Socio-cultural Factors and Tanzanian Primary School Students' Achievements and School Experience - Malmberg, Lars‐Erik; Sumra, Suleman (Utafiti, 2001)
We investigated how Tanzanian primary school students' school experience varied according to school performance in subjects such as mathematics and Kiswahili) and several sociocultural factors like parental educational level, gender, age, religion, and home language. A representative sample was collected from urban and rural schools in Morogoro region. 545 students (254 boys and 291 girls) from Std 1II through VII responded to a questionnaire in Kiswahili. The findings showed that high achieving students experienced the classroom atmosphere more positively and felt less social anxiety than low achievers. Use of Kiswahili at home was related with positive school experience in the urban sample and related with less use of native tongue in the rural group. Educational level of the parents was not correlated with their childrens achievements. Unlike the lowly educated parents, more highly educated parents had placed their children in higher performing schools (according to the Primary School Leaving Examination). Children in the urban higher performing schools experienced school more positively than in the lower performing urban school.
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Vulnerability of Ethiopian forests to global climate change and adaptation options. - Mamo, Negash (Journal of Natural Resources, 2001)
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Malignant Skin Tumours in Jos University Teaching Malignant Skin Tumours in Jos University Teaching Hospital, Jos, Nigeria (Hospital Based Study) - Mandong, BM; Orkar, K. S.; Sule, A Z; Dakum, NK (The Nigerian Journal of Surgical Research, 2001)
Background: The incidence of melanoma has been on the increase in Australia and Asia but in Africa, many skin cancers arise from chronic ulcers and burns. Methods: A retrospective histopathologic study of malignant skin tumours seen at the University of Jos Teaching Hospital, Jos, Nigeria in 5 years. Results: A total of 128 malignant skin tumours were recorded during the period. Squamous cell carcinoma accounted for 51.2%, malignant melanoma, 24.2% and Kaposi's sarcoma 10.9%. Other tumours included fibrosarcoma, malignant fibrous histiocytoma and skin adnexal tumours. Skin cancer occurred in a younger age group compared to developed countries. The tumours presented either as nodular growth or non-healing, long-standing ulcers with an average duration of 5 - 10 years. This is in contrast to Europe where the duration of ulcer is 30 - 40 years. Conclusion: Skin cancers are not uncommon in our environment. Early treatment of ulcers, including grafting may improve the quality of life in these patients. (Nig J Surg Res 2001;3:29-33) KEY WORDS: Skin cancer, squamous cell carcinoma, malignant melanoma, Kaposi's sarcoma, Jos
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Description and analysis of the process of implemetation of the national qualifications framework (NQF) in nursing education (NE) in South Africa. - Maqutu, Lucy Kathleen Nonkosi. (2001)
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Strategies of Accommodation: Toward an Inclusive Canon of South African Art - Marschall, Sabine (Art Journal, 2001)
As a result of South Africa's historical legacy, vast aesthetic, technical, and conceptual discrepancies have tended to differentiate the works of many self-taught black artists from academically trained and internationally connected whites. Given these incongruities—which persist with the exception of a small elite of internationally recognized black artists—art historians and curators have been challenged to develop conceptual models that succeed in resolving differences or bridging gaps. This challenge has become more acute since the late 1980s, when a growing number of black artists were “discovered” and their works were “elevated” from the lower ranks of craft and folk art to “fine” or “high” art, a category previously reserved largely for white artists. The paradigms and methods of accommodating black South African artists' works have changed over the past fifteen years in accordance with prevailing art theoretical discourses and with imperatives fueled by current political ideologies. Both of these impulses, though often appearing to be independent of one another, are, in fact, intricately interwoven.
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Learning from the African vernacular : a practical application of the African renaissance? - Marshall, Siobhan Nash (South African Journal of Cultural History, 2001)
Learning from the African Vernacular: A Practical Application of the African Renaissance? suggests how the much-debated but still rather theoretical concept of the African Renaissance could be concretely applied in praxis. This is demonstrated with specific reference to the field of architecture or the built environment. The article suggests how contemporary professional architects can draw valuable lessons from the vernacular architecture of the African population of the past and the present. Aspects of African structures and traditional African concepts of ordering space can inform contemporary architectural design on different levels, including materials and technology, orientation and place-making, artistic decoration, form, and underlying principles. The research is largely based on interviews with architects and an analysis of actually built examples throughout South Africa. Afrika-Volksboukunde: 'n Praktiese Toepassing van die Afrika-Renaissance? Die artikel maak voorstelle vir die toepassing in die praktyk van die veelbesproke maar nag steeds oorwegend teoretiese konsep van 'n Afrika-Renaissance. Dit word gedemonstreer met spesifieke verwysing na die argitektuur, oftewel die beboude omgewing. Hedendaagse professionele argitekte kan waardevolle lesse leer uit die voilesboukundige argitektuur van die Afrika-bevolking van die verlede en die hede. Aspekte van Afrika-strukture en tradisionele opvattings oor die ordening van ruimte kan kontemporere argitektoniese ontwerp op verskillende vlakke toelig, insluitende materiale en tegnologie, orientering en ruimteskepping, artistieke versiering, vorm en onderliggende beginsels. Die navorsing is grootliks gebaseer op onderhoude met argitekte en 'n ontleding van voorbeelde van strukture wat wydverspreid in Suid-Afrika voorkom.
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SPECIFICATION OF AN ONLINE PROGRAMME FOR SOUTH AFRICAN TEACHERS - Mashile, Elias Oupa (EdMedia: World Conference on Educational Media and Technology, 2001)
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1. Access to Health and Education Services in Ethiopia - Massow, Fra von (2001)
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Access to Health and Education Services in Ethiopia - Massow, Fra von (2001)
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Prelims - Access to Health and Education Services in Ethiopia - Massow, Fra von (2001)
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Item writing: The Case for Assessment in Religious Education in Botswana - Matemba, Yonah Hisbon (2001)
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Coupling of GIS with the DRASTIC model to assess groundwater vulnerability to pollution for the city of Dar-es-Salaam, Tanzania - Mato, R.R.A.M.; Janssen, F.J.J.G.; Katima, J.H.Y.; Cramers, C.A.M.G.; Mtalo, E.G.; Ngereja, Zakaria Robert; Chonya, Ignas (2001)
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Headteachers' leadership behaviour and students’ academic performance at Kenya certificate of secondary education: a case of Vihiga district - Matula, Phylisters Daisy (2001)
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Teaching the bible using Ugandan cultural resources with specific reference to the Old Testament - Maturu, Milly E. (2001)
This was submitted as a partial fulfillment of the award of the Master of Arts in Theology Degree of the Bishop Tucker School of Divinity and Theology, Uganda Christian University
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Formal education among the peoples of Botswana before 1840 - Mautle, G. (Mosenodi, 2001)
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Coming to Voice: Exploring the Experiences of Teacher Education and Special Education Professors of African Descent in Institutions of Higher Education - Mayfield, Kimberly (2001)
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Relationship between instructional Practices, classroom discipline and Academic performances in Swaziland High School - Mazibuko, Ntombenhle L; Kaino, Luckson Muganyizi (UNISWA research journal of agriculture, science and technology, 2001)
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Investigation of University of Namibia distance learners and off-campus library services - Mbenae, Katjihingua (2001)
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A study on the investigation for continuing training education needs in the Namibian media - Mbiliyetu, Iipinge Saara (2001)
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Financing technical and vocational education and training in Lesotho and Uganda - Mbizvo, Washington T. (International Vocational Education and Training Association (IVETA) Conference, 2001)
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The Multi-dimensional Crisis of Education in Tanzania: Introductory Overview - Mboma, Lucy Mary; Ishumi, Abel G.M.; Lwaitama, A.E.; Mtalo, E.G. (2001)
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Homework: Pupils’ Views from Botswana and England - McCalman, Lionel; Adeyemi, Michael Bamidele (Curriculum and teaching, 2001)
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Gender and citizenship: learning from South Africa? - McEwan, Cheryl (Agenda, 2001)
CHERYL MCEWAN argues that there is an urgent need for a critical examination of the nature of citizenship in post-apartheid South Africa particularly in terms of black women's experiences. She writes that African women's understandings and experiences of citizenship and the nature of their political activity has the potential to re-orient western feminist understandings of gendered citizenship
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IDENTIFYING SCHOOL CONDITIONS AND TEACHER PRACTICES THAT HAVE PROVEN EFFECTIVE IN INCREASING MATHEMATICS AND READING ACHIEVEMENT FOR AFRICAN AMERICAN STUDENTS AND STUDENTS IN SCHOOLS WITH SUBSTANTIAL MINORITY STUDENT POPULATIONS. - McFrazier, Michael; Bailey, Danita (Society for Information Technology & Teacher Education International Conference, 2001)
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Building Support Services for African-American Students: Part I - McGinn, Howard F. (Journal of Education for Library and Information Science, 2001)
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Effects of English as medium of instruction on pupils' academic achievement in social studies in primary schools in Malawi - Mchazime, Hartford (2001)
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Accommodating Perceptions, Searching for Authenticity and Decolonising Methodology: The Case of the Australia / Papua New Guinea Secondary School Students’ Project - McLaughlin, Julie (2001)
This paper discusses the development process of a research methodology for accommodating the exploration of recipients’ perceptions of a foreign educational project. The search for authenticity in methodology remains an issue for qualitative inquiry which has its origins in a constructive epistemology. Theoretically positioned within a postcolonial framework, the search for authenticity in methodology presented a challenge for the researcher. Specifically, this paper will focus on the research problem, issues relating to evaluation of aid programs, decolonising methodology and the search for authenticity. The paper concludes with some findings of the research project, demonstrating that decolonising methodologies create new possibilities in educational research with specific reference to educational assistance and postcolonial societies. It reveals the complexities of cultural politics and its influences on foreign financial assistance. These findings include the concepts of cultural identity, ethnicity, hegemony and ambivalence which characterises the nature of Papua New Guinea education and society.
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Culture, Style, and Cognition: Expanding the Boundaries of the Learning Paradigm for African-American Learners in the Community College. - McPhail, Irving Pressley; McPhail, Christine Johnson; Smilkstein, Rita (2001)
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Rapidly assessing the 1997 drought in Papua New Guinea using composite AVHRR imagery - McVicar, Tim R.; Bierwirth, P. N. (International Journal of Remote Sensing, 2001)
During 1997 Papua New Guinea (PNG) experienced an intense drought. Emergency famine relief operations provided many subsistence agricultural communities with food, water and health provisions during the height of the drought. The locations of relief operations were based on a rapid and spatially explicit extensive field survey conducted at the height of the drought for all PNG. We have tested the utility of composite Advanced Very High Resolution Radiometer (AVHRR) data to assist in a rapid assessment of drought conditions in PNG. Composited data were used to provide a means to overcome the frequent cloudy conditions that exist in PNG. To assess the drought we divided land surface temperatures (T s) by the Normalized Difference Vegetation Index (NDVI). The ratio (T s/NDVI) increases during times of drought. This is due to the increase in T s associated with more net radiation being partitioned into the sensible heat flux and the decrease in NDVI associated with decreasing amounts of plant cover. A time series of T s/NDVI is a rapid indicator of the drought at the country and province level. We calculated the integral under the T s
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Shifting Cultures: Mbu - a proposal for a pluri-cultural perspective to culture in education in Papua New Guinea - Mel, Michael A. (2001)
In Papua New Guinea (PNG) the catch-cry prior to political independence and since has been to protect our cultures from being eroded by outside influences and consequently be diminished as authentic cultures. This call to recognise each culture as unique and therefore needing recognition and maintenance in schools seems on an immediate level to be well-meant and deserving of accolades. The case is argued even more passionately in the context of the current influx of western values and beliefs and material goods. There is a strong desire to cling to the various PNG cultures as a way of opposing these influences, and Papua New Guineans by and large have a strong desire to clutch on to their cultures and develop curricula that are responsive to each culture. Teaching methods and languages that are based on specific cultures will, it is hoped, remedy the sense of cultural loss and debilitation.
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Participation of Ethiopian Women in Education and Development - Mengesha, Sewnet Mamo (2001)
The population of Ethiopia, which is about 55 million, is the second largest in Africa. According to the current growth rate it is projected to be doubled over the next 20 years. UN’s human development index states that Ethiopia is one of the lowest four countries in terms of social development. After the end of a long civil war in 1991, it is in the process of social and economical transformation.
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Evaluation of the performance of maize hybrids - improved open-pollinated and farmers' local varieties under well-watered and drought stress conditions [Zea mays L. - Ghana - Nigeria] - Menkir, Abebe; Akintunde, Adeyinka Oye (Maydica (Italy), 2001)
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THE IMPACT OF VOUCHERS ON THE SCIENCE AND MATHEMATICS ACHIEVEMENT OF ELEMENTARY STUDENTS IN A MAJORITY AFRICAN AMERICAN PUBLIC SCHOOL DISTRICT - Metcalf, Kim K.; Muller, Patricia A.; Boone, William J. (Journal of Women and Minorities in Science and Engineering, 2001)
In many settings, the issue of publicly funded vouchers for students is being discussed. This article presents the results of evaluating test data from students living within the city boundaries of Cleveland, Ohio. In Cleveland, a limited number of low-socioeconomic status students can receive publicly funded vouchers. Data were analyzed using multivariate and univariate techniques. The results suggest that (a) students who did not return to the scholarship program from third to fourth grade exhibited lower achievement levels than those who remained in the program, (b) scholarship students who continued in the scholarship program from third to fourth grade continue to be very much like their public school counterparts, and (c) the effects of the program on scholarship students academic performance are slightly positive but are mediated by the schools they attend. This study is important because vouchers may or may not provide a mechanism by which the participation of underrepresented groups in science and mathematics can be increased.
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On-farm assessment of forage yields and silage quality of intercropped drought tolerant cereal and legume forage crops. In: Proceedings on the 3rd Livestock Production Programme Zimbabwe Projects Workshop, Ingwe Lodge, Matobo, Zimbabwe. 26-28 September 2000. Smith, T. and Richards, J.I. (Eds.). - Mhere, O. (2001)
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Education, Ethnicity, Gender, and Social Transformation in Israel and South Africa - Mickelson; Nkomo; Smith, Gordon S. (Comparative Education Review, 2001)
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Late Tertiary and Quaternary climate change and centres of endemism in the southern African flora - Midgley, Guy F.; Reeves, Gail; Klak, Cornelia (2001)
The high concentration of plant species in the winter rainfall region of southern Africa (Cowling 1992; Dean & Milton 1998) is an intriguing biogeographic pattern and one that has long eluded satisfactory explanation. This Mediterranean-climate region is home to two distinct vegetation types, the Fynbos and Succulent Karoo biomes, defined by their dominance by distinct plant structural types (Rutherford & Westfall 1986). Patterns of plant richness in both biomes reveal an island-like fingerprint of low family-level richness, but high species: genus ratios in relatively few speciose genera (Cowling 1992). High species-richness, levels of endemism and anthropogenic threat qualify both biomes as biodiversity hotspots, with the Succulent Karoo emerging as the only desert hotspot worldwide (Myers et al. 2000).
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Past Climate Change and the Generation and Persistence of Species Richness in a Biodiversity Hotspot, the Cape Flora of South Africa - Midgley, Guy F.; Roberts, Reuben (2001)
The physiognomically distinct Fynbos and Succulent Karoo Biomes are associated with the winter or all season rainfall region of southwestern South Africa. Fynbos (the more mesic) is co-dominated by small trees, shrubs and reed-like plants. Woody stemmed succulent shrubs, mainly small leaved, dominate the Succulent Karoo. Both biomes contain spectacular floristic richness. Have past climates determined present species richness in this region? We employed GIS-based bioclimatic modelling techniques to address this. After deriving bioclimatic envelopes for both Fynbos Biome (Fynbos Envelope; FYE) and Succulent Karoo (SKE), we used modelled paleoclimate reconstructions to map the distribution of the envelopes at 6, 12 and 18 kBP in the southern and western Cape. At the LGM, FYE possibly had a considerably greater extent along the west coast and the western interior, replacing much of the SKE. At 18 kBP SKE was limited to two separate areas, an extensive plain, the Knersvlakte (South) and montane Richtersveld (North). SKE expanded between 12 and 6 kBP to its present range, and FYE contracted into its current montane distribution. These reconstructions concur with the palynological record of indicator groups of both biomes, with current patterns of relictual Fynbos vegetation, and with Succulent Karoo centres of endemism. Climatic oscillations during the pleistocene probably shifted these biomes iteratively along a North/South axis on the west coast of southern Africa. Mutual vegetation replacements are likely to have accelerated sympatric and allopatric speciation, giving rise to high β and γ species turnover.
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Ethnic Diversity and School Funding in Kenya - Miguel, Edward (2001)
The impact of ethnic diversity on the provision of local public goods and collective action in Africa remains largely unexplored. To address this gap, this paper explores the relationship between ethnic diversity and local primary school funding in rural western Kenya. The econometric identification strategy relies on the stable, historically determined patterns of ethnic land settlement in western Kenya. The main empirical result is that higher levels of local ethnic diversity is associated with sharply lower primary school funding and worse school facilities in western Kenya. The theory examines school choice and funding decisions when pupil mobility among schools is limited by land market imperfections and ethnic divisions, the relevant case for rural Africa, and predicts that local pupil transfers may lead to upward bias in OLS estimates of the impact of ethnic diversity. This theoretical prediction is confirmed in the data.
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Ethnic Diversity and School Funding in Kenya - Miguel, Edward (RePEc: Research Papers in Economics, 2001)
Author(s): Miguel, Edward A. | Abstract: The impact of ethnic diversity on the provision of local public goods and collective action in Africa remains largely unexplored. To address this gap, this paper explores the relationship between ethnic diversity and local primary school funding in rural western Kenya. The econometric identification strategy relies on the stable, historically determined patterns of ethnic land settlement in western Kenya. The main empirical result is that higher levels of local ethnic diversity is associated with sharply lower primary school funding and worse school facilities in western Kenya. The theory examines school choice and funding decisions when pupil mobility among schools is limited by land market imperfections and ethnic divisions, the relevant case for rural Africa, and predicts that local pupil transfers may lead to upward bias in OLS estimates of the impact of ethnic diversity. This theoretical prediction is confirmed in the data.
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A Sociological Investigation of Humanistic Values and Democratic Tolerance in Higher Education: A View from South Africa - Milazi, Dominic (Journal of Cultural Studies, 2001)
The paper focuses on efforts by student movements, university administrations, and university teachers' unions to formulate policy programmes and practices. It explores various aspects of the nation's current transformation process as it affects the tertiary educational sector especially in such aspects of experience as racism, expartriatism and democratic governance. It argues for the need to usher in an effective learning and teaching culture, based on democratic and humanistic values that are geared towards the reconstruction and development of the post-apartheid South Africa. (The Journal of Cultural Studies: 2001 3(1): 124-137)
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Pre-school education in Algeria : a new deal? - Miliani, Mohamed (2001)
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Teaching English in a Multilingual Context: The Algerian Case. - Miliani, Mohamed (Mediterranean Journal of Educational Studies, 2001)
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Faculty and Students' Views of Teaching Effectiveness in the United States, China, and South Africa. - Miller, Jessica L.; Dzindolet, Mary T.; Weinstein, Lawrence; Xie, Xu; Stones, Christopher R. (Teaching of Psychology, 2001)
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The Quality of Education: Some Policy Suggestions Based on a Survey of Schools--Malawi. An Interim Report. SACMEQ Policy Research Report. - Milner, Grace; Chimombo, Joseph; Banda, Thokozire; Mchikoma, Clive (2001)
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Assessment of heavy metal pollution in the Lupa gold field, SW Tanzania - Mnali, SR (Tanzania journal of science, 2001)
The concentrations of AS, Cd, Cr, Cu, Hg and Pb were determined in water, stream sediments, soil, and mine tailings from Lupa Gold Field (LGF), SW Tanzania, in order to assess their pollution levels. As, Cd and Cr were determined by automated Graphite Furnace Absorption Spectrophotometry. Cu and Pb were analysed by Air-Acetylene Flame, while Hg was analysed by Cold Vapour Atomic Absorption Spectrophotometry. The mean concentrations obtained were: As: 0.44 ppb (water), 1.2 ppm (sediments), 0.44 ppm (soil) and 5.2 ppm (tailings); Cd: 0.03 ppb (water), 0.03 ppm (sediments), 0.03 ppm (soil) and 0.50 ppm (tailings); Cr: 1.4 ppb (water), 70 ppm (stream sediments), 250 ppm (soil) and 270 ppm (tailings); Cu: 30 ppb (water), 68 ppm (sediments), 66 ppm (soil) and 455 ppm (tailings); Hg: 0.25 ppb (water), 1.1 ppm (sediments), 0.10 ppm (soil) and 8.70 ppm (tailings) and Pb: 0.50 ppb (water), 85 ppm (sediments), 22 ppm (soil) and 275 ppm (tailings). Leaching of As-based mineral flotation reagents as well as the decomposition of accessory As minerals such as arsenopyrite (FeAsS), enargite (Cu3AsS4) and tennantite (Cu12As4S13) most likely contributed to some high As concentrations in the mine tailings. The low Cd content in all samples reflects the low content of sphalerite (in which Cd replaces Zn) typical of the LGF ores. Cromium was low in water, most likely because of its low mobility; it was high in soils and tailings derived from mafic-ultramafic rocks. High Cu levels in tailings came from dissolution of chalcopyrite and bornite. Neutral to alkaline pH conditions (6.5-8.5) of water was most likely responsible for its low Cu levels. Amalgamation of Au concentrate likely introduced Hg into the environment. Dissolution of galena and anglesite was likely the source of Pb into the soils, sediments and tailings. The range of concentrations of the six heavy metals recorded in the Lupa gold field is of great concern to human health. Tanzania Journal of Science Volume 27A (Special Issue) 2001, pp. 15-22
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A Random, Roadside Breathalyzer Survey of Alcohol Impaired Driving in Ghana - Mock, Charles; Asiamah, Godfried; Amegashie, Justice (Journal Of Crash Prevention And Injury Control, 2001)
To ascertain the prevalence and pattern of alcohol impaired driving in an African nation, we conducted a random, roadside, breathalyzer survey of drivers in Ghana. A total of 149 (21%) of 722 drivers tested had a detectable blood alcohol concentration (BAC). In addition, 7.3% of drivers had a BAC ≥ 80 mg/dl. The prevalence of impaired driving (BAC ≥ 80) was higher among private drivers (9.8%) than commercial drivers (6.4%). However, due to a higher volume, the majority (64%) of impaired drivers were commercial drivers. Alcohol use was higher among uneducated (11%) compared to educated drivers (5.4%) and was higher among middle aged drivers (30 - 49 years, 9.1% impaired) compared with younger (< 30 years; 5.0%) or older drivers (≥ 50 years; 0%). Alcohol impaired driving is a significant problem in this African nation. Anti-drunk driving measures should be an important component of road safety efforts. Such measures may need to be different than industrialized nations and will need to target less educated drivers, middle aged drivers, and commercial drivers.
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Education and training for national development : the case of Lesotho - Mohapi, Mamolete Delina (2001)
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South Atlantic Ocean Salt Tectonics, Volcanic Centers, Fracture Zones And Their Relationship With The Origin And Evolution Of The South Atlantic Ocean: Geophysical Evidence In The Brazilian And West African Margins. - Mohriak, Webster Ueipass (7th International Congress of the Brazilian Geophysical Society, 2001)
Interpretation of regional gravity, magnetic and seismic data of the offshore region from the platform toward the continental-oceanic crustal boundary in ultradeep water regions of the Campos, Santos and the conjugate basins in the Angola margin indicate that the rift architecture along the South Atlantic sedimentary basins is highly controlled by fracture zones and volcanic centers. Both along the Brazilian and West African margins the crustal limit is a tectonic feature of utmost importance for petroleum exploration in deep waters, and the integration of different geophysical tools suggest new models for the early phase of sedimentation along the divergent margins. Basement-involved structural features probably related to extensional tectonics, as well as salt tectonics structures, were previoulsy interpreted to occur only on continental crust. However, analogies with other sedimentary basins and integrated interpretation of the geophsysical data suggest that these features might be interpreted both on continental and oceanic crust. The characterization of fossil volcanic ridges probably associated with early oceanic spreading centers indicate a mechanism of formation of volcanic rifted margins by progressive oceanic spreading center indentation along rifted continental crust. This mechanism, which shows some similarities to the present-day structures observed along the Afar region, is associated with propagators advancing from the southern (Pelotas) towards the northern (Campos) provinces, with rightlateral steps.
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Possible factors contributing to the lack of success in learning English in Qwaqwa, South Africa : a case study - Molebatsi, Tatolo Edgar (2001)
This study was undertaken with the purpose of identifying some of the factors that may contribute to the high failure rate of grade 12 students of English as a second language in the Qwaqwa district of the Free State province of South Africa. A second purpose of the study was to seek an explanation as to why certain schools in the Qwaqwa district perform better, on average, than other schools, given that the students often share a similar socio-economic and cultural background. The research consisted of a case study, with the investigator observing and recording events as they occurred in normal classroom situations over a period of time, followed by a reflection on these events and an analysis of the lessons in terms of teacher preparation, lesson development and closure, and the apparent impact of the lesson on the learners. Four schools were selected for this study. The criterion used in selecting the schools was based on the quality of their results obtained on the national grade 12 matriculation examinations. Two of the schools sampled had obtained good marks in these examinations, while the other two schools had not performed well. The thesis ends with some suggestions for improving the level of success in the grade 12 matriculation examinations by those schools which are currently under-performing.
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National Service--is it a Thirteenth Year of Education? The Rise and Fall of an Innovation in Botswana - Molefe, Dorcas B.; Weeks, Sheldon G. (Africa Today, 2001)
Tirelo Setshaba (TS), a form of national service, served to expose O-level graduates to the realities of their own society—the conditions and lifeways of people in rural and remote areas—by providing a bridging year for matriculating to tertiary education, with the intention of making their participation in continuing education more effective. As a thirteenth year in a twelve-year educational system, the government of Botswana also designed national service to promote self-development, cross-cultural exposure, and to build work experience for its participants. Of these goals, the key site of interaction was cross-cultural. Inspired by study service in Asia and the youth service scheme in Guyana, TS placed participants with user departments, on individual assignments in primary schools, rural clinics, with the kgotla (local government), and many others. The program expanded rapidly, to a plateau of 850 participants from 1986 to 1990, and again to a plateau of 6,250 participants between 1994 and 1998. Its costs rose from a few thousand US dollars per annum to over 10 million in 1997.
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Analysing teachers' approaches in design and technology in Botswana - Molwane, Olefile Bethuel (The Journal of Design and Technology Education, 2001)
Design a nd technol o gy educat i on in Bot s wana h as g one throu g h tr a n s formin g pha s e s s ince ind e p e nd e n ce in 1 966 , w ith th e influ e n ce of th e Eur o p e an appr oa ch ; pred o minantl y th e Briti s h mode l of d es ign and techno l og y . T h e 1 9 92 Na tion a l Commi ss ion on E du ca tion ( C E ) r ev ie we d th e Bots w an a ' s edu c ati o n sys tem and produ c ed th e National Commi ss ion on Education R eport of 1993. Sub se qu e nt to thi s r e port w as the R ev i s ed Na tion a l Poli cy on E ducation ( RNP E) of 1 9 94 that laid do w n th e f ra mework of th e Bot s w a n a Educati o n sy s t e m o v er th e pe r iod of 25 yea r s. Ce ntral to th e e pi s od e s of th e RNP E was th e r a i s ing o f th e s t a tu s o f de s ign a nd t e chnol ogy to one of the e i ght co r e sub j ect s . I t is to thi s e nd that the three - ye ar de s ign and t e chnolog y Junior Ce rtificat e Progr a mm e w a s d ev elop e d . Thi s paper is a n ou t com e of the fi e ldwork that wa s under t aken in Botswana in th e y ear 2000. Th e principa l p u rpo s e of whi c h w i l l be t o di s cu ss d a t a ga ther i n g pr o c esses a nd ho w i t wa s d o ne , pr e senting teach e r s a nd pupil s ' data m aps . Quant i t a tive and q u a l it a tive methodolog y in th e form of particip a nt ob se r v ation , int e r vie w s and e thno g r a ph y we r e employed
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Establishing trends in design and technology teachers’ approaches in Botswana - Molwane, Olefile Bethuel (2001)
Arguably design and technology, its politics and philosophy have been chronicled in a number of journals: DATA Journals, IDATER Journals, International Journal of Technology Education and other similar documents. Research has also highlighted how good practice in design and technology and creativity could be fostered amongst learners in schools. This paper explores how teachers of design and technology in Botswana Junior Secondary Schools construct the meaning of design and technology through their classroom actions. It establishes trends in teachers' approaches, which have been constructed using trajectories. The paper primarily highlights how quantitative data was collected in qualitative situations and how it was analysed, looking not only at what teachers do in classrooms (qualitative) but for how long and how often (quantitative). A case study approach using participant observation and ethnography strategies is used. This has been complemented by the use of qualitative interviewing. The findings of this paper emerge from a PhD research study that was undertaken in Botswana in Year 2000.
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English Language Teaching in Egypt. At the Crossroads of Global Communication. - Monem, Doaa Abdul; El-Sokkary, Wael; Haddaway, Carol; Bickel, Beverly (ESL Magazine, 2001)
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Report of the Feasibility Study on Distance and Flexible Learning in Papua New Guinea - Moore, Charles R. (2001)
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Homogenized Law: Can the United States Learn from African Mistakes? - Moran, Beverly I. (Fordham International Law Journal, 2001)
This Essay is an attempt to make sense of the author’s experiences working with legal reform in Eritrea. Specifically, what might drive people who are intelligent and informed to create statutes that: (a) probably will not work (the problem of “legal absorption” or ”legal transplants”); or (b) if applied will have adverse consequences. In this Essay, the author: Gives a brief introduction on Eritrea; uses an Eritrean intellectual property example to illustrate why countries adopt laws that seem opposed to their interests; gives a brief history of Africa and the transplantation of Western law; gives a brief history of Tax Law in sub-Saharan Africa; moves to a specific Eritrean example and show why we would expect Eritrea to avoid some of the problems; gives examples of how Eritrea has failed to avoid problems confronted by other sub-Saharan African States; and finally presents a possible explanation for the Eritrean drive toward Western legal models.
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Underdevelopment of primary education in colonial Nigeria, 1943-48 - Mordi, Emmanuel Nwafor (Indian Journal of African Studies, 2001)
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Sexual Behaviors of Female Undergraduates in a Nigerian University: Implications for School Health Education and Services - Moronkola, O. A.; Oso, T.E. (2001)
This study investigated sexual behaviors of female undergraduates attending a Nigerian university. Simple random sampling technique was used to select 25% of all resident undergraduates in the two female residence halls (a total of 500 respondents spread across all faculties in the university.) Through chi square analysis it was found that period of having first sexual intercourse differed among the respondents but most had it when they entered the university. Although respondents did not significantly engage in casual sex 20.8% of them did a concern in this age of HIV/AIDS. Similarly respondents did not significantly engage in prostitution; but 17.80% did also making them prone to HIV/AIDS. Health education counseling and treatment of students against sexually transmitted diseases were recommended. (author’s modified)
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Writing ability and strategies in two discourse types : a cognitive study of multilingual Moroccan university students writing in Arabic (L1) and English (L3). - Mortaji, Latifa El (2001)
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Approaches and methods for updating forestry education programmes. (The case of the Kingdom of Morocco). - Moslemi, Ali A. (2001)
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Quality and indicators of quality in South African education: a critical appraisal - Motala, Shireen (International Journal of Educational Development, 2001)
A major priority for the post-apartheid government in South Africa is the provision of a universal quality education. This article examines quality in the context of education reform, attempts to conceptualise quality, and critically reviews both the discourse and practice of quality interventions in South Africa from the late 1980s to the present. It is argued that work on quality has been influenced by the modernising agenda, and that this has led to two differing research strands. It is also suggested that the work on quality has been affected by the way in which education change is viewed. Three arguments are made in relation to change: that change must be viewed as a process rather than an event; that positive mandated change at the policy and legislation level has not necessarily led to change at the school level; and that education change has emphasised structure and putting systems in place rather than pedagogy and the processes of teaching and learning. The paper concludes by identifying the gaps in policy and research on quality. It calls for more qualitative and empirical school and classroom research, and suggests strategic areas for quality enhancement at the school level.
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Training needs in the provision of early childhood care and development in Lesotho: an empirical perspective - Motlomelo, S.T. (Lesotho Social Sciences Review, 2001)
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Development of human capital in teacher training by open and distance learning in Africa - Motlotle, Kgomotso (Open praxis: the bulletin of the International Council for Distance Education, 2001)
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Proceedings of the mushroom farming training workshop : held in Lilongwe, Malawi on February 12-16, 2001 - Mshigeni, K. E.; Chang, Song; Unops (2001)
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Rethinking School-Based HIV/AIDS Interventions In South Africa - Mukoma, Wanjirû (2001)
Changing behaviour, even that of adolescents who are just beginning to experience and experiment with their sexuality is perhaps the biggest challenge facing HIV/AIDS prevention. In South Africa, youth aged 15-24 years have the highest rates of HIV transmission, and preventive behaviour such as condom use is lax amongst this age group. Increased prevention efforts are required for adolescents and youth, but also efforts to promote health and healthy lifestyle choices within supportive environments. The majority of South African youth attend school, making it an ideal setting in which many HIV/AIDS interventions have been implemented. In keeping with international developments, South African schools are transforming to become health promoting settings. This paper looks at how HIV/AIDS interventions can benefit from the development of the health promoting schools approach. It examines the strategies through which health promotion can be translated into action for HIV prevention and health promotion for South African adolescents. Southern African Jnl Child and Adolescent Mental Health Vol.13(1) 2001:55-66
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Rethinking School-Based HIV/AIDS Interventions In South Africa - Mukoma, Wanllrû (Southern African journal of child and adolescent mental health, 2001)
Abstract Changing behaviour, even that of adolescents who are just beginning to experience and experiment with their sexuality is perhaps the biggest challenge facing HIV/AIDS prevention. In South Africa, youth aged 15–24 years have the highest rates of HIV transmission, and preventive behaviour such as condom use is lax amongst this age group. Increased prevention efforts are required for adolescents and youth, but also efforts to promote health and healthy lifestyle choices within supportive environments. The majority of South African youth attend school, making it an ideal setting in which many HIV/AIDS interventions have been implemented. In keeping with international developments, South African schools are transforming to become health promoting settings. This paper looks at how HIV/AIDS interventions can benefit from the development of the health promoting schools approach. It examines the strategies through which health promotion can be translated into action for HIV prevention and health promotion for South African adolescents.
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Mapping and analysis of air pollution in Nairobi, Kenya - Mulaku, Galcano C.; Kariuki, L. W. (2001)
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Gender Issues in Science, Mathematics and Technology Education in Africa - Mulemwa, Jane N. (2001)
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The Perceived Nature and Extent of Gender Discrimination in the Teaching Profession in Botswana - Mulinge, Munyae M. (2001)
A Research Paper by Prof. Munyae Mulinge, a Lecturer at the School of Humanities and Social Sciences in USIU- Africa
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The Perceived Nature and Extent of Gender Discrimination in the Teaching Profession in Botswana - Mulinge, Munyae M. (2001)
A Research Paper by Prof. Munyae Mulinge, a Lecturer at the School of Humanities and Social Sciences in USIU- Africa
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Teacher training at certificate, diploma and university level in Kenya - Muniu, R. K. (2001)
A paper presented at the 1st East African regional conference on physical, education, sport, health recreation and dance hosted by Makerere University & Kyambogo University,13th - 16th December, 2001
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Education for all in Malawi : the problems and possibilities for girls' schooling - Munthali, Josephine (2001)
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Astronomy Education: The Current Status in Zambia - Munyeme, G.; Kalebwe, Peter C. (Transactions of the International Astronomical Union, 2001)
Abstract There are many interlocking factors determining the introduction of astronomy education in Zambia. The process of infusing this new subject into an education system so centralised as that of Zambia is extremely complex. At school level the process is more complex than at university level, as all syllabuses are developed by a central body, Curriculum Development Centre (CDC) whose priorities are determined by perceived social and economic needs of the country. The prevailing notion in Zambia is that astronomy has no direct bearing on future employment needs. It is therefore not surprising that astronomy is at the bottom of the priority list among school subjects. The recent upsurge of interest in astronomy at the University of Zambia opens up the necessary background for developing astronomy in both school and university curricula. The University has recently formed the Astronomical Society and the Working Group on Space Science in Zambia. Coupled to this are exchange visits and collaborative work between the Physics Department of the University of Zambia and the South-African Astronomical Observatory. In this paper we present a review of the current activities in space science in Zambia and how they relate to the development of astronomy education.
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Financing Business School Education: What Are the Economic Returns and Implications for Africa? - Murinde, Victor (RePEc: Research Papers in Economics, 2001)
To be able to finance their physical assets and working capital costs, business schools mainly raise funds from any or a combination of the following: direct funding by the public sector or the government; income from providing educational services; debt (bank and bond); equity by private owners; public-private partnerships; research grants; and private sector endowment funds. This is a financing decision. But, it is the capital budgeting decision that matters! Business schools have to yield positive economic rates of return to become viable and attractive investment propositions; they must also yield positive non-pecuniary benefits. This paper provides a selective survey of the evidence on the core question of the rate of return to university education, and points out policy implications for business school education in Africa.
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Private universities in the Kenyan higher education experience - Murunga, Godwin R. (Codesria Bulletin, 2001)
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Prospects for combining residential and distance mode of university education in Tanzania - Mushi, Paul S. D. (Utafiti, 2001)
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Prospects for Combining Residential and Distance Mode of University Education in Tanzania - Muslzi, P. S. D. (2001)
Advancement in telecommunication technology has created opportunities for universities to expand residential education beyond the traditional institutional walls. As a result, universities world-wide have or are in a process of embracing distance education. The reforms are necessary to meet challenges of the changing demographics of the student population; broader demand for accessibility and equity in distribution of benefits and costs; and the general global trend in the progression of the role of University education in the broader contexts of economic and social development. The emphasis is on the use of teleinformatics technology and maximising capacity and quality of academic programmes.
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Introduction to insurance:- (Distance learning module for Kenya Methodist university) - Mutuku, Johnbosco Kisimbi (2001)
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Public finance:- (Distance learning module for Kenya Methodist University) - Mutuku, Johnbosco Kisimbi (2001)
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Canadian Planning Education In East Africa. Plan Canada - Mwangi, IK (2001)
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Integrating the needs of persons with disabilities in community infrastructure. A case study of Nairobi city, Kenya - Mwaniki, MaryAnne R (2001)
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Involvement of non-teaching administrators in participatory decision making in public universities in Kenya - Nabakwe-Estambale, Tryphaena (2001)
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In search of a vocation : the case for vocational training in Papua New Guinea - Nadile, Rona Nibeta (2001)
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Vernacular Education and Development: Dilemmas, Struggles and Innovations in Papua New Guinea. - Nagai, Yasuko (Convergence, 2001)
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Curriculum reform and teaching in South Africa: making a `paradigm shift'? - Nakabugo, Mary Goretti; Siebörger, Rob (International Journal of Educational Development, 2001)
South Africa's post-Apartheid Grades 1–9 curriculum, Curriculum 2005, has been introduced with many good intentions and an abundance of perceived educationally correct rhetoric. It requires that teachers make a `paradigm shift' from their old teaching practices to new ones. In order to understand better the processes which might be involved in such a transition, a small study was conducted of the way in which Grade 4 teachers performed the assessment of English reading. The results of the study pose fundamental questions about the manner in which Curriculum 2005 has been conceived and introduced.
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Mine Awareness Education in the Republic of Yemen - Nalya, Aisha Saeed (Journal of Conventional Weapons Destruction, 2001)
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South African Educational Transformation and Sustainable Development: Insights into Educational Reform from Remote Area Schools in QwaQwa. - Napier, Diane Brook; Napier, John D.; Lebeta, Vincent T. (2001)
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Blazing the Trail in Poverty Alleviation Among University Students in Nigeria: The Yola Example - Ndagana, Baba L.; Ogunrombi, S. A. (2001)
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Femininities amongst resident female students at the University of Zimbabwe - Ndlovu, Sitheni V. (2001)
A research dissertation on the problems facing female resident students at the University of Zimbabwe.
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Experiential learning and productivity: Prior experience, reflective practice, deliberate practice and farmers' productivity in Senegal - Ndoye, Abdou (2001)
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Teachers' Reactions to African American Students' Movement Styles - Neal, La Vonne I.; McCray, Audrey Davis; Webb-Johnson, Gwendolyn (Intervention in School and Clinic, 2001)
The public education system in the United States has overidentified African American children as targets for special education. In 1998, figures released by the U.S. Department of Education showed that African American students comprised 21% of all students in special education courses in the United States. Yet, African American students account for only 16.8% of the public school population. Research shows that overidentification is related to ethnicity, poverty, inappropriate assessment tools used by schools, and teacher misperceptions. This article describes teachers' perceptions of African American students' achievement and aggression based on their walking style. Additionally, suggestions are provided for teaching practices and student interactions that promote high student achievement in the classroom and beyond.
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Where is the “Any Key”, Sir? Experiences of an African Teacher-To-Be - Nel, Guillaume; Wilkinson, Liezel (2001)
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Tendency to Cheat during Mathematics Examination and some Achievement-Related Behaviour among Secondary School Students in Lesotho. - Nenty, Johnson H. (IFE Psychologia: An International Journal, 2001)
The most important threat to the credibility of the results of educational assessment in Africa is examination malpractice. Given the many important and vital decisions to which its results are put, assessment is useful only to the extent that it provides the various decisions-making processes with a vital index which, with high degree of confidence, represents the level of ability implied in the certification given to the products of education. Ensuring this is one of the most important aspect of this challenge is curbing the 'rising cases of malpractice and irregularities in the conduct of public examinations" in Africa. In an attempt to contribute a solution to this problem, this study was undertaken to test hypotheses on factors that relate to the tendency to cheat in mathematics examination (TTCME) by secondary school students in Lesotho. Questionnaire data as well as Junior School Certificate (JSC) examination results collected on 717 students were analysed using mainly one-way ANOVA statistical procedure. The results showed that students with different levels of TTCME during mathematics examination differed significantly (p
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The promotion and protection of public health in South Africa through environmental legislation with specific reference to air pollution. - Nepfumbada, Mbulungeni. (2001)
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Examining racial identity statuses as predictors of psychological defenses in African American college students. - Nghe, Linh T.; Mahalik, James R. (Journal of Counseling Psychology, 2001)
The authors examined the relationship between racial identity statuses and the use of psychological defenses in 80 African American college students who completed the Black Racial Identity Attitude Scale (J. E. Helms & T. A. Parham, 1996), Defense Mechanism Inventory (G. C. Gleser & D. Ihilevich, 1969), and the Defense Style Questionnaire-40 (G. Andrews, M. Singh, & M. Bond, 1993). The canonical analysis indicated that pre-encounter and encounter ego statuses were positively related to neurotic psychological defenses as well as defenses of principalization and reversal. The immersion ego status was positively related to immature psychological defenses as well as turning against object and projection. The emersion ego status was positively related to mature psychological defenses as well as turning against object and projection. The authors believe these results provide additional support for J. E. Helms's (1995) racial identity model, because racial identity ego statuses predicted how African Americans managed painful affect. The discussion also focuses on implications of these results for counseling and future research.
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Examining racial identity statuses as predictors of psychological defenses in African American college students. - Nghe, Linh T.; Mahalik, James R. (Journal of Counseling Psychology, 2001)
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Bone biopsy study in the University of Nigeria Teaching Hospital, Enugu, Nigeria: Incidence of bone tumors - Ngokere, AA; Obi, Ikechukwu (Journal of Health and Visual Sciences, 2001)
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An African child in South African multi-racial high school : socio- educational perspective in Empangeni Region - Ngubane, Duduzile Mayvis (2001)
Submitted to the faculty of Arts in fulfillment of the requirements for the degree of Master of Arts in Sociology in the Department of Sociology at the University of Zululand, 2001.
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From policy to practice : aspects of the South African schools' act - Ngubane, Siphiwe Sixtus (2001)
Submitted in fulfilment of the requirement for the degree of Master of Education to the Faculty of Education in the Department of Philosophy of Education at the University of Zululand Durban-Umlazi campus, 2001.
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Sources and incidence of occupational stress among Zimbabwean teachers: research findings and their implications - Nhundu, Tichatonga J. (Mosenodi, 2001)
The present study investigated the sources and incidence of self-reported teacher stress in a context in which selected demographic characteristics and school variables were incorporated in the research design. The results of the survey of 478 teachers who completed a self-administered occupational stress questionnaire revealed that 36.03% teachers rated their work as either very stressful or extremely stressful. Results also showed that biographical characteristics of the research sample mitigated self-reported teacher stress. Male and rural teachers found their work to be more stressful, while severity of self-reported teacher stress diminished with teaching experience. Implications of the results of this study were explored and several recommendations made.
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Aid administration of bilateral, multilateral and non-government organisations in the primary education sector: A comparative case study analysis of Zambia - Nkhoma, Patrick (2001)
This is a study of the administration of aid by bilateral, multilateral and non-government organisations in Zambia during the period 1990 to 2000. The particular purpose of this study is to compare the aid programs administered by the above organisations to the primary education sector using a case study approach. The study critically analyses how the performance of these organisation is or is not influenced by setting clear objectives, by elaborating planning processes and implementation arrangements. The study uses a matrix table developed through a NUD*IST retrieval reports generated from the data collected from each organisation’s documentation and in-depth interviews with key personnel. The study responds to five key research questions. These are: (a) what are the dominant objectives for each program: (b) how these objectives are structured: (c) what is the nature of the planning process: (d) what are the main channels for executing the programs: and what are the outcomes of the programs. The findings show that the aid organisations in the study have played a major role administering primary education sector programs through the provision of finance and technical assistance, however, most of these organisations, especially the bilateral and multilateral organisations, have not been very effective in delivering value to Zambia’s primary educations sector. Even though bilateral and multilateral aid organisations may have clearly defined objectives and elaborate planning processes, they normally use other agencies to implement their programs. The research shows that this causes loss of focus and control which consequently affects the performance of the programs. Non-government organisations, the third category of aid organisations, on the other hand, are directly involved in the implementation of the programs even though they may have no set objectives or elaborate planning processes. Their approach is to involve the members of the local communities in the selection and planning of specific projects based on local need. These organisations, therefore, register better performance as they maintain more control and are unable to ensure more successful outcomes.
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Biochemical indicators of marine pollution in the Douala lagoon, Cameroon - Nnane, Daniel Ekane; Oben, PM (2001)
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Aspects of gender and mathematics : a case study of some secondary schools in Kenya - Nock, Sylvia (2001)
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Nation Building and the Challenges of Higher Education Transformation in South Africa - Notshulwana, Mxolisi (2001)
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The effect of health and nutrition training among health workers on Anaemina in rural areas of Tanzania : a study in Iramba and Kondoa district - Nyagawa, Daniel (2001)
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Climate Change: Africa and COP 6bis - Nyongesa, Kituyi; Eriksen, Siri (2001)
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The Quality of Education: Some Policy Suggestions Based on a Survey of Schools--Kenya. SACMEQ Policy Research Report. - Nzomo, Juliana; Kariuki, Mary; Guantai, Lilian (2001)
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Communicative Approaches To Teaching English in Namibia: The Issue of Transfer of Western Approaches To Developing Countries. - O’Sullivan, Margo C. (2001)
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The inset strategies model: an effective inset model for unqualified and underqualified primary teachers in Namibia - O’Sullivan, Margo C. (International Journal of Educational Development, 2001)
The problem of significant numbers of unqualified and underqualified primary teachers is critical in some African countries. As INSET (In-service Education and Training) is the only training these teachers receive, effective INSET practice is of concern to INSET planners seeking to address this problem. This article explores effective INSET strategies: the criteria for effectiveness being implementation of the training in the classroom. It presents an effective cyclical INSET model, entitled the INSET Strategies Model, which was used to guide a three-year (1995–1997) INSET programme for 145 unqualified and underqualified primary teachers in Namibia. The programme sought to develop teachers' basic teaching, English Language Teaching (ELT) and learner-centred skills, in order to support their efforts to implement reforms related to ELT introduced in Namibia in the early 1990s. The article discusses the stages of the model, each of which corresponds to an INSET strategy: needs assessment, organisation, determination of content, training process, follow-up and evaluation. The underlying change framework of the model, particularly the extent to which it takes micro-implementation factors into account, is offered as one explanation for its success. These factors are the objective and subjective realities within which teachers work.
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The Importance of Pastoralists' Indigenous Coping Strategies for Planning Drought Management in the Arid Zone of Kenya - Oba, Gufu (Nomadic Peoples, 2001)
Drought survival among pastoralists in Africa is increasingly becoming arduous. Each drought results in dislocation of the poor, despite massive hand-outs of famine relief by governments and donors. Indeed, drought survival involves survival of the fabrics of the social security systems that must depend on survival of livestock, the ability to grow crops, marketing of the produce and sharing the resources (Sobania 1979). Development programs might alleviate problems of food insecurity on a sustained basis if the people are helped to revive indigenous means of coping. This has not happened because improved knowledge of indigenous coping strategies, which is essential for developing food security policy, is lacking. Food entitlement (Sen 1986) and resource use conflict models (Oba 1992, Macrae and Zwi 1994, Hendrickson et al. 1996) have been used to analyse causes of food insecurity. Famine or hunger is attributed to the decline in food entitlement (Sen 1986) by individuals and the community at large. Food entitlement can be threatened by political conflicts rooted in resource use conflicts. In turn, resource use conflicts between different ethnic groups are partly blamed on lack of clear definition of resource tenure rights. The conflicts have implications for sustainable food security in Africa. Drought and insecurity combined have resulted in abject poverty (2) (Olsson 1993, Glantz 1987, Fratkin 1997a), whereby deteriorating conditions of food security and the breakdown of the traditional pastoral economy is pointing to an uncertain future (Getachew 1995). Worsening conditions of food security are occurring as interventions by states and international NGOs are decreasing. Several reasons exist for this state of affairs. First, development took no notice of the indigenous coping strategies of the pastoralists, their goals and aspirations (Grandin and Lembuya 1987, Hogg 1990). Second, because coherent government policies on drought are lacking, failure to reduce drought losses is frustrating the development efforts. (3) Third, programs designed to help the pastoralists did not integrate their coping strategies into drought management plans (Huss-Ashmore and Katz 1989, Baxter 1994, IUCN 1991). There are many reasons why development programs should understand pastoralists' traditional coping mechanisms. First, coping strategies that are being lost need to be preserved for the future generations (Bellin 1994). Second, it is worthwhile to understand why a system that had previously functioned in the absence of outside intervention is suffering ecological and economic pressures (Turton 1985). Third, drought management planning itself will benefit from understanding how the societies respond to normal extensions of eco-climatic variations and cope with disasters. Fourth, improvement of food security is more likely to result from strengthening the indigenous coping strategies than from introducing new ones (Huss-Ashmore and Katz 1989). Fifth, because their coping strategies are a major component in the survival of pastoralists, drought management plans which ignore them will probably not be sustainable (The World Bank 1995). Sixth, understanding the collapse of pastoralists coping strategies during the past decades may provide improved understanding of the crises likely to recur during the future (4) (Anderson and Johnson 1988). These factors reaffirm the need for improved knowledge of the root causes of poverty, and measures to mitigate the problem. The factors have not been analysed to present regional perspectives. This paper describes indigenous coping strategies among seven major pastoralists, one small peripatetic group and one small hunter-gatherer community in Northern Kenya: the Booran, the Gabra, the Rendille, the Ariaal, the Sakuye, the Samburu, and the Turkana--all major pastoralists--and the small non-pastoral groups of the peripatetic Lkunono and the foraging Ndorobo (Fig. 1). This study offers a comparative analysis of the indigenous drought coping strategies of the pastoralists and the minority peoples of Northern Kenya. …
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A Comparison of Values and Aspirations of the Members of the Board of Trustees and of the Faculty at Two Theological Schools In Kenya - Ochola, John N. (2001)
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Parental Knowledge, Attitude and Practice of Family Life: Education in Apata Town of Ibadan, Nigeria - Odimegwu, Clifford; Bamisile, Toyin Abimbola; Okemgbo, Christian N. (Journal of Social Sciences (Print), 2001)
It has been noted that many adolescent-focused programmes in Nigeria have not been successful because they lack parental support. Yet no attempt has been made to examine what the parents know about family life education. The process of imparting both factual knowledge about human development, sexual relationships, preparation for parenthood, pregnancy, contraception and sexually transmitted infections and also values is called family life education. Though experts agree that the home is the best place to begin family life instruction, parents themselves are sometimes reluctant and uncomfortable as discussion of these topics may be embarrassing or even a taboo to them. They may not be knowledgeable about family life education. The researchers carried out this descriptive and exploratory study to investigate the perception and attitudes of parents to family life issues and education in a Nigerian suburban community.The result shows that out of the 200 families interviewed, seventyfour percent have heard of family life education; their personal interpretation of family life education is right; ninety-two percent believe the youths need guidance and counseling on sexual matters; fifty-eight percent have ever discussed family life issues and mostly on menstruation and seventy-seven percent believed parents are the best family life educators. The major causes of premarital sex are ignorance and lack of information. Majority of the parents do not believe that sex education will lead to sexual promiscuity. Many also indicated their willingness to participate in a sex education programme for parents, to improve their capacity to deliver home-based family life education. Policy and research implications of the study are discussed.
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HIV/AIDS: Knowledge, Attitudes and Beliefs Among University of Botswana Undergraduate Students - Odirile, Lucky W. (African Symposium: An On-Line African Educational Research Journal, 2001)
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Further education and training in South Africa - a quest for redress, social justice and economic development - Odora-Hoppers, C.A. (2001)
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United Nations Convention to Combat Desertification in Those Countries Experiencing Serious Drought and/or Desertification, Particularly in Africa of June 17, 1994 - Oellers-Frahm, Karin; Zimmermann, Andreas (2001)
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Impact of climate change on agriculture and farmers coping strategies in the Upper East Region of Ghana - Ofori‐Sarpong, E. (West African Journal of Applied Ecology, 2001)
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African Novels in the Classroom (review) - Ogede, Ode S. (Research in African Literatures, 2001)
Skillfully written, a study guide can deepen students' understanding of its subject and can also provide useful teaching tips for the teacher. One can, admittedly, read novels, for example, with no regard for their narrative strategies, context, or form. Nevertheless, the effect of a consummate novel, be it complex like Wole Soyinka's The Interpreters (London: André Deutsch, 1965) or simple like Chinua Achebe's Things Fall Apart (London: Heinemann, 1958), is intimately connected with its style and language of expression. Unless a study guide promotes a surer eye for form and alerts its users to the nature and function of style, unless a study guide on the novel, in particular, helps its users to come to grips with what endows a novel with its staying power, much of the meaning and impact, nay, the significance, of a novel will be lost. What is more, a novel written in and about a culture that is not the reader's own requires accurate background information to be properly appreciated. When ill-informed readers misinterpret the novel, they perpetuate an act of violence on literature, so to say, because they not only drain it of its energy, they also tarnish the image of the authors whose works they discuss and the whole tradition within which the writing itself is rooted.
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Norplant contraception in the University Of Nigeria Teaching Hospital (UNTH) Enugu: A six year review (1992-1997) - Oguanuo, TC (DOAJ (DOAJ: Directory of Open Access Journals), 2001)
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Embracing the prophetic ministry for a better Kenya: the role of Catholic education in the promotion of good governance in Kenya - Ogula, P.A. (African Christian Studies, 2001)
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The evaluation experience of primary and secondary education projects in Kenya - Ogula, Paul (2001)
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Maxillary antral carcinoma. A five year Study at the Lagos University teaching hospital (LUTH) Nigeria - Ogunlewe, MO; Somefun, Abayomi O.; Nwawolo, C C (Nigerian Journal of Clinical Practice, 2001)
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Internet Access and Usage by Students of the University of Botswana - Ojedokun, Ayoku A. (African Journal of Library, Archives and Information Science, 2001)
This study focused on Internet access and usage by students of the University of Botswana. It investigated the adequacy of provision of access to, and the usage (in terms of use and misuse) of the Internet by the students, as well as the problems the students faced in its use. The study revealed that computers with Internet facilities at the time of this study were inadequate hence many of the students did not have access. It revealed that although quite a number of the students were aware of the immense benefits of its use to academic studies, they lacked the necessary searching skills to make effective use of the Internet for this purpose. It also revealed that because of the lack of effective searching skills, those who had access used it essentially to search and retrieve information on entertainment, sports, and news from around the world. The study noted that the University has greatly influenced the students' use of the Internet to access information. (African Journal of Library, Archives and Information Science: 2002 11 (2): 97-108)
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The Challenges of Teaching In-Service Statistics Courses in Tertiary Business Schools in Nigeria - Oke, Joseph S.; Polytechnic, Federal (2001)
Business students in Nigerian tertiary institutions ( universities and polytechnics ) offer a wide variety of general education, foundation and professional courses within their study period of four years. In polytechnics, students undergoing diploma programmes in business studies, accountancy, marketing, insurance and banking take compulsory foundation courses in business statistics during the first or second year of their study. While these courses vary in number and scope across careers, there is a high degree of similarity in content and scope of such courses in same or similar careers in different institutions. This is largely attributable to the existence of common curricula developed jointly with The National Board For Technical Education (NBTE), the accrediting institution for polytechnics in Nigeria. These courses are taught to students not as would-be academics (in statistics) or professional statisticians but as professionals who would apply statistics to their professions. Though there exists presently a raging controversy on who should teach these in-service courses, they are in most cases taught by professionals in the ‘home’ departments of the students. In a few cases, lecturers in the various departments of statistics and/or mathematics also handle these courses. A number of problems are encountered in the process of instruction most of which are not peculiar to Nigeria as highlighted by several other authors (Day et al, 1990; Srivastava et al, 1985; Gandhi et al, 1991). 2. The Challenges
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A conducive environment for inclusive education: some experiences from north-eastern Uganda - Okwaput, Stackus (2001)
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Indications for the extraction of impacted third molars in a semi-urban Nigerian Teaching Hospital - Olasoji, H O; Odusanya, S A; Ojo, MA (Nigerian Postgraduate Medical Journal, 2001)
Medical records and radiographs of 450 consecutive patients that had extractions of impacted third molars at a semi urban Nigerian Teaching Hospital were studied to highlight common indications for such extraction. Infections accounted for majority (69.6%) of third molars extracted at the lower jaw, followed by periodontal pocket formation distal to second molars (12.5%). Caries, cysts, jaw fractures and neoplasm were respectively responsible for 5.7%, 0.6%,0.5% and 0.3% of impacted lower third molars extracted. Obscure jaw pain (48.4%) was the most common reason for removing impacted upper third molars. Only 2 (3.2%) upper third molars were extracted because of infections. Since pericoronitis was the most common indication for the extraction of impacted lower third molars, it was suggested that where resources for third molar surgery are limited, it may seem reasonable to prioritise removal of asymptomatic third molar covered by soft tissue alone.
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Socialisation, language and learning in a Somali diasporic community in Rinkeby - Olgaç, Christina Rodell (2001)
This article is based on interviews with nine Somali educators1 and ten parents on questions concerning socialisation, language and learning for Somali children in the diaspora in Sweden. According to a report by the National Integration Office, the Somali population in the country is about 18,500 people, most of whom are either born or arrived in Sweden in the 1990s after the outbreak of the civil war in Somalia. In terms of age, the Somali community is a very young group with the proportion of children under ten years of age being approximately 35 per cent. The largest Somali community in Sweden about 30 percent live in the Stockholm area and especially in the suburbs of Tensta and Rinkeby (Integrationsverket, 1999). The article is structured in five parts. The first part will give a short background on the linguistic situation in Somalia. The second will briefly look at socialisation, language and learning in Somalia. The third will highlight aspects on the meeting different practices in the school systems in Somalia and Sweden and in the fourth I will turn to the role of the Somali educators. I will then conclude with the changes that according to the Somali educators and parents are taking place in the diaspora in Sweden.
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Gender Equity: Issues and Interventions in Girls Education in Tanzania - Omari, I.M. (Papers in Education and Development, 2001)
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Strengthening Higher Education Research and Development in Nigeria--Contributions from Japanese System - Omoif, Cheistiana Nkechi (大学論集, 2001)
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The Dilemma of Women in Adult Literacy Education Programme in Benin Metropolis - Omoruyi, F. E. O. (Indian Journal of Adult Education, 2001)
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Knowledge, attitude and practice on substance use among high school students in Nairobi, Kenya - Ong’ang’o, Jane Rahedi (2001)
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The 'Impact of Massification on higher education in public universities: a Kenyan example - Ongong’a, Jude J. (2001)
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Gender equity in students enrolment in the universities in Nigeria - Onokala, P.C.; Onwurah, Christy U. (2001)
This report discusses the gender equity and patterns of student enrolment at universities in Nigeria.  The author discusses global massification at all levels of education.  He emphasises that the percentage of female students remains low, especially at higher education levels.  Amongst the conclusions drawn, is the fact that the highest percentage of female students enrolled in Arts-based faculties, while the Science-based faculties had registered the lowest percentage.  This scenario indicates that men dominate technical courses which lead to positions of power and higher income.  Most women are still in traditional professions that are considered to be the natural extension of their roles of wife and mother.  Since the majority of Vice Chancellors in Nigerian Universities are male, they overlook the gender issue.
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Teaching Hospital Perspective of the Quality of Trauma Care in Lagos, Nigeria - Onwudike, Madu; Olaloye, Olufemi A.; Oni, O.O.A. (World Journal of Surgery, 2001)
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A survey of recreational facilities in Southern Botswana schools for children with disabilities - Onyewadume, I.U.; Nwaogu, P (Mosenodi, 2001)
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A survey of recreational facilities in Southern Botswana s chool s for children with disabilities - Onyewadume, Paul; Ignatius; Nwaogu (Mosenodi, 2001)
This study surveys the existing recreational facilities in Southern Botswana schools for children with disabilities. All the 14 schools for individuals with disabilities in Southern Botswana were used for the study. The recreational facilities considered included archery, bowling and goal ball facilities, swimming pools, badminton, basketball, handball, net-ball, tennis and volleyball courts, soccer and softball pitches. Using the statistic for the test for significance of proportions, at 0.05 alpha level, it was observed that the proportion of archery, bowling and goal-ball facilities; badminton, handball, net-ball and tennis courts and softball pitches in the schools were not significantly provided for by the schools' managements. However, the proportion of basketball and volleyball courts, soccer pitches, swimming pools and table tennis boards provided were not significantly different from the 0.5 (50%) chosen as the expected proportion. Hence these were accepted as having been adequately provided for. The researchers recommend assistance from individuals, non-governmental organisations and the government of the Republic of Botswana for the provision of more recreational facilities for these children with special needs.
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Sports as a means of preventing conflicts in Higher Education in Africa - Onywera, V.O.; Andanje, M.; Simiyu, Wycliffe W Njororai (2001)
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Secondary school teachers and the emotional abuse of children: a study of three secondary schools in Gaborone, Botswana - Osei‐Hwedie, Kwaku; Hobona, Alice K. (Journal of Social Development in Africa, 2001)
Teachers and other human service professionals have crucial roles to play in the provision of social programmes to support and protect children from violence and abuse. The objective of this study, therefore, was to find out the extent of the knowledge and understanding of emotional abuse held by teachers; their ability to identify children showing symptoms of such abuse, their personal feelings about, and experience with, emotional abuse and their awareness of support and other available services in the community. Thirty five teachers from three government community junior secondary schools participated. Overall, it was found that most teachers knew of emotional abuse and its aspects. However, about a third of them had no knowledge of emotional abuse or how to identify signs of abuse in children. It was also found that teachers do not consider their jobs entail providing support for abused children. From the data, it is evident that teacher training and in-service programmes must equip teachers with the skills to enable them contribute effectively to the prevention and management of emotional abuse of children. Journal of Social Development in Africa Vol 16 No 1 2001, pp. 139
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An Evaluation of Women's Literacy Education Programme in Midwestern Nigeria - Osunde, A. U.; Omuruyi, F.E. (Indian Journal of Adult Education, 2001)
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Education, Gender, and Democracy in Kenya - Otiende, James E.; Njoroge, George (2001)
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Education for Sustainable Development. Experiences from Kenya - Otieno, Dorcas (2001)
The paper reviews environmental education for sustainable development initiatives in Kenya. It focuses and consequently recommends the integration of environmental action learning (EAL) into the school curricula as a strategy for sustainable development. This approach to education encourages practical learning and problem solving. It gives learners opportunities to participate actively in learning and exploring their surroundings to make wise decisions and choices about their environment. This is illustrated by the example of the Africa Eco-school Project initiated and co-ordinated by the Environmental education center Nairobi under the auspices of the Kenyan organization of Environmental Education (KOEE). The project has the National Kenyan chapter (NEAL) as well as the Eastern and Southern Africa regional chapter (REAL).
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Mechanisms of drought management by African pastoralists - Owino, JO (2001)
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Urbanization and environmental pollution in Kenya - Owuor, SO (2001)
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Planning Health Education: Internet and Computer Resources in Southwestern Nigeria - Oyadoke, Adebola A.; Salami, Kabiru K.; Brieger, William R. (The International Quarterly of Community Health Education, 2001)
The use of the Internet as a health education tool and as a resource in health education planning is widely accepted as the norm in industrialized countries. Unfortunately, access to computers and the Internet is quite limited in developing countries. Not all licensed service providers operate, many users are actually foreign nationals, telephone connections are unreliable, and electricity supplies are intermittent. In this context, computer, e-mail, Internet, and CD-Rom use by health and health education program officers in five states in southwestern Nigeria were assessed to document their present access and use. Eight of the 30 organizations visited were government health ministry departments, while the remainder were non-governmental organizations (NGOs). Six NGOs and four State Ministry of Health (MOH) departments had no computers, but nearly two-thirds of both types of agency had e-mail, less than one-third had Web browsing facilities, and six had CD-Roms, all of whom were NGOs. Only 25 of the 48 individual respondents had computer use skills. Narrative responses from individual employees showed a qualitative difference between computer and Internet access and use and type of agency. NGO staff in organizations with computers indicated having relatively free access to a computer and the Internet and used these for both program planning and administrative purposes. In government offices it appeared that computers were more likely to be located in administrative or statistics offices and used for management tasks like salaries and correspondence, limiting the access of individual health staff. These two different organizational cultures must be considered when plans are made for increasing computer availability and skills for health education planning.
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Contraceptive use at the family planning clinic of the University of Nigeria Teaching Hospital, Enugu, Nigeria - Ozumba, B (Public Health, 2001)
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Contraceptive use at the family planning clinic of the University of Nigeria Teaching Hospital, Enugu, Nigeria - Ozumba, Benjamin C.; Ibekwe, PC (Public Health, 2001)
During the five year review period (January 1993-December 1997), 19,470 clients visited the family planning clinic of the University of Nigeria Teaching Hospital, Enugu. Of these, 2402 clients (12%) were new patients and 17,068 (88%) were old patients. Among the new clients, 2262 (94%) eventually accepted a contraceptive method. The majority of the women (60%) chose the intrauterine contraceptive device (IUCD), 20% chose the injectables, while bilateral tubal ligation and norplant were chosen by 8% and 7%, respectively, of the clients. The oral contraceptive pill was the least popular (1%). Variations in the pattern of contraceptive use among clients at the family planning clinic were discussed. Measures to increase the contraceptive prevalence, and particularly strategies to meet the specific contraceptive needs of clients at the clinic, were also examined.
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Preserving Order Amid Chaos: The Survival of Schools in Uganda 1971-86 - Paige, John Rhodes (International Journal of African Historical Studies, 2001)
To say that education in Africa is under stress is all to obvious. News reports from that continent seem to describe only war and violence, poverty and malnutrition, corruption and mismanagement, or natural disasters that destroy or threaten already frail infrastructures - most news from Africa is bad news. When an education system survives in a country like Uganda, long subjected to the whims of despotic leadership, it warrants an investigation. This book tells the story of four senior secondary schools during a time of war and intractable social conflict, examining a complex topic through multiple perspectives such as documentary history, oral history, ethnography, and organization theory. The author develops a broad picture of the Amin/Obote years and the accompanying political and social chaos in Uganda, while at the same time filling in the crucial details essential for developing an understanding of school survival in the Kaborole District. The author's intensive field work gives this study a unique dimension: by preserving a record of African voices - students, teachers, parents, alumni, board members, community leaders - a rich tableau of theh local conditions for school survival emerges. At the same time the discussion is situated within the larger Ugandan historical and political context, thus offering an excellent example of the application of multiple research perspectives to a complex social, cultural and political setting.
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African American and Teaching in Higher Education IS a Course on Race and Culture - Parker, Carole G.; Lucas, Emma T. (2001)
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THE IMPACT OF RACE UPON COPING AND SOCIAL SUPPORT AMONG AFRICAN AMERICAN AND CAUCASIAN PARENTS OF CHILDREN WITH DEVELOPMENTAL DISABILITIES - Parmar, Sheetal Pravin (2001)
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Researching Student Identities and Addressing AIDS in Botswana and Zimbabwe Institutions of Higher Learning - Pattman, Rob (Pula: Botswana Journal of African Studies, 2001)
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Teacher Education, Leadership, and Disciplinary Practices: Exploring Ethic, Power, and Privilege in the Education of Exceptional African American Learners - Patton, James M.; Townsend, Brenda L. (Teacher Education and Special Education, 2001)
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Imagining Immigration: Inclusive Identities and Exclusive Policies in Post-1994 South Africa - Peberdy, Sally (Africa Today, 2001)
The re-creation of South Africa in 1994 as an inclusive democracy in which the state, for the first time, represents all of the country's citizens has led to a new interest in immigration. This paper documents the development of new state discourses and exclusionary immigration policies since 1994. This paper examines these new fears about immigration, and the seeming contradiction between the immigration policies of the post-1994 South African state and its apparent commitment to democracy, inclusivity, and human rights. These developments are placed within the context of the construction of its new nation-building project and national identity. This paper argues that a shift toward citizenship and inclusivity as markers of belonging has led, paradoxically, to an exclusive and increasingly restrictionist immigration policy.
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ATTITUDES TOWARDS HANDICAPS IN SOUTH AFRICAN AND INDIAN UNIVERSITY STUDENTS - Peltzer, Karl (Psychological Reports, 2001)
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FACTORS AFFECTING BEHAVIORS THAT ADDRESS HIV RISK AMONG SENIOR SECONDARY SCHOOL PUPILS IN SOUTH AFRICA - Peltzer, Karl (Psychological Reports, 2001)
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PERCEPTION OF ILLNESS AMONG SECONDARY SCHOOL PUPILS IN SOUTH AFRICA: MALARIA, TUBERCULOSIS, HIV/AIDS, AND ALCOHOLISM - Peltzer, Karl (Psychological Reports, 2001)
The study investigated beliefs of 121 high school students in Grade 11 about people who are ill with malaria, tuberculosis, HIV/AIDS, and alcoholism. The sample of Black pupils were chosen at random from two rural secondary schools in one region in the Northern Province of South Africa. Analysis indicated that HIV/AIDS was clearly distinguished from the other three illnesses by being seen as the least easily cured, having the most gradual onset, being the most contagious, showing the least look of illness, and the patients being likely those most blamed for their illness.
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PSYCHOLOGICAL CORRELATES OF SUBSTANCE USE AMONG SOUTH AFRICAN UNIVERSITY STUDENTS - Peltzer, Karl; Malaka, Dorothy; Phaswana‐Mafuya, Nancy (Social Behavior and Personality, 2001)
The present study sought to investigate the relationships between substance use and psychological variables among 799 first-year South African university students chosen by random sampling. Psychological correlates (in terms of minor psychiatric morbidity, perceived stress, sensation-seeking, self-esteem, subjective health, and anomia) of substance use were found to be associated with the use of specific substances. Sensation-seeking was associated with the use of cannabis, alcohol and tobacco; minor psychiatric morbidity with cannabis and alcohol use; and anomia with cannabis use. Logistic regression on cannabis use identified male gender and sensation-seeking as independent predictors for current cannabis use.
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School access: children with motor disabilities in rural Uganda - Penny, Anne Marie (2001)
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Listen to Their Teachers' Voices: Effective Reading Instruction for Fourth Grade African American Students. - Perkins, J. Helen (Reading Horizons, 2001)
This study identifies effective teaching methods that can enhance the reading skills of fourth grade African American students. Focus group interviews were conducted with 21 teachers. The teachers identified independent reading and writing, phonics and vocabulary, teacher modeling, the use of multicultural materials, engagement of parental involvement, incorporating prior knowledge, and cooperative learning as the methods they believed were most effective with this group of African American fourth grade students. This study provides a voice for educators. These findings also offer support for prior research, which has suggested that these methods are significant to enhance the reading skills of African American students. Listen to Their Teachers' Voices: Effective Reading Instruction for Fourth Grade African American Students J. Helen Perkins Southern Methodist University
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Refinement of modelling tools to assess potential agrohydrological impacts of climate change in southern Africa. - Perks, Lucille Annalise. (2001)
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Understanding HIV Transmission Dynamics in a University Student Population in South Africa: A Qualitative Systemic Approach - Petersen, Inge; Bhagwanjee, Anil; Makhaba, Luvuyo (Journal of Psychology in Africa, 2001)
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Encouragement and Ethnicity in African American College Students - Phelps, Rosemary E.; Tranakos-Howe, Sarah; Dagley, John C.; Lyn, Michelle King (Journal of counseling and development, 2001)
Encouragement and ethnicity were examined in 112 African American college students attending 2 historically Black colleges and universities (HBCUs) and a predominantly White institution (PWI). Results indicated a positive relationship between Ethnic Pride and View of Others for the HBCU group and positive relationships between Ethnic Pride and the Encouragement Scale for the PWI group. Ethnic Worry was negatively correlated with the Encouragement Scale for both groups. In addition, Ethnic Discrimination was negatively correlated with Openness to Experience for the PWI group. The usefulness of conceptualizing encouragement and ethnicity together for African American college students and practice implications are discussed.
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Religious confusion : Christian Education South Africa v Minister of Education 2000 (4) SA 757 (CC) - Pieterse, Moira (2001)
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ANXIETY AMONG UNIVERSITY STUDENTS IN SOUTH AFRICA - PILLA, A. L. (Psychological Reports, 2001)
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ANXIETY AMONG UNIVERSITY STUDENTS IN SOUTH AFRICA - PILLA, A. L. (Psychological reports, 2001)
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Fated, Overlooked, and Disregarded: African American Mathematics Education - Powell, Arthur B.; Reynolds, Steven J. (2001)
There is a growing body of research on the academic achievement of students which addresses the disparity between the mathematics achievement of African Americans and European Americans. In an effort to understand this disparity, researchers usually focus on unsuccessful African American students instead of examining the experiences and perceptions of successful ones. If the problem of achievement differences is to be addressed, we must try to understand the experiences and perceptions of successful African Americans students rather than just studying the academic challenges of unsuccessful ones. 17,20,31 Moreover, the challenges of unsuccessful students must be examined broadly and many of our assumptions about these students must be reexamined. This disparity in achievement is not a problem solely for African American students or their communities. It is a problem for society as a whole and will become more severe if not addressed as the demographics of the country change. Currently, 31 percent of the United States population under the age of eighteen are students of color, with census forecasters predicting that by the year 2020, 48 percent of this population will be students of color.34 Blaming these students for their academic failure does not lead to solutions for the problem and may actually acerbate it. Reformation of educational policies and methodologies, among other reforms, must be initiated to reach this burgeoning population. Fortunately, we are currently in the midst of mathematics education
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Mentoring and prospects for teacher development : a South African perspective - Probyn, Margie; Mescht, Hennie van der (2001)
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Climate change and climate variability in dryland West Africa - Put, M.J.M.J.; Jellema, Pleuntje; Veldhuizen, Els; Zaal, Fred; Verhagen, A. (2001)
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Teacher education in Papua New Guinea : policy and practice 1946-1996 - Quartermaine, Pamela Anne (2001)
This was a study in Papua New Guinea (PNG) of the planning and implementation of a new three-year teacher education programme, the Diploma in Teaching (Primary). What the indigenous staff in the nine residential colleges did to introduce the programme between 1991 and 1993, was seen at the outset by the writer to be an important culmination of all that preceded the innovation. The context, therefore, is detailed historically for the 50 years from 1946 to 1996, indicating teacher training and teacher education policy development, the process of staff localisation (indigenisation) and college programme evolution. The pioneering work of indigenous PNG school teachers was a significant contribution to the country's development, consequently the way they were prepared for their work and roles was a useful investigation. The need for education was apparent as the training and employment of indigenous people accelerated at all levels in the workforce. Political Independence in 1975 heralded withdrawal of many Australian Public Servants. Papua New Guinea's contacts with the wider world were assisted by those proficient in the English language and modernisation demanded 'international standards', a term used by a Prime Minister, Sir Julius Chan. All of the changes over fifty years required a person to be educated differently than before. The study involved collecting data through multi-site and multi-method means as follows: Observations and interviews of lecturers in colleges and a survey with administrators at the end of the first year of the Diploma implementation; an analysis of staff reports, which had been written in each of the three years, and an examination of the responses to a questionnaire sent to colleges at the time of the graduation of their first Diploma cohort. The instruments were designed for this study. The historical data were located in a range of official and private documents, and secondary sources, as well as conversations with people who earlier served in PNG (and personal experience). The analysis fitted together the story of teacher education in Papua and New Guinea. It is written mainly from a government policy perspective although data included material from college staff, Christian church agencies, universities and involved national, provincial and international groups and individuals. Limitations to the study may be partly associated with paucity of access to official records and transient key actors due to a 'developing country' situation. In terms of findings of the study data show that new policies need to be clear if they are to be implemented as planned and adopted not adapted; the possibility in a joint working relationship of tensions between Church agency goals and Government objectives and responsibilities; cross-cultural communication is a requirement and can never be assumed to be effective; assistance for a young country needs to start from where it sees itself; dissonant events and timing between host country and donor agency require nonthreatening processes for adjustment and timing of intervention is important; the fragility of modem structures needs to be taken into account when planning change; ownership is crucial to meaningful participation by a developing country; a vision for change needs to be clarified with the teacher before commencement as failure to do so results in interpretation and action even more varied than normal; in a culture where criticism is not normally in public or the classroom, educational research documents, even if constructively critical, may not be read and there is a need for understanding continuity, overall policy formulation and coordination of implementation. The thesis may assist volunteer staff agencies recruiting for a developing country setting, teacher educators, policy-makers, external funding agencies, indigenous leaders and historians.
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New sites of South Ethiopian rock engravings : Godana Kinjo, Ejersa Gara Hallo, Laga Harro, and remarks on the Šappe-Galma school - Quellec, Jean-Loïc Le; Abegaz, Gizachew (Annales d'Ethiopie, 2001)
Summary : We present here three totally new sites discovered in 1999-2000 by Gizachew Abegaz in the area of Dilla, as well as new data on a site already known, that of Soka Dibica, before setting the whole back in the regional artistic context of the Sappe-Galma school.
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Women defining the horizons: adult education in a rural community in South Africa 1979-2000 - Rajuili, Khanya (2001)
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Vision problems among children with oculo-cutaneous albinism attending special education schools in the Northern Province of South Africa - Raliavhegwa, Mashudu (2001)
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Cooperative small-group learning in mathematics: a Botswana study of student behaviours and perceptions - Ramatlapana, Kim; Vlaardingerbroek, B. (Mosenodi, 2001)
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Factors contributing to the perceived effectiveness of the Kip McGrath Education Centres at Newholmes, Pietermaritzburg in KwaZulu-Natal, South Africa. - Ramnath, Linda Pearl. (2001)
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The leadership role of the principal in managing and supporting curriculum change in South African schools - Ramparsad, Sherin (2001)
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The validity of the Cognitive Assessment System (CAS) as a fair diagnostic instrument in South African schools - Reid, Karen Dale (2001)
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The validity of the Cognitive Assessment System (CAS) as a fair diagnostic instrument in South African schools - Reid, Karen Dale (2001)
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Parent training in head start: a comparison of program response among African American, Asian American, Caucasian, and Hispanic mothers. - Reid, M. Jamila; Webster‐Stratton, Carolyn; Beauchaine, Ted (Prevention Science, 2001)
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British Contributions to Medical Research and Education in Africa After the Second World War - Reynolds, LA; Tansey, EM (2001)
The Witness Seminar on British Contributions to Medical Research and Education in Africa after the Second World War was a broad subject addressed by Witnesses with an extraordinary wealth of diverse talent and experience, directed by the chairman, Professor David Bradley. Differences in health services, research and medical education between British East and West Africa over the period to 1980 were discussed, including the effects of the transition from colony or protectorate to independent state. The increased postwar influence of the Medical Research Council in the tropics was described, aided by a seat on the Colonial Medical Research Committee and its successor body, the MRC-based Tropical Medicine Research Board. Research outcomes of programmes in non-infectious diseases and nutrition, along with the great vector-borne diseases, including sleeping sickness and malaria, and helminth eradication spread through the tropics and also influenced treatment in the UK. The importance of Africa for the postwar development of drug treatments for tropical diseases was underlined. Witnesses included: Dr Murray Baker, Sir Christopher Booth, Dr Christopher Draper, Professor Alan Fleming, Professor Herbert Gilles, Dr Tom Hopwood, Professor Michael Hutt (now deceased), Professor Sir Ian McGregor, Professor George Nelson, Professor Eldryd Parry, Professor Gerry Shaper, Professor John Waterlow, and Dr Roger Whitehead. Introduction by Dr Maureen Malowany, x+93pp.
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Liquefaction Hazard Assessment in Marine and Volcanic Flow Deposits, New Ireland Province, Papua New Guinea - Ridgley, NA; Williams, A L; Toan, DV; Creighton, AL (2001)
Lihir is one of four volcanic island groups which lie in a seismically and hydrothermally active area, north-east of the New Ireland coastline, some 600km north-east of the Papua New Guinea mainland. The island comprises a series of 5 stratovolcanoes of less than 3 million years old. One of these, the Luise volcano, located on the eastern coast of Lihir, is host to the Ladolam epithermal gold deposit, presently mined by Lihir Gold Ltd. The offshore area is dominated by a major debris flow associated with collapse of the volcano some 350,000 to 150,000 years ago, overlain by loose to medium dense interlayered marine sediment and tephra, and volcanic-rich sand. The site is expected to experience accelerations of 0.3g and 0.4g (Richter magnitude 7) at return periods of 80 and 500 years respectively. At the mine site, the island comprises volcanic hillslopes rising steeply above a fringing terrace, leaving little land area onshore for stockpiling low grade ore (LGO) for later processing. For this reason, LGO is being stockpiled on a reclamation constructed into the Harbour. Previous studies based on cone penetration test (CPT) results have indicated that sediments underlying the reclamation are susceptible to liquefaction, indicating a risk to the reclamation and potential loss of the stockpiled LGO in a significant earthquake. Additional field investigations comprising machine-drilled boreholes with standard penetrometer testing (SPT's) and laboratory testing including dynamic triaxial tests and accelerator mass spectrometry dating have been used to assess liquefaction hazard based on recently developed correlations and analysis techniques. The recent investigations highlight the importance of 'Good Practise' for in-situ testing, and indicate that the sediments are likely to be less susceptible to liquefaction than indicated from previous analyses based on CPT's.
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Initiatives in Astronomy Education in South Africa - Rijsdijk, Case (Transactions of the International Astronomical Union, 2001)
Abstract A brief review of the issues affecting the current status of science education in general, and astronomy education in particular, is given. The paper looks at the present situation at primary, secondary and tertiary levels. South Africa has unique educational problems and the initiatives by local observatories and universities at school level are described. The problems encountered by the South African Astronomical Observatory (SAAO) Science Education Initiative (SEI) are typical, as is the SEI approach to addressing some of these. The experience of the SEI is described, as are some of the resources developed by them for primary and secondary schools. Finally a brief look is taken at future developments, in particular, ways in which the Southern African Large Telescope (SALT) can contribute to astronomy and science education.
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Initiatives in astronomy education in South Africa - Rijsdijk, Case (IAU General Assembly, 2001)
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The costs and risks of coping with drought: livelihood impacts and farmers' responses in Burkina Faso - Roncoli, Carla; Ingram, K. T.; Kirshen, Paul (Climate Research, 2001)
This paper analyzes the responses enacted by families of the Central Plateau in Burkina Faso during the year that followed a severe drought in 1997.We illustrate the agro-ecological and socio-economic contexts that shape livelihood options and constraints in an area characterized by high levels of climatic risk and low natural resource endowment.A description of farmers' perceptions and official accounts identifies key criteria whereby farmers formulate evaluations and predictions of a season.We document how food procurement and management practices are shaped by household resource access profiles and livelihood portfolios.Livelihood diversification, encompassing migration, non-farm work and social support networks, in addition to livestock production, is shown to be a critical dimension of adaptation.Livelihood and production adjustments entail costs and risks for most, but also gains for those who have the resources needed to take advantage of distress sales and high prices of agricultural commodities.Household livelihood and risk management increasingly hinge on efforts by household members who traditionally have had marginal access to resources, especially women.The research points to the need for closer integration of drought preparedness efforts, farmers' understanding of climate-crop interactions and interventions that bolster the capacity of resource-limited households to respond.Affordable grain, locally adapted seed varieties, labor saving technology and flexible credit are among the most needed inputs.
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The costs and risks of coping with drought: livelihood impacts and farmers' responses in Burkina Faso - Roncoli, Carla; Ingram, K. T.; Kirshen, Paul (Climate Research, 2001)
This paper analyzes the responses enacted by families of the Central Plateau in Burkina Faso during the year that followed a severe drought in 1997.We illustrate the agro-ecological and socio-economic contexts that shape livelihood options and constraints in an area characterized by high levels of climatic risk and low natural resource endowment.A description of farmers' perceptions and official accounts identifies key criteria whereby farmers formulate evaluations and predictions of a season.We document how food procurement and management practices are shaped by household resource access profiles and livelihood portfolios.Livelihood diversification, encompassing migration, non-farm work and social support networks, in addition to livestock production, is shown to be a critical dimension of adaptation.Livelihood and production adjustments entail costs and risks for most, but also gains for those who have the resources needed to take advantage of distress sales and high prices of agricultural commodities.Household livelihood and risk management increasingly hinge on efforts by household members who traditionally have had marginal access to resources, especially women.The research points to the need for closer integration of drought preparedness efforts, farmers' understanding of climate-crop interactions and interventions that bolster the capacity of resource-limited households to respond.Affordable grain, locally adapted seed varieties, labor saving technology and flexible credit are among the most needed inputs.
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The costs and risks of coping with drought: livelihood impacts and farmers' responses in Burkina Faso - Roncoli, Carla; Ingram, K. T.; Kirshen, Paul (Climate Research, 2001)
This paper analyzes the responses enacted by families of the Central Plateau in Burkina Faso during the year that followed a severe drought in 1997.We illustrate the agro-ecological and socio-economic contexts that shape livelihood options and constraints in an area characterized by high levels of climatic risk and low natural resource endowment.A description of farmers' perceptions and official accounts identifies key criteria whereby farmers formulate evaluations and predictions of a season.We document how food procurement and management practices are shaped by household resource access profiles and livelihood portfolios.Livelihood diversification, encompassing migration, non-farm work and social support networks, in addition to livestock production, is shown to be a critical dimension of adaptation.Livelihood and production adjustments entail costs and risks for most, but also gains for those who have the resources needed to take advantage of distress sales and high prices of agricultural commodities.Household livelihood and risk management increasingly hinge on efforts by household members who traditionally have had marginal access to resources, especially women.The research points to the need for closer integration of drought preparedness efforts, farmers' understanding of climate-crop interactions and interventions that bolster the capacity of resource-limited households to respond.Affordable grain, locally adapted seed varieties, labor saving technology and flexible credit are among the most needed inputs.
Keywords: openalex:import

The costs and risks of coping with drought: livelihood impacts and farmers' responses in Burkina Faso - Roncoli, Carla; Ingram, K. T.; Kirshen, Paul (Climate Research, 2001)
This paper analyzes the responses enacted by families of the Central Plateau in Burkina Faso during the year that followed a severe drought in 1997.We illustrate the agro-ecological and socio-economic contexts that shape livelihood options and constraints in an area characterized by high levels of climatic risk and low natural resource endowment.A description of farmers' perceptions and official accounts identifies key criteria whereby farmers formulate evaluations and predictions of a season.We document how food procurement and management practices are shaped by household resource access profiles and livelihood portfolios.Livelihood diversification, encompassing migration, non-farm work and social support networks, in addition to livestock production, is shown to be a critical dimension of adaptation.Livelihood and production adjustments entail costs and risks for most, but also gains for those who have the resources needed to take advantage of distress sales and high prices of agricultural commodities.Household livelihood and risk management increasingly hinge on efforts by household members who traditionally have had marginal access to resources, especially women.The research points to the need for closer integration of drought preparedness efforts, farmers' understanding of climate-crop interactions and interventions that bolster the capacity of resource-limited households to respond.Affordable grain, locally adapted seed varieties, labor saving technology and flexible credit are among the most needed inputs.
Keywords: openalex:import; openalex:yes

The costs and risks of coping with drought: livelihood impacts and farmers' responses in Burkina Faso - Roncoli, Carla; Ingram, K. T.; Kirshen, Paul (Climate Research, 2001)
This paper analyzes the responses enacted by families of the Central Plateau in Burkina Faso during the year that followed a severe drought in 1997.We illustrate the agro-ecological and socio-economic contexts that shape livelihood options and constraints in an area characterized by high levels of climatic risk and low natural resource endowment.A description of farmers' perceptions and official accounts identifies key criteria whereby farmers formulate evaluations and predictions of a season.We document how food procurement and management practices are shaped by household resource access profiles and livelihood portfolios.Livelihood diversification, encompassing migration, non-farm work and social support networks, in addition to livestock production, is shown to be a critical dimension of adaptation.Livelihood and production adjustments entail costs and risks for most, but also gains for those who have the resources needed to take advantage of distress sales and high prices of agricultural commodities.Household livelihood and risk management increasingly hinge on efforts by household members who traditionally have had marginal access to resources, especially women.The research points to the need for closer integration of drought preparedness efforts, farmers' understanding of climate-crop interactions and interventions that bolster the capacity of resource-limited households to respond.Affordable grain, locally adapted seed varieties, labor saving technology and flexible credit are among the most needed inputs.
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Education and change management in Africa : a new framework for human capital development in agriculture - Rooyen, C.J. van; Swanepoel, F. J. C.; Zÿl, Johan van; Rwelamira, Juliana K.; Stroebel, Aldo; Doyer, Ockert T. (South African Journal of Agricultural Extension, 2001)
This study describes the nature of human capital development (HCD) in agriculture and rural development, and its implications on current programmes in the institutions of higher learning. This is in view of the fact that the majority of Africans are still trapped in an under performing rural and agricultural environment; and even emerging and developed economies on the continent still depend on agricultural performance to stimulate economic growth, food security and poverty alleviation. A framework is developed relating human capital to specialist role players in the agricultural and rural environment and challenges for human capital mobilisation in a number of specialist fields to impact positively on agriculture. This is then related to case studies in the South African environment and some generalizations and an agenda for change management are proposed.
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The petrogenesis of carbonatitic rocks and their relation to mantle amphibole and carbonate as exemplified in contrasting volcanoes from Vulture, Italy and Rangwa, Kenya - Rosatelli, Gianluigi (2001)
This thesis is a study of the relationships between carbonate and Ca-amphibole in experimental petrology and natural systems. Amphibole and carbonate are important phases in upper mantle mineralogy, being their introduction related to metasomatic processes and products which influence magma petrogenesis. In the experimental system studied, at high pressure (10-22 kbar) and temperature (980-1400 °C), pargasitic amphibole is not stable in presence of Ca-carbonate but dehydrates to produce mainly Ca-rich clinopyroxene (fassaite) plus oxides. At Mt. Vulture (Southern Italy) detailed study of amphibole megacrysts reveals that interaction between Ca-amphibole and carbonate melt produced similar textures and compositions to those obtained experimentally. Petrological features and geochemical signatures of ultramafic xenoliths and xenocrysts led to the definition of the metasomatic and magmatogenetic phases which affected the mantle beneath Mt. Vulture. A carbonated Ca-rich silicate melt produced vein metasomatism with introduction in the anhydrous peridotites of phlogopite and amphibole and transformed the harzburgitic and Iherzolitic wall rocks into wehrlite, by orthopyroxene reaction to form clinopyroxene. Along with the modal metasomatism the peridotite wall-rocks were enriched in LILE. A small batch of Ca-carbonate melt infiltrated the mantle at least one time during a short-lived heating episode. It produced epitaxial overgrowth of fassaitic clinopyroxene on amphibole. The presence of amphibole xenocrysts with clear signs of reaction with carbonatite melt, along with coarse-grained layered carbonatite (sovite) ejecta, in the lowermost pyroclastic deposits of Mt. Vulture volcano, predate the carbonatite activity with respect to the other only reported carbonatitic occurrence at the volcano summit. For comparison has been studied the extrusive carbonatite occurrences of Rangwa Caldera Complex (Kenya). Althought these carbonatite rocks preserve rarely original textures and compositions due to the intense post-emplacement alkali metasomatism (fenitization), highly explosive Ca-carbonatite and K-rich silicate activity is recorded in the intracalderic pyroclastic deposits. The study of the Rangwa silicate- carbonatite rocks did not reveal any petrogenetic similarity with the analogue Vulture rocks.
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Pharmaceutical Education in the South African Multicultural Society. - Rs, Summers; Haavik, Coryce; Summers, Beverley; Moola, Farhana; Lowes, M. M. J.; Enslin, Gill (2001)
In 1995, South Africa commenced the implementation of a new quality assurance program at all educational levels, which promotes outcomes-based education. Degree programs and academic institutions have to be accredited by the South African Qualifications Authority through discipline-specific Education Training and Quality Assurance bodies. In response to these changes in education structure, the South African Pharmacy Council has developed outcomes-based competency standards for entry-level pharmacists. On the basis of these standards, the School of Pharmacy of the Medical University of Southern Africa, which served a non-white population during the apartheid era, and the Technikon Pretoria, which served a predominantly white student population, have jointly established an integrated, problem-based BPharm curriculum. The student intake on the program reflects the South African demographic composition. The course is designed to meet both the competency requirements and the needs of historically disadvantaged sections of the community. It is now in its third year, with encouraging pass rates.
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Private Education and Self-reliance in Tanzania - Rugemalira, Josephat M. (2001)
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On the inside writing out : the dramatic represention of the private boys' boarding school on the South African stage. - Ruit, John. Van de (2001)
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Biochemical bio markers of pollution in Algerian mouse (Mus spretus) to assess the effects of the AznalcÓllar disaster on Doñana Park (Spain) - Ruiz‐Laguna, Julia; García-Alfonso, C.; Peinado, J.; Moreno, Sacramento; Ieradi, Luisa Anna; Cristaldi, M.; López‐Barea, Juan (Biomarkers (London. Print), 2001)
On April 25, 1998, a tailings dam of the Aznalcóllar pyrite mine partially collapsed and released to the Guadiamar river acidic water (pH < 3) and mud containing toxic metals (Fe, Zn, Pb, As, Cu, Sb, Co, Tl, Bi, Cd, Ag, Hg, Sr), threatening the Doñana National Park, a Spanish wildlife reserve. To assess possible biological effects in terrestrial ecosystems, biochemical biomarkers have been assayed for the first time in Algerian mice (Mus spretus), a non-protected and free-living species, from several areas of Doñana and Guadiamar. Biomarkers assayed responded to different types of contaminants: I-metals and oxidant compounds (Se-glutathione peroxidase (SeGSHPx) and antioxidant activities, malondialdehyde (MDA), and glutathione redox status); II-Aromatic chemicals (ethoxyresorufin-O-deethylase (EROD) activity); III-Compounds of both types (glutathione-S-transferase (GST) activities). Before the Aznalcóllar spill (October 1997), mice from the 'Brazo de la Torre' had SeGSHPx and EROD activities close to animals from the Huelva Industrial Park, suggesting similar levels of oxidant and aromatic contaminants at both sites. Six months after the spill (October 1998), mice from the lower Guadiamar areas ('Cangrejo Grande' and 'Brazo de la Torre') also showed significant increase of soluble and microsomal GST activities, and altered levels of several antioxidant enzymes. Thus, the spilled chemicals could have induced further biological effects in mice from the exposed areas. Although no significant responses to contamination were found after the spill at Doñana core, further investigations should be carried out to monitor the situation.
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Family relationship dynamics and the career decision-making self-efficacy of African-American college students - Rush, Lee Covington (2001)
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The teaching of Modern Standard Arabic to Moroccan pupils in elementary schools in the Netherlands. A study of proficiency, status and input - Saïdi, R. (2001)
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Environmental sustainability: Legal strategies for managing land-based sources of marine pollution in Kenya - Salih, Maria; Schrijver, Nico; Odhiambo, J.F. (2001)
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The role of private tuition in secondary education in Tanzania - Sambo, Wise (Papers in Education and Development, 2001)
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3rd Annual UNESCO School & IUPAC Conference on Macromolecules & Materials Science, Stellenbosch, South Africa, April 8-12, 2000 - Sanderson, Ronald D.; Pasch, Herald (2001)
Preface (R. Sanderson). Combinational Chemistry of Materials, Polymers and Catalysts (W. Maier, al.). Kinetic Investigation of Propene Polymerization with Stopped--Flow Method (B. Liu, et al.). Synthesis and Properties of Poly--1--olefins (R. Brull, et al.). Catalytic Chain Transfer Copolymerization of Methyl Methacrylate and Methy Acrylate (B. Pierik, et al.). Advances in Catalytic Chain Transfer Polymerisation Mediated by Cobaloximes (S. Bon, et al.). Triblock Copolymers Based on Styrene and n--Butyl Acrylate by Nitroxide--Mediated Radical Polymerization: Problems and Solutions (S. Robin & Y. Gnanou). Styrene--Butadiene Rubber Synthesized by Anionic Polymerization (M.--C. Iovu, et al.). New Route to [n]-- Polyurethanes. [3]-- Polyurethane: Synthesis, Characterization and Polymerization--Depolymerization Equilibrium (J. Kusan, et al.). Studies of Difurylmethane--Maleic anhydride Copolymer as an Ion--Responsive Membrane for the Determination of Mono--, Di-- and Tri--valent Cations (J. Ngila & W. Ddamba). Molecular Dynamics Revealed from Frequency Dependent Heat Capacity (C. Schick, et al.). Recent Developments in Polyolefin Characterization (H. Pasch). SAXS and DSC Studies of the Crystallization and Melting Phenomena of Poly (epsi--caprolactone) (B. Heck, et al.). Testing the Performance and the Disintegration of Biodegradable Bags for the Collection of Organic Wastes (J.--P. Kaiser). Tying up Loose Ends: Some Mechanistic Aspects of Catalytic Chain Tranfer (R. Vollmerhaus, et al.). Elastomers: Sulphur or Peroxide Cross--Linked? An Ananlytical Approach (S. Affolter). Opportunities and Protocol for the Teaching of Materials Science in Africa (R. Sanderson, et al.).
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School-Based Technology in Kenya: The Noble Dream. - Sanya, Abigail N. (TECHNOS, 2001)
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Sankofa: A Study Into The Teaching Of History In the Ghanian Education System: A Case Study In Cape Coast Schools - Saphir, Kyla (2001)
I wanted to investigate how history is taught in the Ghanaian education systems at various levels and specifically in Cape Coast schools. I believe that history teaches people who they are and where they come from and thus equips them to learn from their past and prosper due to the analysis of the accomplishments and faults of their ancestors. I was curious to see how and what Ghanaians are taught about their past since their Western style education system has been structured after the British education system. I also wanted to find out how much is taught about the African Diaspora in the lower and upper levels of education. History is not a separate subject until senior secondary school (SSS) so that was the level at which I focused on most. I wanted to discover all the aspects of teaching history in Ghana by looking at the curriculum, teaching strategies, the syllabus, and textbooks to see if History is a subject relating to Ghanaian students live and futures.
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Study and Application of African Designs for Use in Secondary Education - Sarhangi, Anileen Gray and Reza (Bridges: Mathematical Connections in Art, Music, and Science, 2001)
This article suggests ways in which the artwork of the African people can be used to introduce certain geometric concepts to secondary school students. Some examples for the symmetry groups for onedimensional patterns in African artwork are presented. Further suggestions are provided on construction of the regular polygons that lead to some of the motifs found in African designs. Suggestions are made for the use of some design pieces to prove geometry theorems
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Implementing education policies: The South African experience - Sayed, Yusuf; Jansen, Jonathan D. (2001)
For the first time in South Africa, a critical dialogue has been recorded between government policy-makers and academic researchers on the subject of education policy and practice. Implementing education policies attends to problems, politics and possibilities of implementing the policy goals of the first post-apartheid government established in 1994. The value of this book lies in several ‘insider accounts’ of the policy process, told through the voices of the legislators, politicians and bureaucrats concerned with steering national value commitments through the education system. Running parallel to these practitioner accounts lie a number of critical analyses of the technical capabilities and political designs that explain the trajectory of education reform in the 1990s. The dialogue brings together, in a developing-country context, different experiences and analyses of one of the most intractable problems facing all national education systems: the persistent gap between policy ideals and practical realities. This volume is essential reading for all academics and students of education at higher education institutions as well as teachers, researchers and policy makers.
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Using African American Perspectives to Promote a More Inclusive Understanding of Human Communication Theory - Schnell, Jim (Ethnic studies review, 2001)
This article addresses the use of African American perspectives as a means of promoting a more inclusive understanding of human communication theory. It describes contributions by African American scholars as they relate to providing a framework for inclusion of other under represented cultures in U.S. society (i.e. Asian American, Latino American, etc.). This objective is becoming more and more relevant because of the increased percentage of U.S. citizens who are of non-European origin. Common sense supports the position that an inclusive curriculum, representative of the many cultural groups that compose the U.S., will appeal to the diverse audience educated in the U.S. today and tomorrow.
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