrated that higher levels of academic and social engagement had positive direct effects on educational outcomes for all students regardless of SES background. Other paths that were supported included the positive direct effects of educational intentions/commitment on academic and social integration and the negative impact of external commitments on social integration. Significant structural differences were not present in the measurement of model constructs or the process of educational outcomes among lowest, lower to middle, and middle to upper SES groups.
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Perception of head teachers regarding supervision of Swaziland school system - Gumbi, C.S.; Dlamini, B.M. (1997)
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The learning of French by Algerian students : a socio-phonetical study - Hacini, Fatiha (1997)
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Proposition 16 and the access to higher education for college- bound African American student athletes - Hairston, Karla C. (1997)
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Family influences on school achievement in low-income, African American children. - Halle, Tamara; Kurtz‐Costes, Beth; Mahoney, Joseph L. (Journal of educational psychology, 1997)
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The language of education in Africa: The key issues - Hameso, Seyoum (Language, Culture and Curriculum, 1997)
As a result of their colonial past, African children are still educated predominantly through the medium of a foreign language. The author explores the historical, political and socio‐economic background to this situation, and examines its advantages and disadvantages. Since the foreign languages (mainly English, French and Portuguese) are major international languages, they help in the transfer of science and technology. But they are foreign, and are therefore limited, as media of education, in their capacity to serve many of the personal, local and national objectives of the educational system. The position of the indigenous languages is examined and their potential as media of instruction. The case of Amharic in Ethiopia is examined in detail, and also that of Kiswahili in Kenya and Tanzania. The author discusses the necessary developments that will have to occur to provide full participation of the population in truly democratic institutions. He concludes that the revival of African languages and cultures is inextricably linked with rehabilitation of African political and economic institutions.
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Kenya studies its schools to identify obstacles for girls. Education and gender. - Harel, K (PubMed, 1997)
Interviews were conducted with almost 800 adolescents and their parents in 3 districts representing the range of school experience in Kenya. Researchers also visited 36 primary schools attended by more than 80% of the adolescents sampled, holding interviews with teachers and students, documenting facilities, observing interactions, and compiling measures of performance. Boys were seen bullying girls outside of classrooms, teasing them and blocking their movements. In focus group discussions, boys and girls reported that boys routinely grab girls' breasts, while teachers ignore the abuse. Teachers described girls as stupid and lazy, with both male and female teachers who expressed a preference for teaching one sex or the other preferring boys. The teachers more often allocated menial chores to girls and teaching tasks to boys. Even in schools in which girls performed almost as well as boys on exams, teachers awarded twice as many prizes to boys. The teachers created a context in which girls perform poorly. When the girls do in fact fail to achieve, teachers' prejudices are simply reinforced. On the other hand, schools at which girls performed better on exams had more female teachers who presumably served as role models. Also, girls in schools with more female students scored higher on the final, nationwide exam.
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The Diploma Disease in Egypt: learning, teaching and the monster of the secondary leaving certificate - Hargreaves, Eleanore (Assessment in education, 1997)
Abstract Eygpt's education system is dominated by the secondary leaving certificate, the thanaawiya aama examination. From the earliest primary years, schooling is characterised by examination orientation and ritualisation. These features, in addition to Egypt's relatively late drive towards modernisation accompanied by centralisation and newly forged social divisions, clearly categorise Egypt as a victim of the ‘diploma disease’. Attempts to reform the assessment system are being hampered by the continuing perception of current school qualifications as the means to success, whether in the public or private sector, within Egypt or abroad.
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Media literacy and video technology: Educational and motivational tools to empower African-American males in special education - Harts, Melissa Lorraine (1997)
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Prevalence and Some Determinants of Premenstrual Syndrome among a Group of Primary School Teachers in Alexandria, Egypt - Hassan, Mona (1997)
The present study was carried out aiming to study ttle prevalence of Premenstrual Syndrome [PMS] among a group of teachers in Alexandria and to find out the relation between some determinants and PMS. The study was conducted on a sample of 500 primary school teachers in Alexandria through a cross-sectional approach. A pre-structured pre-tested questionnaire was used to collect the data. The Menstrual Distress Questionnaire [MDQ] developed and revised by Moos in 1991 was used to identify the type and intensity of symptoms during the premenstrual phase. Role acceptance scale was used to measure the womans acceptance to her feminine role. The prevalence of PMS rangedfrom 10.6% for those having high score on pain scale to 20.6% for Ulose having high score on arousal scale. Symptoms scales were positively correlated across the three cycle phases with the highest correlation between premenstrual and menstrual phases on both arousal and impaired concentration scales. Positive correlation was also found among the symptom scales with the highest correlation between impaired concentration and each of behavioral change and negative affect scales. Using stepwise logistic regression analysis, the most important determinants contributing for the high scoring on MDQ scales were cycle length [<24 days and >32 days], caffeine consumption, nulliparity, and unpredictable menses. Role acceptance and intrauterine device use had a protective effect against PMS symptoms.
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University Education and African Thought: Reflections on Underachievement Among Some UNISA Students - Heerden, Van; Eulalie, M. (South African Journal of Ethnology, 1997)
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Social cognitive theory and career development in African-American and Euro-American college students - Hill, Mary (1997)
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Annotated Selected Bibliography & Index for Teaching African-American Learners: Culturally Responsive Pedagogy Project. - Hilliard, Asa G. (1997)
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Resources for Teaching about Sub-Saharan Africa. - Hinton, Samuel; Mowell, Barry; Brook, Diane L. (Social Education, 1997)
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Large and small classes in Egyptian university classrooms: a cultural justification for curriculum change - Holliday, A. K. (1997)
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Environmental management research and training in Coast Province, Kenya - Hoorweg, J.C. (1997)
The natural environment of the Kenyan coast is threatened in many ways. A study day was organized on August 7, 1996, by the School of Environmental Studies, Moi University, Eldoret, with presentations on the activities and research priorities of organizations concerned with coastal environment issues. This report contains presentations on district environment management by Henry Munga'sia; the Coast Development Authority by Bonfance Mwandotto; maritime research priorities for the Kenya Marine and Fisheries Research Institute, by Enock Wakwabi; the marine programmes of the Kenya Wildlife Service, by Nyawira Muthiga; the wetlands conservation project of the Kenya Wildlife Service, by Els Martens; small fisheries research in Kwale District, by Anthony King and Delphine Malleret-King; priorities in botanical research in coastal Kenya, by S. Ann Robertson; Kaya Forest conservation on the Kenya coast, by Anthony Githito; wasteland rehabilitation, by Sabine Baer; activities of the International Centre of Insect Physiology and Ecology, by Srinivasan Sithanantham & Z. Ngalo Otieno; activities of the Kenya Agricultural Research Institute, by Geoffrey Kamau; the Coral Reef Conservation Project, by Nyawira Muthiga and Tim McClanahan; and the training course on Fundamental and Applied Marine Ecology of the Free University of Brussels, by Nanette Daro
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Achievement motivation and level of aspiration: adolescent Ethiopian immigrants in the Israeli education system. - Horowitz, Tamar; Mosher, Naftalie (PubMed, 1997)
This paper focuses on two questions: Are Ethiopian high school children who immigrated to Israel achievement motivated? To what extent does the presence or absence of certain components of the achievement construct in the indigenous value system of Ethiopian students affect progress at school? The study is based on pilot research conducted in Israel in 1987 for which the central research questions were: Are elements of motivation to be found in the indigenous value system of Ethiopian students? If so, what is their effect on progress at school? The research is based on a questionnaire administered to 88 Ethiopian students and 85 veteran Israeli students. The main findings of this research are: There are some elements in the socialization of Ethiopian students that can be looked upon as components of achievement motivation. These include a high level of aspiration, the ability to postpone gratification, and obedience. These elements help the Ethiopian children succeed at school. On the other hand, some elements in the socialization of Ethiopian children hinder their progress: conformity restraints on individual creativity and external locus of control.
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Educational Resources on Traditional African Music: An Annotated Bibliography of Contemporary Offerings and Suggestions for Their Use in the Classroom - Horton, Christian D. J. (Journal of Negro Education, 1997)
Christian D. J. Horton, Fort Valley State University* In their eagerness to develop proposals for curriculum and instruction, contemporary researchers and developers of resources on traditional African music often fail to understand that available resource materials must be critiqued in terms of the schools and students for whom they are primarily intended. Toward that end, this annotated bibliography was compiled to combat both the dearth of musicological resources on traditional African music and teacher-educators' lack of knowledge about these resources. It examines significant works published between 1960 and 1991 that provide information and perspectives superseding previously available instructional resources. In Africa and elsewhere, educators have called for the development and use of educational resource materials on traditional African music as a means of preserving and perpetuating this vital art form. This call has become increasingly urgent in recent years as the breakdown in traditional systems of cultural transmission among modernizing nations on the continent of Africa has resulted in much of its traditional music being lost or severely misrepresented. Several resources on traditional African music have been published in the last three decades. Unfortunately, many of these works, particularly those published in the 1960s and before, fail to assess the enormity of the sociocultural and educational issues involved in the formal study, use, and performance of this music in the classroom. In their eagerness to develop proposals for curriculum and instruction, contemporary researchers and developers of resources on traditional African music often fail as well to understand that available resource materials must be critiqued in terms of the schools and students for whom they are primarily intended. Although many of the contemporary resources offer innovative suggestions for the inclusion of traditional African music in formal education, most continue to ignore the critical issues mentioned above. It is therefore incumbent that teachers and learners using these resources take these aspects into consideration to determine whether any adjustments in instructional strategies or perspective must be made. The authenticity of various traditional musical forms must also be interrogated to determine their relevance and importance to the cultures from which they spring. This bibliography was compiled to combat both the dearth of musicological resources on traditional African music and teacher-educators' lack of knowledge about these resources. It examines significant works published between 1960 and 1991 that provide information and perspectives superseding previously available instructional resources. In compiling it, sight was not lost of earlier bibliographic compilations, many of which are annotated and contain information relevant to this research (e.g., Aning, 1967; Gaskin, 1965; Gray, 1991; Lems-Dworkin, 1991; Merriam, 1951; Thieme, 1962; Varley, 1936). The most notable of these are described in this compilation. Nonetheless, there remains an urgent need for more ethnographic studies of traditional African music, especially those pertaining to song repertoire and musical instruments, that ensure the preservation and perpetuation of Africa's cultural heritage. Studies addressing these critical areas, and the resource materials that emerge from them, are essential to the continued study of this important musical legacy in classrooms around the world. Aduonum, Kwasi. (1981). A compilation, analysis, and adaptation of selected Ghanaian folktale songs for use in the elementary general music class. Doctoral dissertation in music education, University of Michigan-Ann Arbor, 1980 (UMI No. AAI 8017212). 492 pp. The teaching techniques recommended in this work, which provides notation for several traditional Ghanaian folk songs and a recounting of the folktales associated with them, are based on the assumption that exposure to and involvement with traditional African music forms will help fulfill the aesthetic needs of children and assist in raising the level of their intellectual and cultural experience (p. …
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Mathematics and Science Performance in the Middle School Years in the Northern Cape Province of South Africa. The Performance of Students in the Northern Cape Province in the Third International Mathematics and Science Study (TIMSS). - Howie, Sarah J. (1997)
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Psychosocial environment of agricultural science classrooms in Nigeria - Idiris, Suleiman; Fraser, Barry J. (International Journal of Science Education, 1997)
This article reports the first classroom environment study worldwide specifically in agricultural science classes and one of the few learning environment studies in Nigeria. The sample consisted of 1 175 students in 50 classes in 20 schools in eight states and the federal capital. First, Nigerian agricultural science classrooms were perceived by students to have particularly low levels of student centredness and negotiation. Second, a new classroom environment instrument displayed satisfactory internal consistency reliability and discriminant validity with both the individual student and the class mean as the unit of analysis; it also differentiated between the perceptions of students in different classrooms. Third, past research was replicated in that associations between student outcomes (attitudes and enquiry skills) and classroom environment were established.
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Students' Deviance in Nigerian Tertiary Institutions: An Observation - Igbinovia, Patrick Edobor (International journal of adolescence and youth, 1997)
ABSTRACT The definition of deviant behaviour is elusive; but I will adopt a simple one; deviance is behaviour that violates the norms and expectations of a group. The first mention of the concept Sociology of deviant behaviour can be traced to Marshall B. Clinard, an American sociologist, who wrote a book of the same title about 37 years ago (1957). Indeed, Clinard's book was the first textbook in deviant behaviour and it provided the first codification of the deviant behaviour perspective. Consequently, in tackling the subject before us, emphasis throughout will be on the sociological understanding of the meaning, the process, and the control of deviant behaviour of students in institutions of higher learning in Nigeria.
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Environmental problems associated with aquatic pollution: a focus on Nigeria - Imeh, O.; Akanbi; Oladimeji, C.T. (IFE Psychologia: An International Journal, 1997)
Environmental problems occur at all stages of pollution of the natural environment. In the marine environment the problem is more serious when the pollutants arc absorbed in the food web of marine system. They arc as a result of disturbance of the natural habitat which included; dumping of raw sewage directly into the marine waters, chemical and oil spills. The input of oil to the Atlantic waters of Nigeria have been identified as a major source of environmental problem in Nigeria's marine waters. This paper reveals that marine pollution have caused serious setback to the orderly progress, economic and social advancement of the territorial communities.
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Crafted for prosperity; Pointers from Germany regarding the appropriate place and provision of Vocational Education and Training within the Educational Realm, and comparisons with South Africa - Inskip, Chris; Spargo, P. E. (1997)
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High risk sexual behaviours for STD/HIV, pregnancies and contraception among high school students in a rural town, north western Ethiopia - Ismail, Shabbir; Bitsuamlak, Habteab; Alemu, Kahsu (Ethiopian Journal of Health Development, 1997)
Abstract: A cross-sectional study evaluated STD/HIV related sexual behaviours among 383 (90.8% of the required 422) secondary school students in Kolla Diba town of North Gondar Zone using a pre-tested self-reporting questionnaire. Additionally, the contraceptive utilization and occurrence of pregnancies among the 202 female students was evaluated. There were 122 (31.9%) sexually active students, of these 44 were females. Their mean age of sexual commencement was 16.4(± 2.3 SD) years. The total number of sexual partners in the past six months was around two. Ten (9.3%) had sex with commercial sex workers (CSWs) in the past six months. Only 45.9% had used condoms and half of them regularly. The most common sources of condoms were shops. Fourteen (11.5%) of the sexually active students had contracted a sexually transmitted disease (STD) in the past six months. Three hundred and forty nine (91%) of the students have heard about AIDS, 297 (85.1%) believe in its existence and 166 (47.6%) have seen an AIDS patient. Only 65 (18.6%) felt that they can acquire HIV infection. Of the 44 sexually active female students, 11 (25%) are using contraceptives at present. Oral contraceptive pill is the most commonly used method. The major reasons for the non-utilization of a reliable method of contraception among the non-users were fear of side effects, refusal by the partners and refusal by family. Half of all the sexually active female students were pregnant at least once. Seventy four percent of the female students would prefer to deliver at term if pregnant. Only 37 (18.1%) of the females favoured the legalization of abortion. A higher level of education was associated with contraceptive use (p<0.03). The implications of these results are discussed. Strengthening the present educational campaign on AIDS, promotion of family life education and making contraceptives accessible in schools are recommended. [Ethiop. J. Health Dev. 1997;11(1):29-36]
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Reform of legal education in South Africa: Analysis of the new challenge of change* - Iya, Philip F. (The Law Teacher, 1997)
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The Frequency and persistence of droughts in Eastern and Southern Africa - J, Ininda Mwalichi (1997)
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Quinine-induced Hearing Loss in the Guinea Pig is Not Affected by the Ca2+Channel Antagonist Verapamil - Jäger, Wanje; Idrizbegovic, Esma; Karlsson, K.; Alván, Gunnar (Acta Oto-Laryngologica, 1997)
It is well documented that quinine induces reversible hearing loss and tinnitus. The purpose in this study was to induce a quinine hearing loss and to investigate if verapamil, a Ca2+ channel antagonist of L-type might affect the response. Pigmented guinea pigs (n = 24) were anaesthetized by atropine. Hypnorm and midazolam but permitting spontaneous respiration. An electrode of platinum was placed on the round window and short (10 msec) tone pulses at 8 kHz were presented to the external ear. A typical deflection of the N1-wave was determined as the hearing threshold. Quinine hydrochloride 40 mg/kg and verapamil 1 mg/kg were given intravenously. Quinine induced a significant and reversible hearing loss (mean 16 dB). This hearing loss was not at all affected by verapamil given before or after quinine. Verapamil often caused acute cardiac arrest and particularly the combination verapamil followed by quinine-induced death to the animal. We conclude that verapamil and quinine had no in vivo interaction with regard to the hearing ability.
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The Fula and Islamic Education in Freetown, Sierra Leone - Jalloh, Alusine (American journal of Islam and society, 1997)
This study examines the role of the Fula in Islamic education inFreetown, the capital city of Sierra Leone, from the colonial to the postcolonialperiod. The Fula educational initiative forges a partnershipbetween the Muslim private sector and local educators. Not only does itprovide a model for responding to the challenge of developing Islamiceducation in Sierra Leone, but it is a model that can be implementedthroughout Africa. It is especially important given the increasing multiethnicstudent population and limited government support for Islamiceducation in Sierra Leone and across the continent. The recent decline insupport from foreign Islamic countries for education in Africa addsurgency to the need for African Muslims, such as the Fula, to pursue alternative approaches to promotingIslamic education through broad-based cooperation among local educators, indigenous Muslim businesspersons, and the govemment.For over two centuries the Fula, a devout Muslim group inAfrica,' were pioneers in the spread of Islam not just in Freetownbut throughout Sierra Leone. In fact, the Fula ...
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Contradictory Tensions in the Experiences of African Canadians in a Faculty of Education with an Access Program - James, Carl E. (Canadian Journal of Education, 1997)
In this article, I examine the experiences of a sample of African Canadian teacher candidates in a Faculty of Education with an access program, noting how their educational experiences are affected by the existence of the program; how they negotiate the learning environment, which does not welcome their presence; and what narratives they construct to explain the contradictions inherent in their presence in the institution. The experiences of these students indicate that the culture of the Faculty does not provide a productive learning environment. The narratives the students construct reveal that although they were disenchanted with being identified as access students, they remained determined to become teachers because they saw themselves as involved in a critical process to become role models, and advocates for educational change.
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Early Childhood Education Opportunities in the Community of Ebuakwa (a community located in Ghana, West Africa) - James, Jennifer (1997)
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Curriculum Development For A National Nutrition Training Programme: Republic Of South Africa. - Jansen, Jonathan D.; Omwega, AM (1997)
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School science and the development of scientific culture: a review of contemporary science education in Africa - Jegede, Olugbemiro J. (International Journal of Science Education, 1997)
The significant role science plays in the development of an individual and a nation has led to its inclusion in the school curriculum since the early part of the nineteenth century. The values, ethos, practices and perspective of science for interpreting nature are a part of science education. However, in recent times due to a combination of factors, school science has been seen to promote a mythic text book science rather than present the true image of science and reflect the real nature and outcome of scientific enterprise. If current developments occurring around the world are anything to go by, globalization with its attendant economic, political, social and other spin‐offs, together with the phenomenal development in telecommunications, communications technology and computer technology will affect every person living on the globe in the twenty‐first century. To fully understand, appreciate and effectively use all these developments for meaningful learning, scientific culture must permeate the society and the every‐day thoughts and actions of ordinary people. For the developing countries of Africa dominated and governed by non‐western socio‐cultural factors, western science means an imposition of one culture over another. It means the replacement of the anthropomorphic worldview with a mechanistic one. This situation, amongst many others, would further militate against the race to development by African nations. This paper reviews the advent of science into Africa, the curret state of school science in Africa and discusses the possibilities for, and implications of, harnessing traditional African thought system and Western science to develop an effective culture for Africa of the twenty‐first century.
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Intestinal helminth infections in school children in Adarkay District, Northwest Ethiopia, with special reference to Schistosomiasis mansoni - Jemaneh, L (Ethiopian Journal of Health Development, 1997)
Abstract: In a survey carried out in five schools of five rural towns in Adarkay district in Northwest Ethiopia, 519 children had their stool specimens examined for Schistosoma mansoni and other intestinal helminth infections of man by the Kato thick smear technique. Infection due to S. mansoni was the most prevalent (54.3%), ranging from 16.7% in Deb Bahir to 55.3% in Adarkay and Buya, 67.4% in Kerenejan and as high as 88.9% in Zarema, followed by Ascaris lumbricoides (43.0%) and hookworm spp (23.3%). The least prevalent was Trichuris trichiura infection (11.8%). Triple, double, and single infections were found in 49 (9.4%), 180 (34.7%) and 172 (33.1%) specimens respectively. Most of the double infections were a combination of S. mansoni and A. lumbricoides (90=17.3%). The highest prevalence for a single infection was recovered for S. mansoni (103=19.8%). Age specific analysis of prevalence due to S. mansoni, the hookworms and A. lumbricoides showed the presence of infection in all ages under consideration, but with no significant difference among the age groups. Neither was there any significant difference in infection rates between the sexes. The average egg counts were generally higher for S. mansoni and A. lumbricoides. Younger age groups appear to have higher average egg counts, particularly for the hookworms. Sex was not related to egg output. The high infection rate of intestinal helminth infestation observed in this study among school children signifies the need for prompt intervention measures. [Ethiop. J. Health Dev. 1997;11(3):289-294]
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A case of adoption: distance education at the Mauritius - Jenkins, Janet (Open praxis: the bulletin of the International Council for Distance Education, 1997)
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Nigerian guidelines for sexuality education introduced at ceremony in Lagos. - Jl, Shortridge (PubMed, 1997)
The 1996 publication of "The Guidelines for Comprehensive Sexuality Education in Nigeria," a result of collaboration between SIECUS and Nigerian organizations, is a major step toward incorporating sex education into current reproductive health and population initiatives. A National Task Force of 20 key Nigerian agencies and institutions working in the area of adolescent health, education, and development prepared the document with technical assistance from SIECUS. Days before the document's public release, a workshop was held for members of the mass media to increase their understanding of adolescent reproductive and sexual health in Nigeria. 70% of males and 50% of females attending secondary school are sexually active before the age of 20 years; by the time they leave school, one out of every five Nigerian girls has terminated an unwanted pregnancy. The Guidelines seek to help Nigerian youth to acquire knowledge and develop responsible behavior to reduce high rates of unwanted pregnancy, complications from unsafe abortion, sexually transmitted diseases, and acquired immunodeficiency syndrome.
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