Africanizing HBCUs: Problems and Prospects of International Education in Historically Black Institutions - Akomolafe, Olusoji (African Issues, 2000)
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Africanizing HBCUs: Problems and Prospects of International Education in Historically Black Institutions - Akomolafe, Olusoji (African Issues, 2000)
Every projection indicates that minorities will represent a significant portion of the American labor force in the nearest future. Yet minority groups have historically represented segments of the population least capable of competing in the national and international marketplace. This is precisely why historically Black colleges and universities (HBCUs) need to rise to the challenge through an implicit mandate to internationalize their member institutions and the surrounding communities. This paper takes a critical look at how HBCUs ran the two most predominant components of international education, namely, the overseas and area studies programs. The main focus of the paper is Africa. It is indeed an attempt to assess the status of international education at HBCUs, particularly the problems they encounter as they struggle to internationalize. Although in the last few years, study abroad in Africa has become increasingly popular among HBCUs, the road ahead is still very long and sometimes tortuous. In the area of African studies, most of these institutions have a much bigger challenge to meet. The basic premise of my assumption is that despite all the good intentions of the government and private donor organizations, the fact remains that sustainable and qualitative international education in the area of African studies is in large part unaffordable and thus inaccessible to most HBCUs. Numerous factors are responsible for this phenomenon.
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Educating the African immigrant child in Canada, a study of how Ghanaian parents negotiate the home-school intersection - Akoto, William Boakye (2000)
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“A Smattering of Education” and Petitions as Sources: A Study of African Slaveholders' Responses to Abolition in the Gold Coast Colony, 1874–1875 - Akurang-Parry, Kwabena O. (History in Africa, 2000)
By the mid-nineteenth century African societies had begun to use petitions as an instrument of agitation for reforms in nascent colonial policies. This was especially true of those societies located in the coastal enclaves where precolonial European and diasporic African influences were markedly profound. Compared with other African responses to European colonial rule, anti-colonial petitions are less spectacular. This explains, perhaps-deservingly so, why petitions or memorials, which also took the form of deputations, as a historical genre have been marginalized in the polemical studies of African responses to colonial rule. Such studies have included militant responses in the form of war, riots, social banditry, millennarianism, arson, strikes, avoidance of conscription, desertion, and mass migration. Other forms of African response, devoid of militancy or overly tumultuous actions, have been aptly described by James C. Scott as the Weapons of the Weak . These have included foot-dragging, the use of songs, and the protest politics of the indigenous African press. This study deals with how slaveholders in the Gold Coast responded to British abolition of slavery and pawnship in the Gold Coast in 1874-75. Specifically, I examine how the African intelligentsia in the Gold Coast Colony used quasi-legal means, essentially petitions, to oppose abolition and emancipation of slaves and pawns. This opposition was undertaken on behalf of slave/pawnholders, including the indigenous rulers of the coast, especially the Fante region. Additionally, the study draws attention to Africans' use of petitions as an important historical source that can benefit the study of various aspects of colonial rule and facets of African responses.
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Discussion Paper 17. Learning to Teach in Ghana: an Evaluation of Curriculum Delivery. - Akyeampong, Kwame; Ampiah, Joseph Ghartey; Fletcher, J.; Sokpe, B.; Kutor, N.K (2000)
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Discussion Paper 7. Ghana: a Baseline Study of the Teacher Education System. - Akyeampong, Kwame; Furlong, Dolores (2000)
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Discussion Paper 18. Costs and Financing of Teacher Education in Ghana. - Akyeampong, Kwame; Furlong, Dolores; Lewin, Kurt (2000)
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Discussion Paper 4. "On the Threshold": the Identity of Student Teachers in Ghana. - Akyeampong, Kwame; Stephens, Donnya Elle (2000)
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Development of Education of the Hearing Impaired in Nigeria. - Alade, Eunice B. (IFE Psychologia: An International Journal, 2000)
Education of the hearing impaired in Nigeria had gone through stages of Darkness, Twilight, and Dawn as in other countries of the world. Superstitious beliefs about hearing impaired people exercise strong influence on public attitudes toward then and their subsequent education. The advent of the missionaries into the area of education of special needs children had been the forerunner of public awareness of the possibility of training and educating them in Nigeria. A great improvement has been made since the first attempt. The increased interest in the establishment of institutions for the hearing impaired individuals is a mark of the success already achieved and a portrayer of future trend toward delivery of sound and quality education for the hearing impaired in Niger.ia.
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Bridging the gap between school culture and home culture : community involvement in the curriculum reform of a secondary school in Niger - Alio, Paula Amina (2000)
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The 1997-98 Papua New Guinea drought: perceptions of disaster - Allen, Bryant (2000)
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African American Teacher Recruitment: A Case Study in Oregon - Allen, Deborah (2000)
The public school teacher population of the United States is predominantly White, while the demographics of P-12 student population continue to grow increasingly diverse.Across the nation, there has been a call for the recruitment and retention of culturally and linguistically diverse teachers.The state of Oregon passed the Oregon Educator Equity Act, originally called the Oregon Minority Teacher Act, in 1991, and with recent renewed attention, the preparation of more culturally and linguistically diverse teachers in the state has gained prominence. Refocused consideration to the lack of diversity in the teaching workforce is overdue, as evidenced by the low numbers of African Americans found in Oregon's teacher workforce.Moreover, the experiences of African American teachers are underexplored.The purpose of this dissertation was to examine the factors that contributed to the successful recruitment of African American teachers, specifically graduates of a teacher pipeline program.Employing an assets-based framework, a qualitative multiple-case design was used; data analyses included open coding of interview data, a constant comparison analysis of individual cases, and cross-case analysis.The predominant themes that contributed to the success of participants in this study included, belonging, accountability, and commitment to equity.While these findings, consistent with much of the literature on achievement of students of color, are not new, this study adds African American teacher voices to the existing research on the diversification of the teacher workforce.Additionally, this dissertation highlights successful efforts made toward recruitment of teachers of color with an Oregon lens.Throughout my years in the doctoral program, I received a lot of support and worked with many incredible people.First, I am eternally grateful to the participants in this study.They spent precious time, entrusting me to share their career journeys.I am ever changed by their stories, and I am confident that their experiences will inspire others, as they have inspired me.I am also indebted to the TPP director for taking time to help me with this study; her kindness and support were indispensable and her long-
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Learning the Facts of Life: Past and Present Experiences in a Rural Tanzanian Community - Allen, Denise Roth (Africa Today, 2000)
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The Black Academic: Faculty Status among African Americans in U.S. Higher Education - Allen, Walter R.; Epps, Edgar G.; Guillory, Elizabeth A.; Suh, Susan A.; Bonous-Hammarth, Marguerite (Journal of Negro Education, 2000)
Research reveals a persistent problem of underrepresentation and low academic status of African American faculty members at most U.S. colleges and universities. Using univariate and bivariate statistics, this study examined the status of African Americans in the U.S. professorate and its relationship to this group's access and success. It compared the characteristics, experiences, and achievements of African American professors on six predominantly White midwestern campuses to those of their White peers, focusing on the opportunity structure, resources, and academic and nonacademic demands as related to entrance and advancement. As expected, African American faculty members were found to be systematically and significantly disadvantaged on all measures relative to Whites, presenting serious, persistent obstacles to their recruitment, retention, and success. The underrepresentation and low academic status of African American faculty members is a persistent problem in U.S. higher education. Research reveals their continued underrepresentation at most of the nation's colleges and universities. The limited numbers of African Americans within the U.S. professorate are also concentrated at the lower levels of the academic prestige system. Recent data show that African Americans represent only 4% of professors and associate professors in higher education compared to White Americans, who comprise 87% of tenured faculty members. African Americans comprise a slightly larger share of the instructor and lecturer pool at 7%, but this pales in comparison to their White American peers, who comprise 82% of the pool (The Chronicle of Higher Education, 2000). Racial inequities have been implicated in the persistent problem of underrepresentation and low academic status among African American members of the U.S. higher education faculty. The academic hierarchy, which favors Whites over non-Whites, typically penalizes African American professors, who are less likely to be tenured, spend more time on teaching and administrative tasks than on research, work at less prestigious institutions, and have lower academic ranks compared to their White counterparts (Astin, Antonio, Cress, & Astin, 1997; Nettles & Perna, 1995). Higher education institutions are greatly influenced by, and cannot be analyzed apart from, the larger social, historical and cultural context. Attempts to improve the status of African American faculty members must therefore consider how higher education is organized and how it functions. Higher education is characterized by an academic hierarchy, which assigns schools to various prestige levels based on numerous criteria (e.g., average student test scores, faculty/student ratio, and selectivity of admissions). The opportunities available to different racial/ethnic groups in U.S. society are linked to their degree of access to higher prestige colleges and universities (Epps, 1998). For reasons of historical and ongoing discrimination, the operation of the academic prestige hierarchy contributes to the maintenance of substantial educational inequality. The positions of different racial/ethnic groups within the academic hierarchy are consistent with their differential status, wealth, and power in U.S. society (Blackwell, 1981; Bowen & Bok, 1998). African American faculty members face barriers due to the historical, cultural, and social factors that frequently have shaped their relations with Whites generally. Pervasive attitudes of racism as well as differential access and power continue to limit educational opportunities for African Americans in the United States. Such inequities produce the achievement discrepancies in contemporary U.S. education that explain the relative scarcity of African Americans as members of the nation's higher education faculty (The Chronicle of Higher Education, 1998). This study examines the status of African American higher education faculty members and its relationship to access and success in the national professorate. …
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A study of teachers' perceptions toward implementation of Thmazight language and its relationships to microcomputer technology in Morocco - Almasude, Amar (2000)
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Tertiary education leadership programmes in Tanzania and New Zealand : higher education for social development : a thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy in Education, Massey University College of Education, Palmerston North, New Zealand - Alphonce, N. (2000)
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Nomadic education: a viable compensatory education scheme in Nigeria? - Aluede, R.O.A. (South African journal of higher education, 2000)
The problems associated with educational disparity in Nigeria are such that there is current fear that it could lead to disintegration particularly as it has threatened the peaceful coexistence of the nation before now. The Federal Government of Nigeria, in realisation of the possible danger educational disparity could constitute to peace, took measures to ensure educational parity. One of such is the Nomadic Education. This article employs evaluative approach in evaluating nomadic education scheme, to determine whether it was actually compensatory. The article concludes that although the scheme is helping the Fulani nomads to come out of the dark, the programme should cover all the nomads in Nigeria.
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The climate change convention: some critical issues for Africa - Alusa, Alexander L. (2000)
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Prevalence of helminth infection among the school children in Gaza strip, Palestine. - Alzain, Bassam; Sharma, Prakriti (2000)
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Variables Correlating Postsecondary Institution Selection of African -American College Students With and Without Disabilities - Amey-Flippin, Victoria LaJune (2000)
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The Discourse of Political Elites on Higher Education in Nigeria - Amuwo, Kunle (2000)
A crisis in education would at anytime give rise to serious concern even if it did not reflect ... a more general crisis and instability in modern society. (Arendt, 1968:185)A crisis becomes a disaster only when we respond to it with pre-formed judgment, that is with prejudices. Such an attitude not only sharpens the crisis but makes us forfeit the experience of reality and the opportunity for reflection it provides. (Arendt, 1968:174-5)It is no longer contentious that quality university educ...
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The Knowledge Factor: Education, Development, and Foreign Aid to Africa - Andershock, Genevieve (2000)
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Vegetation History and Climate Changes in Africa North and South of the Equator (10° S to 10° N) During the Last Glacial Maximum - Anhuf, Dieter (2000)
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Problems and difficulties of reading and interpreting topographical maps in secondary schools in Northern Nigeria - Anikweze, C.M. (The Nigerian Geographical Journal, 2000)
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Education tourism: a strategy to sustainable tourism development in sub-Saharan Africa. - Ankomah, Paul; Larson, Robert Thomas (2000)
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Technophobia and personality subtypes in a sample of South African university students - Anthony, Loni Marie; Clarke, Matthew C.; Anderson, Stuart (Computers in Human Behavior, 2000)
This study examined levels of technophobia in a sample of 176 South African university students enrolled in first-year computing and psychology courses. Technophobia, which is described as negative psychological reactions towards technology, was assessed using Rosen and Weil's Measuring Technophobia instruments. The levels of technophobia were correlated with each of the five dimensions (neuroticism, extroversion, openness, agreeableness, conscientiousness) of the NEO-Five Factor Inventory. The results indicate a positive correlation between technophobia and Neuroticism, and an inverse correlation between technophobia and Openness. Technophobia was found to be inversely correlated with computer experience, weakly correlated with age, but not associated with gender.
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Influence of extension education on land pollution reduction in Abeokuta Area of Ogun State, Nigeria - Apantaku, S. O. (Journal of Environmental Extension, 2000)
The study attempted to investigate the influence of the level of awareness and use of environmental education information obtained from public extension education program on environmental sanitation and wastes disposal practices by residents of Abeokuta South Local Government Area. A total of 450 residents were interviewed while senior environmental health officials of Ogun State Environmental Protection Agency (OGEPA) and Abeokuta South LG Council responded to a questionnaire. Data collected were analyzed using frequency, percentages, analysis of variance and simple linear regression. Results indicated that majority of residents disposed wastes improperly, making the town a bit dirty. The level of awareness and use of environmental education information obtained through extension education is low. However, the level of awareness ad use of information obtained through extension education methods influenced resident's environmental sanitation and waste disposal practices. Radio and TV were the commonest sources of environmental education information. Residents' level of income and years of formal education acquired had significant relationship with their waste disposal and environmental sanitation practices. Wastes are disposed improperly because of inability to afford out-door refuse drums (bins), fees charged by private environmental sanitation agencies and far location of refuse disposal houses. Recommendations included intensification of public extension education programs on environmental sanitation, stricter of enforcement of environmental sanitation laws, building of more refuse disposal houses and provision of out-door refuse bins (placed in strategic places) by the government. [JEXT Vol.1(1) 2000: 17-27]
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Education and Health at the Household Level in Sub-Saharan Africa - Appleton, Simon (RePEc: Research Papers in Economics, 2000)
This paper surveys the microeconomic evidence on the determinants of and returns to education and health in sub-Saharan Africa. A year of education is associated with 3-14% increases wages and productivity. The introduction or removal of user fees can have dramatic effects on take-up of health and education services.
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Knowledge, beliefs and behavior related to oral health among Tanzanian and Ugandan teacher trainees - Åstrøm, Anne Nordrehaug; Jackson, Watiti; Mwangosi, Ibrahim E.A.T. (Acta Odontologica Scandinavica, 2000)
This study was designed to assess levels of oral health knowledge, beliefs and self-reported behavior among teacher trainees in Uganda and Tanzania. Anonymous questionnaire data were collected from trainees attending the final year at teacher training colleges in Rungwe district, Tanzania, in 1997, and in Mbale and Kampala districts of Uganda, in 1998. A total of 195 trainees from Tanzania and 225 trainees from Uganda participated. Results from Pearson's χ2 test and independent sample t tests indicated that Tanzanian students had less experience with oral impairments, were more resolutely prepared to teach about the importance of personal habits for oral health maintenance, and had higher levels of oral health knowledge than Ugandan students. Ugandan students endorsed frequent consumption of sugar products more often than their Tanzanian counterparts, but they were more diligent in visiting dentists. Most of the Tanzanian (97.4%) and Ugandan (95.6%) students reported daily toothbrushing. In both countries, beliefs about the importance of preventive behaviors for oral health were closely related to the frequency with which such habits occurred. This cross-cultural consistency highlights the importance of cognitive factors. The implications for oral health educational programs among teacher trainees across East African countries are discussed.KeywordsAdult behavior; cross-cultural; East Africa; oral health
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[Medical education in Madagascar from 1870 to present]. - Aubry, Philippe; Rakotobe, P (PubMed, 2000)
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"We Learn with Hope": Issues in Education on Commercial Farms in Zimbabwe. - Auret, Di; McIvor, Chris; Chifunyise, Tisa; McCartney, Irene (2000)
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Adult Education and Participatory Research in Africa: In Defence of Tradition - Avoseh, Mejai B. M. (Canadian Journal of Development Studies, 2000)
ABSTRACT In spite of the long history of adult education in Africa the impact in the area of development has not been, as significant as expected. Although participatory research methods have been applied; the outcome has not been commensurate with the efforts and the resources committed. This paper takes a look at the place of participatory research in adult education endeavours in Africa. The argument is advanced that both adult education and development will need a re-definition within the African reality, and that the application of participatory research in Africa needs to wear an African face for any meaningful impact in the new millennium.
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Effectiveness and problems of strategy implementation of financing higher education in Kenya by the higher education loans board - Awino, Zachary Bolo (2000)
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The psycho-social adjustment difficulties of students with hearing impairment in a school setting in Oyo State, Nigeria - Ayodele, Olufunmilayo Deborah; Adebomi, O. (2000)
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Strategic review of special education in Nigeria as stipulated in the national policy of 1981 - Ayoku, A.; Ajobiewe, T. (2000)
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Exposure to Violence, Stress, and Resilience Among African-American and Latino/Latina High School Students - Aziz, Jihad Nasir (Dissertation abstracts international, 2000)
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Education as Aided by the World Bank: A Critical Analysis of Post-Independence Projects in Nigeria - Babalolal, Joel B. (The Journal of Third World Studies, 2000)
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Special education co-ordination mechanisms: some experience from Tanzania - Bagandanshwa, E.T.T. (2000)
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Perceptions of Psychology Students From a Historically Black South African University of Circumstances Impacting Their Lives - Bakker, T.; Blokland, Linda M.; Fouché, J.B. (Journal of Psychology in Africa, 2000)
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Facilitating learning processes in agricultural extension: lessons from western Kenya. - Baltissen, G.; Wabwile, Electine; Kooijman, M.; Defoer, T. (2000)
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Negotiating History, Truth and Reconciliation and Globalisation: An Analysis of the Suppression of Historical Consciousness in South African Schools as a Case Study - Bam, June (2000)
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EARTHWORMS BIOINDICATORS OF METAL POLLUTIONS IN DUMPSITES OF ABEKUTA CITY, NIGERIA - Bamgbose, O.; Odukoya, O.O.; T.O.A., Arowolo (2000)
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The Dilemma of the Mother Tongue: Prospects for Bilingual Education in South Africa - Banda, Felix (Language, Culture and Curriculum, 2000)
The paper examines the position of the mother tongue in the proposed additive bilingual programmes in South Africa. It is argued that since the teaching and use of African languages, particularly as media of instruction, is less than adequate, their use in additive bilingual programmes, the official South African language in education policy, is unlikely to be successful. The paper is divided into three parts. First, the sociolinguistic, cultural, and political factors are examined. Here, apartheid education and its legacy are discussed. Second, using data from De Klerk (1996) and Smit (1996), language use and attitudes of South Africans to language and education are discussed. In this section, the pressures on standard African tongues by urban varieties and English are highlighted in relation to the pedagogical and theoretical underpinnings of additive bilingualism. Third, the practical possibilities for the implementation of mother-tongue medium of instruction given the 11 official languages, as well as the implementation of a viable bilingual education programme in which mother tongues play a decisive role are discussed. Finally, it is concluded that government's additive bilingualism policy is unlikely to succeed as long as role models, learners and their parents see little utility in languages other than in English.
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Barriers to Girls' Education in Ghana - Bardley, Melaniece Nicole (2000)
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Western Education and Political Domination in Africa: A Study in Critical and Dialogical Pedagogy - Bassey, Magnus O. (The International journal of African historical studies, 2000)
Introduction Traditional African Education Christian Missionary Education in Africa Western Education and the Rise of Educated Elites in Africa Western Education and Political Socialization in Africa Educated Elites and Political Domination in Africa: The Cases of Ghana, Nigeria, Kenya, Guinea, The Ivory Coast, Liberia, Libya, and Uganda Schools in Africa as Sites of Cultural and Structural Inequalities, Disempowerment, Sexism, Domination and Hegemony Education in the Service of Apartheid in South Africa, 1802-1993 Education of Most Worth for Africa in the Twenty-First Century Bibliography Index
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Promoting Growth in Sub-Saharan Africa: Learning What Works - Basu, Anupam; Calamitsis, Evangelos; Ghura, Dhaneshwar (2000)
AbstractAfrica is the world’s poorest continent, but amid all the bad news, there is hope for change. This pamphlet examines the lessons to be learned from some of the more successful economies south of the Sahara, and discusses a policy framework to promote sustainable economic growth and reduce poverty across the region.
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A Social Contract Between the Public Higher Education Sector and the People of South Africa - Bawa, Ahmed C. (University of California at Berkeley, Center for Studies in Higher Education, 2000)
The higher education sector in South Africa is experiencing an existential crisis. For all of its diverse elements and activities and values as a system, its historic mission and the role that it plays in society were defined for it in the previous era - this not withstanding the progressive roles played by some of the . However, it is an existential crisis which stems only partially from its history in our Apartheid past. Its intellectual and organisational shape stems also from its place on the edge of the global academic metropole from which it attempts to draw its academic legitimacy. That metropole itself is currently shaken by large transformatory processes heralded by the burgeoning role of knowledge and information in the production processes of modern societies. This new epoch is characterised by a tremendous distribution of knowledge generation and dissemination activities in society thus undermining the hegemony of the 'modern university' in these enterprises. In this paper, some of the pressures that have helped to shape the existential crisis are examined.
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Diversity, Democracy, and Higher Education: A View from Three Nations--India, South Africa, the United States. - Beckham, Edgar F. (2000)
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A half century of African Christian thought: pointers to theology and theological education for the next half century - Bediako, Kwame (Journal of African Christian Thought, 2000)
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Maritime safety and pollution prevention in Ghana : a review of implementation and enforcement of international conventions - Beick-Baffour, Moses Kwadzo (2000)
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Culture and the disability and rehabilitation experience: An African American example. - Belgrave, Faye Z.; Jarama, S. Lisbeth (2000)
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The effects of brief behavioral individual and group counseling on the self-esteem and retention of African American adult basic education students - Bell, Tyrone L. (2000)
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Motivation, Satisfaction, Success Attributions and Cheating among High School Students in Morocco. - Benmansour, Naima (Mediterranean Journal of Educational Studies, 2000)
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Motivation for higher education of women from northern Nigeria - Benna, Indo (2000)
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Freshman South African Students' Views on the Study of Chemistry. - Bennett, Judith M.; Green, Gail; Rollnick, Marissa; White, Margie (2000)
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Issues in teaching and learning a content course in the Algerian EFL academic context - Bensemmane, Faiza (2000)
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Tectonics, climate and man: environmental changes in the Lake Region (Ethiopia) - Benvenuti, Marco; Carnicelli, Stefano; Grazia, Serena di; Ferrari, Giovanni; Iasio, Christian; Nori, M.; Rembold, F.; Sagri, Mario; Ventra, Dario; Wolf, U.; Belluomini, G. (2000)
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The) Role of education in the economic development (Ethiopia case) - Berhane, Melles (2000)
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Participatory plant breeding for drought resistant maize varieties in eastern Kenya - Bett, Charles; Groote, Hugo De; Diallo, Aly; Muasya, W.N.P.; Njoroge, Kiarie (2000)
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Democratic Teacher Education Reform in Africa: The Case of Namibia (review) - Bhola, H. S. (Africa Today, 2000)
Zeichner, Kenneth, And Lars Dahlstrom. 1999. Democratic Teacher Education Reform in Africa: the Case of Namibia. Boulder: Westview. 269 Pp.
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African Firms : Learning and Productivity Improvement - Biggs, Tyler (World Bank Other Operational Studies, 2000)
Among the most pressing questions facing manufacturing firms in Sub-Saharan Africa is how to raise productivity. Market liberalization and the move away from inward-looking trade policies has forced African firms to compete head-on with stronger, more experienced rivals both at home and abroad. In order for them to survive and take advantage of the new opportunities created by economic reforms, African firms must find ways to raise their technical capabilities. The study, training, technology, and firm efficiency in Sub-Saharan Africa examines private 'learning' mechanisms by which firms build up technical capability and improve productivity. The paper then attempts to measure the impact of these learning investments on enterprise productivity. Survey data from five African countries: Ghana, Kenya, Zimbabwe, Tanzania, and Zambia are used in the study. The data come from firm level surveys conducted in the mid-1990s by the World Bank's Regional Program on enterprise development more than 1,000 firms of all sizes were surveyed across four manufacturing sub-sectors. In the interviews, managers were asked about worker training and technology investments. This information was augmented by a random sample of workers in the firms from each employment category. Workers were questioned about their training experience, work histories, and compensation.
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A Causal Model of Nigerian Teacher Characteristics and Their High School Students' Achievement in Some Ecological Concepts - Bilesanmi-Awoderu, J.B. (The Ethiopian Journal of Education, 2000)
This study developed and validated a teacher-student modelinvolving causal linkages between some teacher characteristics andstudents' achievement in Secondary School Ecology. The sample consistedof one hundred biology teachers and one thousand students. Eightvalidated instruments were used to collect the data while the path-analysisand multiple-regression analyses were employed for data analysis. Theresults indicated that the more parsimonious model is effective in predictingstudents' achievement in Ecology. The results further indicated that six outof the eleven teacher characteristics had both direct and indirect causallinkages with the criterion variable whereas the remaining fivecharacteristics had only indirect causal linkages. A major implication of thelinkages shown in the P9rsimonious model is the fact that curriculumdevelopers and science educators could employ them to develop a moreeffective theory and technique for efficient nation building through effectiveScience Education programme.
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Socio-economic context and the sexual behaviour of Ugandan out of school youth - Böhmer, L.; Kirumbira, Edward (Culture, Health & Sexuality, 2000)
This article provides a descriptive analysis of the cultural and socio-economic contexts that shape young people's sexual perceptions and behaviour. Qualitative research was conducted within two Ugandan communities with out of school females and males ages 12-19 years. An innovative methodology placed young people themselves in control of the research agenda to explore sexuality and reproductive health. Nine groups of varying age/sex compositions met weekly over three months. One hundred and thirteen group meetings were recorded, transcribed and analysed by content analysis. This article focuses on linkages between sexual meanings and practices and the contexts of economics, environmental influences, and gender dynamics. Participants expressed intense interest in sex and are influenced by the sexual behaviour of other community members. While both males and females accept that sex involves some exchange of money or gifts, each gender experiences different pressures and motivations within the negotiation process. Financial pressures play a large role in influencing out of school girls to begin engaging in sex in order to meet basic needs. By increasing understanding of young people's perceptions and sexual meanings as well as the contexts in which they occur, programmes have the opportunity to more meaningfully address their sexuality and reproductive health.
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Education Demand and Age at School Enrollment in Tanzania - Bommier, Antoine; Lambert, S.; Apliquéeparis, . Esr. Laboratoire d'Economie (Journal of Human Resources, 2000)
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Library and Information Science Education at the University of Pretoria, South Africa: Restructuring and Curriculum Development - Bothma, Theo J.D.; Britz, Hannes J. (Journal of Education for Library and Information Science, 2000)
The Department of Information Science at the University of Pretoria offers a full range of undergraduate and postgraduate courses in information science and library science that are combined in a number of degree programs. A brief ouline of the course content of each program is given, indicating various optional modules that students may take to specialize according to their own preferences and abilities. In addition to traditional library and information science (LIS) subjects, the core curriculum contains a large number of current topics essential for the new information professional. Information literacy (including computer literacy) forms an essential part of the core curriculum in the first year of information science, and these courses are open to all students at the university. Since the department cannot offer all fields of specialization at the depth that might be required by industry, the department has during the past few years been forging new alliances with other departments and faculties at the university. This move has enabled students to extensively expand their choice of subjects for the degrees in library and information science. Hence, during the past ten years this department has developed from a fairly traditional LIS school to an open department that offers extensive opportunities to any information professional, as well as to other students who need information skills to obtain a competitive advantage in a predominantly information-based industry.
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Environmental youth clubs in Namibia : what role do, could or should they play in environmental education? - Botma, Connie (2000)
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An investigation into the feasibility of introducing a marine engine simulator into the Algerian MET (Maritime Education and Training) system - Bouras, Djelloul (2000)
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Impact of the 1997 drought and frosts in Papua New Guinea - Bourke, Mike (2000)
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Descriptive study on the superficial benthic macrofauna exposed to pollution in the Sebou estuary on the Atlantic coast of Morocco. - Boussalwa, El H.; Mokhtar, Nor Farhanna; Douira, Allal (2000)
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Quranic schools in Morocco : agents of preservation and change - Boyle, Helen Nolan (2000)
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Innovative extension education in Africa : second Workshop on Training Mid-Career Agricultural Extension Professionals : Papers from the International Workshop on Innovative Training Programmers for Mid-Career Agricultural Extension Professionals in Sub-Saharan Africa held at the Red Cross Training Institute, Addis Ababa, Ethiopia, July 6-8, 1999 - Breth, S. A. (2000)
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Innovative extension education in Africa. Second workshop on training mid-career agricultural extension professionals. Papers from the international workshop on innovative training programmes for mid-career agricultural extension professionals in sub-Saharan Africa ... - Breth, S. A. (2000)
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Climate Change, Agricultural Variability and Risk-coping Strategies. A farm and household level analysis in northern Burkina Faso - Brons, J.E.; Zaal, Fred; Ruben, R.; Kersbergen, L. (2000)
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University students' preferences for a teacher and teaching style : a case study of Moroccan students - Brosseau, M. J. Ann (2000)
This thesis presents an exploratory study that was conducted with Moroccan university students to examine a possible link between students' preferences for a teacher and teaching style, with an emphasis on the cultural components which may affect students' evaluation or perceptions of teaching and teachers. Seven participants were interviewed and asked to describe their and teacher according to questions designed around the PALS' (Principles of Adult Learning Scale) seven factors, a self-assessment tool designed to identify teaching styles. The best and worst teachers' teaching style was then evaluated, based on the students' perceptions of their chosen teachers. Best teachers chosen by the participants did appear to tend towards a learner-centered teaching style, although moderately, while teachers did not seem to manifest any of the traits and behaviours associated with learner-centeredness. However, it was evident that within the particular context of the Moroccan higher education system, teachers are constrained by state regulations that would limit the extent to which a teacher in Morocco can be learner-centered. Other interesting factors that emerged from this study include: the importance of immediacy within the student-teacher relationship despite cultural norms around authority, and a possible gender-bias in students' choices of best and worst teachers.
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Digital satellite technology: a model for transforming teacher education and development in South Africa - Brown, Claire; Hofmeyr, Robert; Sithole, Staff Violet (Open praxis: the bulletin of the International Council for Distance Education, 2000)
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THE EXPERIENCES OF AFRICAN AMERICAN PSYCHOLOGISTS IN HIGHER EDUCATION - Brown, Pamela D.; Hicks, Leslie (2000)
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College Adjustment for African American Students at a Predominantly White University - Brown, Tamara L. (2000)
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Gender Differences in African American Students' Satisfaction with College. - Brown, Tamara L. (Journal of College Student Development, 2000)
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Phenomenal women : a qualitative study of silencing, stereotypes, socialization, and strategies for change in the sport participation of African American female student-athletes - Bruening, Jennifer E. (2000)
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The (Very) Political Economy of the West Bank and Gaza: What Lessons Should We Learn about Peace-building and Development Assistance? - Brynen, Rex (2000)
On 18–19 October 1995 representatives of the Palestinian Authority (PA), Israel, the World Bank, 29 donor states and ten international organizations met in Paris. The purpose of the meeting: to develop a renewed programme of development assistance for the West Bank and Gaza Strip, in the wake of the Taba (Oslo II) agreement between Israel and the PA calling for Israeli redeployment, Palestinian elections and an extension of Palestinian authority in the West Bank. The timing and focus of that meeting underscored the close connection that has existed from the outset between the Palestinian—Israeli peace process and international financial assistance. During the first such meeting, held in Washington in October 1993, donors pledged some $2.1 billion over five years in support of the Oslo agreement. The pledges, now totalling $2.5 billion, were intended to foster Palestinian economic and social development in the West Bank and Gaza and support the emergence of a Palestinian administrative infrastructure. Politically the assistance effort aimed at strengthening the Palestinian Authority and at creating tangible benefits from “peace” for Palestinians in the West Bank and Gaza, thereby generating popular support for the political process.
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Abstract: Climatic and volcanic modulation of tectonic and sedimentary processes in the Livingstone Basin, Lake Malawi, East Africa - Buoniconti, Christopher Matthew R. (AAPG Bulletin, 2000)
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Copula/Auxiliary Comparisons in African American and Impaired Standard American English - Burns, Frances A.; Paulk, Cynthia J.; Seymour, Harry N.; Pearson, Barbara Zurer (2000)
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Critical issues facing theological education in East Africa: the Ugandan situation - Byaruhanga, Christopher (Africa Theological Journal, 2000)
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The relation of corticosterone and circadian rhythms in the aged Syrian hamster, their effect on the acquisition of hippocampal-based learning and memory - Cain, Sean W. (2000)
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PLANNING FOR GROUNDWATER DROUGHT IN AFRICA: TOWARDS A SYSTEMATIC APPROACH FOR ASSESSING WATER SECURITY IN ETHIOPIA Project report on visit to Ethiopia, November-December 1999 - Calow, Roger; MacDonald, Alan; Nicol, Alan (2000)
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Self-Concept and African-American Student Achievement: Related Issues of Ethics, Power and Privilege - Campbell-Whatley, Gloria D.; Comer, James P. (Teacher Education and Special Education, 2000)
School-aged children spend most of their daytime hours in school. Therefore, the school is in a strategic and powerful position to influence the development of their self-concept, self-image, self-worth and self-esteem. Academic success attributes most to positive school effects. But for too many African-American learners, school is a setting of limited achievement. Pre-existing structures within the educational system impede academic achievement and contribute to low self-concept. In the early part of the twentieth century, educational and social structures and practices in the United States were established according to the belief systems of powerful decision-makers. Many now entrenched practices fail to promote the full potential of African-American students. As a result, many African-American students are misplaced, mislabeled and channeled into special education and other lower academic tracks. Responsible, ethical behavior requires change. This article explores the psychosocial and educational dynamics of the process. Methodologies and strategies needed to change these practices and/or to limit their ill effects will be suggested.
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Public Health and Education Spending in Ghana in 1992-98: Issues of Equity and Efficiency. Working Paper No. 2579. - Canagarajah, Sudharshan; Ye, Xiao (2000)
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Intergroup anxiety of African-American and international students - Canel, Deniz (2000)
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Democracy for Education: Education for Democracy: The South African Case - Carrim, Nazir; Pendlebury, Shirley; Enslin, Penny (2000)
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AFRICAN AMERICAN IDENTITY ISSUES AND ACADEMIC CLASSROOM PRACTICE - Carter, Terry (2000)
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The risk management project : improving options for resource poor farmers in drought prone areas of southern Africa - ., Centro de Mejoramiento de Maíz y Trigo Internacional (2000)
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Cross-ethnic equivalence of the Hopkins Symptom Checklist-21 in European American, African American, and Latino College Students. - Cepeda-Benito, Antonio; Gleaves, David H. (Cultural Diversity & Ethnic Minority Psychology, 2000)
To determine if the Hopkins Symptom Checklist-21 demonstrates equivalent validity across different ethnic groups, the authors tested the factor structure of the instrument with a sample of European American (n = 514), African American (n = 154), and Latino (n = 229) college students using confirmatory factor analysis with tests of invariance across groups. For the most part, a 3-factor model with Performance, General, and Somatic factors fit equally well for all 3 racial/ethnic groups. Differences involved only a few items in terms of either the strength of a factor loading or an error term. The results generally support the validity of the use of the instrument for measurement of distress in these different racial/ethnic groups.
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Calliandra seed production - report on training workshop - Nairobi, Kenya - Chamberlain, J.R. (2000)
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Prevalence rates and degree of hearing impairment among children in Kenya - Chege, J.M. (2000)
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Critical educational studies : a shift from Freirean critical consciousness to Foucauldian discourse formation in the teaching of South African literature in higher education institutions - Chetty, Rajendra (South African journal of higher education, 2000)
This article explores both theoretical and methodological underpinnings for the reconstruction of the South African literature curriculum deriving from the critical educational studies of Paulo Freire and the discursive approach of Michel Foucault. A critical approach requires activities that encourage meaning construction, an understanding of the process whereby meanings are made, an analysis of the relationship between knowledge and power, and the active promotion of critical thinking skills in literary studies. A reconstructionist model will provide for genuine interrogation of textuality, for the production of new subject positions for the reader and opportunities for questioning the political and epistemological status of a text. The dialectical of critical educational studies has much relevance to the current South African educational context since it points to the connection between critical knowledge and emancipatory social change.
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Current trends and perspectives for mother tongue education in Cameroon - Chiatoh, Blasius Agha-ah (2000)
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With Africa for Africa. Towards Quality Education for All. 1999 MLA Project. - Chinapah, Vinayagum; H'ddigui, El Mostafa; Kanjee, Anil; Falayajo, Wole; Fomba, Cheik Omar; Hamissou, Oumarou; Rafalimanana, Albert; Byomugisha, Albert (2000)
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Occurrence of injuries of the maxillofacial skeleton seen at a teaching and national referral hospital in Nairobi, Kenya - Chindia, ML; Francis, G Macigo; Akama, MK; Odhiambo, Walter (2000)
Occurrence of injuries of the Maxillofacial skeleton seen at a Teaching and National Referral hospital in Nairobi, Kenya.
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Exercise Training Enhances Relaxation of the Isolated Guinea‐Pig Saphenous Artery in Response to Acetylcholine - Choate, Julia; Kato, Koichi; Mohan, Ravi (Experimental Physiology, 2000)
The effects of exercise training were investigated on the vascular responses in the isolated guinea‐pig saphenous artery. Exercising animals swam 5 days week‐1 for 6 weeks (60 min day‐1 for weeks 1 and 2; 75 min day‐1 for weeks 3 and 4; 90 min day‐1 for weeks 5 and 6), while control animals were placed into shallow water for the same duration. Trained animals had significantly higher ventricular:body weight ratios, increased citrate synthase activity in the latissimus dorsi, and enhanced Na+ pump concentrations in the latissimus dorsi and gastrocnemius muscles (P < 0.05). In vitro isometric techniques were used to measure constriction and relaxation responses of saphenous artery rings from trained and control animals. There were no significant differences in the constriction responses to KCl (50 mm) and phenylephrine (0.3‐100 μM) in arterial rings from control versus trained animals. Relaxation responses to acetylcholine (10 μM; ACh‐relaxation), following preconstriction with phenylephrine (10 μM), were significantly enhanced in rings from trained animals (P < 0.05). Acetylcholine relaxed the vessels to 47 ± 6% (control) and 18 ± 3% (trained) of the preconstriction responses to phenylephrine. The nitric oxide synthase inhibitor N G‐nitro‐L‐arginine (L‐NA; 50 μM) significantly attenuated the ACh‐relaxation in control and trained animals (P < 0.05). The effect of L‐NA on the ACh‐relaxation was significantly larger in trained (change in ACh‐relaxation with L‐NA = 29 ± 9%) than control (14 ± 3%) animals (P < 0.05). In conclusion, exercise training enhanced the ACh‐relaxation of the isolated guinea‐pig saphenous artery. Inhibition of nitric oxide synthase attenuated the ACh‐relaxation of rings from control and trained animals, but this effect was significantly larger in the vessels from trained animals. These results are consistent with the idea that nitric oxide could contribute to the enhanced ACh‐relaxation of the saphenous artery with exercise training.
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Exercise training enhances relaxation of the isolated guinea-pig saphenous artery in response to acetylcholine - Choate, Julia; Kato, Koichi; Mohan, Ravi (Experimental physiology (Print), 2000)
The effects of exercise training were investigated on the vascular responses in the isolated guinea-pig saphenous artery. Exercising animals swam 5 days week-1 for 6 weeks (60 min day-1 for weeks 1 and 2; 75 min day-1 for weeks 3 and 4; 90 min day-1 for weeks 5 and 6), while control animals were placed into shallow water for the same duration. Trained animals had significantly higher ventricular:body weight ratios, increased citrate synthase activity in the latissimus dorsi, and enhanced Na+ pump concentrations in the latissimus dorsi and gastrocnemius muscles (P < 0.05). In vitro isometric techniques were used to measure constriction and relaxation responses of saphenous artery rings from trained and control animals. There were no significant differences in the constriction responses to KCl (50 mm) and phenylephrine (0.3-100 μM) in arterial rings from control versus trained animals. Relaxation responses to acetylcholine (10 μM; ACh-relaxation), following preconstriction with phenylephrine (10 μM), were significantly enhanced in rings from trained animals (P < 0.05). Acetylcholine relaxed the vessels to 47 ± 6% (control) and 18 ± 3% (trained) of the preconstriction responses to phenylephrine. The nitric oxide synthase inhibitor N G-nitro-L-arginine (L-NA; 50 μM) significantly attenuated the ACh-relaxation in control and trained animals (P < 0.05). The effect of L-NA on the ACh-relaxation was significantly larger in trained (change in ACh-relaxation with L-NA = 29 ± 9%) than control (14 ± 3%) animals (P < 0.05). In conclusion, exercise training enhanced the ACh-relaxation of the isolated guinea-pig saphenous artery. Inhibition of nitric oxide synthase attenuated the ACh-relaxation of rings from control and trained animals, but this effect was significantly larger in the vessels from trained animals. These results are consistent with the idea that nitric oxide could contribute to the enhanced ACh-relaxation of the saphenous artery with exercise training.
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Writing, Teachers, and Students in Graeco-Roman Egypt - Clackson, Sarah; Cribiore, Raffaella (The Journal of Egyptian Archaeology, 2000)
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Challenges Facing Students Entering Higher Education in South Africa. - Clark, Catherine (The Learning Assistance Review, 2000)
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Technological experience and technophobia in South African university students - Clarke, MC (2000)
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Identity and opportunity : the implications of using local languages in the primary education system of the Southern Nations, Nationalities and Peoples Region (SNNPR), Ethiopia - Cohen, Gideon P. E. (2000)
The thesis concerns the reactions of groups of people to the introduction of local languages into the primary education system in Ethiopia. The changing patterns of language use in education come in response to the language policies of the Federal Democratic Government of Ethiopia, which were first introduced in 1991. The geographical area under consideration is the Southern Nations, Nationalities and Peoples Region (SNNPR). Eight local languages, spoken by the most populous groups of people in the region, are now in use in the primary education system. Some areas of the region have, however, continued to use Amharic, the national language, in primary schools. The field-work discusses the patterns of language use in education, and attitudes towards language use, in areas where local languages have been introduced, and those where Amharic is used. The thesis considers the wider implications of the reform for the peoples of the SNNPR, and, in furtherance of this objective, an attempt is made to place the reform in its historical context. That historical context includes the development of government language policy and the historical patterns of language use in the Ethiopian state, as well as the history of the peoples of the south-west of the country. The reform raises questions which concern identity and opportunity, for the peoples of the south-west of Ethiopia, considered as whole units, and for the individuals who belong to these groups of people. The reform also has profound implications for the status of these groups of people in the Ethiopian state. Opinions about the implications of this reform vary considerably, and the questions addressed by the field-work are a subject of importance in current political debate in Ethiopia.
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Language and Ethnic Boundaries: Perceptions of Identity Expressed through Attitudes towards the Use of Language Education in Southern Ethiopia - Cohen, Gideon P. E. (Northeast African Studies, 2000)
Language and Ethnic Boundaries:Perceptions of Identity Expressed through Attitudes towards the Use of Language Education in Southern Ethiopia Gideon P. E. Cohen Introduction The field research that provides the material for this paper concerned the introduction of local languages into the primary education system in the Southern Nations, Nationalities, and Peoples Regional State (SNNPRS) of Ethiopia, and the reactions of local people to this change in government language policy. Previously, Amharic was the only language used in primary schools throughout Ethiopia. Local languages have now been introduced as media of instruction (the language in which subjects are taught) in many areas of Ethiopia, in response to the present government's broadly conceived programs for political and cultural reform intended to "create equality" for Ethiopia's many ethnic or linguistic groups, at least in proportion to the sizes of their respective populations. Article 39.2 of the new Ethiopian Constitution of 1995 asserts the linguistic rights of groups of people in the Ethiopian state as follows: Every Nation, Nationality and People in Ethiopia has the right to speak, to write and develop its own language; to express, to develop and to promote its culture; and to preserve its history. [End Page 189] In response to this stated right, eight local languages have been introduced for use in the primary schools of the SNNPRS. The SNNPRS is divided into nine zones and five special woredas, which have been defined according to the presence of particular languages or groups of languages. Two zones, Bench-Maji and South Omo, the areas of the greatest linguistic diversity within the Region, have opted to continue to use Amharic for all official purposes. In these zones no language presents itself as suitable for the purpose of education. All of the remaining zones have introduced the language that represents the largest proportion of the population for the purpose of primary education. Local languages are used throughout the Sidama, Gedeo, and Hadiya zones except in the zone capitals (Awassa, Dilla, and Hosanna), where some schools continue to use Amharic. In the North Omo Zone (decreased in size and renamed "Wolaitta Zone" in early 2001), which is inhabited by the groups of people whose languages form the Ometo cluster of Omotic languages, two languages have been introduced, Wolaitta, in the northeast of the zone, and Gamo, Gofa, Dawro (a composite language) in the remainder of the zone. Some schools in the former zone capital (Arba Minch) continue to use Amharic. In the Kembata, Alaba, Tembaro (KAT) Zone the Kembata language is used in the woredas inhabited by the ethnic group of the same name, while the woredas inhabited by the Alaba and Tembaro continue to use Amharic. In the Gurage Zone only the Silt'i Gurage have had their language introduced for teaching purposes, and, similarly, in the Kafficho-Shakicho Zone only the Käfa people use their language, while all other areas of these two zones continue to use Amharic. The research project at the basis of this paper focused on the attitudes of local populations towards the introduction of the local languages into the primary education system, and not on technical aspects of the implementation process (See also Cohen 2000, 2002). In pursuance of this topic, several of the areas in which local languages are now being used for the purposes of primary education were visited. These were the areas inhabited by the Sidama, Gedeo, Kembata, Hadiya, Silt'i Gurage, Wolaitta, Gamo, and Gofa, all of whom inhabit highland areas bordering the Southern Rift Valley. For the sake of comparison, some areas where the local languages are, as yet, not employed in primary education were [End Page 190] also visited. These areas included Konso and Aari on the southern rim of the Ethiopian Highlands, Alaba in the central Rift Valley, and the Mesken and Sebat-bet Gurage areas in the north of the Region close to the national capital, Addis Ababa. Research was also conducted in the Region's major urban centers (Awassa, Arba Minch, Dilla, and Hosanna), where primary education in the local languages now exists alongside primary education in Amharic. Visiting a large number of both urban and rural areas inhabited by different linguistic or...
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Performance of Nguni, Afrikander and Bonsmara cattle under drought conditions in the North West Province of Southern Africa - Collins-Lusweti, E. (South African journal of animal science, 2000)
The performance of Nguni, Afrikander and Bonsmara cattle during the 1989-92 drought period in the North West Province of South Africa was compared.Results for the Nguni, Afrikander and Bonsmara respectively were as follows: birth mass -30.3, 30.2, 31.1kg;200-day mass -135.6,173.6, 150.6 kg; first calving interval -474, 441, 685 d; second calving interval -454, 382, 445 d; calving percentage -87, 69, 70 %.Birth mass and 200-day mass within breed was affected by sire (p < 0.01).It was concluded that the breeds performed well under drought conditions but performance could be improved by genetic means.
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Teaching to transform : the legacy of African American scholar-activists in higher education. - Collins, Barbara (2000)
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Learning About a New Technology: Pineapple in Ghana - Conley, Timothy G.; Udry, Christopher (2000)
This paper investigates the role of social learning in the diffusion of a new agricultural technology in a developing country: Ghana. We use unique data on farmers' communication patterns to define each individual's information neighborhood, the set of others from whom he might learn. Our empirical strategy is to test whether farmers change their input decisions to align with those of their neighbors who were successful in previous periods. We present evidence that farmers adopt successful neighbors' practices, conditional on many potentially confounding factors including the physical proximity of plots, credit arrangements, clan membership, and soil characteristics.
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East African School of Library and Information Science a Survey - Cook, Daniel (Journal of Education for Library and Information Science, 2000)
L'EASLIS (East African School of Library and Information Science) est un etablissement cree en 1963 en Ouganda pour la formation des professionnels de l'information provenant de differents pays d'Afrique de l'Est et d'ailleurs. L'article presente le contenu des programmes enseignes et des diplomes delivres par l'ecole. Face a ses problemes de financement et pour assurer son developpement, elle doit s'appuyer sur des methodes innovantes comme le programme de partenariat avec une universite etrangere Adopt-A-Twin, l'echange entre facultes et etudiants et le recours aux organisations a but non lucratif.
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Effect of cooperative learning (student teams -achievement divisions) on African American and Caucasian students' interracial friendships - Cook, James E. (2000)
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Keeping the Education System Healthy: Managing the Impact of HIV/AIDS on Education in South Africa - Coombe, Carol (Current issues in comparative education, 2000)
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The Use of Oral History Methodology as a Means of Researching the Shifting Meanings of Worker Education in South Africa - Cooper, Linda (2000)
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An African American male student learning mathematics in a web-based environment: How the absence of traditional classroom cultural differences effects his learning - Corey, Darryl (2000)
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Financing Higher Education in Africa: Makerere, the Quiet Revolution. Tertiary Education Thematic Group Publication Series. - Court, David (2000)
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At the crossroads: land and agrarian reform in South Africa into the 21st century. Papers from a conference held at Alpha Training Centre, Broederstroom, Pretoria on 26-28 July 1999. - Cousins, Ben (2000)
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At the crossroads: land and agrarian reform in South Africa into the 21st century. Papers from a conference held at Alpha Training Centre, Broederstroom, Pretoria, South Africa, 26-28 July 1999. - Cousins, Ben (2000)
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Conservation in the acquisition of possessive constructions. A study of second language acquisition by Turkish and Moroccan learners of Dutch - Craats, I. van de (2000)
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Testing drought-tolerant plant types of upland rice in Ghana using participatory methods. Final Technical Report. - Craufurd, Peter; Dorward, Peter; Opoku-Apau, A.; Dartey, K.; Bimpong, Isaac Kofi; Marfo, K. O. (2000)
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Changes in surgical training in the United Kingdom and the possible consequences for African trainees - Craven, J L (East and Central African Journal of Surgery, 2000)
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Discussion Paper 14. Gender Gaps in Schools andColleges: Can Teacher Education Policy ImproveGender Equity in Malawi? - Croft, Alison (2000)
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Discussion Paper 26. Turbulence or orderly change? Teacher supply and demand in South Africa - current status, future needs and the impact of HIV/Aids. - Crouch, Luis (2000)
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Student Loans in Higher Education Finance in Tanzania: a Delusion, or a Hidden Benevolent Grant Scheme? - Dachi, Hillary A. (2000)
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Piquing the Interest of African American Students in Foreign Languages: The Case of Spelman College - Dahl, Anthony G. (ADFL bulletin, 2000)
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Perspectives on Teacher Education and Transformation in Namibia - Dahlström, Lars (2000)
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Indigenous Publishing in Africa: An Overview of Accelerated Training and Research, and African Self-Help Efforts - Darko‐Ampem, Kwasi (2000)
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New Standards and Old Inequalities: School Reform and the Education of African American Students - Darling‐Hammond, Linda (Journal of Negro Education, 2000)
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Developing an effective mechanism of oil pollution management in the Niger Delta - Daura, Ja'afaru Labaran (2000)
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African American Females' Voices in the Classroom: Young Sisters Making Connections through Literature. - Davis, Rachel T. (New Advocate, 2000)
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Study Abroad and African American College Students at Southern Illinois University at Carbondale - Dawson, Nancy J. (African Issues, 2000)
For most, it was unthinkable. To others, it was just a dream. Yet for some African American students at Southern Illinois University at Carbondale (SIUC), traveling to Africa is now a reality. It all started in 1997, after I led a group of students to Tanzania. My travels were a part of Operation Crossroads Africa, a 42-year-old program designed to promote an understanding between Africa and the African diaspora through cultural exchanges. As word of my journey to East Africa spread throughout campus, African American students visiting the Black American Studies program asked me some probing questions. Two students who came into my office devoted much time and attention to a picture of some Crossroaders pinned to my bulletin board. “Where’s the Black students?” one said, mumbling under her breath. “Yeah,” the other student said in agreement, “Why don’t you take us? We are the ones that need to learn about Africa!” The students’ observations were indeed true.
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Study Abroad and African American College Students at Southern Illinois University at Carbondale - Dawson, Nancy J. (African Issues, 2000)
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Ethics, Power, and Privilege: Salient Issues in the Development of Multicultural Competencies for Teachers Serving African American Children with Disabilities - Day‐Vines, Norma L. (Teacher Education and Special Education, 2000)
This article addresses educators' ethical responsibility for recognizing the inherent dignity and worth of African American students with disabilities. The article opens with a brief overview of multicultural education and continues with a three-pronged model for addressing multicultural competencies: awareness, knowledge, and skills. Awareness involves recognizing personal biases and structural inequalities that impede academic achievement of African American youngsters with special needs. Knowledge competencies entail the acquisition of factual information about culturally distinct groups. Skill encompasses the integration of awareness and knowledge competencies that contribute to skill development. Several strategies for promoting multicultural education are discussed.
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Forms of ministry that can offer good news, and inspire commitment and moral leadership in post-apartheid South Africa among students at the University of Natal (Pietermaritzburg). - Deed, Michael Christopher. (2000)
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Moving methodologies. Learning about integrated soil fertility management in sub-Saharan Africa. - Defoer, T. (2000)
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Problems and prospects of implementing the health promoting schools concept in northern Nigeria - Degeling, Pieter; Awofeso, Niyi; Ritchie, Judith A. (Health Promotion Journal of Australia, 2000)
Issue addressed: This paper examines the problems and prospects of implementing the health promoting schools (HPS) concept in government primary schools and Koranic training schools in northern Nigeria. Method: A HPS pilot project, documented as a case study, was initiated in four schools in northern Nigeria in January 1996, but found to be unsustainable by April 1997. An analysis of factors contributing to this unsustainability was then undertaken. Results: This paper highlights the limitations experienced in the implementation of the HPS concept in northern Nigerian society. The barriers appear to arise primarily from social, cultural, political and economic factors that form the context within which the project was initiated. A poorly developed health and education infrastructure, the low priority accorded health education and chronic underfunding have led to a markedly unsupportive environment for health. The initiation of such public health interventions as hookworm chemoprophylaxis seemed to offer the best of possible entry points, since this noticeably facilitated collaboration with even the most uncooperative stakeholders. Conclusions: Attempts to implement the HPS concept in public and Koranic training schools in northern Nigeria are bound to fail unless the prerequisites for its implementation are put in place. Such a move requires radical changes in the economic, health and education sectors. In the interim it is suggested that appropriate entry points be utilised to facilitate and maintain collaboration with other stakeholders. So what? The paper highlights strong links between health promotion on one hand and religion, culture and socioeconomic determinants of health on the other, and shows how the generalisability of a given health promotion initiative may be constrained or facilitated by economic and sociological factors. (author abstract)
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The current situation for school libraries in Zimbabwe - Deka, Jonamani (2000)
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An Overview of Training Programs and Approaches for the Informal Sector in Sub-Saharan Africa - Demeke, Mulat; Amha, Wolday (Eastern Africa Social Science Research Review, 2000)
Training of individuals is one of the direct strategies to promote the informal sector which provides employment to the bulk of the urban population and is second only to smallholder agriculture as a rural employer. This paper reviews a wide range of training approaches employed to support new entrants into the informal sector, upgrade existing skills and assist disadvantaged groups. Apart from direct funding, the government is expected to formulate policies that would create a favourable environment for the private sector and NGOs to participate in the provision of training. The paper concludes by underlining that there are limits to what can be achieved through training alone. Successful training Programs are often an integral part of small-enterprise promotion packages which attempt to address several interrelated needs simultaneously. Eastern Africa Social Science Research Review (EASSRR) VOLUME XVI No. 2 June 2000, pp. 95-115
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Negotiating School- and Village-based Ideologies in Papua New Guinea: Recalibrating Expectations at the Edge of the World-System - Demerath, Peter (Education and Society, 2000)
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The challenge of further vocationalising university education in Ghana: a survey of university graduates - Djangmah, J.S. (2000)
An important issue of contention underlying the contestation of the utility of African Higher education has been an understandable pressure for a firmer relationship between university education and vocational training.  It has been asserted that African universities are not sufficiently vocational, in particular that educated university graduates do not fit easily into the developmental activities of state and society.  The courses that are taught are not relevant to the requirements of the productive sector.  Whether African universities prepare their students with sufficient knowledge and skills for employment has been a contentious issue.  It is arguable that in most African countries there is not a sufficient empirical basis for related assessments. The research reported here contributes to the development of such an empirical basis. It is a tracer study of graduates of Ghanaian universities during the ten-year period: 1985 – 1993.The study points up immense difficulties that have to be overcome in the development of a system of rigorous graduate tracer studies in Ghana.  The author provides concluding remarks around three distinct issues: the methodological requirements and implications of this specific study, for the development of regular, systematic graduate tracer studies in Ghana; reiteration of the important findings from our study; and some more general remarks which situate the study in the dynamic context of Higher Education in Ghana.
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The Ghana Education Trust Fund Bill: suggestions for improvement - Djangmah, J.S. (2000)
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Language Planning and Education: The Case of Namibia - Dlamini, Joyce Bonisile Grace (2000)
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The personality types of the University of Swaziland students - Dlamini, M.P. (2000)
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African Perspectives on Programs for North American Students in Africa: The Experience of the University of Ghana–Legon - Dolphyne, Florence Abena (African Issues, 2000)
The University of Ghana is the oldest of the five universities in Ghana. The others are Kwame Nkrumah University of Science and Technology, the University of Cape Coast, the University College of Education in Winneba, and the University of Development Studies in Tamale. The last two are only three years old and do not as yet have student exchange programs with North American universities. Kwame Nkrumah University and the University of Cape Coast do have student exchange programs with a few North American universities.
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African Perspectives on Programs for North American Students in Africa: The Experience of the University of Ghana-Legon - Dolphyne, Florence Abena (African Issues, 2000)
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A village economy in the Ivory Coast: the land, the school and migration. - Domalain, C. Faussey (2000)
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African tourism training and education: hits and misses. - Doswell, Roger; Dieke, P. U. C. (2000)
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The response of management at two tertiary education institutions in South Africa to water conservation recommendations - Druten, Mark Van (2000)
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The Zimbabwe national assessment/examination and certification system in vocational education and training - Durango, Lewis (2000)
This paper is based on the Zimbabwean national system of assessment and certification. This system contains aspects of both the comprehensive and modular concepts of vocational education and training (VET). There is an emphasis on educational, as opposed to occupational, standards, with educational planners trying to strike the right balance between this broad based approach and the specific requirements of employment. The trade testing and apprenticeship training assessment systems will, it is hoped, facilitate a more cooperative and flexible system inclined towards labour market requirements. The author offers a comparative analysis of the three assessment systems currently in use in Zimbabwe: (1) the national examination system; (2) assessment and certification of apprentices; and (3) trade testing and certification.
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Language, identity and nationhood: language use and attitudes among Xhosa students at the University of the Western Cape, South Africa - Dyers, Charlyn (2000)
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Introduction and Overview: The School Reform Movement and the Education of African American Youth - Edwards, Ralph; Gonsalves, Lisa; Willie, Charles V. (Journal of Negro Education, 2000)
This special issue of the Journal of Negro Education examines how the current School Reform Movement is meeting and failing to meet the educational needs of African American youth. Such an examination is necessary, we believe, because as a national phenomenon that importantly shapes the lives of Black children, the School Reform Movement itself is being shaped by networks of predominately White business, legislative, and educational elites. And while it is true that, under this leadership, schools now seem to be focusing more on instruction than they did in the past, the instructional frameworks they employ are often incompatible with Black cultural and pedagogical traditions, as several articles in this issue will illuminate. As one consequence of this fact, the academic performance of African American students continues to lag behind that of their White counterparts, at least by the measure of standardized tests, which seems the only measure the school reform oligarchy truly accepts. Let us leave aside for the moment the limitations and biases inherent in standardized tests, and also their utility for stigmatizing disadvantaged populations to better justify the inequities visited upon them. Beyond these considerations, high-stakes testing functions as an integral component of the de-personalized, technocratic school reform paradigm. Other elements of this paradigm include the imposition of so-called tough curriculum standards, more attention to student assessment data than to pedagogy or to students themselves, and various forms of punishment (e.g., grade retention, diploma denial) against students who fail to perform satisfactorily on state examinations. In this educational climate, the principle of equity receives little more than rhetorical attention. Consider, as an example, the matter of teacher quality. If it is only fair to judge students by the same performance standards, is there not also the strongest obligation to provide them with equal opportunities to meet those standards? Indeed, given the critical connection, which Linda Darling-Hammond discusses in this volume, between teacher quality and how well students learn, would not true fairness require that students at educational risk be taught by the most qualified, rather than the least qualified teachers-- the latter comprising a disproportionately high percentage of the teaching forces in most urban areas? To our knowledge, the question of teacher equity across diverse socioeconomic populations is not even a serious item on the school reform agenda. Therefore, while we support the increased attention schools now seem to be giving to instruction, as African American educators, the editors of this issue find the current approach to school reform seriously flawed in at least two respects. First, it has failed either to address, or, in some cases, to even recognize serious inequities in the distribution of both material and human resources among diverse student populations. As a result, students in greatest educational need (especially urban students of color) are being condemned to the same fatal educational disadvantages to which they have been subjected for as long as we can remember. Secondly, the school reform movement has imposed a technocratic, de-personalized, and unnecessarily punitive instructional framework on the process of education, thus suppressing the humane and relational approaches to learning that are traditional within the African American educational, cultural, and social experience. It is this tradition of humane and relational educational approaches that emerges as the central theme of the articles contained in these pages. Within that tradition, educational processes, whatever they happen to be, rest upon deeper, more fundamental, human principles. These include confidence, trust, a sense of community, and high expectations for success among teachers, both for their students as learners and of themselves as nurturers of the priceless human potential they perceive in their students. …
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Uterine rupture as seen in the University of Calabar Teaching Hospital, Nigeria: a five-year review - Ee, Ekpo (Journal of Obstetrics and Gynaecology, 2000)
Eighty-five cases of uterine rupture were seen and managed in the University of Calabar Teaching Hospital, Nigeria, within a 5-year period from 1986 to 1990. The total number of deliveries during the period was 10 247 giving an incidence of 0.83% uterine rupture or 1 in 121 deliveries. About 82% of the cases occurred within the age range of 20-30 years. The highest incidence of uterine rupture was seen in Para 5 and four cases of uterine rupture occurred in primigravida. Abdominal tenderness was the commonest clinical feature in this series. Anterior uterine rupture occurred in almost 60% of the cases managed. Rupture of the unscarred uterus was seen in 58.5% of the cases with the majority being due to cephalopelvic disproportion. Four cases of traumatic rupture were identified; one of which was due to road traffic accident. Repair of uterine rupture with sterilisation following active resuscitation was the commonest surgical procedure employed and was not associated with any maternal mortality. Associated maternal and perinatal mortalities were 9.8% and 85.4% respectively and hypovolaemic shock was the major cause of maternal death.
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Coastal and Marine Pollution with Reference to the Rio Del in The Cameroon - Ekosse, Georges (2000)
Coastal and marine pollution is of growing concern to environmentalists, governments, inter-governmental organisations (IGO) and non-governmental organisations (NGO). Most coastal areas of the world are contaminated especially with untreated or inadequately treated sewage and sediment from land clearing and erosion. Seas and oceans are polluted with hydrocarbonated effluents and the dumping of industrial wastes. Due to high levels of pollution indicators, oceans and seas take longer time in the dilution, dispersal and degradation of sewage, sludge, oil, and industrial wastes.
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Educational development in process : a study of African graduate students' learning experiences in the Ohio University College of Education - EL-Hassan, Khalid Mohammed (2000)
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Role of health education in promoting health in Libya : evaluation of the existing situation and assessment of future needs - Elfituri, Abdulbaset A. (2000)
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An investigation into the effect of locus of control on the adjustment of foreign students at University of Ibadan, Ibadan, Nigeria - Emeke, E. A.; Yoloye, T. W. (2000)
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Climate change adaptation in Kenya: household experiences - Eriksén, Sara (2000)
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A comparison of education systems in Nigeria and the United States of America - Etim, James Edem (2000)
The major purpose of this research study is contrived to determine and evaluate the historical backgrounds of Nigeria and the United States and its implications in the educational policies and systems of the two nations. Both these countries had their humble beginning under the British colonial administration.
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Training service providers working with traumatized children in South Africa: The navigations of a trainer - Evans, Justine; Swartz, Leslie (Psychodynamic Counselling, 2000)
In South Africa, counselling training poses two related difficulties: working in a situation of ubiquitous, ongoing violence, and offering training to people who have minimal or no qualifications and are often overwhelmed by enormous workload. In this context, there is a temptation either to give up hope in the face of the enormity of the task, or defensively to package counselling as a set of techniques which can be taught without much self-reflection. In this article we discuss, by contrast, an intervention which used psychodynamic principles to develop learner-centred training drawing on trainees' own experiences. We consider the benefits of this approach even in a context of violence and meagre resources.
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The Dynamics of Literary Response: Students as Readers of African Women's Writing - Ezeigbo, Theodora Akachi (African Research & Documentation, 2000)
At the 1998 Book Day Symposium organised by the British Council in Lagos, almost everyone who spoke lamented the near absence of a reading culture in Nigeria. As one of the guest speakers, I tried to highlight and discuss some of the factors that militate against the development of a reading culture in our society. Naturally I also suggested ways by which this anomaly could be remedied. Few or a negligible proportion of people read for pleasure in Nigeria. And among these, students at the various levels of formal education - primary, secondary and tertiary - constitute the greater part of the reading public. But unfortunately, these students read only to write and pass their examinations, which implies a wilful circumscription of books, especially literary texts. Even at the tertiary level, it is usually an uphill task persuading the students, even of literary studies, to go beyond the required or recommended texts in their reading.
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The education of nomadic populations in Africa - Ezeomah, Chimah (2000)
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Leaving-home of young adults under conditions of ecological stress in the drought prone communities of northern Ethiopia. - Ezra, Markos (Genus, 2000)
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Energy technology, indoor air pollution, and respiratory infections in developing countries: A field study from Central Kenya - Ezzati, Majid (PhDT, 2000)
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Involvement in antenatal health education among nurses in Botswana - Fako, Ntonghanwah; Thabo, T; Forcheh (Mosenodi, 2000)
Using a national sample of 325, this study investigates the extent of nurses' involvement in antenatal health education and explores variables that may be associated with their involvement. The study documents the importance of midwifery training and a nurse's own childbirth experience in promoting involvement in antenatal health education. It points to the relative unimportance of academic qualifications for nurses involved in antenatal health education. Findings show that work-related factors such as satisfaction with workstation, workload, and staff shortages were associated with nurses' involvement. Resources related factors such as adequacy of equipment, adequacy of telecommunication and transport facilities were also associated with nurses' involvement. Membership of a community organisation was also found to have an impact on involvement in antenatal health education. Individual background factors such as age, level of income religious affiliation, nurses' overall health, and marital status did not have a significant impact on nurses' involvement in antenatal health education activities.
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Involvement in antenatal health education among nurses in Botswana - Fako, Thabo T.; Forcheh, Ntonghanwah (Mosenodi, 2000)
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Population/Family Life Education: Nigeria Traditional Practices and the Reproductive Health of Women - Familusi, Akinbowale (2000)
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How natural are 'natural disasters'? : vulnerability to drought in Southern Namibia communal areas - Fara, Katiuscia (2000)
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Population changes in European herons in relation to African climate - Fasola, Mauro; Häfner, Heinz; Prosper, Josefina; Kooif, Henk van der; Schogolev, Igor v. (Ostrich, 2000)
Fasola, M., Hafner, H., Prosper, J., van der Kooij, H. & V. Schogolev, I. 2000. Population changes in European herons in relation to African climate. Ostrich 71 (1 & 2): 52–55. We describe population changes for six heron species, which have occurred during the past three decades in five areas of southern and central Europe. We seek correlations in the population levels between areas and between species, and we test the relationship between breeding population and climate during the preceding winter in Africa, where some of these herons overwinter. We conclude that population levels of European herons are influenced by local conditions more than by factors acting on a wide geographic scale, and that hydrological conditions in sub-Saharan Africa during winter have significant but limited effects on breeding populations of herons in Europe.
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Engaging the narrowing education policy trajectory in South Africa - Fataar, Aslam (Southern African Review of Education with Education with Production, 2000)
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Reading Bessie head's “life” reception by German and Zimbabwean students - Feurle, Gisela (Current Writing: Text And Reception in Southern Africa, 2000)
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African Americans Who Teach German Language and Culture - Fikes, Robert (Journal of Blacks in Higher Education, 2000)
IT MAY SEEM a bit odd and disconcerting to hear that African Americans have for quite some time demon? strated an affinity for, and even an attraction to, German culture. But long before the rise of German fas? cism, two world wars, and a century of stereotyping Germans as brutal, racist, and warmongering Huns, an edu? cated elite among African Americans had felt a special kin? ship with Germany and many of her heroes. According to Leroy T. Hopkins, a black Harvard-trained professor of German at Millersville University in Pennsylvania, the first significant intermingling of the two groups occurred during the American Revolution when runaway slaves and freedmen, lured by the prospect of a better life, joined the British army and fought against the colonists alongside Hessian mercenaries. When the war ended, a handful of these disap? pointed black troops followed their comrades back to Kassel in Germany. In two articles written in 1992 and 1996 Hopkins provided evidence that, prior to World War I, African-American intellectuals maintained a vision of Germany as a spiritual fatherland. In fact, the high regard liberal German thinkers generally enjoyed in this country caught the imagination of notables like NAACP cofounder W.E.B. Du Bois and Rhodes Scholar Alain LeRoy Locke who had both studied at the University of Berlin before obtaining their doctorates at Harvard. Other historians have confirmed Du Bois' preference for things German, particularly the extent to which he was influenced by the philosopher-poet Johann Gottfried von Herder and the composer Richard Wagner. Yet virtually ignored by scholars concerned with German cultural influences on black leaders are a number of other
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Thinking About the South African Higher Education Institutional Landscape. An International Comparative Perspective on Institutional Differentiation and Restructuring - File, Jonathan M.; Goedegebuure, Leo (2000)
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Education and the Formation of the Modern Ethiopian State, 1896--1974 - Fisseha, Abebe (2000)
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Should African Americans Support the Current Education Reform Standards Movement? - Futrell, Mary Hatwood; Brown, Walter A. (Journal of Negro Education, 2000)
This article explores whether African Americans should support the current education reform/ standards movement. It examines the historical perspective of the struggle by African American students from the 1950s through the 1990s to achieve academic excellence and that goal has been so elusive. A critical review of issues such as opportunity to learn, tracking, and students' perceptions of the standards movement as impediments is also provided. In addition, the role of colleges and universities in the standards movement is also discussed. Finally, specific recommendations are proposed to assure that African Americans are involved in and benefit from the strengthening of the education system as a result of the implementation of common academic standards. The current reform movement to require standards that students must meet at every level of the education system has been underway for approximately 15 years. Trends indicate that the movement is growing every day. Because of its scope, it is probably one of the most comprehensive reform efforts in the history of American education. Governors, top state and national legislators, business and foundation leaders, and many educators have been at the forefront of the movement. But, at the grassroots level the movement has been controversial. The implications of the standards are so far reaching, various groups have applauded the movement but been troubled by some of its consequences. The African American community, in particular, has raised questions about the movement. Some members of the African American community have said to the movement because they believe that African Americans have the most to lose by it. Others, including the authors, say Yes to the movement because African American students have the most to gain by supporting standards based education reforms. As African Americans, we cannot afford to oppose the current educational standards movement that is sweeping the nation. Our support of the standards movement, however, has a requirement that our children must be prepared for whatever evaluations or accountability methods accompany the standards. Recent articles in the New York Times (Belluck, 1999) and Education Week (Cross, 1998) have focused on the academic achievement of Black students continues to lag behind that of other students. These are but two publications that raise concern about low academic performance of students from language and racial minority groups. Many other publications have come to similar conclusions. No one is saying that all African American students perform poorly in academic courses or fail to score well on standardized tests. To the contrary, many African Americans do extremely well in these courses and on the subsequent tests that follow. However, within the African American community, and now seemingly within the larger community, there is a concern about the persistent gap between the academic performance of Black students compared to that of other students, especially White students. More recently, socioeconomic factors have come to play a critical role in this debate. For instance, with the growing improvements in the economic of African American families, the question of why the academic achievemen', of Black middle-class and upper income students lags behind Whites, especially those of comparable socioeconomic status (Belluck, 1999, p. 1) has been raised. This is not a new question. It is one that has plagued the African American community for generations and will continue to do so unless we develop strategies to close the achievement gap. Achieving academic excellence is a particular issue to African American parents who are concerned about the educational achievements of their children. According to Time to Move on: African American and White Parents Set an Agenda for Public Schools (Bradley, 1998), academic achievement for African American students is at a crisis point. …
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From promise to practice : information systems implementation : why the gap? : a study of organisational learning at the University of Natal, Durban campus, Durban, KwaZulu-Natal, South Africa. - Garvey, Ric. (2000)
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Tekeste Negash. -- Rethinking Education in Ethiopia. Uppsala, Nordiska Afrikainstitute, 1996, 118 p., bibl. - Gascon, Alain (Cahiers d'Études africaines, 2000)
L'auteur est un historien ethiopien dont les travaux font autorite dans l'histoire contemporaine de l'Ethiopie. On est tout d'abord intrigue par la phrase qui apparait sur la couverture de son livre, redigee en amharique, en anglais et en arabe : « La crainte de Dieu est le commencement de la connaissance. » Des l'introduction, il rappelle qu'en 1990 il a redige un opuscule : The Crisis of Ethiopian Education. Some Implications for Nation Building. A cette epoque, on savait Mangestu Ha...
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Sources of expertise valued by Botswana junior secondary school teachers-in-training and the scientism ideology: incompatible or commensurate? - Gauthier, Benoît (Mosenodi, 2000)
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The role of arts in aesthetic education in South Africa - Gcabashe, Nomndeni Hayethah (2000)
Submitted in fulfilment of the requirements for the degree DOCTOR OF EDUCATION in the Department of Foundations of Education of the Faculty of Education at the University of Zululand, 2000.
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Salient socio-economic and demographic aspects of school enrolment: the case of primary schooling in Ethiopia - Gebreselassie, Mulugeta; Gebru, Amanuel (Eastern Africa Social Science Research Review, 2000)
Primary education makes people literate and numerate thereby enabling them to effectively manage their domestic and occupational duties. In Ethiopia the rate of primary school participation is very low even when compared with other Sub-Saharan African countries. Officially, the enrolment rate is 34% while, according to this study, it is 36% (with standard deviation 0.004). Based on the low levels of enrolment this study looks into the salient socio-economic and demographic aspects of school enrolment in Ethiopia. It uses the logistic regression method of analysis among several methods that can be used to predict a binary dependent variable from a set of explanatory variables. The results show that the probability of primary school enrolment is a function of variables which are related to the family and to the child. In fact variables related to the location of residence of the child and their interaction with the variable related to the family and the child are also found significant. Eastern Africa Social Science Research Review (EASSRR) VOLUME XVI No. 2 June 2000, pp. 1-24
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University Students' Sexual Practices and HIV Risk: Evidence From Focus Groups in Malawi - Geloo, S.; Norr, Kathleen F. (2000)
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Multiculturalism and education: for a polycultural fundamental school in Algeria. Multi-referential approach of the education system - Ghouati, Ahmed (2000)
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Using external training materials to strengthen health information management in East Africa. - Gladwin, Jean; Dixon, Robert; Wilson, T. D. (Information Research, 2000)
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Education and Health Services in Madagascar: Utilization Patterns and Demand Determinants - Glick, Peter; Razafindravonona, Jean (2000)
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The African homestead as a school: a case study of the Luhya of Kenya - Gonza, R.K. (2000)
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Re-educating Namibia: The Early Years of Radical Education Reform, 1990-1995 - Gonzales, Michael C. (Africa Today, 2000)
Following independence, the Namibian government saw primary education reform as a principal means of investing in human capital to promote socioeconomic development. This paper analyzes the efforts made during the first five years of the reform program. While emphasis on structural change, learner-centered education, and universality provided strong foundations for a democratic educational system, a difficult medium of instruction policy and insufficient attention to gender equity delayed a comprehensive transformation. This analysis calls for greater educator participation in implementing the pedagogical approach, altering the language-of-instruction policy, greater gender equity in resource allocation, and greater attention to sex and AIDS education.
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Communication Strategies for the Adoption of Oral Health by Primary School Teachers in Nigeria - Gorah, Kajang Y. (2000)
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An investigation into the use of South African Broadcasting Corporation School T.V. in enhancing teaching and learning in the foundation phase at Acacia Primary School. - Govender, Visvanathan. (2000)
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Repositioning inclusive education in South Africa through a poststructuralist lens. - Grange, Lesley Le; Waghid, Y (2000)
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African languages in Russia: the development of research and teaching - Gromova, Nelli V. (2000)
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[Prevalence, risk behavior, and level of information on urinary schistosomiasis in primary school students from the Primeiro de Junho Health District, Maputo, Mozambique]. - Gujral, Lorna; Rg, Vaz (2000)
To assess the prevalence and identify levels of information and risk behavior associated with vesical schistosomiasis, a cross-sectional study was conducted in October-November 1996, involving students from 3 primary schools in the Primeiro de Junho health district in Maputo, Mozambique. Epidemiological interviews and urine samples were taken from 434 male and female students from grades 2 through 5, randomly selected. Estimated prevalence was 11.3% (49/434). Highest prevalence was in the age group ( 15 years old, and the highest intensity of infection among the 10-14-year age group, with 204 eggs/10 ml urine. Approximately 18.9% had heard of schistosomiasis, and of these, only 19.5% (16/82) knew how the disease is manifested. Approximately 50% of the students reported frequent water contacts with potential sources of schistosomiasis. The study shows that vesical schistosomiasis is a public health problem among students in this health district.
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Prevalence, risk behavior, and level of information associated with vesical schistosomiasis in primary school students from the Primeiro de Junho health district, Maputo, Mozambique - Gujral, Lorna; Vaz, Rui G. (Cadernos De Saude Publica, 2000)
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Conflicting Philosophies of Education in Israel/Palestine - Gur-Ze’ev, Ilan (2000)
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Socio-economic problems of the Ethiopian youth: with a focus on education, training and work - Habtamu, W (2000)
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African American college students at a private, urban, predominantly White institution: Patterns of success - Hall, Clover (2000)
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Supports & Barriers for African Americans with Disabilities Who Are Seeking Employment - Hall, Kimberly R. (2000)
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TRANSPORT-RELATED POLLUTION AND INVESTMENT REQUIRED TO MINIMIZE IT IN DAR-ES-SALAAM CITY, TANZANIA. - Halla, Francos (2000)
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Clinical aspects and treatment of severe malaria: experience at Al-Gamhoria Teaching Hospital, Aden, Yemen. - Hamid, Gamal Abdul; Abood, Assad Muhsen; Ahmed, Nazmin (University of Aden Journal of Natural and Applied Sciences, 2000)
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An African-centered perspective in adult education : celebrating voices from the African Diaspora - Hammond, Anna Mae Flannigan (2000)
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The Education Challenge in King Hassan's Morocco - Hammoud, Salah-Dine (The Maghreb Review, 2000)
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EXPECTING THE UNEXPECTED: A COMPARATIVE STUDY OF AFRICAN-AMERICAN WOMEN'S EXPERIENCES IN SCIENCE DURING THE HIGH SCHOOL YEARS - Hanson, Sandra L.; Johnson, Elizabeth Palmer (Journal of Women and Minorities in Science and Engineering, 2000)
Data from the National Educational Longitudinal Study (NELS) for the years 1988 to 1992 are used to explore the science experiences of young African-American women during the high school years. The comparison groups we use in trying to understand these experiences involve White women (for a race contrast) and African-American men (for a gender contrast). Within the context of a critical feminist perspective, it is argued that gender is constructed in a different way in White and African-American communities. Instead of expecting a disadvantage for young African-American women because of their gender and minority statuses, it is suggested that unique gender ideologies and work-family arrangements in the African-American community give these young women the resources and agency that allow them to compete with their White female counterparts and their African-American male counterparts in the science domain. Results from our analyses of the NELS data confirm these expectations. We find that on a majority of science measures, African-American women do as well asand sometimes better thanWhite women and African-American men. For example, there are no differences between African-American women and men on attitudes toward science. And when compared with White women, African-American women tend to have more positive attitudes. When disadvantages appear for these young African-American women, they are more likely to be race effects then gender effects. The minimal gender effects in the science experiences of young African-Americans is in contrast to the more frequent male advantage in the White sample. A careful examination of family and individual resources shows that African-American families compensate for disadvantages on some resources (e.g., family socioeconomic status) by providing young women with an excess of other resources (e.g., unique gender ideologies, work expectations, and maternal expectations and involvement). And, unlike White parents, they sometimes provide more of these resources to their daughters than to their sons. Results do not support the popular notion that because minorities and women do less well in science African-American women will be especially disadvantaged in science. Implications of these findings are discussed.
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Enhancing components of the self-system and school performance for African-American adolescents : The School-To-Jobs Intervention Program - Harrison, Kathy (2000)
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Information Literacy Education in Disadvantaged Schools: A Case Study of Project Work at a Primary School in South Africa - Hart, Geneviève (School Libraries Worldwide, 2000)
This article reports on an ethnographic field study of project work in a grade 7 class in a disadvantaged primary school on the Cape Flats, Cape Town, South Africa. The purpose was to explore the potential use of project work (encouraged by the new South African school curriculum with its emphasis on continuous formative assessment) for information literacy education. The study found crucial gaps between official policy and classroom practice. Teachers' conceptions of teaching and learning were found to be the key to effective project work-and, therefore, to its value for information literacy programs.
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