Developing a Language in Education Policy for Post-apartheid South Africa: A Case Study - Murray, Nancy (2000)
The dismantling of apartheid laws, the all-race elections of 1994, and a new Constitution signal opportunities for fundamental change in South Africa's educational system and language policies. This study describes the development, still in progress, of a new language in education policy. The primary focus is on the various issues involved in the making of a policy--the assumptions and principles which provide the foundation for a new policy, the active participants in the policy debate and formulation, the perceptions of the role of English in South African society and schools, English as the medium of instruction, and possible consensus at the time of this study. Data for this research include school visits, interviews, and classroom observations in South Africa, and primary source material including government discussion documents and articles from professional journals and other South African publications.
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Theorizing Urban Black Masculinity Construction in an African-Centered School - Murtadha-Watts, Khaula (2000)
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Factors affecting the instruction of Kenyan indigenous Music: a survey of Nairobi secondary schools - Mushira, Evelyne N. (2000)
A Project Submitted in Partial Fulfilment for the Degree of Master of Arts of Kenyatta University, M 1838.K45M8
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A case study of multigrade teaching in Canada: implications for South Africa - Muthayan, Saloshini (2000)
This study examines multigrade teaching in selected schools in Canada and its implications for improving multigrade teaching in South Africa, where over 50 % of primary schools are multigrade and the teachers have not received preparation in multigrade teaching. The case study method was adopted because it allowed for 'an intensive, holistic description and analysis' of the multigrade classroom. The approach is interpretivist, based on the assumption that social phenomena are 'socially constituted' and 'valuationally based'. Research techniques included a literature review, interviews and observations. Four classrooms with grade combinations ranging from two grades to eight grades (Kindergarten to grade 7) were studied. Despite problems such as the lack of official recognition, inadequate teacher education and support - problems common to both Canada and South Africa - the Canadian teachers managed their classrooms effectively. This was indicated by their understanding of the children's needs, their integration of the curriculum for teaching across the grades and the learning areas, their use of effective instructional strategies and their involyement of parents in the classroom. A reason for their success may be that their teacher education includes child-centred, activity based approaches, integration of the curriculum, critical thinking, flexibility and effective instructional strategies, which they may adapt for effective multigrade teaching. The study found that successful multigrade teaching depended on the teacher. For South Africa, this may imply that intervention programmes should focus on relevant preparation and support for multigrade teachers. The emphasis on material resources in the implementation of Curriculum 2005 has not been balanced with adequate training on policy, curriculum and instructional strategies. Teacher education should include methodologies that are experiential, reflective and participatory. A variety of instructional strategies should be employed in the multigrade classroom. The respondents in the study believed further that multigrade teaching is more beneficial than single-grade teaching because it caters for the diversity of needs amongst children and allows for peer tutoring, thereby exploiting Vygotsky's theory of the 'zone of proximal development'. Thus, instead of viewing multigrade teaching as a temporary phenomenon, it should be viewed as an opportunity for improving school effectiveness.
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Research methods:- (Distance learning module for Kenya Methodist university) - Mutuku, Johnbosco Kisimbi (2000)
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The politics of primary education in Uganda, parent participation and national reforms - Muwanga, Nansozi K. (2000)
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Wage Premiums for Education and Location of South African Workers, by Gender and Race - Mwabu, Germano; Schultz, Tanja (Economic Development and Cultural Change, 2000)
Previous articleNext article No AccessWage Premiums for Education and Location of South African Workers, by Gender and RaceGermano Mwabu T. Paul Schultz Germano MwabuUniversity of Nairobi Search for more articles by this author T. Paul SchultzYale University Search for more articles by this author University of NairobiYale UniversityPDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Economic Development and Cultural Change Volume 48, Number 2January 2000 Article DOIhttps://doi.org/10.1086/452460 Views: 332Total views on this site Citations: 30Citations are reported from Crossref © 2000 by The University of Chicago. All rights reserved.PDF download Crossref reports the following articles citing this article:Tushar Agrawal, Ankush Agrawal Who Gains More from Education? A Comparative Analysis of Business, Farm and Wage Workers in India, The Journal of Development Studies 55, no.66 (Mar 2018): 1081–1098.https://doi.org/10.1080/00220388.2018.1443209 References, (Jan 2018): 307–468.https://doi.org/10.1016/B978-0-12-805371-3.16001-7Anuneeta Mitra Education and earning linkages of regular and casual workers in India: a quantile regression approach, Journal of Social and Economic Development 18, no.1-21-2 (Aug 2016): 147–174.https://doi.org/10.1007/s40847-016-0029-4Taylor Salisbury Education and inequality in South Africa: Returns to schooling in the post-apartheid era, International Journal of Educational Development 46 (Jan 2016): 43–52.https://doi.org/10.1016/j.ijedudev.2015.07.004Prudence Kwenda, Miracle Ntuli, Tendai Gwatidzo Temporal developments in intergenerational transmission of education: Case for black South Africans, Research in Social Stratification and Mobility 42 (Dec 2015): 96–113.https://doi.org/10.1016/j.rssm.2015.09.002Martine Mariotti, Juergen Meinecke Partial Identification and Bound Estimation of the Average Treatment Effect of Education on Earnings for South Africa, Oxford Bulletin of Economics and Statistics 77, no.22 (Feb 2014): 210–233.https://doi.org/10.1111/obes.12059Sangeeta Parashar Marginalized by race and place, International Journal of Sociology and Social Policy 34, no.11/1211/12 (Oct 2014): 747–770.https://doi.org/10.1108/IJSSP-01-2014-0003Miracle Ntuli, Prudence Kwenda Labour unions and wage inequality among African men in South Africa, Development Southern Africa 31, no.22 (Jan 2014): 322–346.https://doi.org/10.1080/0376835X.2013.872984Masakazu Hojo Shared literacy and employment in the nonfarm sector, Applied Economics 44, no.1010 (Apr 2012): 1209–1217.https://doi.org/10.1080/00036846.2010.539538Pedro de Araujo The HIV Epidemic, Skill Heterogeneity, and Output, Review of Development Economics 16, no.11 (Jan 2012): 1–15.https://doi.org/10.1111/j.1467-9361.2011.00642.xDaniela Casale, Dorrit Posel English language proficiency and earnings in a developing country: The case of South Africa, The Journal of Socio-Economics 40, no.44 (Aug 2011): 385–393.https://doi.org/10.1016/j.socec.2011.04.009N Branson, D Lam Education Inequality in South Africa: Evidence from the National Income Dynamics Study, Studies in Economics and Econometrics 34, no.33 (Nov 2020): 85–109.https://doi.org/10.1080/10800379.2010.12097211Kevin J. A. Thomas Racial and Ethnic Disparities in Education–Occupation Mismatch Status Among Immigrants in South Africa and the United States, Journal of International Migration and Integration / Revue de l'integration et de la migration internationale 11, no.44 (Sep 2010): 383–401.https://doi.org/10.1007/s12134-010-0152-6M. Niaz Asadullah, Uma S. Kambhampati, Florencia López Bóo Social Divisions in School Participation and Attainment in India: 1983-2004, SSRN Electronic Journal (Jan 2009).https://doi.org/10.2139/ssrn.1821925George Clarke, James Habyarimana, David Kaplan, Vijaya Ramachandran Why isn't South Africa growing faster? Microeconomic evidence from a firm survey, Journal of International Development 20, no.77 (Oct 2008): 837–868.https://doi.org/10.1002/jid.1417Pedro de Araujo The Socio-Economic Distribution of AIDS Incidence and Output, SSRN Electronic Journal (Jan 2008).https://doi.org/10.2139/ssrn.1144187Jean-Paul Azam, Sandrine Rospabé Trade unions vs. statistical discrimination: Theory and application to post-apartheid South Africa, Journal of Development Economics 84, no.11 (Sep 2007): 417–444.https://doi.org/10.1016/j.jdeveco.2005.12.005dieter von fintel DEALING WITH EARNINGS BRACKET RESPONSES IN HOUSEHOLD SURVEYS ? HOW SHARP ARE MIDPOINT IMPUTATIONS?, The South African Journal of Economics 75, no.22 (Jun 2007): 293–312.https://doi.org/10.1111/j.1813-6982.2007.00122.xAlain-Désiré Nimubona, Désiré Vencatachellum Intergenerational education mobility of black and white South Africans, Journal of Population Economics 20, no.11 (Jan 2007): 149–182.https://doi.org/10.1007/s00148-006-0120-9Paul Allanson, Jonathan P Atkins The Evolution of the Racial Wage Hierarchy in Post-Apartheid South Africa, Journal of Development Studies 41, no.66 (Aug 2005): 1023–1050.https://doi.org/10.1080/00220380500155270MALCOLM KESWELL, LAURA POSWELL RETURNS TO EDUCATION IN SOUTH AFRICA: A RETROSPECTIVE SENSITIVITY ANALYSIS OF THE AVAILABLE EVIDENCE, South African Journal of Economics 72, no.44 (Jul 2005): 834–860.https://doi.org/10.1111/j.1813-6982.2004.tb00136.xSten Dieden Integration into the South African core economy: household‐level covariates, Development Southern Africa 21, no.11 (Oct 2010): 33–57.https://doi.org/10.1080/0376835042000181417 Pierre‐Carl Michaud and Désiré Vencatachellum Human Capital Externalities in South Africa Pierre‐Carl Michaud and Désiré Vencatachellum, Economic Development and Cultural Change 51, no.33 (Jul 2015): 603–628.https://doi.org/10.1086/374802Servaas BERG, Onelle BURGER , South African Journal of Economics 71, no.33 ( 2003): 496.https://doi.org/10.1111/j.1813-6982.2003.tb00083.xP. Duraisamy Changes in returns to education in India, 1983–94: by gender, age-cohort and location, Economics of Education Review 21, no.66 (Dec 2002): 609–622.https://doi.org/10.1016/S0272-7757(01)00047-4 Stephan Klasen Social, Economic, and Environmental Limits for the Newly Enfranchised in South Africa? Stephan Klasen, Economic Development and Cultural Change 50, no.33 (Jul 2015): 607–642.https://doi.org/10.1086/342491Sandrine Rospabéa HOW DID LABOUR MARKET RACIAL DISCRIMINATION EVOLVE AFTER THE END OF APARTHEID?, South African Journal of Economics 70, no.11 (Jul 2005): 185–217.https://doi.org/10.1111/j.1813-6982.2002.tb00043.xKermyt G. Anderson, Anne Case, David Lam Causes and consequences of schooling outcomes in South Africa: Evidence from survey data, Social Dynamics 27, no.11 (Jun 2001): 37–59.https://doi.org/10.1080/02533950108458703Paul L. Cichello, Gary S. Fields, Murray Leibbrandt Are African workers getting ahead in the new South Africa? Evidence from KwaZulu‐Natal, 1993–1998, Social Dynamics 27, no.11 (Jun 2001): 120–139.https://doi.org/10.1080/02533950108458707B. M. Gilroy The Changing View of Multinational Enterprises and Africa, (): 101–153.https://doi.org/10.1007/3-7908-1610-8_6
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Wage Premiums for Education and Location of Workers in South Africa, by Gender and Race - Mwabu, GM (2000)
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AIDS AWARENESS AMONG SOUTH AFRICAN STUDENTS - Mwamwenda, Tuntufye S. (Psychological Reports, 2000)
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Impact of vitamin A or iron alone or in combination on anaemia and anthropometric indices of anaemic school children in Tanzania - Mwanri, Lillian; Worsley, Anthony (2000)
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Role Playing Factors That Explain the Work Ethics of Black South African Adolescents in Township Schools - Myburgh, Christoffel P.H.; Niehaus, Linda; Poggenpoel, Marie (Journal of Psychology in Africa, 2000)
The aim of this research project was to predict and explain adolescents' work ethics within the context of a productive inclination. A structured questionnaire, on the basis of a conceptual framework, was developed to obtain information adolescents' work ethics, self-concept, time concept, their parents' involvement in their lives, and how they respond to discipline. Various consecutive factor analyses, item analyses and combinations of multivariate regression analyses were conducted on the data obtained. The results of regression analyses indicate that time concept, self-concept, parental involvement in the adolescents personality development, discipline, and the area in which adolescents attended primary schools are significant predictors of their work ethics
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Innovative techniques in the training of health professionals:the case of Moi University University Faculty of Health Sciences, Kenya - Nafukho, Fredrick Muyia (2000)
This article argues that innovative teaching /learning methods are quickly replacing the traditional methods which were characterised by straight lectures, large group demonstrations and apprenticeships.  The current knowledge revolution requires innovative educational methods in the training of professionals.  The current emphasis is to place the learner at the centre of the learning process.  This emphasis shifts the responsibility of teaching/learning from the teacher to the learner.  The paper specifically discusses the training of health professionals at Moi University and the innovative training strategies employed in the training.
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Health reform for children: the Egyptian experience with school health insurance - Nandakumar, A; Reich, Michael R.; Chawla, Mukesh; Berman, Peter; Yip, Winnie (Health Policy, 2000)
In June 1992, the People's Assembly of Egypt passed Law 99 expanding health insurance to cover all school children. This was one of the most important initiatives undertaken in recent years by the Ministry of Health, and it effectively increased the number of beneficiaries covered by the Health Insurance Organization (HIO) from 3.75 million in 1988 to about 14 million in 1993. This paper first examines the policy processes for the introduction of this innovation in Egypt's health system. Next, the paper discusses the implementation and consequences of the new policy in terms of coverage, financing, benefits, and delivery of services, along with data on utilization and expenditures. Several important lessons derive from this analysis. First, major reform efforts are possible when there is a strong political commitment and the proposed program and solutions are acceptable to the key stakeholders. Second, compromises and trade-offs are essential to construct a politically feasible and ethically acceptable reform initiative. Third, while these trade-offs might yield short-term gains, the trade-offs in the long term may undermine the reform's capacity to achieve the anticipated equity enhancements and can potentially undermine the financial sustainability of the reform.
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Student Activism and the Repressive State: Reflections on the Political History of Senegal Since Independence - Ndiaye, Sergine (Ufahamu, 2000)
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Possibilities and impossibilities in school/business/university partnerships : the cases of UK and South Africa - Needham, D.B.; Sanders, Nancy P. (2000)
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Education and the transition to employment. Young Turkish and Moroccan adults in Belgium. - Neels, Karel (2000)
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A survey to determine how experiential learning is applied during clinical teaching of student nurses in training institutions in Namibia - Nelumbu, Lucia N. (2000)
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Institutional collaboration and shared learning for forest management in Chivi District, Zimbabwe. - Nemarundwe, N. (2000)
Funding for the study was provided by the Center for International Forestry Research (CIFOR) and the Department for International Development Micro- Catchment Management Project. DFID Project No: R7304
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Gender-typing, Performance and Achievement-related Behaviour in Mathematics by Secondary School Students in Lesotho - Nenty, H. Johnson (Review of Southern African studies, 2000)
Gender-related equity and quality in mathematics, science and technology (MST) education is concerned with creating equal opportunity for both sexes to access quality education in these areas. But the level of equity and quality in MST education are both group as well as individual variables. In other words, even if they are made equally available to every learner, there are some individual characteristics and perceptions that tend to limit such access for individual learners. One of such individual variables is the gender-typing of mathematics. That is, through the nature of his or her gender-related perception of mathematics, each student creates a unique psycho-academic environment which influences his or her mathematics-related behaviour. A few studies with other populations have shown that gender-typing has significant influence on several achievement-related behaviour among learners. This exploratory study was designed to determine the influence of gender-typing of mathematics by secondary school students in Lesotho on their achievement-related behaviour and performance in the subject. Survey data from, as well as Junior Certificate (JC) examination results for 716 randomly sampled Form D students in high schools in Lesotho were analysed using chi-square (x 2), and two-way ANOVA statistics. The results showed that there is a significant (p
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Getting Beyond Tarzan: Teaching Africa and Teaching Diversity - Nesbitt, Prexy (2000)
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Malaria and micronutrient status of Kenyan schoolers - Neumann, CG; Bwibo, NO (2000)
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The transition to high school for academically promising, urban, low-income African American youth. - Newman, Barbara M.; Myers, Mary C.; Newman, Philip R.; Lohman, Brenda J.; Smith, Victoria (PubMed, 2000)
In nine urban Ohio school systems, low-income minority students identified as academically promising in sixth grade are eligible to participate in an intervention program. In the present study, twenty-two African American students in the program were asked to provide their perceptions of the transition to ninth grade. Specifically, the role of motivating factors, peers, school, teachers, parents, and neighborhood were examined. These students faced similar stressors, yet some were more able to achieve academic success. Results highlight the salience of mothers, the challenges of the ninth-grade curriculum, and adjustment to a bigger, more complex school environment for high and low performers. The implications for improving cooperation between school and family are discussed.
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Tools of Deception: Media Coverage of Student Protests in Tanzania - Ngonyani, Deo (2000)
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Tools of Deception: Media Coverage of Student Protests in Tanzania in 1978, 1990 - Ngonyani, Deo (Nordic Journal of African Studies, 2000)
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Wastage of human and material resources in Kenya' s primary schools: a case study - Ngware, W. M. (Egerton Journal of Humanities, Social Sciences and Education, 2000)
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School health education and issues of going to scale : with special reference to the child-to-child approach in Zambia - Nishihara, Mayumi (2000)
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African homestead is a dynamic school: the Meru community - Njagi, D. (2000)
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Prevelence of Tricomonas vaginalis infection among student of tertiary institutions in Imo State, Nigeria - Njoku, A. J.; Obiajuru, Ioc; Njoku, C.E.; Nwokoro, E.; Uwaezuoke, JC; Anosike, JC (Nigerian Journal of Parasitology, 2000)
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Factors influencing students' performance in the Kenya certificate of secondary education Examinationin public secondary schools in Gatanga Division, Thika District - Njuguna, Lucy M (2000)
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Health sector reforms in Tanzania: can training accelerate their success? - Njunwa, M.; Mrina, D. (2000)
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International Student Exchange in South Africa - Nott, Ann; Randall, Lee (World Federation of Occupational Therapists Bulletin, 2000)
Amongst the developing countries on the African continent, South Africa has arguably the best developed occupational therapy services and is frequently looked to as a role model. It also manages to have a presence within the developed world, with frequent visits back and forth by both academics and practitioners. International student exchange is gradually increasing, as a logical extension of these factors. This includes both South African OT students visiting other countries during their training, and foreign students visiting South Africa. This article details the formal and informal opportunities which exist for student exchange at the various South African OT training centers. It also provides advice and recommendations for students considering such an exchange.
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Sexuality and sexual health information needs and seeking patterns of school-going teenagers in Pietermaritzburg, South Africa. - Nsengiyumva, Anne-Marie Mukaneza. (2000)
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Sexuality and sexual health information needs and seeking patterns of school-going teenagers in Pietermaritzburg, South Africa. - Nsengiyumva, Anne-Marie Mukaneza. (2000)
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A Botswana Rural Women's Transition to Urban Small Business Success: Collective Struggles, Collective Learning - Ntseane, Gabo Peggy (2000)
Although (75%) of women who move from rural areas to urban areas engage in small businesses, most of these small businesses never grow due to problems related to patriarchal structures. Context, non-competitive networking, and experiential learning are necessary to negotiate patriarchy for Botswana women’s business success. Introduction In Botswana an increasing number of women migrate from the rural areas to urban areas due to economic hardships in the rural areas that are characterized by poverty and lack of employment opportunities. Although most (75%) of those engaged in the unregulated sector are women, a majority of these businesses never grow (Daniels, 1990). They either fail completely or remain at the initial stage of occasional street vending. Mead (1994) found that in Botswana, Kenya, Malawi, Swaziland, and Zimbabwe most enterprises that started with 1-4 workers never expanded; further less than 1% employ ten workers. Research elsewhere and in the region (Nattrass, 1990) suggest that this situation could be explained by problems related to patriarchal structures, colonial experiences, apartheid, and the international division of labor. In spite of the barriers research elsewhere and in Botswana shows that a small number of women have been able to develop enterprises that have demonstrated remarkable growth. So we know that some women are successful in micro-enterprises but to date there is no research detailing the process in terms of what the few women went through, how they made the transition and factors that contributed to their success. The focus of this study was to understand how women learn how to move from unemployment in the rural areas that are characterized by poverty and lack of employment opportunities to owning successful small businesses within the formal sector of urban Botswana. Relevant literature The informal sector in Southern Africa shares most of the basic characteristics of the informal economy in developing countries and other regions of Africa in terms of activities, female dominance, unregulated operations and problems such as lack of capital and markets, the system of patriarchy, and oppressive economic systems. Because of a history of regional migration to South Africa from all countries in the region, there are high rates of female-headed households. A study in Botswana by Jefferis (1997) found that the average of such households was between 33-40%. Access to financial services is gender-biased in Southern Africa. Recent studies in Botswana and the region (Grosh & Somolekae, 1996; Bolnick, 1992) show that the vast majority of women have no access to financial services. They require colla teral, rapid loan processing procedures and convenient locations for financial services (Bolnick, 1992). This is a problem for women’s businesses because as Rhyne and Otero (1992) put it “Financial needs of families or at least of individual enterprises are often not separate from the financial needs of enterprises themselves– this particularly true for enterprises owned by women” (p. 1565). In Botswana, financial service legislation is based on the patria rchal system that treats women as minors and at best as housewives. For example, all married women do not qualify for loans from commercial banks unless the husbands authorize the bank to process their loans. With male migration to South Africa and recently to urban areas in Botswana, most women have no choice but to go into informal business. Governments have also been criticized for the absence of realistic policies even where there is evidence that the informal economy has created employment. Although governments in the region differ because of different political histories, they share some things in common, such as lack of gender-focused policies. Such policies are not there because the prevailing opinion is that women have a nurturing role, hence are dependent on the kinship systems. In addition, women in the informal sector operate in hostile environments. For example, there are occasional cleaning campaigns where rural women working in the urban informal sector are forced to go back to the rural areas and work in agriculture. In Botswana existing literature on the efforts made by both government and non-government to assist women in the informal sector on both access to capital and skill training shows that most women are not benefiting from these programs (Women’s Affairs Division, 1995). Training programs for women in the informal sector have tended to focus on the acquisition of knowledge in technical and craft skills as well as commercial knowledge. Lack of education has been identified as a barrier to the performance of small businesses. According to Somolekae (1994), “In Botswana 39% of the entrepreneurs have no formal education and an additional 53 % attended only primary schooling” (p. 1881). While specialized training is important, success in business depends on training interventions that are gender sensitive (Burckhart, 1996). This type of training has been overlooked in the training given to the informal sector. In spite of the barriers faced by women in the informal sector, recent empirical research elsewhere and in Botswana (Osirim, 1992; Daniels, 1992) shows that a small proportion of independent bus inesswomen have enterprises that have demonstrated remarkable growth. Kapchan (1996) observed that in Morocco, businesswomen in the informal sector find that practices in the marketplace conflict with their traditional roles and values. Understanding how women have been able to successfully overcome their disadvantaged positions in complex business communities is crucial for developmental change. Theoretical Frameworks Recent interest in improving the lot of women in developing countries has led feminists and educators alike to stress improved educational and employment opportunities as critical means for women to attain greater control over their lives. For example, according to Molhotra and Mather (1997) education and employment are seen as the resource base essential for women to acquire greater independence from patriarchal constraints. Informed by the feminist economic development perspective (postmodern/post-structuralist) and the adult learning theories (informal/accidental and experiential), the purpose of this study was to understand how Botswana women learn how to move from poverty and unemployment to owning successful formal small businesses in an urban setting. These businesses started as unregulated businesses. Methodology This study employed a descriptive qualitative design that used in-depth, semi-structured interviews for data collection. The sample selection of 13 purposively selected small businesswomen reflected diversity in age, education, and number of years in business and type of business. Two research questions guided this study; (1) what situational and personal factors are associated with the success of women in the small business sector? Which factors facilitate the process? Which factors impede the process? (2) How do women negotiate personal and situational barriers so that their businesses can succeed? Findings Data analysis guided by the constant comparative method revealed that small business success for women should be understood within a specific context. The context for the participants of this study was defined as the interrelated nature of patriarchy and community orientation that emphasized a culture of sharing. The women’s conception of context varied. At times they interpreted it as a macro-level trigger of personal events, other times as a barrier in finding solutions to their business problems, and occasionally as a benevolent patron offering potential opportunities.
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NEW TRAINING MANDATES FOR SURVEYING AND GEOINFORMATICS INSTITUTIONS IN NIGERIA - Nwilo, Peter C.; Peters, Korede; Badejo, Olusegun T. (2000)
Recent advances in computer, satellite, digital technologies and geographic information system have had a tremendous impact on the field of surveying and mapping. It has affected the scope, methods, volume and speed of data acquisition, management and rate of delivery of maps and map products. With the development ion information technology, the world has become a global village. These developments have affected the training of surveyors and mapping professionals all over the world. Some training institutions or departments have had to change their names in order to incorporate these challenges. Names such as Geomatics, Geomatics Engineering, Surveying and Geoinformatics have been common. In Nigeria, the Department of Surveying, University of Lagos has changed her name and degree programmes to Surveying and Geoinformatics while the Federal School of Surveying, Oyo has changed her surveying programme to Surveying and Geoinformatics. Other surveying and mapping training institutions are also giving the issue of change of name serious considerations.
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African American Mothers Use Stories for FAMILY SEXUALITY EDUCATION - Nwoga, Imelda A. (MCN: The American Journal of Maternal/Child Nursing, 2000)
Purpose: To examine the sexual knowledge and cultural values transmitted by stories from African American mothers to their adolescent daughters. Method: Narrative analysis. Stories from 11 mothers were recorded and transcribed by entering interview narratives into Qualpro, a computerized data management program, and examined using a narrative analysis method. Results: Analysis revealed that mothers used story telling as a strategy for family sexuality education. The mothers used stories from their own experiences to accomplish socialization/enculturation and to discourage their daughters from making the same mistakes that they reportedly made (such as becoming pregnant during the teenage years). Findings supported the fact that stories served as cultural artifacts that describe the cultural pathways of a group of African Americans mothers and daughters. Implications: It is important for nurses to have an awareness of the importance of ethnocentric models for community health nursing practice and culturally sensitive assessment tools for adolescent sexuality education programs.
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The use of the mother tongue (Shona,L1) in second language (English, L2) instruction and learning in Zimbabwe: a case for a common underlying hypothesis - Nyawaranda, V. (Zimbabwe Journal of Educational Research, 2000)
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Is information enough? : user responses to seasonal climate forecasts in Southern Africa : report to the World Bank, AFTE1-ENVGC adaptation to climate change and variability in Sub-Saharan Africa, phase II - O’Brien, Karen; Sygna, Linda; Næss, Lars Otto; Kingamkono, Robert; Hochobeb, Ben (2000)
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Collaboration in the provision of Family Health Education in Swaziland published in Development Bulletin No. 52 - O, Jackoniah Ogeda (2000)
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Sexual health knowledge determinants of sexual behaviour and use of contraceptives among female secondary school students in Ibadan Nigeria. - Oa, Moronkola; Om, Idris (2000)
The study focused on sexual health knowledge determinants of sexual behavior and the use of contraceptives among female secondary students in Ibadan Nigeria. A self-developed validated questionnaire with 0.87 reliability was the research tool used to collect data from 900 senior secondary students from six (female only) secondary schools in Ibadan Nigeria. The respondents had significant sexual health knowledge were significantly influenced to engage in sex significantly engaged in negative sexual behavior and significantly used contraceptives. Among others the researchers believed that since only 53.3% were knowledgeable about sexual health the need for health science/health education having components of sexuality education be effectively introduced into the school system which will go a long way to improve sexual health knowledge and behavior of students. (authors)
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Abdominal surgery during pregnancy at University Of Nigeria Teaching Hospital Enugu - Obi, SN (DOAJ (DOAJ: Directory of Open Access Journals), 2000)
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Egalitarian Education in Traditional Nigerian Society: A Myth or a Reality - Obidi, Sam S. (Scandinavian journal of development alternatives, 2000)
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Rural-Urban Linkages in Regional Development. A paper presented at 6th Africa Training Course on Local and Regional Development and Management, Nairobi, Kenya (2000). UNCRD. - Obiero, Samuel (2000)
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Values education in Kenya :Christianity and African tradition : a study of contrasts and continuities in education - Obuhatsa, Joshua Otieno (2000)
This thesis addresses the perceived need for a justifiable and coherent values education paradigm in Kenya's Education. It focuses on contrasts in education policy with implications for values education. The first two post colonial education reports: the Ominde Commission (OC) 1964/65 and the National Committee on Educational Objectives and Policies (NCEOP) 1976 agree that education should promote socioeconomic and political development. However, they disagree over the role of religion, particularly, Christianity and African Socialism in underpinning values within this development. This thesis attempts to present an argument that in contemporary Kenya's secondary educational context, there is a need for a holistic values education paradigm. If a Christian curriculum is to be viable, in order to be relevant both to the lives of young people and to the developing context of Kenya, Christian related values education must connect with the whole human environment to make Christianity meaningful, relevant, implicit and applicable to life. The OC recommends Judeo-Christianity to underpin the values, but later contradicts this stance. It consigns ethics to the 'Hidden Curriculum', doubting whether values education can be part of a formal school curriculum. The NCEOP radically reverses the order, rejecting religion particularly Christianity. It paradoxically recommends African traditional values, which are of course, themselves, implicitly religious. These contrasting views concerning the theory of knowledge in this educational context are problematic. Through documentary, discourse, and theoretical analysis of and commentary on relevant documents and literature together with a supportive descriptive questionnaire, this thesis argues for the possibility of applying contextualisation, a theological construct which involves a number of concepts, to education; a philosophical framework which relates religion to the context of the learner and could provide a coherent values education paradigm. Part one of the thesis establishes the contrasting views and elaborates key points of tension. Part two analyses the philosophical issues involved. Part three presents and analyses research findings. Part four investigates the contextualisation continuum to draw some conclusions at the level of general principles and make some tentative proposals at the level of Curriculum. Part five summarises the study with recommendations and conclusions. My vision is that a Judeo- Christian based values education paradigm within the contextualisation continuum will coherently underpin the holistic development of Kenyans for their own good and that of the society.
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Regional Aspects of Global Climate Change and its Interactions with Economic Development in Sub-Saharan Africa - Odingo, Richard S (2000)
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The Intergovernmental Panel on Climate Change (IPCC): its role in climate change adaptation in Africa - Odingo, Richard S (2000)
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The impact of HIV/Aids on primary education : a case study on selected districts of Kenya - Odiwuor, Wycliffe H. (2000)
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The role of adult education and skills training in promoting planned change and localization: the case of ACORD-NEBBI community development programme in Uganda - Odoch, Paschal W. (2000)
The Agency for Cooperation in Research and Development (ACORD) is an international development consortium of European and Canadian non-government organisations established in 1972 to implement long-term development programs in parts of Africa where there are weak or non-existent local structures. The purpose of this study was to explore the role of education and training programs in promoting equitable, self-reliant and sustainable community development in the Nebbi district of Uganda. The study identified six factors that support the ability of education and training programs to help the community and two factors that hinder the process - the latter based on poverty. The inescapable conclusion was that poverty breeds lack of hope but appropriate education and skills training can reverse the despair and empower the people.
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Research and scholarship in adult and continuing education in Africa - Oduaran, Akpovire (2000)
This chapter attempts to examine the terrain of research and scholarship in adult and continuing education in Africa.  Research and scholarship is paramount to the growth of any discipline, nation as well as organisation.  How well any discipline will become relevant and worthy of attention should depend, to a large extent, on the quantity and quality of its research and scholarship.  In 1994, the researchers, scholars and practitioners meeting in Montreal, Canada under the auspices of the UNESCO institute for Education emphasized the important role research must and should play in advancing the frontiers of adult and continuing education in the world.  Part of the objectives expressed at that meeting was the desire to ensure that research and scholarship in adult and continuing education is injected into the improvement and resolution of problems, progress and development in Africa. The author claims that before and after 1995, the communication gap between researchers, scholars and practitioners from the Portuguese, French and Arabic-speaking blocs in Africa has still remained.  He maintains, however, that it is still possible to attempt an analysis of the state of research and scholarship in adult and continuing education in Africa.  The valuable analysis of the state of research and scholarship in this discipline must be systematically done. Hence, the author specifies the approach and direction adopted in exploring the field. The author concludes with a discussion on the problems facing research and scholarship in Africa.
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Burkholderia cepacia infection at A university Teaching Hospital in Lagos, Nigeria - Oduyebo, OO; Ogunsola, F.T.; Odugbemi, T (Journal of the Nigerian Infection Control Association, 2000)
Twenty five isolates of B. cepacia, representing 1.4% of all isolates, were obtained at the Microbiology Laboratory of a University Teaching Hospital in Lagos between January 1996 and December 1997. Identification of isolates was done using analytical profile index systems (Biomerieux, France) and sensitivity testing was by disc diffusion methods as recommended by the National Committee for Clinical Laboratory standards Majority of these isolates (24 out of 25) were cultured from in-patients, with most isolates from specimens which came in from the paediatric wards. Eighteen (72%) of the 25 isolates were obtained from blood, 4 (16%) were from urine and the remaining isolates were from wound d swab (1) and sputum (1). Five (27.8%) of the blood isolates were obtained from neonates with symptoms and signs of septicaema, 8 (44.4%) from neonates without features of septicaemia while diagnosis of septicaemia was uncertain in the remaining 5 blood isolates also from neonates. Factors that appeared to predispose to infection included intravenous fluid administration, catheterisation and surgery. Twelve (48%) of the 25 isolates were found to produce beta-lactamase by starch paper technique. B. Cepacia showed reduced sensitivity to commonly used antibiotics like gentamicin (0%) and co-trirnoxazole (0%). Majority of the isolates were sensitive to nalidixic acid (64%), cefriaxone (56.5%) and ceftazidime (73.9%). B. Cepacia probably causes nosocomial infections in this environment. It may therefore be necessary to routinely carry out in-vitro antibiotic sensitivity testing testing for this organism in view of its resistance to commonly used antibiotic agents, so that appropriate therapy can be instituted. (J. of the Nigerian Association of Infection Control, 2000, 3(1): 10-15)
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Impact of drought on economic development in Sub-Saharan Africa (1970-1984) - Ofori‐Sarpong, E. (2000)
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Predicting drought in Kenya: prospects and challenges. - Ogallo, Laban (2000)
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Disaster preparedness in the livestock industry in Kenya with respect to drought. In: The veterinary Profession in a changing environment - Ogara, WO (2000)
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Girl-Child Education and Sustainable Development in Nigeria: Problems and Prospects - Ogidi, Diamond P. (2000)
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Creating library awareness in primary and post‐primary schools in Bauchi State, Nigeria - Ogunrombi, Samuel Adewale (New Review of Children's Literature and Librarianship, 2000)
This paper stresses the educational backwardness of Bauchi State, Nigeria. It further highlights the pre‐eminent role of libraries as vehicles for information and as veritable sources for the propagation of knowledge (education), culture and recreation. Means and ways of encouraging better reading culture and motivating greater use of the library among youths, particularly at primary and secondary school levels with a view to improving the falling standard of education in Bauchi State, Nigeria are posited.
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Funding higher education in Nigeria: crucial issues. - Oguntoye, Augustina (2000)
This paper examines the trend of financing higher education in Nigeria, from the resource abundant period following the attainment of political independence to the present. It notes that the phenomenal expansion in the number of students enrolled in Higher Education Institutions has not been matched by expansions in government funding, which has impinged on the quality of higher education. It, therefore, recommends alternative ways of financing higher education in the country.
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An appraisal of Leventis Foundation of Nigeria Agricultural Schools' Programme. - Ogunwale, A B; Kuponiyi, F. A. (Journal of Rural Development Hyderabad, 2000)
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Impacts of Climate Variations and Climate Change on Hydrological Systems in the Sudano-Sahelian Region of West Africa - Ojo, O.A.; Gbuyiro, O; Okoloye, S (Hydro 2000: Interactive Hydrology; Proceedings, 2000)
During the past few decadcs. There has been incrcasing realisation of the importance of water in the containuing effective planning and development of socio-economic development in many parts of the world especially in countries located in the arid and semi-arid regions. In particular water management for sustainable development has been the concern of planners and decisions makers and a lot of studies have being carried out on this issue. No doubt it is becoming well known that water is becoming a scare resource more expensive to develop and it is also becoming velar that it requires more expensive and technological know-how for planning, design and implementation than before. Accordingly, it is becoming clearer that water can no longer be considered to be a cheap resource, which can be misused, abused or squandered without a lot of adverse consequences for mankind's futute. Thus, the water crisis which many countries are already facing, and which is becoming more and more a critical resources for the future in these countries, require attention particularly in the event of the impending climate change.
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EFFECTS OF TRAINING ON LABOUR PRODUCTIVITY AND EFFICIENCY IN OIL PALM PRODUCTION IN ONDO STATE NIGERIA - Ojo, S. O.; Ajibefun, Igbekele A. (Journal of Sustainable Agriculture and the Environment, 2000)
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Teachers and teaching approaches for children with mental retardation under inclusive setting in Uganda - Okech, John Baptist (2000)
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The status of physics teaching and examining in Kenyan secondary schools - Okere, Mark I. O. (Egerton Journal of Humanities, Social Sciences and Education, 2000)
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Climate change adaptation in Africa: exploring the role of land policy reforms - Okoth-Ogendo, H.W.O. (2000)
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Motivating Teachers and Students in Secondary Schools: A Conceptual Model. Huria, Journal of the Open University of Tanzania - Okumbe, Joshua A (2000)
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"Strengthening Primary and Secondary Education in Kenya: Implementation Capacity Assessment".World Bank and Government of Kenya, 2000. - Okumbe, Joshua A (2000)
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Managing the Learner Support System at the University of Nairobi. The Kenya Adult Educator, Vol. 5, NO.l, 2000. - Okumbe, Joshua A; Macharia, David (2000)
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Higher education through the internet: expectations, reality and challenges of the African Virtual University. - Okuni, A. (D+C Development and Cooperation, 2000)
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Are lessons from the education sector applicable to health care reforms? The case of Uganda - Okuonzi, Sam Agatre; Birungi, Harriet (The International journal of health planning and management, 2000)
The decision by donors to use external aid for poverty alleviation in very low-income countries and the redefinition of development to include human aspects of society have renewed interest in education and health services. The debate about accountability, priorities and value-for-money of social services has intensified. Uganda's universal primary education programme (UPE) has within 2 years of inception achieved 90% enrollment. The programme has been acclaimed as successful. But the health sector that has been implementing primary health care and reforms for two decades is viewed as having failed in its objectives. The paper argues that the education sector has advantages over the health sector in that its programme is simple in concept, and was internally designed involving few actors. The sector received strong political support, already has an extensive infrastructure, receives much more funding and has a straightforward objective. Nevertheless, the health sector has made some achievements in AIDS control, in the prevention and control of epidemics, and in behavioural change. But these achievements will not be noticed if only access and health-status are used to assess the health sector. However, UPE demonstrates that a universal basic health care is possible, given the same level of resources and political commitment. The lesson for the health sector is to implement a priority universal health care programme based on national values and to assess its performance using the objectives of the UPE. Copyright © 2000 John Wiley & Sons, Ltd.
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Integration of children with hearing impairment in ordinary schools in north-eastern Uganda - Okwaput, Stackus (2000)
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The distance education experiences of six undergraduate students enrolled in a Nigerian university - Okwosha, Joseph (2000)
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Crisis of leadership: in quest of a curriculum for leadership education in nigeria - Oladipo, Sussan; Sule, Sameer (2000)
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An Assessment of Vulnerability and Adaptation to Climate Variability and Climate Change Impacts on Malaria and Health in The Lake Victoria Region in East Africa - Olago, Daniel (2000)
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An Analysis of Surgically Treated Cases of Uterine Fibroids at the University of Ilorin Teaching Hospital, Ilorin, Nigeria. - Olatinwo, Awo; Ofiong, R. A. (Nigerian Journal of Surgical Research, 2000)
A 2½-year review of uterine fibroids management at the University of Ilorin Teaching Hospital was carried out. It was revealed that uterine fibroids constitute 4.7% of Gyneacological admissions. Nearly 50% of patients were within the 31-40 years age group and 54.1% occurred within the parity of 0 and1. Menstrual disturbances and infertility were the commonest presenting features. A palpable abdominal mass was a feature in 75.5% of the patients although only 43.8% complained of abdominal swelling. 64.3% showed evidence of associated pelvic inflammatory disease. The operative treatments involved either myomectomy (42.8%) or hysterectomy 57.2%. Post operative morbidity due to pyrexia occurred in 60% while anaemia and wound infections were recorded in 11% and 10% respectively. The study revealed that pelvic infections are still very rampant in our environment and this may not be unrelated to ignorance, poverty and dearth of adequate health facilities in the community. (Nig J Surg Res 2000;2:6-11) KEY WORDS:Uterine fibroid, symptomatology, surgical treatment, post operative morbidity.
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Meal planning and its relation to the nutritional status of pre-school children (2-4 years old) in Egypt. - Omar, Khairuddin (PubMed, 2000)
The nutritional status of children (2-4 years old) depends to great extent on the type of food they eat. The meal planning in the family is affected by many factors especially nutritional habits, social-economic status of the family and the availability of food. This paper presents the results of the questionnaire studies of nutrition of pre-school children in Egypt with the special emphasis given to social-economic status and education level in the families. The results show the relationship between education, availability, size of family and nutritional quality of meals planning by housewife.
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Endothelium-Dependent Relaxation Is Impaired by Environmental Tobacco Smoke Exposure in Guinea Pig Aorta - On, Young Keun; Kang, Min Jong; Kim, Seok Yeon; Lee, Hae Young; Chae, In Ho; Kim, Cheol Ho; Sohn, Dae Won; Oh, Byung Hee; Lee, Myoung Mook; Park, Young Bae; Choi, Yun Shik (Sunhwan'gi, 2000)
Background & Objectives:Smoking is a risk factor for the development of atherosclerosis. However, the exact mechanism of smoking-related damage to the arterial wall and its relation to the atherosclerotic process are not known. The endothelium plays an important role for the regulation of vascular tone and its function is impaired in the presence of risk factors early in the process of atherosclerosis. To assess the effect of smoking on endothelium-dependent relaxation, we examined vascular reactivity in vitro in an animal model of environmental tobacco smoke exposure. Materials & Methods:Guinea pigs were randomized to control group or environmental tobacco smoke exposure group. The source of environmental tobacco smoke exposure was sidestream smoke during 6 hours per day and 5 days per week over 6 weeks or 12 weeks in a smoking chamber. Fresh aortic rings were suspended in organ baths (37°C, 95%O2-5%CO2). Rings were precontracted with phenylephrine (10 M) and exposed to acetylcholine (10-10 M) and sodium nitroprusside (10-10 M) in increasing doses and isometric tension was recorded to evaluate the endothelium-dependent and -independent relaxation. Results: Acetylcholine-induced maximal relaxation (mean±SD) was 18±9% in the rings from the 6-week smoked guinea pigs and 4±3% in the rings from the 12-week smoked guinea pigs in comparison with 49±6% of the controls (p<0.05). The endothelium-dependent relaxation of the rings from 12 week-exposure was significantly less than that of 6 week-exposure. In contrast endothelium-independent relaxation to sodium nitroprusside was not different among three groups. Conclusion:Environmental tobacco smoke exposure impairs endothelial function in guinea pig aorta. (Korean Circulation J 2000;30(9):1149-1155)
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Clients' assessment of antenatal care at the University Of Nigeria teaching hospital, Enugu, Eastern Nigeria - Onah, HE; Umezulike, AC (DOAJ (DOAJ: Directory of Open Access Journals), 2000)
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EDUCATION AND TRAINING FOR ROAD TRAFFIC SAFETY IN NIGERIA - Oni, S. I. (2000)
This paper emphasizes traffic education and espouses the significance of training and retraining schemes. A thorough appreciation of this becomes an essential tool in effective planning and performance of road safety management. The paper further shows education, training and publicity guaranteeing a sustainable road safety in Nigeria. The paper sets appropriate framework and guidelines for training of transport operators through joint/integrated teaching, transport institutes and information mode. Appropriate geographic/traffic information system techniques/strategies, efficient use of road signs, signals, mass media, constant publicity, symposia, lectures and demonstrations need to be adopted to educate, appeal and diffuse knowledge on the efficient and optimal use of roads and accident prevention and reduction. For the covering abstract see ITRD E108910.
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The impact of constructivism on the learning of geometry among girls in Kenyan secondary schools - Origa, Japheth G. O (2000)
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Learning and livelihoods: The experience of the FSIPM project in southern Malawi - Orr, A.; Mwale, Blessings; Ritchie, J. M.; Lawson-McDowall, J.; Chanika, C. S. M. (2000)
Do resource-poor farmers in sub-Saharan Africa face severe crop losses from pests and diseases? What are the different ways that rural households earn a living, and who are the poor? How does social organization shape the way that new technology is used and shared? How can we encourage farmers to participate in the design and evaluation of field experiments, yet still obtain results that are statistically valid? How can we create 'learning projects' that can change direction in response to the needs of their clients and what they find on the ground? These were some of the questions that challenged the Farming Systems Integrated Pest Management Project during four years of intensive fieldwork with resource-poor farmers in the Blantyre Shire Highlands, southern Malawi. In searching for answers, the project drew on expertise from pest management, agronomy, economics and anthropology. Learning and Livelihoods: The Experience of the FSIPM Project in Southern Malawi reflects on the project's experience, reviews the major lessons learned, and outlines an agenda for a follow-up project that addresses smallholders' needs for food security, cash income and information about new technology. The book will appeal not only to those interested in Malawi but also to those concerned with the wider issues raised by developing technology with resource poor farmers.
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Corruption and the Quality of Education in Tanzania. In Galabawa J. et al. (eds), The Quality of Education in Tanzania - Osaki, Kalafunja; Komba, Willy L. M.; Komba, Deus Damian; Mosha, Herme J. (2000)
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An experiment with problem-based learning at the University of Zambia. - Osborne, Caitlyn; Dm, Needham (PubMed, 2000)
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Re-orientation changes in the high school home science curriculum within a changed education system: a case study of Kenya - Otunga, Ruth N. (Egerton Journal of Humanities, Social Sciences and Education, 2000)
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Surviving separatism : persistent divisions among South African university students - Owen, Joy (2000)
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Traditional counting systems and their relevance for elementary schools in Papua New Guinea. - Owens, Kay (2000)
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Information-seeking patterns and information-providers of aurally impaired school-going adolescents in the Eastern Cape Province, South Africa. - Pantshwa, Zanele Victoria. (2000)
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Scientific and Technological Literacy and UNESCO Project 2000+ : An Agenda for Curriculum and Professional Development in Nigeria - Parkinson, Eric (2000)
This paper explores some of the issues facing both teacher and curriculum and delivery in an environment of considerable poverty facing a legacy of past political upheaval. The current place of primary design and technology is explored, and questions asked regarding the relationship this currently shares with science education, particularly in the light of recent political changes which include a return to democracy and a return to the Commonwealth and international fold. A return to democracy will have implications for all levels of society, not least in primary teaching where scientific and technological literacy 'of the people, by the people, for the people' will need to take a key role in the raising of standards in education, in health, in individual wealth and in long-term safeguards for a sustainable environment. On the 29 th May 1999 a new era began for Nigeria with the swearing-in of Olusegun Obasanjo to preside over a democratically elected government. New doors will undoubtedly open as Nigeria takes its place within the international fold and new accompanying opportunities and choices will follow. This paper explores some of choices that will need to be made in curriculum and professional terms in the fields of technological and scientific literacy. In particular, the paper explores the measures being undertaken to develop teacher expertise and the consequent enhancement of the science-technology experience for children. It also explores models of science-technology curriculum delivery and how these depend on factors such as context, needs and evolution from past frameworks. Scientific and technological literacy (STL) are key strands in Project 2000+, which is co-ordinated by UNESCO. A declaration of intent (UNESCO, 1994) pronounces that sound basic education is fundamental to the strengthening of higher levels of education and of scientific and technological literacy and capacity and thus to development (p.7). This notion of self-reliant development is of central importance, for it is through measures such as STL that people can begin to make informed choices about their future. Informed choices will indeed need to be made as environmental issues gain a higher profile in people's lives. UNESCO (1983) recognised this almost 20 years ago by registering a concern that education could and should contribute to solving problems which arise within the environment, adding that many of the problems were generated by human behaviour.
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The Botswana brigades : Botswana's expereince of education for employment,1965-1989 - Parsons, Q. N. (Southern African Review of Education with Education with Production, 2000)
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Dangerous education? The army as school in colonial East Africa - Parsons, Timothy (The Journal of Imperial and Commonwealth History, 2000)
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African American Faculty Balancing the Triumvirate: Teaching, Research & Service. - Patitu, Carol Logan; Young-Hawkins, LaVerne; Larke, Pat; Webb-Johnson, Gwendolyn; Sterling, Kenyatta (2000)
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Higher education and human resource development in Kenya: the case of technical training in public universities - Patrick, Oladunjoye (2000)
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Attitudes towards epilepsy among South African secondary school pupils - Peltzer, K. (Psychopathologie Africaine, 2000)
L'A. se propose d'etudier la relation existant entre la familiarite avec l'epilepsie, les attitudes, les croyances relatives aux causes et aux traitements de cette maladie dans un echantillon de jeunes adultes noirs (etudiants) en Afrique du Sud. L'echantillon comprenait 221 eleves choisis au hasard dans trois ecoles secondaires, 102 (46,2 %) de sexe masculin et 119 (52,8 %) de sexe feminin entre 14 et 25 ans (M = 18,9 ans, = 2,1). Le questionnaire administre aux etudiants en salles de cours comprenait des donnees socio-demographiques, et des sections concernant : leur familiarite avec la maladie, les croyances relatives aux causes et aux traitements, les sources d'informations, les attitudes envers les epileptiques, et la prevention de l'epilepsie. Les resultats montrent que la majorite des eleves connaissaient bien l'epilepsie. Les institutions de soins etaient la source la plus importante d'information sur l'epilepsie. Ceux qui croyaient aux causes traditionnelles de l'epilepsie approuvaient egalement les traitements traditionnels de la maladie, bien qu'ils n'y voyaient pas, pas plus que dans les traitements medicaux, des remedes efficaces. Bien que la majorite des eleves avaient une attitude positive vis-a-vis des epileptiques en acceptant de partager leur repas ou leur chambre, ou encore d'epouser l'un d'eux, 30,3 % pensaient que les epileptiques peuvent contaminer les autres par leur salive pendant une crise, 30,8 % disaient que l'epileptique doit etre isole, et 6,8 % trouvaient que l'epileptique est un sorcier ou un magicien. La croyance de type causale selon laquelle l'epilepsie se repend par le contact (24,9%) etait associee avec quatre attitudes discriminatives a l'egard de l'epileptique (isolement, evitement, classe separee, pas de scolarisation).
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GAMBLING ATTITUDES AMONG BLACK SOUTH AFRICAN UNIVERSITY STUDENTS - Peltzer, Karl (Psychological Reports, 2000)
Political change in South Africa since 1994 has led to a marked increase in opportunities to gamble. The purpose of the study was, therefore, to investigate attitudes towards gambling in African University students with the Gambling Attitude Scales by sex, course of study, and personality traits such as conservatism and risk-taking. The sample included 136 University of the North students, 80 first-year psychology and 56 second-year African law students. The students were 69 men and 65 women in the age range of 18 to 32 years (M of 21.8 yr., SD = 3.9). Analysis showed that men held more positive attitudes than women did towards gambling. Positive attitudes toward gambling were related to individual differences in risk-taking, liberalism, and course of study.
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KNOWLEDGE AND ATTITUDES ABOUT HIV/AIDS OF A SAMPLE OF SCHOOL TEACHERS IN SOUTH AFRICA - Peltzer, Karl (Psychological reports, 2000)
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OPINION ON AIDS PREVENTION AND EDUCATION AMONG RURAL SECONDARY SCHOOL PUPILS IN THE NORTHERN PROVINCE OF SOUTH AFRICA - Peltzer, Karl (Psychological Reports, 2000)
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SUBSTANCE USE AMONG URBAN AND RURAL SECONDARY SCHOOL PUPILS IN SOUTH AFRICA - Peltzer, Karl (Psychological Reports, 2000)
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Teacher education for nomads in Nigeria: a cautious approach to adopting distance education in a project in Adamawa and Taraba States - Pennells, Jason (Open praxis: the bulletin of the International Council for Distance Education, 2000)
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Issues in Mathematics Education with African American Students. - Pennington, Harvey J. (Multicultural Education, 2000)
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Issues in Mathematics Education with African American Students. - Pennington, Harvey J. (Multicultural Education, 2000)
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A Rose by any other Name: ‘Biblical Correction’ in South African Schools - Pete, Steve; Plessis, Max Du (South African Journal on Human Rights, 2000)
The South African Schools Act 84 of 1996 prohibits corporal punishment in schools. Certain independent Christian schools, under the banner of Christian Education South Africa (CESA), have allowed corporal punishment to be administered to pupils in the belief that this form of correction is an integral part of the Christian faith. One of the rights relied upon by CESA is the right to freedom of religion in s 15 of the 1996 Constitution. This article argues that CESA's free exercise of this right is lawfully curtailed by the South African Schools Act. The justifiability of such curtailment will have to be determined by means of a balancing process. For a court to do justice to CESA's right under s 15, it will first have to determine whether CESA's stance is based on a sincerely held religious belief. Once this has been decided, the court will have to attribute the correct weight to this belief, taking into account such factors as the number of people who subscribe to the belief, and the centrality of the belief to the religion concerned. In CESA's case, the value of corporal punishment (such as it is) will have to submit to the values that the South African Schools Act aims to protect, viz children's rights to dignity and freedom from cruel, inhuman or degrading treatment. The final section of the article discusses the moral and practical aspects of CESA's disobedience to the law. On the first issue, the article concludes that there is a moral injunction on CESA to obey the South African Schools Act. On the second, the article points out the various practical consequences, such as a charge of assault, that may potentially flow from disobedience to the Act.
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Kenya: The African Medical Research Foundation in case studies of non-formal education by Distance and Open Learning, Commonwealth of Learning Vancouver, Canada and the British Development for International Development, UK (DFID) - Petkova-Mwangi, Anna (2000)
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"Musadzi u fara lufhanga nga hu fhiraho" : black women elementary school leaders creating socially just and equitable environments in South Africa - Phendla, Thidziambi (2000)
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Critical Factors for Secondary School Success among Coastal Populations in South Western Madagascar: Preliminary Report - Picard, David (2000)
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The serpent both in water and on land : a critical phenomenological investigation of foreign students' experiences of learning English in South Africa - Picard, Michelle (2000)
In this dissertation I attempt to examine “the experience of the perspective” of foreign students introduced into English classrooms in South Africa. I acknowledge the importance of focussing on the individual’s narrative, since it is “only through an unconscious synthetic activity of consciousness” that perspectives are connected together (Carspeken 1996:11), but, along with Freire, I believe that “generative themes” can only be investigated in “man-world relationships”. The researcher needs to examine the phenomenon in context of the world that it originated from, since “historical themes are never isolated , independent, disconnected or static” (Freire 1972: 73). In this dissertation I, therefore, carefully follow the classic phenomenological steps to analyse data from my respondents and then immediately contextualise it in term of literature about the learners background, the educational and political system in which they currently find themselves as well as general literature about the phenomenon of immigrants and learning of a second language. The premise underlying this research is the “taken-for-granted certainty” (Carspeken 1996:11) that there is something unique in the South African situation which results in foreign students experiencing the learning of English in a particular way within this context.
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The Kisii Group of western Kenya: an end-Archæan (2.53 Ga) late orogenic volcano sedimentary sequence - Pinna, P.; Cocherie, Alain; Thiéblemont, Denis; Jézéquel, Pierre (Journal of African Earth Sciences, 2000)
The Kisii Group (western Kenya) is a volcano sedimentary outlier unconformably overlying folded and granitised Victorian sequences of the Tanzanian Craton (2.8–2.58 Ga). It shows the following succession: (1) lower detrital beds of siltite and local conglomerate; (2) the Kisii basalt, comprising subaquatic basalt and andesitic basalt; (3) the Arenitic Formation of mature shallow water arenitic sediments with minor cinerite and chart; (4) the Ikonge ignimbrite of rhyolitic ignimbrite and minor andesite; and (5) the upper volcaniclastic beds of lapilli tuff and lahar conglomerate. The Kisii basalt is geochemically similar to Phanerozoic continental-arc tholeftic suites derived from a contaminated mantle. The Ikonge ignimbrite, however, is similar to recent felsic sequences of extensional post-orogenic or anorogenic settings, and could well have derived from underplated mafic sources geochemically close to the Kisii basalt. Single zircon evaporation PbPb geochronology of the Ikonge ignimbrite yields a 2531 ± 2 Me emplacement age with, in places, indications of 2.6–2.7 Ga contamination. These age data suggest that the Kisii Group reflects the ultimate stage of the Victorian orogeny (2.75–2.58 Ga) of the northern part of the Tanzanian Craton. No obvious equivalent succession to the Kisii Group, either undeformed or caught up in the East African Proterozoic belts, is known in eastern Africa, although possible relationships with the Buganda Group in Uganda are suggested by the latter's age bracket (2.57–1.87 Ga) and sedimentary types. Le Groupe de Kisii (Kénya oriental) constitue une butte-témoin reposant en discordance sur les formations plissées et granitisées d'âge victorien (2.8–2.58 Ga) du Craton de Tanzania. II montre la succession suivante: (1) niveaux inférieurs détritiques de siltite et, localement, de conglomérat, (2) basalte de Kisii, comprend un basalte sous-marin et un basalte andésitique, (3) formation arénitique de sédiments évolués déposés en milieu peu profond, avec un peu de cinérite et de chert, (4) ignimbrite rhyolitique d'Ikonge et un peu d'andésite, (5) niveaux supérieurs volcano-clastiques de tuff à lapilli et de lahar conglomératique. Le basalte de Kisii est chimiquement semblable aux suites tholéiitiques d'arc continental phanérozoïques dérivant d'un manteau contaminé. Au contraire, I'ignimbrite d'Ikonge ressemble aux formations felsiques récentes en contextes extensifs postorogéniques à anorogéniques et pourrait bien dériver de sources mafiques sous-plaquées proches chimiquement du basalte de Kisii. La géochronologie PbPb par évaporation de cristaux séparés de zircon donne un âge de mise en place de 2531 ± 2 Ma, avec des indices de contamination per des matériaux vieux de 2.6–2.7 Ga. Cat âge suggère qua le Groupe de Kisii correspond au stade ultime de I'orogenèse victorienne (2.75–2.58 Ga) du nord du Craton de Tanzanie. Le Groupe de Kisii We pas d'équivalent non déformé ou repris dans les chaînes protérozoïques évident en Afrique Orientale. Cependant, des relations possibles avec le Groupe de Buganda, en Ouganda, sont suggérées par I'intervalle d'âges (2.57–1.87 Ga) et les types sédimentaires
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Volcanology and eruptive histories of the Erongo Volcanic Complex and the Paresis Igneous Complex, Namibia: implications for mineral deposit styles - Pirajno, Franco; Phillips, David; Armstrong, Richard (2000)
39 Ar of K-feldspar indicate eruption ages in the range of 135-132 Ma for both complexes. The evolutionary sequence of the Erongo Volcanic Complex began with the outpouring of basaltic lavas, followed by voluminous eruptions of rhyodacitic ignimbrites from a central vent. Granitic magma was later emplaced in a ring structure from which rhyolitic, hightemperature rheoignimbrites were erupted. This granite caused widespread boron and fluorine metasomatism and resulted in structurally controlled, greisen-style tungsten and tin mineralisation . The sequence of events that led to the emplacement of the Paresis Igneous Complex is more complex as it involved several episodes of effusive and intrusive activity. The magmatic products have alkaline to peralkaline compositions. The Paresis explosive activity is characterised by comenditic and rhyolitic ignimbrites and debris flows. The nature of these volcaniclastic deposits suggests substantial interaction with water. Evidence of hydrothermal activity can be seen in a deeply eroded and extensively fractured area where rock types are silicified and altered to an assemblage of quartz-sericite-pyrite. Although no mineralisation is at present known in the Paresis Igneous Complex, metalliferous deposits of alkaline porphyry-epithermal style may exist.
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Strategies for Encourging Girls in Science and Technology Education in Nigeria - Piwuna, C.N.; Ncharam, E.S. (2000)
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Doing damage to freedom of religion. Discussion of the High Court Decision of Christian Education South Africa v Minister of Education of the Government of the Republic of South Africa 1999 9 BCLR 951 (SE) - Plessis, Max Du (2000)
Christian Education South Africa v Minister of Education of the Government of the Republic of South Africa 1999 9 BCLR 951 (SE)
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African languages for the mass education of Africans - Prah, Kwesi Kwaa (2000)
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Peer (Dis)Connections, School, and African American Masculinities - Price, Jeremy N. (2000)
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Morocco and Tunisia field travel: Moroccan drought caused grain losses, but Tunisia may recover. - Purcell, Brad; Rocke, T. (2000)
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Improving soil fertility management in South Africa: learning through participatory extension approaches. - Ramaru, Johannes M.; Mamabolo, Zacharia M.; Lekgoro, J. (2000)
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Prevalence of goiter among primary school students, aged 8-10 years, in the West Bank and Gaza, 1997. - Ramlawi, Asad (PubMed, 2000)
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Bringing Water to a Lesotho Village: A Classroom Simulation. Water in Africa. - Ray, Dany M. (2000)
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Regional consortia, partnerships, mergers and their implications for the transformation of the South African higher education system - Reddy, J. Mahender (South African journal of higher education, 2000)
A number of regional consortia have emerged in recent years to collaborate in sharing scarce resources and attempting to overcome the legacy of the skewed and fragmented system of higher education. Rationalisation of course offerings and movement towards mergers of institutions are further possibilities. The purpose of this study is to record baseline data of the existing consortia with respect to their projects, location, composition, governance and financing mechanisms. Emerging best practice, trends in the rationalising of course offerings and movement towards mergers are identified. The consortia operate through a series of projects such as the library consortia, information literacy, a central applications office etc, are governed by a Board of Trustees and administered throughan Executive Director. They are financed through member subscriptions and donor support. Despite the progress made with a range of collaborative arrangements, there is little evidence of cost savings or improvements in efficiency.
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A Refugee at my Door: Training for Police in Uganda - Reynell, Pamela (Forced migration review, 2000)
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A good thing even for girls: The role of teacher education in advancing women's educational aspirations in Ethiopia - Ridley, Barbara (2000)
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Tradition and Modernity: Educational development and teacher training in Ethiopia - Ridley, Barbara (2000)
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12. Kenya Voucher Programme for training and BDS - Riley, Thyra A.; Steel, William F. (2000)
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Analysis of the representations of agricultural extension in the rural environment of Burkina Faso from a transfer of training point of view: contribution to the approach of the "transfer of training" phenomenon. - Ringtoumda, F. (2000)
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Economics of reconciliation : possibilities and hindrances for Palestine to learn from Israel - Rivlin, Haran (2000)
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Books for schools : improving access to supplementary reading materials in Africa - Rosenberg, Diana; Materials, Learning (2000)
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School Reform in the 21st Century: The Effect of Class Size and School Vouchers on African-American and Hispanic Students - Rouse, Cecilia Elena (Social Science Research Network, 2000)
Many argue schools that serve inner-city and rural children are in crisis. This paper reviews the best available evidence on the effects of class size and school vouchers. Results from the Tennessee STAR experiment suggest smaller class sizes improve achievement, particularly for inner-city and minority children; results from the New York City voucher experiment and the Milwaukee Parental Choice program suggest there may be small achievement gains in mathematics for the African-American and Hispanic children who use vouchers. Although the reason of the achievement gains is unknown, one candidate is the smaller class sizes in the private schools.
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Fruit Seedlings Choked by Weeds: A Patois for De-schooling Effects on School Children in Kenya - Rukangu, S. M. (2000)
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Attitudes towards the inclusive education of children with mental retardation in Egypt - Sadek, FM; Sadek, RC (2000)
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Using Venetian Blinds to Improve Compfort in Classrooms, A Field Study of Primary Schools in Constantine (Algeria) - Saffidine-Rouag, D.; Wilkinson, Martin (2000)
Publisher Summary This chapter illustrates the usage of venetian blinds that are observed to successfully overcome the problems of excessive exposure to sunlight in a primary school in Constantine. The chapter also discusses the factors governing the choice of venetian blinds over other forms of shading and describes the reactions of occupants to the blinds. It is noted that a good daylighting design does not essentially need to be complex or expensive to be effective. Some form of remedial action is quite important. However, certain remedial actions can often prove to be expensive and it is better to tackle sunlight problems at the project design stage. This chapter also describes these remedial actions and explores the occupant's response.
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Tertiary distance education and technology in Sub-Saharan Africa - Saint, William (2000)
The study reviews tertiary education in Sub-Saharan Africa, in light of persistent pressures to expand access to education, despite declining quality, and mere funding possibilities. It identifies multiple symptoms for this fundamental imbalance, such as overcrowded, and poorly equipped learning facilities, declining research output, and irrelevant curricula, as some of the most notorious. The argument questions how Africa might improve the balance between access to tertiary education and funding, without sacrificing quality of education. Briefly, distance learning may provide an answer, complemented with a selective application of information, and communication technologies. Discussions provide an overview of tertiary-level distance learning, and technology experience throughout Sub-Saharan Africa, and the world, highlighting the relevance for those African nations, committed to an increased participation in the global knowledge-based economy. Conclusions suggest an assessment of current distance learning practices, to develop explicit national strategies in the subject, and, support this strategy through an initial institutional, and human resource capacity-building process, to then design organizational structures, to accommodate the unique requirements of distance education, in contrast to conventional teaching.
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Minor Field Study : Tanzania OnLAN - Infrastructure, computers and learning. Introducing Information Technology in Montessori Training Centre?s Work Practice - Sakaria, K; Fahlander, Anna Karin; Dawid, Slawomir (2000)
This project focuses on the installation, teaching, and developing Information Technology in a self-maintained collective organisation: the Montessori Training Centre, Lushoto, Tanzania. Our practical endeavour consists in implementing modern technology in this environment. We have organised teachings for the staff of this organisation based on basic knowledge in computer use. We also studied how Information Technology may be implemented and its impact on their schooling system, their administrative tasks as well as their business activities (such as hostel and small scale manufacturing). The expected result of our work is to provide the Montessori personnel with independent means of computer management with built-in facilities for extensions, as well as technical means to maintain their technical equipment.
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Analyses, agendas and priorities for education in Africa : a review of externally initiated, commissioned and supported studies of education in Africa, 1990-1994 - Samoff, Joel; Assié-Lumumba, N’Drı Thérèse (2000)
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Critical dialogues with self: developing teacher identities and roles — a case study of South African student teachers - Samuel, Michael; Stephens, David (International Journal of Educational Research, 2000)
This chapter examines the development and maintenance of teacher role and identity by means of a case study of student teachers entering the profession in Durban, South Africa. The first part of the chapter briefly explores the nature of teacher role identity with particular attention paid to contextual factors in shaping a teacher's professional environment. The second part presents the South African case study, focusing on the experiences of two young entrants to the profession. The chapter concludes with a discussion of the implications of research into teacher role identity for the development of policy and practice in teacher education in developing countries.
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Critical dialogues with self: developing teacher identities and roles — a case study of South African student teachers - Samuel, Michael; Stephens, David (International Journal of Educational Research, 2000)
This chapter examines the development and maintenance of teacher role and identity by means of a case study of student teachers entering the profession in Durban, South Africa. The first part of the chapter briefly explores the nature of teacher role identity with particular attention paid to contextual factors in shaping a teacher's professional environment. The second part presents the South African case study, focusing on the experiences of two young entrants to the profession. The chapter concludes with a discussion of the implications of research into teacher role identity for the development of policy and practice in teacher education in developing countries.
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Critical dialogues with self: developing teacher identities and roles — a case study of South African student teachers - Samuel, Michael; Stephens, David (International Journal of Educational Research, 2000)
This chapter examines the development and maintenance of teacher role and identity by means of a case study of student teachers entering the profession in Durban, South Africa. The first part of the chapter briefly explores the nature of teacher role identity with particular attention paid to contextual factors in shaping a teacher's professional environment. The second part presents the South African case study, focusing on the experiences of two young entrants to the profession. The chapter concludes with a discussion of the implications of research into teacher role identity for the development of policy and practice in teacher education in developing countries.
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Critical dialogues with self: developing teacher identities and roles — a case study of South African student teachers - Samuel, Michael; Stephens, David (International Journal of Educational Research, 2000)
This chapter examines the development and maintenance of teacher role and identity by means of a case study of student teachers entering the profession in Durban, South Africa. The first part of the chapter briefly explores the nature of teacher role identity with particular attention paid to contextual factors in shaping a teacher's professional environment. The second part presents the South African case study, focusing on the experiences of two young entrants to the profession. The chapter concludes with a discussion of the implications of research into teacher role identity for the development of policy and practice in teacher education in developing countries.
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Teaching in Africa: Two Programs for Educators - Sandenburgh, Polly; Schut, A. (African Issues, 2000)
Education-abroad programs have been available to the adventurous student in U.S. colleges and universities for many decades. Traditionally, European destinations were sought. Over time, opportunities expanded to include less overtly Western countries and cultures. What all of these diverse programs had in common, however, is that they led to so-called developed countries. Opportunities to study in Third World countries were not rigorously exploited, and the African continent was all but ignored.
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Teaching in Africa: Two Programs for Educators - Sandenburgh, Polly; Schut, A. (African Issues, 2000)
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Missionary Teachers as Agents of Colonialism: A Study of Their Activities in Uganda, 1877-1925 - Sandgren, David P.; Tiberondwa, Ado K. (International Journal of African Historical Studies, 2000)
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Teaching African American Literature: Theory and Practice - Savery, Pancho; Graham, Maryemma; Pineault-Burke, Sharon; Davis, Marianna W. (African American Review, 2000)
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Francis Cecil Sumner: His views and influence on African American higher education. - Sawyer, Thomas F. (History of Psychology, 2000)
During the mid-1920s, Francis Cecil Sumner, the first African American to earn a PhD in psychology, published 2 articles concerning strategies for the higher education of African American youths. These articles called for a system of segregated education emphasizing an "industrial" style advocated by Booker T. Washington, as well as suggesting a measure of character development. The justification cited by Sumner for such unequal education for African Americans was the cultural inferiority of that population. The present article argues that Sumner's views were couched in terms that fit the prevailing paradigm of the White establishment, with the purpose of generating political and economic support for any type of higher education for African Americans. Evidence drawn from Sumner's early education and his graduate school days at Clark University, as well as testimonials from colleagues and students, are provided in support of this hypothesis.
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Teaching of a computer literacy course in South Africa: A case study using traditional and co‐operative learning - Scheepers, Helana; Villiers, Carina de (Information Technology for Development, 2000)
Abstract The Department of Informatics at the University of Pretoria in South Africa has been involved in a research project funded by the Foundation for Research and Development (FRD) since 1996. The main focus of this project is to establish computer‐supported co‐operative learning centres in various rural communities. The case study described in this paper discusses a part of this project that was undertaken during 1998. The paper outlines the computer literacy course where co‐operative learning and traditional learning methods were used. A discussion about co‐operative learning and traditional learning, with specific reference to the implementation of the two methods at SEIDET, is presented. An outline of the research results based on a questionnaire completed by the teachers who took part in the case study, is given. Although most of the teachers preferred the traditional and known method of teaching that was used for the MsExcel part of the course, they indicated that they have learnt more using the co‐operative learning method.
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Propofol impairment of mitochondrial respiration in isolated perfused guinea pig hearts determined by reflectance spectroscopy - Schenkman, Kenneth A.; Yan, Shiluo (Critical Care Medicine, 2000)
To simultaneously determine the effect of propofol on myocardial oxygenation, mitochondrial function, and whole organ function in an isolated heart model, using optical reflectance spectroscopy.Controlled laboratory investigation.Research laboratory.Twenty adult guinea pigs.Isolated hearts were perfused alternately with a modified oxygenated Krebs-Henseleit buffer and with buffer containing varied concentrations of propofol. Ninety seconds of ischemia were produced during perfusion with each solution studied.Myoglobin oxygen saturation, cytochrome c and cytochrome a/a3 redox state, and ventricular pressure were continuously measured from isolated guinea pig hearts during a 2-hr period. Myoglobin oxygen saturation increased and both cytochromes became more oxidized in the presence of propofol. During ischemia, myoglobin desaturation and cytochrome reduction were delayed and less complete in the presence of propofol. The mean ischemic time to 50% myoglobin desaturation was, on average, 14.3 secs with buffer perfusion, and increased to 24.5, 27.9, and 41.8 secs, with 50, 100, and 200 microM propofol perfusion, respectively. Ventricular function decreased linearly with increasing propofol concentration. From baseline buffer perfusion, maximal dP/dt per cardiac cycle decreased on average by 30.4%, 40.9%, and 69.4%, with 50, 100, and 200 microM propofol perfusion, respectively.Propofol impairs either oxygen utilization or inhibits electron flow along the mitochondrial electron transport chain in the guinea pig cardiomyocyte. Propofol also significantly decreases ventricular performance in the isolated perfused heart. These effects are linearly correlated with propofol concentration in the range studied.
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Modelling Hydrological Responses to Land Use and Climate Change: A Southern African Perspective - Schulze, R. E. (AMBIO: A Journal of the Human Environment, 2000)
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Teachers and democratic change in Russia and South Africa - Schweisfurth, Michele (2000)
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The Use of Investigative Methods in Teaching and Learning Primary Mathematics in the Northern Province Schools (South Africa): A Case Study - Sebela, Mokgoko Petrus (2000)
Research was conducted in the Northern Province Primary Mathematics Projects schools. In view of the high failure rate among matriculation students, the researcher believed that it was necessary that ways to improve mathematics understanding should be devised from the foundation level of schooling. He further believed that children learn better in a cooperative non-threatening classroom environment where they are free to participate. Research was conducted to evaluate the use of constructivist and investigative teaching and learning methods as employed by teachers in a number of primary schools in an area in one province in South Africa, the poorly performed Northern Province. A pilot study was conducted with two experimental schools and two control schools. The experimental schools were operating under the PMP (Primary Mathematics Project) and were supported by expert key teachers who attended courses at Leeds University in England while others were trained locally in South Africa. The methods employed to conduct the research were both qualitative and quantitative, embracing questionnaires done by 174 teachers, interviews with 55 people, written tests by 350 pupils and observations in classes. The results revealed that student performance in the experimental schools where a constructivist and investigative approach was used was better than the control schools. They indicate that children from P MP schools developed a better understanding of mathematics. Background Mathematics is a subject that is regarded as a prerequisite for many careers. Because of its status every child must study this subject up to grade 9 or grade 10 level in South Africa. The methods used in teaching should equip the child with the skills to cope with any relevant numerical or mathematical situation outside the classroom. Our traditional ways of teaching place the teacher in a pivotal position in teaching, with the underlying assumption that the child is an empty vessel. The methods of teaching are teacher-centred, with a teacher acting in a way that serves to 'fill up'the students' empty minds. Traditionally, children are not encouraged to question the teacher. Their only participation is perhaps writing down what the teacher tells them to do. Yet even after such 'expert' guidance by the teacher, children are failing. Mathematics performance and results in schools remain poor, while the skills acquired in the classroom do not seem readily transferable. The theories of educationists like Haire et al (1978) and Howe (1988) suggest that children learn better when they are actively engaged in learning mathematics. How 'active' should this engagement be? At the very best, it should involve pupils talking together about what they are trying to learn, the theory being that meaning is negotiated through discussion (Sebela, 1990). Piaget (1970) and Skemp (1979) have written about a constructivist model for learning. They suggest that knowledge is not transferred ready-made to children, but that children are active participants who construct their own meaning to form new ideas from their own understanding.
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Deracialisation of schools in South Africa: challenges and implications for educators - Sekete, G.P.I. (2000)
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Preliminary results from pollution loading studies in two selected micro-catchments in the lake victoria basin, uganda - Semalulu, O.; Magunda, M.K.; Idrakua, L. (2000)
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Graduate Students: Our Professions and Places in African Studies - Shankar, Shobana; Smith, Lahra (Ufahamu, 2000)
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Land surface response to climate change forcing over Southern Africa - Shannon, Debbie Anne (2000)
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Geochemistry and Petrogenesis of a Late Proterozoic Volcanic Sequence in the Magal Gebriel Area, South Eastern Desert, Egypt - Shazly, Sayed M. El; Hegazy, Hussein A. (2000)
~\:at ~~~t J cafttt .J~ ~\S'~t ~U:Jt J.wai_g :a_u~4o:.&'~ ..>MM- 4-~~t 9-f_J>catf :'~ J.a~ J~ 44ht4:,o' ·~ ... ~~L:J f ~.J-4>-A ~ jMf>A-~.)~~ll&A~~_,.,~, ~
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Generalizability of the Factor Structure of the Wisc-III From Standardization Samples to African American Students With Learning Disabilities - Shindelman, Sharon Anne (2000)
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The development of a de-constructed masculinity: self-perceptions of boys in a primary school classroom in Zimbabwe - Shizha, Edward (Zimbabwe Journal of Educational Research, 2000)
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The influence of neo-classical economics on Management Accounting education in South Africa - Shotter, Magdalena (Southern African Journal of Accountability and Auditing Research, 2000)
An analysis of the major sources of influence on management accounting education in South Africa reveals that management accounting education in South Africa is largely based on neo-classical economic theory. Regarding the sources, Faul et al. (1997), Redelinghuis et al. (1996), as well as the SIACA (1997) and CIS (1999) syllabi implicitly accept neo-classical economics as basis. Drury (1996) does so explicitly but also addresses alternative approaches to the subject. In the CIMA syllabus several of the restrictive assumptions of neo-classical economics are relaxed. Bearing in mind that management accounting is based on the assumption of rationality, ignores the effect of quality and changes brought about by time and inflation, and that it proposes simplistic, determinate solutions in a complex world, it is not surprising that the relevance of the subject has been questioned. It is recommended that authors of management accounting textbooks should clarify the foundation(s) of their texts, and where the texts are based on neo-classical economics, indicate its limiting assumptions. Students should be encouraged to study the alternative perspectives and foundations of management accounting.
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The relevance of management accounting education at South African tertiary institutions - Shotter, Magdalena; Hart, F.J. De; Plant, Gregory J.; Louw, Elizabeth M.; Pienaar, A.J. (South African Journal of Accounting Research, 2000)
This study examines the extent of the gap between education and practice, in respect of management accounting in South Africa. The investigation is carried out by means of two surveys; the first among universities and technikons to determine what is taught by tertiary institutions and the second among consultants to ascertain what is being practised.It finds a significant overemphasis by education of simplistic mathematical models and quantitative techniques at the expense of strategic management accounting and performance measurement techniques.A literature study indicates that the relevance of the subject might be enhanced through closer co-operation between education and practice as well as multi- disciplinary research. A broader view, incorporating organisational and behavioural perspectives on management accounting, should be taken.
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Language and communicative actions in Zimbabwean primary school environmental science lessons: implementing active participatory methodologies - Shumba, Overson; Manyati, Mirika (Zimbabwe Journal of Educational Research, 2000)
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Developing the Instructional Leadership Skills of High School Principals in Tanzania: A Problem-Based Learning Approach - Siamoo, Peter (2000)
Underachievement among secondary students in Tanzania is tragic: the failure rate on the national exams after the fourth year is between 65 to 100 percent (Mushi, 2011).The literature affirms that student learning is primarily improved by enhancing quality classroom instruction while the second most impactful strategy is consistent school leadership to ensure that effective practices are utilized in the classroom (
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Education for Democracy and Human Rights in African Schools: The Kenyan Experience - Sifuna, Daniel N. (Africa Development, 2000)
The increasing clamour for democracy and good governance in Africa risked being futile if a politically literate citizenry remains insignificant and is not proactively dominant in the workings of the state. A democratic culture anchored on the respect and protection of human rights need to be imbibed in wider cross sections of the citizenry. Among the structures in the society that can be used to achieve this objective, the educational systems can be effective in inculcating and fostering a culture of awareness of rights and responsibilities among the populace. But the organizational mode of current formal education systems in Africa, basically Western and trapped in its colonial historic origins in particular, have been lacking in promoting tolerance and democratic values. Rather, the itarian school structures have encouraged unquestioning acquiescence to ity. This paper argues that African educators should use the school curriculum to promote democracy and human rights. It stresses changes in the systems and the need to align efforts with a view to ensuring that democratic values would pervade the entire society beginning with organizations and institutions at the grassroots level. Résumé Plus de démocratie et de gouvernance réclamée à grands cris en Afrique risquent d'être vaines si une citoyenneté politiquement avertie reste insignifiante et notoirement passive dans le fonctionnement de l'État. Des citoyens de tous bords ont besoin de se pénétrer d'une culture démocratique profondément ancrée dans le respect et la défense des droits de la personne humaine. Au nombre des structures dans la société pouvant permettre la réalisation de cet objectif, il y a les systèmes éducatifs, efficaces dans l'inculcation et la promotion d'une culture de prise de connaissance des droits et obligations au niveau du peuple. Cependant, le mode d'organisation des systèmes éducatifs qui existent actuellement en Afrique, foncièrement occidentaux et pris au piège de leurs origines historiques coloniales en particulier, a failli dans sa mission de promotion de la tolérance et des valeurs démocratiques. Pire, les structures scolaires autoritaires ont encouragé une soumission à l'autorité. Le présent article défend l'idée selon laquelle les éducateurs africains se doivent de mettre à contribution les programmes scolaires pour la promotion de la démocratie et des droits de la personne humaine. Il s'attarde sur les mutations au niveau des systèmes et sur la nécessité de déployer des efforts pour la pénétration des valeurs démocratiques dans l'ensemble de la société, à commencer par les organisations et institutions de base. (Africa Development: 2000 25(1&2): 213-239)
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The Ghana National Service Scheme: Perceptions of former educational personnel, students and guardians - Sikah, Victor Pa-Kwadjo (2000)
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Anneli Silvennoinen, Teacher-Librarian, Johannesburg, South Africa: A Day in Her Life - Silvennoinen, Anneli (School libraries worldwide, 2000)
St. Mary's is an independent school in Johannesburg, South Africa, which has always been multiracial. It is one of the top academic school in the country.
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Quality assurance in higher education in South Africa : guest editorial - Singh, Parbudayal (South African journal of higher education, 2000)
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Strengthening preservice midwifery education in Ghana: achievements and Phase 2 expansion plans. - Sj, Brechin; Plotkin, Marya; Gibson, Ann-Marie; Wyss, S (2000)
This report documents the Phase 1 implementation of an intervention for family planning (FP) and safe motherhood (SM) preservice education at midwifery schools in Ghana and the recommended strategy for expansion of the program. It describes the initial intervention the progress of the program during two years of implementation and the outcomes as of August 2000. The most recent revision of the 1969 population policy in Ghana demonstrates the commitment of the Government of Ghana (GOG) to population issues as an integral part of its development program. Despite this commitment Ghanas population of 16.9 million represents a doubling of the population since 1970. With a 3% annual rate of natural increase the population is expected to double again in the next 23 years. The revised population policy outlines general strategies to reach a number of targets by the year 2020.1 In recent years much progress has been made toward these targets. The 1998 Demographic Health Survey (DHS) showed a marked improvement in many areas related to FP and population. The total fertility rate decreased from 5.5 in 1993 to 4.6 in 1998 and modem contraceptive use increased from 10% to 13%. These improvements however fall short of the goals set forth in the 1994 population policy and do not address the amount of unmet need for services in the country. The 1998 DHS found that 23% of Ghanaian women had an unmet need for contraceptives to space or limit births. Moreover the high level of maternal mortality indicates the need for expanded access to and improved quality of antenatal labor and delivery (L&D) and postnatal care services. (excerpt)
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HIV/AIDS and Gender-Based Violence in South African Schools - Smith, Aimee Elizabeth; Mitchell, Claudia (2000)
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Critical Race Theory, Racial Microaggressions, and Campus Racial Climate: The Experiences of African American College Students. - Solórzano, Daniel G.; Ceja, Miguel; Yosso, Tara J. (Journal of Negro Education, 2000)
Microaggressions are subtle insults (verbal, nonverbal, and/or visual) directed toward people of color, often automatically or unconsciously. Using critical race theory as a framework, the study described in this article provides an examination of racial microaggressions and how they influence the collegiate racial climate. Using focus group interview data from African American students at three universities, it reveals that racial microaggressions exist in both academic and social spaces in the collegiate environment. The study shows how African American students experience and respond to racial microaggressions. It also demonstrates how racial microaggressions have a negative impact on the campus racial climate. ... one not look for the gross and obvious. The miniassault is the substance of today's racism... (Pierce, 1974, p. 516) In and of itself a microaggression may seem harmless, but the burden of a lifetime of microaggressions can theoretically contribute to diminished mortality, augmented morbidity, and flattened confidence. (Pierce, 1995, p. 281) These two epigraphs by psychiatrist Chester Pierce over a 21-year period speak volumes about an important, persistent, and underresearched social problem in the United States: racial microaggressions. Little is known about microaggressions, and yet this subtle form of racism has a dramatic impact on the lives of African Americans. Pierce and his colleagues have defined racial microaggressions as subtle, often automatic, and nonverbal exchanges which are 'put downs' of blacks by offenders (Pierce, Carew, Pierce-Gonzalez, & Wills, 1978, p. 66). They further maintain that these offensive mechanisms used against blacks often are innocuous and that the cumulative weight of their never-ending burden is the major ingredient in black-white interactions (p. 66). Additionally, Davis (1989) defined racial microaggressions as stunning, automatic acts of disregard that stem from unconscious attitudes of white superiority and constitute a verification of black inferiority (p. 1576). Racial microaggressions, or unconscious and subtle forms of racism, though pervasive, are seldom investigated (Delgado & Stefancic, 1992; Johnson, 1988; Lawrence, 1987; Sol6rzano, 1998). Occasionally, African American students get a glimpse into the world of unconscious racism as demonstrated in comments such as those related to us by students who participated in the study described in this article: When [a White person] talk about those Blacks, really wasn't talking about you, You [a Black person] are not like the rest of them. You're different, If only there were more of them [Black people] like you [a Black person], and I don't think of you [a Black person] as Black. Referring to White authority figures in particular (i.e., judges and other criminal justice authorities), Davis (1989) has suggested that Whites are capable of such utterances because cognitive habit, history, and culture [have made them] unable to hear the range of relevant voices and grapple with what reasonably might be said in the voice of discrimination's victims (p. 1576). Subsequently, as Pierce (1974) maintained, each Black person must be taught to recognize these microaggressions and construct his future by taking appropriate action at each instance of recognition (p. 520). RACE, RAcism, AND RACIAL MICROAGGRESSIONS Our study of the collegiate racial climate and the effect of racial microaggressions begins by defining race and racism. One can argue that dominant groups often attempt to legitimate their position via ideological means or a set of beliefs that explains or justifies some actual or potential social arrangement. According to Banks (1995), an examination of U.S. history reveals that the color line of race is a socially constructed category, created to differentiate racial groups and to show the superiority or dominance of one race-in particular, Whites-over others. …
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A Survey of Vocational Training Needs of 10-18 Years-Old Out-of-School Rural Youth in the North-East District of Botswana. - Squire, P. J. (2000)
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Development and administration of education in Uganda - Ssekamwa, J. C.; Lugumba, S. M. E. (2000)
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A South African quality assurance (SAQA) accredited training framework for telephone etiquette as a result as a unit of office administration - Steenekamp, Stephanie Myra (2000)
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Girls and basic education in Ghana: a cultural enquiry - Stephens, David (International Journal of Educational Development, 2000)
This paper attempts to do three things: first to provide an argument for acknowledging and using the cultural dimension in educational development; second to put the case for a culturally more appropriate research methodology; and third to address the issue of access and gender in schooling within a cultural framework. Using predominantly life history interviews with women teachers and girls in and out of school, the research identifies three domains of enquiry: the home, economy and school, where problems and solutions of girls' access to schooling are to be found. It concludes with implications for policy makers at national and local level.
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Traditional Techniques of Microclimate Improvement African Network (TTMI/AN) Project for Research Training : Successful research Partnership Case Study for GFAR-2000 - Stigter, C.J.; Ng’ang’a, J.K. (2000)
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Being a prophet in the new South Africa: can we learn from the Old Testament prophets? - Strydom, J.G. (Old Testament essays, 2000)
Many things have changed since South Africa's first full democratic elections in 1994, as a result of which the 'apartheid' government of the former National Party was replaced by an ANC government. Since then the question has often been asked: Has the change been for the better or for worse? Many 'South African prophets' have over the years become involved in this whole debate about South Africa's political situation. Before 1994 there were those who supported the apartheid regime, and those who vehemently opposed it. Since 1994 we seem to have a similar situation: some 'prophesy' against the ANC government, others support it. The aim of this article is to investigate the way in which the South African 'prophets' of the past and the present interpret(ed) their prophetic task. The focus is on those prophets 'prophesying' from a broad theological and religious sphere, who saw and still see themselves as the 'successors' of the Old Testament prophets. The question is: can these prophets, as they often do or did, claim the same authority which the Old Testament prophets claimed? In an attempt to answer this, an explanation is given of a dispute which took place between Micah and the political leaders of his time (Mi-2-5). Can any principles be drawn from that situation which can shed light on the role of the prophet in the new South Africa?
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Discussion Paper 16. Careers and Perspectives of Tutors in Teacher Training Colleges: Case Studies of Lesotho and Malawi. - Stuart, Janet S.; Kunje, Demis; Lefoka, Pulane (2000)
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Discussion Paper 11. The Malawi Integrated In-Service Teacher Education Project: an Analysis of the Curriculum and its Delivery in the Colleges. - Stuart, Jesse; Kunje, Demis (2000)
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Lecturers' effectiveness as perceived by students: a case study of Botswana College of Agriculture - Subair, S. K.; Rammolai, Mogadime (2000)
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Securing the future: student financing at Makerere University, Uganda - Sutherland, Carla (Journal of international development, 2000)
The paper reports on how children from poor families in Uganda finance their university education. A livelihoods systems framework is used to analyse the responses of a series of student discussion groups which explored what it costs to attend university and how these funds are secured. It is concluded that the differing capacity of students to raise funds is most strongly influenced by how much access they have to kin networks, and how wealthy these networks are. The best bargaining tool students have is the promise of increased earning in the future—but a commitment to using that earning power for the good of the family also needs to be demonstrated. Copyright © 2000 John Wiley & Sons, Ltd.
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Knowledge and power: the design and implementation of gender policies in education in Malawi, Tanzania and Zimbabwe - Swainson, Nicola (International Journal of Educational Development, 2000)
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Disability, Madness and Social Exclusion in Dynastic Egypt - Tait, WJ; Jeffreys, DG (2000)
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The Status of Gifted Child Education in Africa - Taylor, Cedric A.; Kokot, Shirley J. (2000)
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Some Reflections on Uganda by a Young Secondary School Teacher from the 1960's - Taylor, Daniel M. (Uganda Journal, 2000)
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Stereotype Threat Reduction and Wise Schooling: Towards the Successful Socialization of African American Doctoral Students in Education - Taylor, Edward; Antony, James Soto (Journal of Negro Education, 2000)
Efforts to increase minority representation in education faculty have generated changes in a number of departments of higher education. These changes, however, have lacked a unifying conceptual framework to either guide reform or measure outcomes. This article proposes stereotype threat and its antidote-wise schooling practices-as a conceptual framework to clarify and consolidate attempts to protect, nurture, and sustain the intellectual lives of minority students. Using interview data from African American graduate students in education, we show how some departments have significantly reduced stereotype threat and positively influenced students' academic career aspirations. Considerable attention has been paid to the low numbers of minority faculty at our nation's colleges and universities and the barriers faced in building a diverse professoriate (Collins, 1990; Gainen & Boice, 1993; Garcia, 1993; Harris, 1989; Klein, 1991; Lessow-- Hurley, 1989; Magner, 1993; Miller, 1991). The recent backlash against affirmative action has caused further concern that these numbers may erode. There have been systemic efforts to increase the number of qualified minorities pursuing faculty careers but their strategies have not been clearly conceptualized nor has their effect been well measured. This article juxtaposes departmental practices with the current experience of socialization for African American graduate students in education. Using Steele's stereotype threat reduction and wise schooling theory (1997) as a framework, we describe how policies and practices influence the academic career aspirations of African Americans. Based on interviews with graduate students at six universities, we discuss the substance of departmental reforms and assess how students' career goals are shaped by the interplay of faculty relationships with a receptive climate. This paper may have implications for other disciplines seeking to increase the number of minority students in the pipeline of Ph.D. production and describes specific practices that can protect, sustain, and nurture the academic and intellectual development of groups who are negatively stereotyped. Background and Rational The paucity of minority faculty is well recognized. It is rare to sit on a search committee that does not lament the dearth of qualified minority applicants coming through the Ph.D. pipeline (Brown, 1994; Jackson, 1991; Justiz, Wilson, & Bjork, 1994; Thomas & Asunka, 1995). Although rates of college attendance are nearly on par, with African Americans (who represent about 12% of the population) comprising 10% of undergraduates, the percentage of African American faculty is 5.1%. When those teaching at Black colleges are considered, the number at predominantly White universities is just 3.7% (Allen, 1992; Mickelson & Oliver, 1991; National Center for Education Statistics [NCES], 1995; NCES, 1997a). Graduate and professional school attendance by African Americans has increased significantly, in part because a number of departments have attempted to transform themselves into more democratic, diverse, and supportive programs. African Americans now earn 3.1% of all doctoral degrees, many of who are potential candidates for faculty positions (NCES, 19976). Why or why not these individuals choose academic careers remains poorly understood. Reasons for low representation of African Americans in the professoriate have been examined (Brown, 1994; Dey, 1994; Jackson, 1991; Justiz et al., 1994; Smith, 1992; Stanfield, 1995; Tack, 1992; Thomas & Asunka, 1995). For disciplines such as the physical and life sciences, with small numbers of African Americans, the lack of African American faculty can be explained as a supply-side problem. The situation in education, which has the highest percentage of African Americans in graduate school, appears to be more complex. African Americans now earn 10.4% of the Ph.D.s awarded in education (NCES, 19976). …
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Talking to the Dreamkeepers: Culturally Responsive Teachers Reflect on the Educational Experiences of African American Students - Taylor, Gail (Action in Teacher Education, 2000)
Abstract This article looks at the reflections of four teachers who work with African American students. The teachers were past participants of the Minority/Multicultural Mentorship Project, a multicultural teacher education program. Using qualitative analysis, three themes arose from the data: Behavior, Language and Curriculum. The teachers' use of culturally responsive pedagogical practices demonstrated the high expectations they had of their African American students.
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The potential of a professional development scenario for supporting biology teachers in Eritrea - Tecle, Andemariam Teclai (2000)
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Influences on Mathematics Learning and Attitudes among African American High School Students - Thomas, John P. (Journal of Negro Education, 2000)
The purpose of this study was to determine if the influences of educational productivity factors on mathematics achievement and attitudes toward mathematics are the same for African Americans and other ethnic groups. Using Walberg's Educational Productivity Model as a framework, this study estimated the influence of home environment, quality and quantity of instruction, use of out-of-school time, peers, perceptions about the usefulness of mathematics in the future, and school socioeconomic status on mathematics achievement and attitude outcomes for students of various ethnic backgrounds. Transcript and survey data representing the factors were collected from 10,001 students who participated in all of the first three waves of the National Longitudinal Study of 1988 (NELS:88). These results suggest that narrowing the gap in student achievement across ethnicity lies in simultaneously optimizing several different alterable factors related to achievement outcomes. Although recent studies have indicated that the gap in achievement test scores among ethnic groups has narrowed appreciably over the years (Cross, 1995; Gross, 1993, Jones, 1985), many of these studies revealed that Asian/Pacific Islander and White students continue to substantially out-perform students from underrepresented ethnic minority groups, particularly African Americans, on tests of mathematics achievement. Moreover, while some ethnic minority groups (e.g., Hispanics and Native Americans) have made substantial gains on mathematics achievement tests in recent years, African Americans have exhibited the least amount of improvement among the major ethnic and language minority groups in the United States (Cross, 1995).' The substantial disparities in mathematics and science achievement between Asian/ Pacific Islanders and Whites and underrepresented minority groups have raised serious concerns among educators and policymakers.2 First, from a national perspective, deficiencies in the education of any ethnic minority group in mathematics and science would subsequently impact the quality and quantity of human resources in the United States. The rationale for this concern comes from the fact that many ethnic minority populations, such as African Americans and Hispanics, have been growing at a much faster rate than other ethnic groups. The Bureau of the Census reported that by 2005, 30% of the United States population will be ethnic minorities and by 2050, the ethnic minority population will be up to 50% (Peng & others, 1995).3 Some authors have posited that failure to improve the education of any ethnic group in science and mathematics could seriously jeopardize the availability of human resources and subsequently hamper the economic advancement and competitiveness of the United States (Bailey, 1990). According to a report by the U.S. Department of Labor, (as cited in Anderson, 1990), between 1986 and 2000, 21 million new jobs will be created in the United States, and many of these new jobs will require basic skills in mathematics and the ability to reason. Furthermore, more than half of these new jobs will require some education beyond high school and almost one-third will require a college education (Anderson, 1990). As underrepresented ethnic minority populations are expected to increase greatly through the year 2000, it is important to encourage students belonging to these groups to focus on academic areas (i.e., mathematics and science) that those jobs will demand (Anderson, 1990). Secondly, ethnic minority populations that have a poor understanding of mathematics and science face possible economic disadvantages in an increasingly technologically-- oriented society and labor market (Bailey, 1990; Peng & others, 1995). Peng and others (1995) reported that among the high school class of 1982 who did not attend college the unemployment rate for students with science and mathematics test scores below the national average was higher than those with scores at or above the national average. …
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Lifelong Learning or Learning for Life? South Africa Provides Some Lessons. - Thompson, Jane (Adults Learning, 2000)
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Study Abroad in Africa: Learning about Race, Racism, and the Racial Legacy of America - Tolliver, Derise E. (African Issues, 2000)
In 1998, the American Association of Colleges and Universities raised the question of what higher education could do to prepare graduates to address “the legacies of racism and the opportunities for racial reconciliation in the United States.” One of the most powerful and pedagogically rich approaches to facilitate learning about race, racial identity, and the impact of racism in America today is study abroad in Africa. With a history that includes dynasties and empires; the capture and enslavement of Africans and the transatlantic slave trade; and the structures of colonialism, neocolonialism, and apartheid (which have often been conceptualized as parallel to the institutionalized racism of America), the continent of Africa can be a wonderful classroom for this type of learning. This is particularly the case when the location of study is West Africa, by most accounts where the majority of people of African descent living in the United States have ancestral ties. Visits to and interactions around the monuments to and symbols and physical remnants of the complex historical relationships between Europeans and Africans can be a catalyst for stimulating challenging but ultimately rewarding discussions and growth with regard to issues of race and racism.
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Study Abroad in Africa: Learning about Race, Racism, and the Racial Legacy of America - Tolliver, Derise E. (African Issues, 2000)
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Cuneiform documents from Syria-Palestine: texts, scribes, and schools - Toorn, Karel van der (Zeitschrift Des Deutschen Palastina-vereins, 2000)
L'A. fait un releve des textes cuneiformes de nature dipomatique de Syrie et de Palestine du second millenaire dont on dispose et montre ce qu'ils revelent sur le role et la formation des scribes de cette region.
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Volcanic disasters and cultural discontinuities in Holocene time, in West New Britain, Papua New Guinea - Torrence, Robin; Pavlides, Christina; Jackson, Peter; Webb, John A. (Special publication - Geological Society of London, 2000)
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Volcanic disasters and cultural discontinuities in the Holocene of West New Britain, Papua New Guinea - Torrence, Robin; Pavlides, Christina; Jackson, Peter; Webb, John A. (2000)
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Vulnerability and Adaptation to Climate Change of the Sorghum and Maize Crop Sector in Botswana: The cases of Barolong and Ngamiland West Agricultural Districts - Totolo, Otlogetswe; Chanda, Raban; Chipanshi, Aston; Magole, Lapologang (2000)
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Short course on Pollution Control Awareness designated under the National Environmental Planning Program, Botswana - Totolo, Otlogetswe; Ekosse, Georges (2000)
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Exploring Some Missing Dimensions: Ethics, Power, and Privilege in the Education of African American Learners With Disabilities and Gifts and Talents - Townsend, Brenda L.; Patton, James M. (Teacher Education and Special Education, 2000)
This special compilation of articles in Teacher Education and Special Education follows an initial article recently published by Patton and Townsend that addressed issues of ethics, power, and privilege within the context of educating African American learners with disabilities and gifts and talents. The increased cultural, racial, and gender homogeneity of the teaching, administrative, counseling and related services, and teacher education personnel, concomitant with the increased cultural, ethnic, and class diversity of exceptional learners, has created a compelling need to explore more closely these three critical issues. We believe that this special collection of articles provides us with a systematic view of the role these three variables have played in the education of African American learners and the path educators can follow in order to incorporate properly these perspectives into their practice and research.
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African public service : new challenges, professionalism and ethics : in cooperation with the African Training and Research Centre in Administration for Development (CAFRAD) : Second Pan-African Conference of Ministers of Civil Service, hosted by the Government of the Kingdom of Morocco, in Rabat, 13-15 December 1998 - Training, African (2000)
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The Effects of Cultural Schemata on the Internal Ability of Selected Nigerian Secondary School Students - Tswanya, Samuel K. (2000)
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Empowering academic nutrition teachers in Africa and Asia: global nutrition 2000 - an advanced training initiative. - Tylleskär, Thorkild; Antonsson-Ogle, B.; Hambræus, Leif (2000)
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Knowledge, Attitude and Practice Towards AIDS in Rwandan Nursing Students - Uhagaze, Blaise; Sebaganji, M.; Rieger-Ndakorerwa, Gudrun; Rahlenbeck, Sibylle I. (2000)
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Researching nomadic education: a Nigerian perspective - Umar, Abdurrahman; Tahir, Gidado (International Journal of Educational Research, 2000)
The emergence of nomadic education as an important sub-system of the formal educational system in many African countries is the direct consequence of the state's commitment to equalizing educational opportunities for all social groups irrespective of ethnic or geographical origins, gender, or social class. In Nigeria, a special educational program is being implemented for two migrant groups, namely the nomadic pastoralists and the migrant fishermen. The major purposes of this chapter are to:(a)trace the historical evolution of nomadic education in Nigeria;(b)assess the current state of research on nomadic education in Nigeria; and(c)suggest concepts and research strategies that will engender greater understanding of nomadic education and promote international cooperation among scholars and practitioners in the study of Traveller and nomadic education.
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Rapid screening for Schistosoma mansoni in western Côte d'Ivoire using a simple school questionnaire. - Utzinger, Jürg; N’Goran, Eliézer K.; Ossey, Y. A.; Booth, Mark; Traoré, Mahamadou; Lohourignon, Kouassi L.; Allangba, Alphonse; Ahiba, L. A.; Tanner, Marcel; Lengeler, Christian (PubMed, 2000)
The distribution of schistosomiasis is focal, so if the resources available for control are to be used most effectively, they need to be directed towards the individuals and/or communities at highest risk of morbidity from schistosomiasis. Rapid and inexpensive ways of doing this are needed, such as simple school questionnaires. The present study used such questionnaires in an area of western Côte d'Ivoire where Schistosoma mansoni is endemic; correctly completed questionnaires were returned from 121 out of 134 schools (90.3%), with 12,227 children interviewed individually. The presence of S. mansoni was verified by microscopic examination in 60 randomly selected schools, where 5047 schoolchildren provided two consecutive stool samples for Kato-Katz thick smears. For all samples it was found that 54.4% of individuals were infected with S. mansoni. Moreover, individuals infected with S. mansoni reported "bloody diarrhoea", "blood in stools" and "schistosomiasis" significantly more often than uninfected children. At the school level, Spearman rank correlation analysis showed that the prevalence of S. mansoni significantly correlated with the prevalence of reported bloody diarrhoea (P = 0.002), reported blood in stools (P = 0.014) and reported schistosomiasis (P = 0.011). Reported bloody diarrhoea and reported blood in stools had the best diagnostic performance (sensitivity: 88.2%, specificity: 57.7%, positive predictive value: 73.2%, negative predictive value: 78.9%). The study, which is probably the largest of its kind ever undertaken in Africa, revealed a moderate diagnostic performance of questionnaires for identifying individuals and/or communities at high risk from S. mansoni.
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Missionary Enterprise in African Education: The Co-operation of Lutheran Missions in Natal, South Africa, 1912-1955: A Documentation - Vähäkangas, Mika (Mission Studies, 2000)
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Entertainment-Education and HIV/AIDS Prevention: A Field Experiment in Tanzania - Vaughan, Everett M. Rogers Peter W. (Journal of Health Communication, 2000)
Entertainment-education is the process of designing and implementing an entertainment program to increase audience members' knowledge about a social issue, create more favorable attitudes, and change their overt behaviors regarding the social issue. The results of a field experiment in Tanzania to measure the effects of a long-running entertainment-education radio soap opera, Twende na Wakati (Let's Go with the Times), on knowledge, attitudes, and adoption of human immunodeficiency virus (HIV)/acquired immune deficiency syndrome (AIDS) prevention behaviors are presented. Multiple independent measures of effects and the experimental design of this study confer strong internal and external validity regarding the results of this investigation. The effects of the radio program in Tanzania include (1) a reduction in the number of sexual partners by both men and women, and (2) increased condom adoption. The radio soap opera influenced these behavioral variables through certain intervening variables, including (1) self-perception of risk of contracting HIV/AIDS, (2) self-efficacy with respect to preventing HIV/AIDS, (3) interpersonal communication about HIV/AIDS, and (4) identification with, and role modeling of, the primary characters in the radio soap opera.
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South African Universities Grapple with the Growth of Distance Learning. - Vergnani, Linda (The Chronicle of higher education, 2000)
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Rainfall and drought in equatorial east Africa during the past 1,100 years - Verschuren, Dirk; Laird, Kathleen R.; Cumming, Brian F. (Nature, 2000)
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Rainfall and drought in equatorial east Africa during the past 1,100 years - Verschuren, Dirk; Laird, Kathleen R.; Cumming, Brian F. (Nature, 2000)
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Rainfall and drought in equatorial east Africa during the past 1,100 years - Verschuren, Dirk; Laird, Kathleen R.; Cumming, Brian F. (Nature, 2000)
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Rainfall and drought in equatorial east Africa during the past 1,100 years - Verschuren, Dirk; Laird, Kathleen R.; Cumming, Brian F. (Nature, 2000)
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Drought in South Africa, with special reference to the 1980-94 period. - Vogel, Christoph; Laing, M. T.; Monnik, K. (2000)
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