Evaluating a Teacher Training Environmental Education Program in Papua New Guinea - Ormsby, Alison (Applied Environmental Education & Communication, 2002)
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The Affaire des Sixas and Catholic Education of Women in French Colonial Cameroon, 1915-1939 - Orosz, Kenneth J. (French Colonial History, 2002)
Les missionnaires catholiques jouaient un rôle central dans les efforts à éduquer les peuples indigènes de Cameroun, partie de la "mission civilisatrice" que les français s'attribuaient. Empressés à avancer la propagation du christianisme, les Catholiques cherchaient à éduquer les femmes et les mères chrétiennes en établissant des écoles de filles dont la mise au point des cours d'études était presque exclusivement sur la religion et les sciences ménagères. A côté des écoles de filles proprement dites, les missionnaires tenaient aussi une institution spéciale appelée sixas, partie de la campagne de l'église contre la polygamie et la cohabitation pré-maritale. Conçue à l'origine comme des écoles internates du catéchisme pour les fiancées des convertis natifs, les sixas devenaient les refuges des femmes qui s'échappaient des mariages polygames et servaient du tremplin de l'intervention de l'église dans la culture native. La prolifération des sixas partout dans lé territoire du mandat français du Cameroun causait de mécontentement intense parmi les hommes natifs et des fonctionnaires coloniaux; tous les deux prennaient la position que les sixas produisaient du désordre et minaient à la société traditionnelle des tribus. La tension dans les relations entre l'église et l'état éclatait finalement en 1930 dans "l'Affaire des Sixas," au cours de laquelle l'administration coloniale menacait à fermer les sixas sous le prétexe qu'elles étaient illégales et menacaient l'ordre public. A fin de réduire les soucis gouvernementaux l'église élargissait les programmes des cours d'études des sixas, les transformantes en institutions académiques régulières.
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Career maturity, career self-efficacy and career aspirations of black learners in different school settings in South Africa - Ortlepp, Karen; Mahlangu, Sipho; Mtshemla, Sivuyile; Greyling, Michael (Journal of Psychology in Africa, 2002)
Most studies on the career development of learners in South Africa have focused on either white adolescent learners or black learners in comparison with their white counterparts. There exists a lack of within-group studies on the career development process among black adolescent learners. This paper reports the findings of two studies aimed at addressing this gap in the literature. The first study was conducted in the Eastern Cape and focused on 91 Grade 11 black learners from a single-race 'township' school and 81 black Grade 11 learners from a multiracial suburban school setting. The second study focused on black Grade 12 learners from a single-race 'township' school (n - 100) and black Grade 12 learners from a multiracial suburban school (n - 74) in Mpumalanga Province. In both studies, the learners from different school settings were compared across key career development variables, namely, career maturity, career self-efficacy, and career aspirations. For both studies, significant differences were found in the career maturity and career self-efficacy scores of learners from different school settings with learners from the multiracial schools scoring higher than their counterparts from the single race 'township' schools. Similarly, a number of differences were found in the career aspirations of learners from the different school contexts. The findings of these studies highlight the importance of developing and introducing needs-based career development programs for learners in different school settings.
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Science education research and teacher education in Tanzania - Osaki, Kalafunja; Ottevanger, Wout; Uiso, Charles Samson; Akker, Jan van den (2002)
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Consequences of the drought observed since the beginning of the 1970s in west and central Africa: meteorological and hydrological norms. - Ouédraogo, M.; Paturel, Jean Emmanuel; Mahé, Gil; Servat, Éric; Lanen, H.A.J. van; Demuth, S. (2002)
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Globalisation and the need for market driven programs: the challenge for public higher education in Kenya - Ouma, W.G.; Gravenir, F.Q. (2002)
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Financing of training: financing vocational education and training in Botswana - Overeem, Maria (International Vocational Education and Training Association (IVETA) Conference, 2002)
This paper is taken from the third group session on Monday 22 July 2002 at the International Vocational Education and Training Organisation (IVETA) Conference. The author reviews the financial situation of vocational education and training (VET) in Botswana, and outlines the proposed funding for the Botswana VET system. The main source of VET funding in Botswana is the state. The Vocational Training Act of 1998 legally established VET funding. The paper examines support in Botswana for a levy/grant system, and the outcomes of such an incentive based scheme. It is concluded that a levy/grant system will improve VET for the people of Botswana.
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Training policy: policy responses to the effects of HIV/AIDS on human resource development in Botswana - Overeem, Maria (International Vocational Education and Training Association (IVETA) Conference, 2002)
This paper is taken from the first group session on Monday 22 July 2002 at the International Vocational Education and Training Organisation (IVETA) Conference. The vocational education and training (VET) sector in Botswana is faced with the challenge of rising labour costs due to the effects of the high infection rate of HIV/AIDS, particularly amongst youth. In this paper the author reviews Botswana’s situation, and examines strategic approaches intended to manage the impact of HIV/AIDS on the VET industry. Botswana aims for HIV prevention and care practices to be incorporated into VET institutions in order to reduce further infection, and to assist those currently infected. The Botswana Training Authority (BOTA) has an important role in integrating prevention and care strategies into individual VET institutions.
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'These difficult days' : mission church reactions to Bantu education in South Africa, 1949-56 - Overy, Neil (2002)
Mission education in South Africa became increasingly untenable in the 1940s because mission churches lacked the finances to be able to maintain a national system of educational provision and because Africans were questioning mission education which they increasingly considered institutionally racist. This crisis led the Nationalist Government to appoint an education commission to make recommendations leading to the reform of 'native education'. This commission argued that mission education was incompatible with the ordering of society envisaged by the government. It suggested that the state should wrestle control of 'native education' from missionaries, enabling it to fashion a policy more in sympathy with apartheid. In 1953 the Bantu Education Act was passed which withdrew state aid from mission schools and made their continued registration dependent on the approval of the Minister for Native Affairs. The Catholic Church, able to raise the necessary finance, decided to continue running alt their schools privately. This decision was based purely on religious doctrine and meant that the Church taught Bantu Education in alt of its schools. Of the remaining denominations only the American Board had the resources to maintain a single privately funded school. Aside from a few politicised figures in the Church of the Province of South Afiica who refused to lease their schools, claiming that to do so was to compromise with apartheid, church leaders leased their schools to the government. This decision was made because Church leaders considered that Bantu Education, despite their abhorrence to its ultimate aims, provided better opportunities to children than an 'education' picked up on the streets. This decision was made with little, if any, consultation with Africans (parents, teachers or students) because church governing structures were undemocratic and racially exclusive, denying Afiicans any meaningful representation. Ironically, the decision to lease was in accord with the wishes of most Africans who reluctantly accepted the fact that Bantu Education, in the absence of any realistic alternative, was better than no education.
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History of Islamic Education in Ghana - Owusu‐Ansah, David (Ghana Studies, 2002)
In his Christianity, Islam and the Negro Race , the Reverend Edward Blyden elaborated on the contributions of Islam to the spread of the Christian religion in Africa. Writing from Sierra Leone in the 1880s, Blyden argued that Islam had introduced to its adherents the idea of a monotheistic supreme
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History of Islamic education in Ghana: An overview - Owusu‐Ansah, David (Ghana Studies, 2002)
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Second-Language Reading: Insights from Nigerian Primary Schools. - Oyetunde, Timothy O. (The Reading Teacher, 2002)
----------------------------------------------------------------------------------------------In this case study, one 9-year-old nonreader of English at a private school made progress in a 6-month remedial reading programme. The strategies described may help other primary school teachers of English as a second language. ---------------------------------------------------------------------------------------------------------------Every Nigerian child needs help to acquire literacy in English because the language plays many critical roles in Nigerian society. For example, English is a common language of communication among people from different linguistic backgrounds. It is also the official language—the language of government, the judiciary, most of the mass media, and commerce. Perhaps of particular interest in this article is the fact that English is the language of education. Beyond the very elementary level of schooling, English becomes the medium of instruction and a subject in the curriculum. The National Policy on Education (Federal Republic of Nigeria, 1981) leaves no one in doubt about this: “Government will see to it that the medium of instruction in the primary school is initially the mother tongue or the language of the immediate community and, at a later stage, English” (p. 13). This implies that schooling is more or less synonymous with literacy acquisition in English and that being literate in English is necessary for effective participation in the social, professional, and educational life of Nigeria (Banjo, 1989; Hughes & Sanni, 1997). Understandably, one basic objective of primary education, as reflected in Nigeria’s policy on education, is “inculcation of permanent literacy and numeracy, and the ability to communicate effectively” (Federal Republic of Nigeria, p. 12). Unfortunately, this objective is far from being realised, as there is overwhelming evidence from across the nation that far too many children in primary schools are literate in neither English nor any Nigerian language (see Azer et al., 1997; Ekpunobi, 1991; Hughes & Sanni, 1997; Lasisi, 1984; Okwusogu-Baba, 1999; Olugbodi, 1999, Omojuwa, 1991, 1999a; Onyeleonu, 1986; Oyetunde & Umolu, 1991; Solarin, 1997; Umolu, 1997, 1998). The situation is worse in public primary schools. In Nigeria, there is a distinction between public and private schools. Government runs public primary schools, and no fees are paid there; private schools are run by individuals, organisations, or religious bodies, and they charge tuition. Because the public primary system has more or less collapsed in the sense that only a very small percentage of children who go through it learn to read (Ekpunobi, 1991: Okwusogu-Baba, 1999; Omojuwa, 1991, 1999b; Umolu, 1998), parents prefer to send their children to private schools where standards are much higher.
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Patterns of Helminth Infection in the Human Gut at the University of Nigeria Teaching Hospital, Enugu, Nigeria. - Ozumba, UC; Ozumba, NA (Journal of health science, 2002)
A two- year retrospective study between 1996 and 1997 was carried out at the University of Nigeria Teaching Hospital, Enugu, to determine the patterns of intestinal helminth infection. A total of 13385 stool samples were examined using the direct smear technique. Some samples were also examined using the formal ether concentration method when direct smears were negative. Hookworm, Ascaris, Trichuris and Strongyloides were the most common helminths. Hookworm was the most prevalent (14.3%). Generally infection was most prevalent in adolescents aged 12-17 years, except for ascariasis, where the 6-11 year age group had the highest prevalence. Multiple infections were common (12.6%), with the most common combination being hookworm and ascariasis. To reduce the prevalence of various helminth infections the level of environmental sanitation, socioeconomic status of the populace and water supply should be improved.
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Exploring the Literacy Development of Russian and Somali ESL Learners: a Collaborative Ethnography - Panferov, Suzanne (2002)
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University education in Botswana - Parsons, N; Levy, Walter C. (Kutlwano, 2002)
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Simphiwe Hlatshwayo. Education and Independence: Education in South Africa, 1658-1988. Westport, CT: Greenwood Press, 2000. 144pp. Cloth $62.95. - Parsons, Timothy (History of Education Quarterly, 2002)
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BRAIN FAG SYMPTOMS AMONG BLACK SOUTH AFRICAN UNIVERSITY STUDENTS - Peltzer, Karl (Southern African journal of child and adolescent mental health, 2002)
Abstract The study investigated brain fag symptoms in South African university students. A Cultural Orientation Scale, a Student Stress Scale, and a Self Reporting Questionnaire were administered to collect data on socioeconomic background, cultural orientation, stress events, neurotic disorder and brain fag symptoms. The sample consisted of 185 first year social science students from the University of the North, South Africa. The students were 79 (42.7%) male, and 106 (57.3%) female, in the age range of 18 to 32 years (M = 21.4 years, SD = 4.1). Results indicated that 17.7% of the students had often brain fag symptoms of unpleasant sensations (burning, crawling, heat, cold) associated with studying. There was a positive significant relationship between depression and somatic complaints score of the Self Reporting Questionnaire brain fag symptoms indicating a depressive and somatoform syndrome. Sex, cultural orientation, socioeconomic status, and student stress were not associated with brain fag symptoms. The findings are discussed in relation to the nature of brain fag symptoms and associated factors.
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HEALTH-PROMOTING LIFESTYLES AND PERSONALITY AMONG BLACK SOUTH AFRICAN STUDENTS - Peltzer, Karl (Social Behavior and Personality, 2002)
The aim of this study was to investigate health-promoting lifestyles (HPLP) and personality in black South African students. The sample included 606 students: 236 Grade 12, secondary school and 370 first year social science university students in South Africa. Results indicate a reasonable percentage of health-promoting lifestyles with a mean of 2.72. Secondary school students reported more overall health-promoting lifestyles than did university students. Multiple stepwise regression identified the Lie scale, Neuroticism, and Psychoticism as independent predictors for the total HPLP; Extraversion, gender and group (=secondary or university students) were excluded.
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Nutrition knowledge and food choice among black students in South Africa - Peltzer, Karl (The Central African journal of medicine, 2002)
To investigate the relationship between nutrition knowledge and dietary behaviour, and to assess the perceived influences on food selection among Black students in South Africa.Cross sectional study.University of the North and two semi-urban Secondary Schools.213 second year social science university students, 104 (48.2%) male and 112 (51.9%) female, and 199 Grade 11 secondary school students, 67 male (32.7%) and 132 female (66.3%).A General Nutrition Knowledge Questionnaire and a Food Choice Questionnaire.Generally, students seemed to have below average nutrition knowledge levels. University students had significantly more nutrition knowledge than secondary school students. Dietary recommendations were associated with source of nutrients and diet-disease relationships, and sources of nutrients were associated with diet-disease relationships. Choosing everyday foods was not associated with dietary recommendations, source of nutrients, and diet-disease relationships. Among both university and secondary school students the three highest food choice factors included health, sensory appeal and mood.Below average nutrition knowledge levels were found. Choosing everyday food seemed to be not associated with nutrition knowledge, and food choice was not only influenced by health but also sensory appeal and mood.
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PARANORMAL BELIEFS AND PERSONALITY AMONG BLACK SOUTH AFRICAN STUDENTS - Peltzer, Karl (Social Behavior and Personality, 2002)
This study set out to replicate research on the relationship between reported paranormal belief, measures of locus of control and psychopathology in an African population. Results indicate an association between internal, external locus of control and paranormal belief. Further, the study found that extraversion was positively associated with the total paranormal belief scale while neuroticism and psychotism were not. Psychotism was associated with Psi Belief.
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SOCIODEMOGRAPHIC FACTORS, RELIGIOSITY, ACADEMIC PERFORMANCE, AND SUBSTANCE USE AMONG FIRST-YEAR UNIVERSITY STUDENTS IN SOUTH AFRICA - Peltzer, Karl (Psychological Reports, 2002)
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Factors at Follow-Up Associated With Medication Compliance for Hypertensive Patients From a Rural Teaching Hospital in South Africa - Peltzer, Karl; Mekwa, Julie; Khoza, L.B.; Lekhuleni, M.E.; Alberts, M; Sethosa, E. (Journal of Psychology in Africa, 2002)
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HIV/AIDS knowledge, attitudes, beliefs and behaviours among rural South African youth: Implications for health education - Peltzer, Karl; Seoka, P. (African Journal for Physical, Health Education, Recreation and Dance, 2002)
The aim of the study was to evaluate data on behavioural indicators in relation to the Human Immunodeficiency Virus (HIV)/Acquired Immunodeficiency Syndrome (AIDS)/Sexually Transmitted Diseases (STD) prevention and occurrence in a rural youth population in South Africa. A representative community sample of youth using a three-stage cluster sampling method was chosen for a household survey, and qualitative data were obtained from the youths using ten focus group discussions. The survey sample included 421 youths: 189 (44.9%) male, and 232 (55.1%) female, whose ages ranged from 15 to 24 years (M=20.8 years, SD=3.6). The questionnaire included 71 items on HIV/AIDS/STD related knowledge, attitudes, beliefs and behaviours. Results indicated a mean HIV/AIDS knowledge score of 7.11 (range 0-9) indicating a moderately adequate knowledge. HIV/AIDS knowledge was associated with more consistent condom use, and with a more supportive attitude towards persons with HIV or AIDS. At first sexual intercourse, 19.4% of the sexually active youth had used a condom, whereas 80.6% had not, 41.4% men and 25.3% women admitted they had more than one sexual partner other than commercial partner (partner with whom you had sex in exchange for money) in the last 12 months. A large group of the women (47.6%) and men (32.7%) participants indicated that they never used a condom with their non-commercial partner during the past 12 months. Among the sexually active youth 18% of the men and 13.4% of women had had sex with a commercial partner in the last 12 months. Among female youth 15.2% reported to have become victims of forceful sex during the last 12 months. For youth the major reasons for not using a condom with a non-commercial partner were 'not available', followed by 'did not like them', 'did not think of it', 'other' (mainly trust in partner), and 'partner objected'. There was a high incidence of self-reported genital discharge/ulcer/sore within the last 12 months among sexually active youths (12% in males and 5.2% in females). Findings are discussed in relation to implications for health education. Key words: HIV/AIDS/STD knowledge, attitudes, beliefs, behaviour, rural youth, South Africa. 2. MODIFIABLE RISK FACTORS OF CORONARY HEART DISEASE IN MALE FIRST TIME ENTRANTS TO A HEALTH AND FITNESS CENTRE IN SOUTH AFRICA Marius F. Coetsee The objective of the study was to draw up a profile of modifiable risk factors among male first time entrants to a health and fitness centre. Data for 257 males with mean age of 31 years were documented between 1999 and 2001. All assessments were done at the Empangeni Health and Fitness Centre. The following parameters were recorded: personal details, health status, smoking habits, mass, height, body composition, blood pressure, total cholesterol, physical working capacity and predicted aerobic capacity. The majority of subjects (50.9 %) displayed two or more, 27.3 % three or more and 8.2 % four or more, risk factors for coronary heart disease (CHD). Of the 253 subjects tested 43.2 % were inactive before they joined the health and fitness centre. Smoking ³ 10 cigarettes per day was prevalent in 19.2 % of subjects. At risk due to obesity (body fat >20 %) was prevalent in 45.9 % of subjects and 36.2 % had a BMI of >27.8 kg.m-2. Elevated cholesterol (>5.2 mmol.l-1) was found in 51.1 % of the subjects. Hypertension (systolic >140 mmHg and/or diastolic >90 mmHg) were prevalent in 16.1 % of subjects. It is clear that much room for improvement in the modifiable risk factors exists in the subjects. The findings have important implications for health and fitness providers in planning preventive strategies. Key words: Modifiable CHD risk factors, exercise, health and fitness, males. 3. EFFECTS OF 8 WEEKS JOGGING PROGRAMME ON BODY FAT IN UNTRAINED WOMEN Danladi I. Musa. This study was designed to measure the effects of 8 weeks continuous jogging programme on abdominal fat and total adiposity in 27 untrained female undergraduate students aged 21- 39 years. Subjects were randomly assigned to a control group (n = 13) and a continuous jogging group (n = 14). Subjects in the experimental group jogged 3.2 km three times a week for 8 weeks at an intensity of 80% of their age predicted maximal heart rate. Abdominal fat and total fat mass (TFM) were estimated before and after the training programme. Results indicated no significant (p > 0.05) training effect on abdominal fat but a significant (p < 0.05) reduction in TFM was observed. It was concluded that exercise training of 8-week duration may have significant impact on reduction of total adiposity but not abdominal fat in non athletic women. Key words: Aerobic training, visceral fat, total adiposity, untrained women. 4. PREVALENCE AND DISTRIBUTION OF MUSCLE-IMBALANCE IN THE HUMAN BODY: A REVIEW J.M. Loots, Maureen Loots and B.J.M. Steyn For more than a century it has been recognized that variations from normal in the anatomy and biomechanics of man may have a practical bearing on medical problems. In this paper an aspect of this kind of deviation namely muscle-imbalance, is reviewed. Muscle-imbalance could be defined as a specific movement dysfunction, which manifests itself in muscles that tend to become tight, or short and hypertonic and are readily activated in most movement patterns. Other muscles react by inhibition, inhibition atrophy and weakness. Muscle groups can functionally be divided into muscles prone to tightness and those prone to weakness. The phenomenon of muscle imbalance is pandemic, and may contribute to problems such as poor posture, low back pain. Significant is the fact that muscle imbalance may influence the motor patterning process. Key words: Muscle imbalance, low back pain, posture, malposture, withdrawal response. 5. AN ANALYSIS OF THE FITNESS DEMANDS AND THE ESTABLISHMENT OF NORMS FOR U-21 SOUTH AFRICAN PROVINCIAL RUGBY PLAYERS Yoga Coopoo and Amerson N. Govender Most sports loving countries in the world value test and measurements in sport science as the primary route to success in any code of sport. Empirical studies in sport, in the field of fitness evaluation, impact on coaching and development through the application of anthropometrical and physiological testing. This study was aimed at obtaining data on fitness levels of the U-21 South African provincial rugby players so that normative tables could be compiled for the forwards, backs and combined team. This study also provides an insight into the fitness demands of U-21 provincial rugby players on the basis of the two major playing units in a rugby game, namely the forwards and the backs. The test battery evaluated body composition, flexibility, explosive strength, dynamic strength, cardio-respiratory endurance, anaerobic capacity and agility at the beginning of a season. Data from one hundred and twelve players were categorized in three groups: forwards (57), backs (55) and the combined team (112). Means and standard deviations were computed for all tests. The t-test was applied to the means of both the forwards and backs for each test to establish the level of difference. Normative tables have been established for the forwards, backs and the combined team. No significant difference was found between backs, and forwards, except percent body fat, lean body mass and grip strength (p£ 0.05). The fitness demands for backs and forwards appear to be similar suggesting that a single set of norms will suffice for the whole team. The comparison of the two sets of norms for three similar tests indicate that the U-21 provincial norms compare favourably with senior club norms. The implications of the findings on a descriptive basis indicate that the U-21 provincial player is physiologically ready to participate at senior level. With careful guidance and mentoring, and of course, effective training,, the potential lies for participation at national level. Key words: Field testing, fitness, norms, rugby players. 6. LEISURE-TIME PHYSICAL ACTIVITY: PREVALENCE AND PSYCHOSOCIAL CORRELATES IN A SAMPLE OF BLACK SOUTH AFRICAN YOUTH Karl Peltzer This study investigated the prevalence and psychosocial correlates of leisure-time physical exercise among South African university students. The sample included 793 Black university students from non-health courses, chosen at random from the University of the North, South Africa. The students were 370 (46.7%) males and 423 (53.3%) females in the age range of 18 to 25 years (M age 21.0 years, SD=3.48). Results indicated that the prevalence of leisure time physical exercise in the two weeks prior to the study was 58.3% in men and 39.1% in women (p
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The role of the primary language in the billingula-bicultural education in Zimbabwe - Peresuh, M.; Masuku, Jesta (Zambezia, 2002)
The article addresses the question of integrating primary languages into the education systems within bilingual and bicultural settings. It reviews studies undertaken to promote the student's home language and culture in bilingual and bicultural education systems. The policies and possibilities in the Zimbabwean system are examined. The article argues that for a child to be identified with the entire education process, the role played by the child's native culture and language and that of the native language teacher should not be underplayed. It concludes that a synthesis of all the elements of the child's home language and culture equips the child with strong and deep skills that the child will require in operating in a multilingual-cultural environment.
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Retaining African Americans in Higher Education: Challenging Paradigms for Retaining Students, Faculty, and Administrators (review) - Perna, Laura W. (The Journal of Higher Education, 2002)
Retaining African Americans in Higher Education is a timely and novel approach to a critical topic. Edited by Lee Jones, associate dean for academic affairs and instruction in the College of Education and associate professor in Educational Leadership at Florida State University, the volume contains 14 chapters, a preface, a conclusion, and two personal reflections that describe issues related to the retention of African American students, administrators, and faculty at predominantly white colleges and universities. "Written about African Americans, by African Americans" (p. xii), this book is recommended by a white woman for higher education administrators, faculty, researchers, and policymakers of all racial and ethnic groups.
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A gender gap in educational management in secondary schools in Botswana - Pheko, Bolelang C. (Mosenodi, 2002)
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Action research in teacher education : the case of the National University of Lesotho B.Ed programme - Pholoana-Motebang, Bonane (2002)
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DEPRESSION AMONG UNIVERSITY STUDENTS IN SOUTH AFRICA - PILLA, A. L. (Psychological Reports, 2002)
ammonsscientific.com is your first and best source for all of the information you’re looking for. From general topics to more of what you would expect to find here, ammonsscientific.com has it all. We hope you find what you are searching for!
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Integrating learner culture into the elementary curriculum : the case of grade 2 science in the Amharic speaking regions of Ethiopia - Pillai, Sharmila (2002)
This thesis study investigates the integration of traditional indigenous knowledge into an elementary school curriculum in the Amharic speaking regions of Ethiopia. The main question it addresses is whether science education in this developing country builds on the learners' schemas, culture and environment, to learning leading to eventual marginalisation. My study is in two phases. The first is a content analysis of a Grade 2 Science textbook used in the Amharic-speaking areas around Addis Ababa. The second is a classroom observation, which I conducted in four schools in September 2001, comparing the findings of the content analysis to actual teacher language and behaviour at the point of delivery. The overall findings suggest that the inclusion of indigenous content taught via Amharic can be an effective bridge between students' local understandings of phenomena in their home culture and Western scientific ways of looking and knowing.
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The influence of an after school peer mentoring program on selected at risk African American student athletes - Polite, Fritz G. (2002)
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Mapping QTLs associated with drought avoidance in upland rice grown in the Philippines and West Africa. - Price, Adam H.; Townend, John; Jones, M. P.; Audebert, Alain; Courtois, B. (Plant Molecular Biology, 2002)
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Camels to snowmen: why should ESL teachers engage imagination of Somali adult learners? - Przytula, Tatiana A. (2002)
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The challenge of the information society for South African teachers - Pulkkinen, Jyrki; Wyk, Trudi van (2002)
This paper is an analysis of the changes and challenges in the South African education system, especially in teacher development, caused by globalisation and information society development in South Africa. The paper is a part of the SCOPE Project (South African — Finnish co-operation programme in the Educational Sector) that aims to support national and provincial ICT teacher development. The latest development in educational policy in South Africa as in many other countries is essentially connected with the idea of supporting the development of an information society.
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4. Disaster without memory: Oxfam’s drought programme in Zambia - Pushpanath, K. (2002)
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Educational law in Ghana and its implications for secondary education management: the Education Act of 1961 as a test case - Quist, Hubert O. (Journal of Educational Management, 2002)
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Adults in the mainstream : free primary education in the southern districts of Lesotho. - Ramaqele, Thabele. (2002)
The United Nations Declaration of Human Rights has as one of its components and the world call to achieve education for all has led to a number of countries' introduction of Free Education. In Lesotho the call was heeded with the introduction of the Free Primary Education Programme in phases as from the year 2000. It was with the advent of the Free Primary Education Programme that a number of adults who never had formal schooling and or who had very little schooling took advantage and enrolled in the mainstream of primary education. This study therefore investigates the teaching and learning processes of adult learners in the mainstream of primary education where the curriculum is designed for the school age learners. It consists of the in-depth investigations of three primary schools in the Southern districts of Lesotho namely Moyeni Primary and Zibandayo Primary in the district of Quthing; and Naleli Primary in the district of Mohales'hoek; This study also investigates how these schools handled the education of adult learners while still not compromising the tuition of the school age learners. It also tried to find solutions as to how best the tuition of the adult learners could be handled so as to benefit them and the country as a whole.
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Factors that influence learners' perceptions on affordability of the distance learning program at the University of Nairobi, Kenya - Rambo, CM; Odundo, Paul Amolo (2002)
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Learning orientations of students in an African developing country: Implications for knowledge transfer. - Ras, P.; Olivier, Neavera; Tjivikua, Tjama; Grundling, J.P. (2002)
International Conference on Entrepreneurship (1st : 2002 Oct. 3-4 : Pretoria, South Africa)
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Learning orientations of students in an African developing country: Implications for knowledge transfer. - Ras, P.; Olivier, Neavera; Tjivikua, Tjama; Grundling, J.P. (2002)
International Conference on Entrepreneurship (1st : 2002 Oct. 3-4 : Pretoria, South Africa)
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The magic of making e-learning work in Africa - Raubenheimer, Jena (E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, 2002)
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Identification of teaching competence of adult literacy teachers in Kenya - Reche, George N. (2002)
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Discussion Paper 35. South African College forOpen Learning: a model of an Inservice Distance EducationProgramme for Initial Teacher Education. - Reddy, V. (2002)
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Discussion Paper 34. Face-to-Face Training in a Conventional Preservice Programme: a case study atEdgewood College of Education in South Africa. - Reddy, Vikash (2002)
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Supplementation with beef or milk markedly improves vitamin B12 status of Kenyan schoolers - Reid, E.J.; Siekmann, JH; Bwibo, Nimrod O. (2002)
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Human rights education initiatives in ethiopia: challenges and opportunities - Retta, Belete (2002)
Almost all states around the world have ratified the ICCPR and ICESCR in which the main human rights standards are stipulated. Many have accepted the other relevant international human rights instruments including CRC, CERD, CEDAW and CAT. Many have also incorporated human rights provisions in their Constitutions. Ethiopia is one of the countries that have ratified all the major human rights instruments mentioned above. However human rights problems involving civil and political rights are still occurring including problems related to Economic and Social rights, as there is widespread extreme poverty through out the country. There are also quite a number of traditional practices and attitudes that seriously violate the rights of women and children in particular. Though there is no comprehensive and systematic survey conducted, one may presume that a lot of people around the world, and in Ethiopia too, are not aware of or do not articulate their rights as a human being. And this lack of awareness has contributed a great deal to the existence of various types of human rights violations in different countries including Ethiopia. This situation has undoubtedly called for an action to help people become aware of their rights by using Human Rights Education. Since recently, the importance of human rights education was given recognition worldwide, particularly after the World Conference on Human Rights (1993). In this Conference human rights education was even considered as prerequisite for the enjoyment of other human rights and, therefore, making it the responsibility of the states to carry out such programmes. In a number of countries interventions in human rights education has been tried by NGOs as well as government agencies. In Ethiopia, too, human rights education is being carried out since a few years back, and more precisely after the military communist government is toppled down in 1991. Though human rights education activities in Ethiopia are at a rudimentary stage, the theme of this thesis would be reviewing some of the activities in the country. The thesis contains three chapters. The first chapter tries to identify international conventions, declarations and other documents that are incorporating statements concerning human rights education. It is concerned about clarifying what human rights education means as well as defining its scope. It goes on by discussing whether human rights education is human rights as many writers claim to be. Here the provisions of the binding instruments are reviewed in attempt to find the answer. The same chapter talks about the content, targets, and methodology of human rights education. The relationship between civic education and human rights education is also another area of discussion in attempt to define their difference and similarity. Finally the UN Decade for Human Rights Education is reviewed along with its implication in human rights education interventions in a particular country. Chapter two is entirely devoted to the Ethiopian experience with regard to human rights education. Here, the domestic normative framework concerning human rights education is reviewed. The larger portion of the chapter however dwells on how different actors are carrying out human rights education work concerning the content, targets, strategies, methodology, evaluation, impact and other related issues. Chapter three tries to amplify the challenges that could be faced by any actor involved in human rights education in Ethiopia. Such as how one could effectively use human rights education for betterment of the life of the marginalized, the effect of globalisation and some of the challenges from culture and religion. The role of the Government and the human rights NGOs is also questioned as long as what is ideally needed from a human rights education is an empowering one.
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African American Males in School and Society: Practices and Policies for Effective Education - Richardson, Jeanita W.; Polite, Vernon C.; Davis, James Earl (Journal of Negro Education, 2002)
African American Males in School and Society: Practices and Policies for Effective Education, edited by Vernon C. Polite & James Earl Davis. New York: Teachers College Press, 1999. 272 pp. $54.00, cloth. $23.95, paper. Reviewed by Jeanita W. Richardson, State Council for Higher Education in Virginia. In African American Males in School and Society: Practices and Policies for Effective Education, Vernon C. Polite and James Earl Davis have compiled works by various authors who provide valuable insight into the complex, multidimensional issues associated with the schooling of African American males. As suggested in the foreword by renowned scholar Edmund Gordon, descriptive data most often found in the literature fails to reflect the successes of African American males in juxtaposition to prevalent systemic challenges. While not addressing many of the noneducational data-driven interventions suggested by Gordon, this volume does depart from the usual myopic description of African American men and boys. Using a combination of empirical studies and policy analyses, the editors present a volume that attempts to shed light on prevailing dilemmas without blaming the targeted foci of the studies. Rather than bemoaning the well-documented educational inadequacies generally assigned to Black males, the authors offer suggestions for change in the context of successful scenarios grounded in their empirical research. Michele Foster and Tryphenia B. Peele discuss the positive engagement of African American males in education, as well as, the potency of teacher/student relationships and how the understanding, sensitivity, and persistence of teachers directly impact student learning. Further discussions include the role of teacher education programs in adequately challenging preservice practitioners' notions of consistency, stereotypes, classroom management, and personal biases as they relate to Black male students. Bernard A. Carver pursues an often overlooked aspect of computer technology in schooling (i.e., how computers are used in general and how often they are used with African American males in particular). Carver explores the notion of what it means to be information rich and information poor. Of particular relevance in the study is the relationship between technological literacy and educational and economic viability. In both chapters, the critical importance of the relationships between parents, teachers, and students are highlighted as pivotal to improving the educational engagement of African American males. Professional development for in-service teachers focused on revealing personal biases and practical techniques for enhancing the educational experiences of Black males are also suggested. The underrepresentation of African Americans as and the overrepresentation of this same group in special education are considered by Donna Ford, Tarek C. Grantham, and Deryl Bailey, and Beth Harry and Mary G. Anderson. Ford, Grantham, and Bailey call attention to the many shortcomings of the identification process, which have resulted in an underrepresentation of African Americans in gifted programs. Harry and Anderson discuss the social construction of special education students and the role subjective interpretations of behaviors, learning styles, and culture have played in the classification process. Both chapters call for more inclusive evaluative instruments in the identification process that do not presume uniqueness in students to be categorically viewed as an educational deficiency. Peter Murrell Jr., Joseph A. Hawkins, and Vernon C. Polite in each of their discussions reveal demoralizing influences in urban and suburban schools that cannot be narrowly assigned to poor students. Low expectations, disproportionately high rates of expulsion and suspension, as well as overrepresentation in special education courses remain common in economically constrained urban schools and affluent suburbs. …
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Sector-Wide Approaches in Education: Issues for Donor Agencies Arising from Case Studies of Zambia and Mozambique. A Report from the Meeting of the International Working Group on Education (IWGE) (Lisbon, Portugal, November 19-21, 2001). - Riddell, Abby (2002)
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Gendering the Debate over African Americans' Education in the 1880s: Frances Harper's Reconfiguration of Atticus Haygood's Philanthropic Model - Robbins, Sarah (Legacy, 2002)
In the years after the Civil War, white Americans north and south debated the capacity of former slaves to be educated for citizenship, while leading African American authors (and some white supporters) used fiction, speeches, and other forms to demonstrate the capabilities of the race for full civic participation. As evident in teaching texts like Lydia Maria Child's The Freedmen's Book and novels like Albion Tourgée's Bricks Without Straw, this discourse about democratic participation was often closely bound up with arguments about whether or not the freedmen of the south should or even could be educated. By the 1880s, when Radical Reconstruction had been displaced by calls for national reconciliation, this contest frequently shifted focus to the kind and degree of education most suitable for African Americans. Some "New South" leaders began to suggest to their constituencies that making some allowances for the education of blacks could bring long-term benefits to a region that clearly needed to become industrialized.
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Discussion Paper 32. Teacher Education for Transformation: the case of the University of the Western Cape, South Africa. - Robinson, Maureen; Vergnani, Tania; Sayed, Yusuf (2002)
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Perceptions and Images of North Africa: What American Schools Teach. - Robinson, Victoria (2002)
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The future of professional legal education in Ghana - Rocha, B.J. Da (2002)
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Drought, rural household decision making and technological change in southern Zimbabwe. - Rohrbach, David; Alumira, Jane; Freeman, H. A.; Ackello-Ogutu, Chris (2002)
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University Education and Labour Market in Africa - Rubbers, Benjamin (2002)
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Education of an Architect: Through African-American Constructions - Ruff, Scott (2002)
ions. Poetry Readings is a project that is born out of the general population of the student's interest in highly structured spoken word. This observation was clarified through a casual conversation, which became the subject of a full class discussion on Rap music, the Hip-Hop movement and the strong Oral I Story telling tradition within African Diasporic cultures.The project, which had been in the back of my mind as a method of form generation in my own work was introduced not as Rap but as poetry. Allowing the students to have a sense of control over the material in which they would become extremely intimate over the course of two weeks. The project description and hand out again being extremely simple and not cluttered with esoteric notions that were beyond the entering students interests and to some extent their grasp, many of the complex issues being addressed through group discussion and one on one conversation. The Strip composition project and the reading of Mama Day, by Gloria Naylor were actually integrated into one project that covered approximately 6 weeks at the end of the second semester of first year design studio. This longer more ·involved investigation evolved from a need to fall in line with a Hampton University campus wide tradition/policy known as the campus reading. Each year the university chooses a book to be read by the entire freshman class.This reading is then to be integrated into a lesson or a series of lessons within each of their courses. In the past the architecture department had not truly engaged in this tradition, but due to current campus politics it became a good ideal for the department to participate in at least one of its courses. First year design studio became the laboratory for this experiment. Having already established a schematic syllabus, which was flowing quite well, the task became how, was the story and its references going to be integrated into the curriculum of the studio. After much thought a project that dealt with techtonics as its main focus (the strip composition project) became the framework on which the narrative would hang. The project was introduced to the students approximately one week after the beginning of the campus reading of Mama Day. Through a long discussion about the story and some of the literary and creative mechanisms found within the text to help the students understand how this process can be understood as an extended version of the poetry readings done in the previous semester. A project description was handed out that paraphrased that lecture/ discussion and explained what they were to do with this information. This final project, Mama Day was presented during a NAAB Accreditation visit, which included observers from China. Some of who sat on this review. After the presentations the question was raised by one of the observers. Do you (the faculty) feel that some of the first year work is too conceptually complex? The answer to such a question is yes and no. Yes, the work is extremely conceptually loaded, but no it is not more than the students can handle. Although these projects do not have large prescribed introductions based in established philosophical texts, they are not one liners. They are done in a manner, which seeks to completely immerse the student into the practice of rigorous critical thinking and critical translation. Teaching the students how to learn and think I 8th National Conference on the Beginning Design Student. Portland. Oregon . 2002 II architecturally, not confining them to preconceived notions of what one is. Since each exercise had an open range of difficulty, they became ideal for dealing with students that had various levels of development. In this way each project and studio became much like a vertical studio or a one room school
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The integral teaching of Moroccan Arabic and Modern Standard Arabic : linguistic and sociolinguistic feasibility - Ruiter, J.J. de; Youssi, Abderrahim (2002)
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Art Smart or Music Smart: Comparing the Background and Confidence of Teacher Education Students in Australia, South Africa, Namibia, USA and Ireland - Russell-Bowie, Deirdre (2002)
This paper reports the findings of a study which is the result of international cooperation between teacher education institutions in five different countries. It is part of a larger study on Students' Attitudes: Creative Arts; National and Overseas Associates (CASANOVA), which involves 939 pre-service non-specialist primary school student teachers (82% females and 18% males) from five countries (Australia (NSW), Namibia, South Africa, USA (Illinois) and Ireland). Initially the paper identifies the students' perceptions of their background in relation to music and visual arts education. Secondly it examines if there is a difference between the visual arts education background and confidence of Australian students and those from the other four countries. Results indicated that overall, 25% of the subjects indicated that they had a good background in music education and 16% indicated that they had a good background in visual arts education. In relation to responses from the different countries, Australian student teachers had a significantly less strong background in visual arts when compared with Namibia, and there were no significant differences between any of the other countries. In relation to music education, Australian student teachers had significantly less musical background than their colleagues in South Africa, Namibia, Illinois and Ireland and there were no significant differences between students' responses from any of the other countries. Based on the results of this survey, suggestions are made to enhance the teaching of music and visual arts education in Australia and overseas.
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Prevalence of intestinal parasites among school children in Deir El-Balah Town in Gaza Strip Palestine [letter] - Sa, Talari; Hy, Houshyar (Annals of Saudi Medicine, 2002)
Intestinal parasites are prevalent in many countries all over the world. Low socioeconomic standards poor sanitation improper hygienic practices lack of awareness and environmental factors contribute to this phenomenon. Gaza Strip in Palestine is an overpopulated area without any proper sewage disposal system in most of the localities. This in addition to low standards of living contribute to the high prevalence of parasitic diseases. Two studies on the prevalence of the intestinal parasites revealed that the most common parasites among school children in Gaza and camps were: Ascaris lumbricoides Entamoeba histolytica Enterobius vermicularis Hymenolepis nana and Giardia lamblia. Higher prevalences of Ascaris lumbricoides Entamoeba histolytica and Giardia lamblia among children have been recorded by Al-Wahaidi in different areas of Gaza. (excerpt)
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Genuine Caring and Literacy Learning for African American Children. - Sanacore, Joseph (2002)
Recently, the professional literature as well as the media have focused on the achievement gap between African American and White students. Although some of the solutions proposed are grounded in substantive thinking, others are representative of the typical quick fixes that continue to dominate public education while not improving the teaching and learning of these children. Successfully educating African American students is a complex process involving both big-picture considerations and specific instructional strategies. At the very least, students need to know that adults in their lives truly care about them. To help improve Black students' academic outcomes, educators should demonstrate genuine as they act in specific ways to enhance achievement. This paper defines caring and then discusses genuine for students. The paper next discusses and literacy learning regarding students, suggesting literacy practices that should be part of the educator's repertoire, including: encourage lively discussions, immerse children in drama, support lifetime literacy efforts, and build resilience in literacy learners. It notes that Black students especially benefit from these practices because they encounter more adversity and challenges in their daily lives and thus need more support in school. The paper also sees as important for Black children's academic success the hiring of African American teachers as role models, preparing culturally competent educators, and implementing culturally pertinent curricula. (Contains 36 references.) (NKA) Reproductions supplied by EDRS are the best that can be made from the original document. Genuine Caring and Literacy Learning for African American Children Joseph Sanacore Dr. Joseph Sanacore chairs the Department of Special Education and Literacy at the C.W. Post Campus of Long Island University, Brookville, NY 11548. He is the author of more than 100 articles and book chapters. U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. BEST COPY AVAILA tlelid PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1 Recently, the professional literature as well as the media have focused on the achievement gap between African American and White students. A number of reasons have been suggested for this dilemma, including a lack of culturally pertinent curricula, a biased view that Black culture if deficient rather than different from majority cultures, and a demographic perspective concerning a critical shortage of Black teachers serving as role models. Not surprisingly, a number of solutions have been proposed affecting the process and content of educating African American children more successfully. Although some of these solutions are grounded in substantive thinking, others are representative of the typical quick fixes that continue to dominate public education while not improving the teaching and learning of these children. Successfully educating African American students is a complex process involving both big-picture considerations and specific instructional strategies. At the very least, students need to know that adults in their lives truly care about them.. From this foundation, trusting relationships develop and serve as an essential context for learning. While this bridge from to learning is necessary for a successful school career, it is vitally important for African American children who tend to experience more challenges in their personal and academic lives. Thus, they benefit from the type of support that nurtures emotional growth and simultaneously provides optimal conditions for effective learning. Interestingly, many students from both minority and non-minority backgrounds share increased challenges in their daily lives because of today's demographic trends, including (1) a 50% 60% divorce rate; (2) a changing family structure involving married, single, and remarried parents who are devoting substantial time and energy to
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Plenary lectures presented at the 4th Annual UNESCO School & IUPAC Conference on Macromolecules & Materials Science, held in Stellenbosch, South Africa, 7-11 April, 2001 - Sanderson, Ronald D.; Pasch, Harald (2002)
Preface (H. Pasch). Single Molecule Detection of Macromolecules (J. Hofkens, et al.). Early Recognition of Oxidative Degradation in Polymers by Chemiluminescence (J. Boxhammer). Analytical Techniques for Polymers with Complex Architectures (H. Pasch). An Investigation into the Fracture Behaviour of Ethylene Propylene Impact Polymers (K. Marcus, et al.). On the Mechanism of Formation of Isotactic and Syndiotactic Polydiolefins (L. Porri, et al.). Ethylene Copolymers with Fischer--Tropsch Olefins (D. Joubert & I. Tincul). Analysis of Polyolefin Blends by CRYSTAF (R. Brull, et al.). Investigation on Ternary Metallocene--Based Catalyst Systems (C. Gotz, et al.). PE/Wax Blends: Interesting Observations (A. Luyt & I. Krupa). Phosphated Polyurethane Dispersions: Synthesis, Emulsification Mechanisms and the Effect of the Neutralising Base (K. Mequanint & R. Sanderson). Synthesis of PP--g--MAH and Evaluation of Its Effect on the Properties of Glass Fibre Reinforced Nylon 6/Polypropylene Blends (N. Abbacha & S. Fellahi). Photodegradation: A for the Shopping Bag Visual Solution Problem? (I. Eyenga, et al.). Ceramic--Based Materials for Electrochemical Applications (V. Linkov, et al.). Characterization of Acid--Base Properties of Polymers and Other Materials: Relevance to Adhesion Science and Technology (M. Chehimi, et al.).
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Interest groups in education : teachers' perceptions of the effectiveness of the Kenya National Union of Teachers - Sang, Anthony K. (2002)
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Strategies for attracting African Americans to schools of architecture and environmental design - Sartor, Curtis J. (2002)
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Tertiary education: training Namibians for employment or the streets - Sasman, Catherine (Namibia Review, 2002)
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Learning styles : a comparative study of cultural differences in African-American, Anglo-American, Asian-American, and Hispanic-American accounting students in Texas public universities - Sauceda-Castillo, Mary Jane (2002)
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Poverty Alleviation and the Revolutionary-Socialist Imperative: Learning from Nyerere's Tanzania - Saul, John S. (International Journal, 2002)
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Discussion Paper 33. Further Diploma in Education (Educational Management) by Distance Education at the University of Pretoria, South Africa. - Sayed, Yusuf; Heystek, Jan; Smit, Brigitte (2002)
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Dealing with the dilemma facing higher education in South Africa against the backdrop of economic globalisation - a technikon perspective - Schalkwyk, Samantha van (South African journal of higher education, 2002)
South Africa's institutions of higher education have been accorded the responsibility of serving as catalyst in the process of knowledge production that is central to a country's success in the evolution towards globalisation. The need for increased numbers of skilled professionals in technology and business is one that ideally can be addressed within the technikon structure which allows for experiential learning to supplement the process of knowledge acquisition. Many institutions in South Africa, however, are currently forced to grapple with the problems of many years of inequality within education, equity laws and spiraling costs. If they are to respond effectively to these challenges, innovative student-focussed teaching that will produce graduates who can enrich and develop society is imperative. South African Journal of Higher Education Vol.16(1) 2002: 183-188
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Facial Social Risks in IT Development in South Africa - Learning from Scandinavia - Scheepers, Helana; Mathiassen, Lars (2002)
South Africa is undergoing a number of changes, which has an effect on every aspect of society from the workplace to everyday life. South Africans need to reflect on this situation and determine how to proceed. The purpose of this article is to consider the development and implementation of information technology, one particular problem area, in this broader context. The article draws an analogy between the trade unionist systems development tradition in Scandinavia and the possible application it might have in South Africa. The article describes the situation in South Africa, presents the trade unionist approach to systems development, and describes the underlying principles that have been identified by Scandinavian researchers. It then evaluates these principles from a South African perspective and discusses the possible uses they might have in the South African situation.
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22 Environmental pollution in the Gulf of Guinea: A regional approach - Scheren, Pagm Peter; Ibe, A. C. (2002)
This chapter reports on the results of the pilot project Water Pollution Control and Biodiversity Conservation in the Gulf of Guinea Large Marine Ecosystem (LME), funded by the Global Environment Facility (GEF). It is divided into three sections. The first section gives the results of an assessment of the socio-economic circumstances that are the root causes of the environmental pollution problems. The second section presents the results of the assessment of the state of pollution in the natural ecosystems of the coastal zone, as well as a qualitative and quantitative assessment of the land-based sources of pollution. The final section assesses the institutional constraints related to control of environmental pollution, and suggests management options for resolving them.
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How African-American College Students Protect Their Self Esteem - Schmader, Toni; Major, Brenda; Gramzow, Richard H. (Journal of Blacks in Higher Education, 2002)
FRICAN-AMERICAN and other minority students face negative cultural stereotypes that portray members of their ethnic groups as less intelligent than European-American students. These stereotypes are compounded by statistics suggesting that, on average, members of these ethnic minority groups score lower on achievement tests, have lower grade point averages, and attain lower levels of education than their European-American peers. Although one might anticipate that these negative stereotypes and educational outcomes would pose a threat to African American st the self-esteem of ethnic-minoresteem and academic ity students, research consisaverage equal to or i tently finds that African-AmeriEuropean-Amet can and other minority students have levels of self-esteem and academic self-concepts that are on average equal to or higher than those of their European-American counterparts. One way in which members of negatively stereotyped ethnic-minority groups might cope with academic threats is by psychologically disengaging their feelings of self-worth from their academic outcomes. Psychological disengagement is a defensive detachment of self-esteem from one's outcomes so that self-esteem is not contingent upon one's successes or failures. As part of a larger class of self-protective strategies, psychological disengagement is more likely to be evoked in evaluative situations that threaten a person's self-view. Thus, by psychologically disengaging one's view of oneself, a person can maintain previous levels of self-esteem despite information that implies one's inferiority.
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Understanding the introduction of outcomes-based History teaching in South Africa - Schoeman, Sonja; Manyane, R.M. (Educare, 2002)
The dawn of democracy in South Africa in 1994 necessitated innovations in education. An educational approach known as Outcomes-based Education (OBE) was introduced in 1998. Many changes will eventually also have to be made in the History classroom, as the new approach is characterised by a competency-based, interactive and learner-centred methodology. Closer scrutiny of the above educational innovation reveals the existence of a number of problems.The aim of this article is: Firstly, to sensitise the curriculum developers and educational administrators, who are involved in the revamping of History as a school subject, to the need to gain independent and well-reasoned knowledge of some of the issues involved in outcomes-based History teaching, because such informed knowledge is an essential element in the successful implementation of the latter in South African public schools. Secondly, to be proactive and to assist in the retraining of History educators so that they will be able to teach outcomes-based History with success in their classrooms when it is implemented in public schools.
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Learning a Valuable Instructional Method for Teaching Social Studies to Urban African American Students - Schools, Urban (2002)
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The Role of Discipline in School and Classroom Management: A Case Study in South Africa - Schulze, Salomé; Dzivhani (Journal of Psychology in Africa, 2002)
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Teachers, Democratisation and Educational Reform in Russia and South Africa - Schweisfurth, Michele (2002)
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The principal's role in developing a culturally sensitive public school environment that promotes the academic achievement of African-American students - Scott, A. Morrison (2002)
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Archaeology education in South Africa : developing curriculum programmes in three Cape Town schools - Sealy, Emma Georgina (2002)
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Raising cultural awareness in the elementary classroom through African-American children's literature - Seebeck, Kirsten (2002)
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An analysis of school library use in Government Aided Community Junior Secondary Schools in Gaborone city and the Southern district in Botswana - Sehuhula-Mooketsi, Bojelo (2002)
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Knowledge, Attitude and Practice of Classroom Assessment: Implications on the Implementation of School-Based Assessment in Malawi - Selemani-Mbewe, Chokocha Mathias (2002)
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Teacher Training in Sub-Sahara Africa - Selinger, Michelle (2002)
Imfundo was set up in May to consider ways in which ICT could be used in education, particularly teacher education, in developing countries with a focus on sub-Saharan Africa. It has three objectives. First, the establishment of pilot initiatives to find out what the main issues are in using ICT for teacher training in the developing world. Then development of a ResourceBank, a repository for private sector commitment of project management skills and resources in kind or at cost; and the KnowledgeBank, a web site of information and discussion about ICT use in education in developing countries.
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The health education work of the Hadassah Zionist women's organization in Palestine during the British Mandate 1918-1948. - Shehory-Rubin, Zipora (PubMed, 2002)
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Community schools and social capital formation : a case study of community schools in Assiut, Egypt - Sherif, Ghada El (2002)
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Geochemistry of 2.7 Ga Belingwe volcanics, Zimbabwe: implications for the tectonic setting and the evolution of the late Archean greenstone belt - Shimizu, Kenji; Nakamura, Eizo; Maruyama, Shigenori (2002)
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What can we learn from our African sages - Shirima, A. (2002)
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Improvement of drought adapted tepary bean (Phaseolus acutifolius A. Gray var. latifolius) yield through biological nitrogen fixation in semi-arid SE-Kenya - Shisanya, C.A. (European Journal of Agronomy, 2002)
Tepary bean (TB), a drought adapted bean variety has recently assumed prominence among resource poor farmers in semi-arid SE-Kenya. However, its productivity is still low because of inadequate inputs. Greenhouse experiments were initially carried out to determine the number of rhizobia specific to TB in the soils of SE-Kenya, nodulation and nitrogen fixation of the same. The most probable number (MPN) of Rhizobia cells capable of nodulating TB were 1.0×102 cells per gram of soil in SE-Kenya. Subsequent field experiments were conducted at Kiboko KARI sub-station over two rainy seasons, i.e. long rains (LR) 1999 (March–June) and short rains (SR) 1999/2000 (October–January). The main objective was to screen various Rhizobia strains effectivity in nitrogen fixation with TB. The field trials showed that from the five Rhizobium strains tested only R3254 significantly increased pod dry weight, seed dry weight and seed yield/ha. Top dressed fertilizer N had no significant impact on growth and seed formation of tepary bean. Total nitrogen (N) concentration in the plant tissues was significantly enhanced in the course of the vegetative growth in R3254 treatment. This is an indication that Rhizobium strain R3254 can be used in the improvement of TB production for the resource poor farmers of semi-arid SE-Kenya.
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Makerere and the Beginnings of Higher Education for East Africans - Sicherman, Carol (Ufahamu, 2002)
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Socializing "Good Enough Students": A Contextualized and Ideographic Analysis of African American Students' Emotional and Identity Development - Siegel, Galia D. (2002)
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Farmer Field Schools and the Future of Agricultural Extension in Africa - Simpson, Brent M.; Owens, Michelle (Journal of International Agricultural and Extension Education, 2002)
The continuing efforts to stimulate economic growth in Africa through agricultural development reflect the rise and fall of the different ‘fads and fashions’ in international development over the past 50 years. As the ‘poor cousin’ in most agricultural development strategies, agricultural extension and education has been particularly affected by the changing trends in external financing. Following the failure of rural development projects to significantly improve the welfare of the rural poor through the mid-1980s, the region witnessed a widespread abandonment of support for large-scale, state-run extension programs; the exception to this being the continued promotion of the Training & Visit (TV FFS achievements in facilitating ‘systems learning’ on the part of farmers and supporting their increased involvement in knowledge generation; facilitation of farmer-to-farmer information exchange; local organizational development and the institutionalization of integrated pest and production management practices; positive impacts on the relationships between farmers, extension, and other stakeholders; and the specific challenges faced by extension in integrating the FFS approach into their programs. Some concluding observations are made on the progress, pitfalls, and potentials of the FFS approach to play a significant role in the revitalization of national extension programs within the region.
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The Decentralization of Services in Malawi: Perceptions of Key Actor Groups on the Devolution of Primary Education - Sineta, Abraham T. (2002)
This project follows the approval of the decentralization policy which the Malawi government adopted in 1998. The policy requires that all government ministries should devolve their functions from central headquarters offices to district assemblies. The study focused on establishing different views that key actor groups have concerning this policy and its implementation. The sample of 25 included district managers, Primary education advisors, desk officers, and head teachers, eliciting their views on the devolution of primary education to district assemblies. The study took place in Zomba district with some respondents from outside Zomba which the researcher considered critical. It was a qualitative study and used face-to-face interviews as a method of data collection. The study offers insights to the Ministry of Education and other policy makers on what is actually happening on the ground so that appropriate strategies for policy implementation can be made. This will ensure that the policy is implemented successfully. Key findings are that there is a good understanding of decentralization by definition among the key actor groups although some confusion about what practically is involved in decentralization was evident. There were also mixed views about which functions to decentralize. Whilst some respondents support decentralization as a way to improve the educational system, there are other who think otherwise, stating reasons of possible corruption, favouritism and diversion of funds under a decentralized system.
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The ownership of knowledge : literacy and orality in theological education in Uganda - Slater, Brent D. (2002)
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Coming Together for Conservation: Environmental Education in Namibia. - Smego, Amy Ann (Green Teacher, 2002)
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Values Education of Adolescents in South Africa - Sonnekus, I.P.; Schulze, Sharon K. (Journal of Psychology in Africa, 2002)
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7th Export Development Forum, Danida Centre for International Business, School of Administration, Ghana, 2002 - Sørensen, Olav Jull; Adanuty, F. (2002)
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Challenges of teacher development - an investigation of take-up in South Africa, Jill Adler and Yvonne Reed (Eds) : book review - Southwood, Sue (2002)
Extracted from text ... Book review Challenges of teacher development An investigation of take-up in South Africa Edited by Jill Adler and Yvonne Reed, published by Van Schaik Challenges of teacher development, a joint venture of Jill Adler of the Department of Mathematics (Mathematics Education Development) and Yvonne Reed of the School of Literature and Language Studies (Applied English Language Studies) at the University of Witwatersrand, offers a fascinating insight into a complex practice-based case study. The focus of the research is on a three year Further Diploma in Education (FDE) in Mathematics, Science and English language teaching - ..
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Implementing universal primary education in Uganda: Examining the challenges for head teachers in 10 selected schools - Sserunjogi, Expedit (2002)
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Secondary education in Africa (SEIA) : A regional study of the Africa Region of the World Bank - Stallmeister, Steffi; Bregman, Jacob (2002)
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The Influence of the View of Nature on Biology Education in Zimbabwe, a Minor Field Study - Sterve, Hanna (2002)
The purpose of this thesis is to look into the teaching methods and content in Zimbabwean biology education, and the possible influences that the teachers’ view of nature have on this education. The study was performed in and around Mutare in eastern Zimbabwe with eleven observations and six interviews in primary and secondary schools, corresponding to years four to nine in the Swedish compulsory school. My study shows that the teachers’ view of nature is in many parts similar to the Swedish view of nature, but differ in a closer connection to religiosity and in a more every-day-life relation to nature. This is reflected in several of the concepts that view of nature consist of. The view of nature is influencing the content in biology partly. Since science hold universal concepts which are the same all around the world, the view of nature does not influence the scientific parts of biology, but have influence on where the emphases in the education is put. The results show no direct influence of the view of nature on teaching methods, but indirectly influenced by the choice of content.
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School Attendance Revisited: A Study of Urban African American Students' GPA and Coping Strategies. - Steward, Robbie J.; Steward, Astin D.; Blair, Jonathan M. (2002)
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The changing principalship in South African schools - Steyn, G.M. (Educare, 2002)
A current international trend in education reform is the devolution of decision-making powers from central level to the school level. Together with certain structural reforms regarding shared decision-making, the South African government has also initiated programmes of curriculum reform, and a general drive to improve the culture of teaching and learning in schools. The devolution of authority through decentralisation is the first dimension of school-based management. The second dimension of school-based management refers to the participation of stakeholders. The key changes in the way schools in South Africa are organised with regard to the role of principals are outlined in this article. Two reform initiatives, whole school evaluation and developmental appraisal are briefly described. The article concludes with a model for management of resistance to change.
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Building a Culture of Democratic Education in Young Democracies: The Interrelation between South Africa and East-Germany - Steyn, Johann (2002)
The joint research project between researchers in Stellenbosch (South Africa) and Berlin and Frankfurt am Main (Germany) on democratic education in the light of the transformation processes in South Africa and Germany forms the backdrop for this presentation. Both countries are experiencing educational transformation after the fall of Apartheid and the Berlin Wall respectively, but this paper focusses more on recent developments in South Africa than on Germany. This paper draws comparisons on the situation in these countries. Both countries are not only involved in reform initiatives such as new educational acts and policies, but they are experiencing serious difficulties as well. Although some progress has been made there still lies an enormous task ahead in the attempts to establish democratic values successfully. It becomes clear that building a culture of democratic education is not merely a matter of good policies, but of practical implementation. Special attention is paid to relevant concepts such as democracy, transformation, quality and equality within the context of the theme before the balancing of quality education and equality of education is considered in more detail. The real issue is whether these concepts are reconcilable in a young democracy. Three possible responses are offered to the question whether quality and equality can co-exist in the building of a young democracy.
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Reforming teaching in Namibia: taking learner-centredness to the rural classroom - Storeng, Marit (2002)
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Globalisation and higher education studies in South Africa - Strydom, A. (South African journal of higher education, 2002)
Globalisation and its impact on higher education will be discussed, while globalisation as a critical external influence on the South African higher education system in its development towards a national higher education system will also be explained. The establishment and development of higher education as a field of study are described as being critical in understanding globalisation in relation to national planning in higher education. The implementation of the ambitious National Plan for Higher Education of the Department of Education expects the unstinting commitment and scientific work of all constituencies to be successful. It is argued that reliable support of the National Plan should also be in the form of developing, establishing and implementing learning programmes of high quality in higher education studies as the basis for research into higher education. The field of higher studies is then discussed with specific reference to the position and standing of higher education studies in South Africa. Finally, critical comments and observations on higher education studies in South Africa that might lead to quality growth in the research and learning programmes of this field of study are shared. South African Journal of Higher Education Vol.16(1) 2002: 91-98
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Globalisation, Regional Responsiveness and a Developing South African Higher Education System - Strydom, Kalie (2002)
This chapter sets out to discuss patterns of national higher education systems and their internationalisation, as well as the globalisation of higher education in relation to economic development. I begin by describing how the national planning of South African higher education is endeavouring to deal with this trend. This is followed by some practical examples of regional responsiveness and its relationship to globalisation, drawn from the current South African higher education system, in order to illustrate the necessity of a balanced approach to regional, national, African and global interests. I then offer some solutions which may succeed in effecting change. The primary aim of this change should be to improve regional responsiveness in a coherent national higher education system, while preparing for the inevitable pressure of globalisation.
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The academic success of unmarried African-American female high school students who are parenting - Stuckey, Tracey A. (2002)
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Career guidance services in Swaziland secondary schools - Sukati, C.W.S. (UNISWA Research Journal, 2002)
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Bacterial pathogens associated with infected wounds in Ogun State University Teaching Hospital, Sagamu, Nigeria - Süle, András; Thanni, L. O. A.; Odu, O.A. Sule; Olusanya, O. (African Journal of Clinical and Experimental Microbiology, 2002)
A prospective study was conducted at Ogun State University Teaching Hospital (OSUTH) between August 1999 and July 2000 in the Orthopaedics, Obstetrics and Gynaecological units to identify the bacterial pathogens associated with infected wounds as well as their antibiotic sensitivity profile. A total of 1670 patients were seen in these units, out of which 130 (7.78%) developed wound infections. There was a statistical difference (P < 0.05) between the septic wounds associated with the non-operative cases (11.9%) and those of post-operative cases (6.41%). Amongst the 186 bacterial agents isolated from all the samples examined, Klebsiella species (25.3%) accounted for the most common isolates while the least was Enterococcus faecalis (5.4%). Klebsiella species was observed to be most prevalent in the Obstetrics and Gynaecological wounds while Pseudomonas aeruginosa was the commonest in the Orthopaedic wounds. The sensitivity profile of the isolates to the commonly used antibiotics including those used as pre-operative prophylactic agents ranged between 1.67-46.8%, the range for the aminoglycosides was between 61.8-75%, while the fluoroquinolones had a range of 82.8%-89.2%. The high level of bacterial resistance to the common antibiotics in this study, re-emphasized the need to properly monitor the use of antibiotics including those used as pre-operative prophylactic agents in this country. (Af. J. of Clinical and Experimental Microbiology: 2002 3(1): 13-16)
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Effects of a Brief Training Program for Lay Health Volunteers To Facilitate Smoking Cessation among African Americans. - Sullivan, Therese; Sharma, Manoj; Stacy, Richard D. (2002)
Abstract This study evaluated a training program to train lay health volunteers in facilitating smoking cessation for a low-income, African American community in a Midwest city. Fourteen volunteers completed this training. The four-hour training program applied the constructs of the Social Cognitive Theory (SCT), namely self-efficacy and outcome expectations relating to the processes of behavioral change. A repeated measures design was utilized measuring participants' perceived knowledge, outcome expectations, their self-efficacy on conducting smoking cessation classes and their behavioral change in organizing and conducting smoking cessation programs. Results highlighted statistically significant changes in knowledge, outcome expectations, and self-efficacy (p [less than or equal to] 0. 05) between pre-test and post-test indicating a successful training program. However, no significance was noted for a change in behavior. Implementation and environmental issues need to be encouraged in future programs in order to effect the behavioral change and continue the success of the program. Key words: Smoking cessation, lay health volunteers, African Americans Introduction Tobacco use varies among racial and ethnic groups. According to the 1998 report of the Surgeon General on Tobacco Use, the cigarette consumption among adult African Americans declined from 37.3 percent to 26.5 percent between 1978-1995 (United States Department of Health and Human Services [USDHHS], 1998). Although this decrease in adults is a favorable move, cigarette smoking is still the leading preventable cause of disease and death for all the racial groups in the United States. The African American population is presently bearing the greatest burden with lung cancer leading to the cause for cancer deaths for this subgroup (USDHHS, 1998). In a recent study on substance abuse among African Americans the data indicated that the age groups of 26-35 and 35 and over reported the highest prevalence of cigarette, smokeless tobacco, marijuana, and cocaine use. (Ma & Shive, 2000). Smoking rates are also higher for African Americans in central city locations than in non-city areas which would be attributed to the lifestyle factors of stressful conditions or just the daily hassles of urban living (King, Polendac, & Bendel, 1999). Adult smoking rates for the Midwest according to King and colleagues (1996) were estimated among the highest in the country at 25%. African Americans have none-the-less reported a higher desire to quit smoking and a higher number of quit attempts than whites (Shorling, et al., 1997). Unfortunately, this increase in quit attempts does not correlate with success rates. According to Schorling and colleagues (1997), African Americans have experienced more of a relapse in their effort to stop smoking. There is also some evidence that medical professionals may treat African Americans differently. Physicians do not inquire about their health status, the seriousness of certain habits such as smoking, or give advice on methods to achieve cessation as frequently as with other groups (Gamble, 1997). There are also trust issues with health care providers that exist in the African American community (Gamble, 1997). Therefore, it could be helpful to utilize trusted community members in the African American community to assist in smoking cessation interventions. Many African Americans have a close relationship with their community centered around their church, neighborhoods, and extended family (Jackson & Parks, 1997). Lay health educators have been used for years in the African American community to help address health disparities among the minority population and to promote health (Jackson & Parks, 1997). Individuals in any community trained as lay health educators could become involved with a vast range of health issues in various settings throughout their community. …
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An EMIS for Palestine: The Education Management Information System in the West Bank and Gaza Strip. - Sultana, Ronald G. (2002)
This article provides an account of the introduction of an Education Management and Information System in the West Bank and Gaza Strip. The initiative, led by the Palestinian Ministry of Education, and supported by UNICEF, is described in terms of the educational goals targeted, the usefulness of an EMIS for the rational organization and management of an educational system, and the impact that the availability and sound use of data can have on improving quality provision. The particular political and educational circumstances of Palestine up to the start of the second Intifada in September 2000 are described in some detail in order to better highlight the challenges that had to be faced by the Ministry of Education, and to appreciate more thoroughly the extent of the successes achieved against the odds.
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African American girls reading African American women: A study of literacy, identity, and multicultural education. - Sutherland, Lee‐Ann (2002)
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African American girls reading African American women: A study of literacy, identity, and multicultural education. - Sutherland, Lee‐Ann (Deep Blue (University of Michigan), 2002)
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Identifying gifted African-American students: A case study of a Louisiana school system - Sutton, Donna (2002)
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A study exploring the career advancement of women librarians in South African institutions of higher education - Swartz, Barbara Dawn (2002)
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Education of Women as a Contributor to Economic Growth in Africa - Tackie, Nii O.; Fields, Meigan; Siaway, Arthur (2002)
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A study of integrated learning and the value of science in remote education: using the Internet to relay the total solar eclipse of 2001 June 11 in Africa - Takahashi, N.; Agata, Hidehiko; Maeda, K.; Okyudo, Masami; Yamazaki, Yosuke (aprm, 2002)
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Islamic higher education in West Africa: Some examples from Mali - Tamari, Tal (2002)
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African American Vernacular English and Hawai'i Creole English: A Comparison of Two School Board Controversies - Tamura, Eileen H. (Journal of Negro Education, 2002)
This essay compares the controversies surrounding actions taken by two school boards-one in Hawaii and the other in Oakland-in their attempts to help students in their districts attain fluency in standard English. Public reactions expressed during each of these two incidents demonstrated a general lack of understanding about languages and nonstandard dialects. The myths and characterizations about Hawaii Creole and African American Vernacular and the issues these two stigmatized dialects have raised, point to educational policy implications concerning academic achievement and the politics of language. In December 1996 the school board of the Oakland Unified School District sparked a firestorm of controversy when it issued a resolution that addressed its students' nonstandard speech-African American Vernacular (AAVE). A decade earlier, the school board of the Hawai'i State Department of Education also triggered avid contention when it proposed a policy that was aimed at its students' nonstandard speech-Hawai'i Creole (HCE). While these two school boards served apparently disparate social and cultural communities, the policymakers shared a common concern: What to do about the marginalized language of many of the students in their school district? This essay compares the controversies and educational issues surrounding the two school boards' actions. Like AAVE, HCE has long been a topic of considerable educational concern. Over the past decades the issues provoked by these two dialects have erupted intermittently and without fail. Why? Both have been prevalent and highly noticeable within their respective communities. Both have been the center of emotional debates among the general public. Both have raised questions about the role they play in hindering academic achievement, particularly in reading and writing standard (SE). Both have placed schools at center stage and have stymied educators who have sought to address the issues raised. Finally, both have been at the center of controversial attempts at policymaking. HCE has not generated the kind of national debate and media frenzy brought on by AAVE and most Americans are unaware of the existence of HCE. Nevertheless, a comparative history of the educational debates generated by these two nonstandard forms of can be instructive. The similar myths and characterizations about them, and the attendant issues they raise point to conclusions that have important policy implications. In discussing these two language varieties, I have chosen to use the terms African American Vernacular and Hawaii Creole English. Over the years, a variety of designations have been used for African American speech: Black Black Vernacular, Ebonics, U.S. Ebonics, African American and African American Vernacular English. In this essay I use the term African American Vernacular because of its current use by many linguists. Similarly, I use the linguistic term Hawaii Creole English. The more popular designation, English, is technically incorrect. Hawaii Pidgin is an earlier form of communication that was the basis from which HCE developed. Recently some linguists in Hawaii have begun to use the popular lexicon English to refer to HCE. For this essay, I have chosen not to follow this practice; instead I use HCE, which is the more linguistically accurate designation. Hawaii Pidgin the earlier form of communication, was a contact language developed during the latter half of the 19th century on the islands' sugar plantations. Indentured laborers, who had been recruited from all parts of the world, especially from Asia, spoke mutually unintelligible languages. In order to communicate with each other, with Native Hawaiians, and with European American plantation managers, these immigrant laborers and those with whom they came in contact devised a rudimentary form of pidgin speech. …
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An analysis of distance education at the University of Botswana from a systems perspective. - Tau, Ontiretse S. (2002)
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Multilingual Societies and Planned Linguistic Change: New Language-in-Education Programs in Estonia and South Africa - Taylor, Helena (Comparative Education Review, 2002)
Previous articleNext article No AccessMultilingual Societies and Planned Linguistic Change:New Language‐in‐Education Programsin Estonia and South AfricaSolange G. TaylorSolange G. Taylor Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 46, Number 3August 2002 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/341160 Views: 112Total views on this site Citations: 8Citations are reported from Crossref © 2002 by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports the following articles citing this article:Orly Haim, Michal Tannenbaum Teaching English to multilingual immigrant students: understanding teachers’ beliefs and practices, Teachers and Teaching 28, no.44 (Apr 2022): 420–439.https://doi.org/10.1080/13540602.2022.2062737Anna Kaiper “If you don’t have English, you’re just as good as a dead person”: A narrative of adult English language literacy within post-apartheid South Africa, International Review of Education 64, no.66 (Aug 2018): 737–757.https://doi.org/10.1007/s11159-018-9733-yFrances Vavrus and Maud Seghers Critical Discourse Analysis in Comparative Education: A Discursive Study of “Partnership” in Tanzania’s Poverty Reduction Policies Vavrus and Seghers, Comparative Education Review 54, no.11 (Jul 2015): 77–103.https://doi.org/10.1086/647972Haidee Kruger Language-in-education policy, publishing and the translation of children's books in South Africa, Perspectives 17, no.11 (Mar 2009): 33–61.https://doi.org/10.1080/09076760902878957Christine Schreyer ‘Nehiyawewin Askîhk’: Cree Language on the Land: Language Planning Through Consultation in the Loon River Cree First Nation, Current Issues in Language Planning 9, no.44 (Dec 2008): 440–463.https://doi.org/10.1080/14664200802354427Fauzia Shamim Trends, issues and challenges in English language education in Pakistan, Asia Pacific Journal of Education 28, no.33 (Sep 2008): 235–249.https://doi.org/10.1080/02188790802267324Solange G. Taylor Methodological Challenges in Complex Comparisons: Bilingual and Intercultural Education Research in Bolivia, Peru, and Chile, Research in Comparative and International Education 1, no.22 (Jul 2016): 187–197.https://doi.org/10.2304/rcie.2006.1.2.187John E. Petrovic The Conservative Restoration and Neoliberal Defenses of Bilingual Education, Language Policy 4, no.44 (Nov 2005): 395–416.https://doi.org/10.1007/s10993-005-2888-y
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The effect of witchcraft practices on education in public secondary schools in Mwingi District, Kenya - Teklemariam, Amanuel Abraha; Nyenze, Stellar M (2002)
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Teachers' attitudes and beliefs towards the inclusion of students with disabilities into the general primary education classrooms in Zambia - Tembo, Albert (2002)
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South African criminal reports 2002 (1) May : S v Haarburger 2002 (1) SACR 542 (C) - Environmental offences - noise pollution - Templeton, K A (2002)
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And Still They Rise: Practical Advice for Increasing African American Enrollments in Higher Education. - Texeira, Mary Thierry; Christian, Pamela (educational HORIZONS, 2002)
dents' preparation for postsecondary education. Today's urban educators are faced with challenges that Woodson could not have imagined in 1933. High levels of poverty in communities, school violence, high dropout and turnover rates, language challenges, and diminishing funding lead to the observation that teaching is one of the most difficult and least-recognized professions in the United States. That said, there are still strategies that the individual classroom teacher might adopt to ensure that every African American student has equal access to educational opportunities. Teachers clearly cannot succumb to social forces over which they have little or no control. Children deserve better.
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Peer coaching as part of a professional development program for science teachers in Botswana - Thijs, Annette; Berg, Ellen van den (International Journal of Educational Development, 2002)
This paper discusses the findings of a study into the potentials of peer coaching as part of a professional development program, consisting of an in-service course and exemplary curriculum materials, in supporting the implementation of learner-centred teaching in senior secondary science and mathematics education in Botswana. Teachers in the study organised several peer coaching activities and considered them beneficial. They primarily indicated having learned about general teaching issues while comments referring specifically to the implementation of learner-centred teaching were sparse. It is argued that for peer coaching to be an effective support tool teachers should have a thorough conceptualisation of this innovative approach.
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"Elementary Teachers" from "African American Teens Discuss Their Elementary Teachers.". - Thompson, Gail L. (educational HORIZONS, 2002)
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Using Indigenous Languages for Teaching and Learning in Zimbabwe. - Thondhlana, Juliet (2002)
The question of which language(s) to use for teaching and learning is a crucial one in bilingual and multilingual contexts. In former colonial countries, it is a question that has occupied the agendas of many governments since they attained independence. Some countries have made strides towards addressing it (e.g., Tanzania and Nigeria), although it continues to haunt others. As recently as 1997, African state representatives gathered in Harare, Zimbabwe for an intergovernmental conference on language policies in Africa hosted by UNESCO in order to discuss the question of language planning and policy in Africa. The meeting resulted in the Harare Declaration in which each country represented declared its commitment to the vision for Africa as expressed in the following statements:
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Siyafunda : Partners in Learning, Education in South Africa, 1994 and beyond - Tikly, Leon; Memella, JA (2002)
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Teacher preparation and support in the use of microcomputer-based laboratories (MBL) for physics teaching in Tanzania - Tilya, Frank; Voogt, Joke (2002)
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Determining support for new teachers in Namibian schools - Tjivikua, Michael Katjirari (2002)
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A brief history of South African journalism, mass communication and media education. - Tomaselli, Keyan G. (2002)
A historical critique ofthe genesis ofjoumalism and mass communication studies, and media studies, in South Africa is offered. An overview of the major South African and African journals and the ideological positioning of different scholarly associations during and after apartheid follows. Some brief remarks on teaching perspectives locate different paradigms. The overall objective is to map the contours . of the South African situation.
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Keepin' It Real: Teaching and Reaching African-American Learners and Their Parents - Townsend, Barbara K.; Johnson, Glen; Wilson, Stephen; McHatton, Patricia Alvarez (2002)
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Petrophysical modeling of high seismic velocity crust at the Namibian volcanic margin - Trumbull, Robert B.; Sobolev, Stephan; Bauer, Klaus (2002)
Two recent onshore-offshore seismic transects across the Namibian passive margin reveal a thick (to 20 km) prism of material at the base of the crust with high seismic velocity (Vp = 7.1-7.6 km/s). To better understand the nature of this material and the processes that formed it, we estimate the bulk chemical composition of the high-velocity crust by relating its seismic velocity to a petrophysical model that links basalt composition and conditions of partial melting of peridotite. Observed average seismic velocities in the igneous crust are consistent with basaltic material with ∼14-18 wt% MgO. This conclusion is not affected by the presence of cumulate minerals because it integrates over the full thickness of the body; however, the highest Vp values of 7.6 km/s are consistent with velocities expected for cumulate minerals produced by fractional crystallization of a 14%-18% MgO parental melt. The subsolidus growth of garnet is unlikely to be a significant factor for the crustal velocity above the Moho depth of 30 km. Garnet growth in a magnesium-rich basaltic crust can be expected to limit the crustal thickness to ∼30 km because bulk densities at deeper levels may exceed those of the peridotite mantle. The relationship between MgO content of partial melts and the potential temperature of a fertile peridotite source suggests that the estimated 14-18 wt% MgO basalts were generated from mantle at ∼1440-1560 °C potential temperature, which may be a good estimate for the potential temperature of the ancestral Tristan mantle plume at the Namibian margin. The igneous crust has the greatest volume, highest MgO contents, and highest inferred mantle potential temperatures at the location of the northern transect, which is closest to the Walvis Ridge hotspot trace. The mantle potential temperature estimated for the southern transect is 50-100 °C lower, suggesting cooling of the plume material during its flow southward.
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An investigation into the management of induction of teachers at Zenon High School, in Berea, Lesotho. - Tsilo, Gerard Mangana. (2002)
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Affirmative action as a mechanism for education reform in South Africa - Tsotetsi, Stephen Morena (2002)
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Willingness to pay for air pollution control: case study of Webuye town and its environs in kenya - Tulyenge, Edward A. W (2002)
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“Get Up Offa That Thing”: African American Middle School Students Respond to Literature to Develop a Framework for Understanding Social Action - Tyson, Cynthia A. (Theory and Research in Social Education, 2002)
Abstract The use of children's literature in urban social studies classrooms to facilitate students' engagement in literate behaviors and simultaneously develop a framework for understanding social action is an under -researched area. This paper discusses the use of literature for children and young adults in an urban middle school language arts and social studies block as a pedagogical strategy to facilitate understandings of social action. The African American students' responses to literature supported a development of a working definition of social action and ideas about action/inaction in their urban community contexts. These issues and others offer guidance for how literature can be used as an extension of citizenship education with the development of critical consciousness, political identity, and social action as the objectives.
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Contraceptive practice in a teaching hospital in south-east Nigeria - Udigwe, Gerald Okanandu; Udigwe, Bridget Ifeoma; Ikechebelu, JI (Journal of Obstetrics and Gynaecology, 2002)
During the study period of 31 months (1 November 1994-31 May 1997), the sociodemographic characteristics of 200 women attending the family planning clinic of Nnamdi Azikiwe University Teaching Hospital (NAUTH) Nnewi, South East Nigeria were studied. The peak age group of the family planning acceptors was 31-35, constituting 82 (42%) of the study population. Women of parity 5-7 constituted 99 (49.5%) of the study population; 66 (33%) women sought contraception less than 4 months after delivery and 120 (60%) within 1 year of delivery; 104 (52%) were still breastfeeding at time of visit; 120 (60%) had never used any form of contraception. The intrauterine contraceptive device was the most popular method, being chosen by 128 (64%) women, while only five (2.5%) women accepted bilateral tubal ligation. One hundred and eight (54%) women wanted more children in future. Most of the patients acquired knowledge of family planning through clinic personnel (nurses). The contraceptive prevalence rate in relation to deliveries at the hospital over the period of study was only 12.8%. There is a need for increased awareness on the availability and benefits of family planning on child spacing, family health and ultimately population control and society health.
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A Survey Of Health Effects Of Air Pollution On Peasant Farmers In Benue State, Nigeria - Ugwuanyi, J. U.; C., F. (International Journal of Environmental Studies, 2002)
This paper examines the health effects due to air pollution on peasant farmers in Benue State, Nigeria. The study is based on the review of epidemiological data collected from clinics and hospitals in the State. The diseases found to be prevalent in the study area include allergic asthma, pulmonary tuberculosis, pneumonia, upper respiratory tract infection (URTI), chronic bronchitis and visual impairment. The ambient air quality in the state is far worse than national and international ambient air quality standards. This gives an indication of a strong correlation between the diseases and the air pollutants. The environmental impact matrices of the patients versus diseases indicate that pollution is already affecting the quality of life and productivity of the people. Since agriculture is the principal occupation of Nigerians, accounting for about 60% of employment, a case is made for an intensification of environmental education, especially among the rural farmers.
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The prevalence of urinaru schistisomiasis among primary school children in Aguata LGA, Anambra state, Nigeria - Ukpai, Onyinye Mkpola; Ezeike, AC (Nigerian Journal of Parasitology, 2002)
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Leach's storm petrelsOceanodroma leucorhoaoff southern Africa: breeding and migratory status, and measurements and mass of the breeding population - Underhill, L. G.; Crawford, Robert J. M.; Camphuysen, C.J. (Transactions of the Royal Society of South Africa, 2002)
Leach's storm petrel Oceanodroma leucorhoa have bred at Dyer Island since at least 1995; a review of earlier records in the light of this discovery indicates that breeding has almost occurred since at least the 1970s. The South African offshore islands on which Leach's storm petrel almost certainly breeds are Jutten, Dassen, Dyer and St Croix. The South African population is probably of the order of 25 pairs. The migrant component of the Leach's storm petrel population visiting southern Africa is mainly confined to deep ocean waters (generally 2000–5000 m deep) and occurs in particularly high densities around Agulhas Rings where ring-edges apparently provided excellent foraging opportunities. Leach's storm petrels are comparatively scarce over the shelf areas (defined as coastal water of less than 2000 m depth) of Namibia and western South Africa. Given their abundance at sea, their distance offshore, the seasonality of their occurrence and their moult status, these birds cannot be part of the South African breeding population, and must therefore be mainly from colonies of the north Atlantic Ocean. The Leach's storm petrels breeding in South Africa appear to be relatively large, comparable in size to populations breeding in the north Atlantic Ocean. Molecular techniques should be used to determine the most closely related population, and possibly the period for which the South African population has been isolated.
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Inoculation against Terror: Backpacking through Egypt Teaches Our Children about Global Citizenship. - Ungar, Michael (Education Canada, 2002)
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Gender, race and different lives: South African women teachers' autobiographies and the analysis of education change - Unterhalter, Elaine (2002)
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Impact of Knowledge, Attitude, and Beliefs about AIDS on Sexual Behavioral Change Among College Students in Nigeria: The Case of the University of Nigeria Nsukka - Uwalaka, Emmanuel Chibuike; Matsuo, Hisako (West Africa Review, 2002)
More than two decades after the HIV/AIDS epidemic took root, Africa continues to record the greatest number of HIV infections and deaths. The United Nations estimates that 34.3 million people in the world have AIDS, more than 50% higher than what the World Health Organization’s Global Program projected in 1991, with 24.5 million of them in Sub-Saharan Africa (United Nations 2000). Of the 2.8 million who died of AIDS in 1999, 2.2 million or 85 % of them were in Africa. In spite of this alarming statistic, the HIV/AIDS epidemic on the African continent is still spreading rapidly. Although the governments in Africa are searching ways of dealing with the HIV/AIDS epidemic, political leaders in many countries have failed to demonstrate the leadership needed to raise AIDS awareness among their people. Heterosexual relationships became one of the major means in the spread of AIDS amidst the decline in its transmission from blood and blood products (Taylor, 1990; Wahdan, 1995). Individual behavioral change, particularly sexual behavioral change, appears to be the most effective means to prevent further AIDS/HIV spread under the current circumstance in Africa.
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The volcanic risk - The evil's winds (mazukus) at Nyiragongo Volcano (Democratic Republic of Congo) - Vaselli, Orlando; Capaccioni, Bruno; Kasareka, M.C.; Tassi, Franco; Yalire, M.; Tedesco, Dario (2002)
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THE PARENTS OF SUCCESSFUL SECONDARY SCHOOL STUDENTS OF TURKISH AND MOROCCAN BACKGROUND IN THE NETHERLANDS: PARENTING PRACTICES AND THE RELATIONSHIP WITH PARENTS - Veen, Ineke van der; Meijnen, G.W. (Social Behavior and Personality, 2002)
The study focuses on academically successful 17-year-old adolescents of Turkish and Moroccan background in the Netherlands. The parenting practices of their parents are examined along with the students'relationships with their parents. One hundred and six successful and less successful adolescents of Turkish, Moroccan and Dutch background participated in the study. The successful ethnic-minority students were expected to have a better relationship with their parents and to have less authoritarian parents than did less successful students. Indeed, the successful Turkish- and Moroccan-background students appeared to have less authoritarian parents than did the less successful. Nevertheless, the successful Turkish- and Moroccan- background students had a less satisfactory relationship with their parents, probably because their success widened the social distance between them and their parents more than was the case for the other groups.
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The Arduous Success Story of a ‘Non-Discipline’: Teaching African Literature at German Universities - Veit–Wild, Flora (2002)
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Enhanced accessibility for persons with disabilities living in urban areas: country report, South Africa. - Venter, Christoffel; Bogopane, H.; Meyer, Andreas (2002)
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The use of Franco-Namibian Cultural Centre Library by French Language teachers and students in Namibia - Veronique, Kankindi (2002)
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Sexuality and contraception among never married high school students in Butajira, Ethiopia. - Versnel, Maartje; Berhane, Yemane; Wendte, J. F. (PubMed, 2002)
Cross-sectional survey using a self-administered anonymous questionnaire was conducted to assess knowledge, attitude and practice of contraception and sexuality. The questionnaire was filled out in April 2000 by 752 high school students in Butajira, Ethiopia. The mean age of the subjects was 17.1 years. One hundred thirteen never married students (17.5%) claimed to have experienced intercourse; 22.0% of boys and 8.8% of girls. Sexual abstinence was not dictated by perception of risk. About 78% of boys and 91% of the females did not use modern contraceptives at their last sexual intercourse. Nine female students claimed to have been pregnant: two had delivered and seven had induced abortion. The most important reasons for non-use of contraception were lack of adequate knowledge, partner refusal, perception of diminished pleasure and embarrassment to buy. Seventy-one percent of the respondents knew at least one contraceptive method. Over half of the students had no source of information on sexuality and for 25.9% school was the main source of information. The attitude to sexuality was conservative, but liberal to introduction of sex-education at secondary schools. Higher percentage of boys admitted that they had exaggerated their response on sexual matters; girls admitted under-reporting. It is recommended that sex and family life education be discussed openly in schools and included in curricula.
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Image and identity in military education: A perspective on the South African Military Academy - Visser, Deon (Society in Transition, 2002)
Abstract Scrutinising primarily unpublished, archival sources, this study examines, from an historical perspective, the image and identity of the South African Military Academy to determine to what extent that image and identity was and still is conducive to military education in South Africa in particular and the African continent in general. It argues that the Military Academy has historically struggled to establish a credible image and identity in the eyes of the military and that it was often at odds with the expectations of the Defence Force. The study also indicates how, given South Africa's former race and gender policies, the Military Academy functioned for four decades as a de facto white, male, Afrikaans-speaking military-academic institution. It highlights the Military Academy's concerted effort from the early nineties, in anticipation of the new political dispensation, to change its identity in terms of language, race and gender. It concludes that this, coupled with the introduction of a series of new needs-driven military-academic programmes, greatly enhanced the image and credibility of the Academy and placed it in a favourable position to play an indispensable role in the education of SANDF officers. Furthermore, as the only institution of its kind in war-torn Sub-Saharan Africa, it is argued that the Academy is well positioned to make a meaningful contribution to military professionalism on the continent and to further the goals of the African Renaissance.
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Health seeking behaviour related to sexually transmitted diseases in the school-university neighbourhoods of Buea and Bambili, Cameroon - Vubo, Emmanuel Yenshu (2002)
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Diverse Approaches in a South African Debate on Language and Diversity in Higher Education - Waal, C. S. van der (Anthropology Southern Africa, 2002)
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Family Background, Education and Earnings in Kenya , Scandinavian Working Papers in Economics (S - WoPEc) 76 - Wagaiyu, A (2002)
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African voices in education, P Higgs, NCG Vakalisa, TV Mda & NT Assie-Lumumba : book review - Waghid, Yusef (South African journal of higher education, 2002)
Extracted from text ... 221 African voices in education by Higgs, P, Vakalisa, N C G, Mda, T V & Assie-Lumumba, N T 2000. Cape Town: Juta. 217 + v pp. Glancing at the cover of the book immediately opens up a window for questioning the title African voices in education. It implies that there are many voices, and if so, it gets one thinking: Why do the editors refer us to African ones? We quickly see some of the reasons as we read through this most compelling and fascinating collection of ``voices'' that would other- wise have been muted if not for the ..
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Inclusive education, policy and hope: mapping democratic policy changes on inclusion in South Africa - Waghid, Yusef; Engelbrecht, Petra (2002)
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Globalisation and higher education restructuring in South Africa : moving towards distributive justice : guest editorial - Waghid, Yusef; Grange, Lesley Le (South African journal of higher education, 2002)
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Guest Editorial: Globalisation and higher education restructuring in South Africa: moving towards distributive justice - Waghid, Yusef; Grange, Lesley Le (2002)
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Introduction: Globalisation and higher education restructuring in South Africa: moving towards distributive justice - Waghid, Yusef; Lll, Le Grange (2002)
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Measuring the success of ABC training in South Africa: A case study in the production of Western Liberal broadcast news values - Wake, Alexandra (2002)
In 1993 the Australian Broadcasting Corporation was contracted by the Australian Government to assist in the reshaping of the South African Broadcasting Corporation from a state-run broadcaster to a respected and trusted national broadcaster for all people in the newly democratic South Africa. Broadcast journalism training was identified by ABC consultant Bob Wurth as possibly the greatest need for SABC Radio. This thesis examines the ABC's role in South Africa and the effectiveness of its radio journalism training project considering the organisational, structural, cultural and political constraints of the SABC. This thesis will show through interviews and participant observation the difficulties in achieving the production of Western Liberal journalism values at the SABC within the time constraints set by the project funded by the Australian Government and the particular South African morays.
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Measuring the success of ABC training in South Africa: A case study in the production of Western Liberal broadcast news values - Wake, Alexandra (2002)
In 1993 the Australian Broadcasting Corporation was contracted by the Australian Government to assist in the reshaping of the South African Broadcasting Corporation from a state-run broadcaster to a respected and trusted national broadcaster for all people in the newly democratic South Africa. Broadcast journalism training was identified by ABC consultant Bob Wurth as possibly the greatest need for SABC Radio. This thesis examines the ABC's role in South Africa and the effectiveness of its radio journalism training project considering the organisational, structural, cultural and political constraints of the SABC. This thesis will show through interviews and participant observation the difficulties in achieving the production of Western Liberal journalism values at the SABC within the time constraints set by the project funded by the Australian Government and the particular South African morays.
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Drought Monitoring Systems Checking The Effect Of Livestock Production In The Northern Region Of Kenya - Wakhungu, Judi W.; Shaabani, S.B.; Okeyo, A.M.; Badamana, M. S. (2002)
Keywords: openalex:import

Climate change implications for Southern Africa: A gendered perspective - Wamukonya, Njeri; Rukato, H. (2002)
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Language Policy And Practices In Education In Kenya - Wanambisi, Mweseli Monica (2002)
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African Women, Cultural Knowledge, and Environmental Education with a Focus on Kenya's Indigenous Women. - Wane, Njoki Nathani; Chandler, Deborah J. (Canadian Journal of Environmental Education, 2002)
The article examines African women’s cultural knowledge of environmental education within a specific case study in rural Kenya. The paper indicates that rural women are connected to the land and the environment. The women have a vast knowledge of the environment, which we argue could be incorporated in our teaching to contribute to environmental education. The showns that some Embu women are in tune with their surroundings. The cosmology or belief system of the ancient people of Africa has a relevance to how many African communities, and especially Embu rural women understand and conceptualize ecosystems, environmental change and conservation today. We situate our arguments within ecofeminism theoretical framework.
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Animal Model Research of Blast Hearing Loss with FMMU Albino Guinea Pigs - Wang, Wanshan (Chinese journal of veterinary science, 2002)
In order to investigate the model value of FMMU albino guinea pigs bred by our research center during acoustic trauma,We compared the changes of hearing and cochlear structure before and after blast in the pigmented and albino guinea pigs with the following methods:evoked potential of auditory brainstem response(ABR),stretched preparation of cochlea,scanning electron microscope.The results showed that the ABR threshold value of FMMU albino guinea pigs was less than that of pigmented ones before blast,the threshold shift of FMMU albino guinea pigs increased quickly and obviously and recovered slowly as compared with that of pigmented ones after blast,21 days after blast the permanent threshold shift of albino guinea pigs was more than that of pigmented ones.The injuries to hearing and cochlear ultrastructure of albino guinea pigs were severer than that of pigmented ones.The results illustrated that FMMU albino guinea pigs would be suitable for audiologic research because of their sensitive hearing and could be used to make ideal animal model of blast hearing loss because of their high sensitivity of cochlea to blast.
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Studies of no-pollution technique to Cure and Prevent "Valsa Mali Miyabe et Yamada" of Apple tree - Wang, Xian (Journal of Shanxi Agricultural Sciences, 2002)
It is reported the effect of extracted fungicide from composite, chenopod , legume, rosaceae , euonymus , labiate , rutaceae and asclepiad with water, ethyl alcohol and petroleum ether, to Valsa Mali Miyabe et Yamada. The results show that the plant, including Artemisia Capllaris . Thunb, Kochia Scoparia(l.) Schrad, Sophora Flavescens Ait, Spatholobas Suberectus Dunn, Trplerygium Wilford Hook f, Sanguisorba Officinal is L, Periploca Sepium Bge,and Sculellaria Baicalensis Georgi is functional plant . By comparasion with two other popularized fungicides the results demonstrated that the mixed Chinese herbs pastes made from these Chinese herbs were more effective to cure and prevent Valsa Mali Miyabe et Yamada. And it was pointed out that to cure and prevent Valsa Mali Miyabe et Yamada of apple tree by Chinese herb medicine is a beneficial technique system friend to environment.
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An Assessment of the contribution of Education to Entrepreneural Development in Kenya : The case of the Kenya Institute of Management - Wanjala, Genevieve (2002)
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The implications of decentralised teacher recruitment in public secondary schools in Kisumu District Kenya - Wanjala, Genevieve; Okinda, Robert (2002)
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The politics of secondary school education in Western Kenya: Factors behind the establishment of friends school Kamusinga, 1950-1957 - Wasike, Nabiswa Martin (2002)
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Ethical issues in South African psychology : public complaints, psychologists' dilemmas and training in professional ethics. - Wassenaar, Douglas (2002)
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Development of the Lebombo rifted volcanic margin of southeast Africa - Watkeys, M. K. (2002)
The north-south-trending Lebombo region of southeast Africa has many of the elements of a classic rifted volcanic margin, including a monocline, seaward-dipping basalts, and the mid-ocean ridge basalt-like Rooi Rand sheeted dike swarm. At the northern end it also has the appearance of a classic triple junction, the Sabi monocline being the other successful rift arm and the Okavango dike swarm being the failed arm. Consequently the region has been interpreted as developing due to the impact of a plume into a stable region with the simultaneous development of the three arms. However analysis of the geology reveals that this is not the case. There is evidence for tectonic activity at least 70 m.y. before the arrival of the plume, dextral transtension taking place in the Limpopo Belt basement during deposition of Permian-Triassic Karoo sediments. The Jurassic Karoo dolerite dike swarms display a number of trends, some of which are influenced by preexisting structures. These dikes intruded during different but overlapping times ca. 183 Ma in a linked sequence that does not correspond to a synchronous development of the classic triple junction shape. The initial 183 Ma nephelinite and picrite volcanism and dikes occurred at the northern end of the Lebombo, along or adjacent to the east-northeast-trending Limpopo Belt. It was prevented from spilling southward due to the presence of a long-lived paleohigh on the northeast Kaapvaal craton. With the onset of low MgO basaltic volcanism, dikes injected along a west-northwest trend to form the Okavango dike swarm, which extends from the northern end of the Lebombo. Dilation of this swarm caused older fractures to open and resulted in the intrusion of the northeast-trending Olifants River swarm. Dilation also resulted in movement along the Agulhas-Falklands Fracture Zone that caused the coastal faulting in KwaZulu-Natal at the southern end of the Lebombo. This induced east-west extension across the Lebombo, which then completed the sequence of fracture events by linking back to the site of initial volcanism at the northern end. Subsequent thermal doming of the Kaapvaal craton enabled both north-south and east-west dikes to intrude at the same time. Further extension on the Lebombo involved the intrusion of the Rooi Rand sheeted dike swarm, followed by extrusion of rhyolites produced by partial melting of underplated basaltic material. During this event, the main monoclinal flexing and faulting took place, which affected earlier normal faults. There was no further significant east-west extension along the Lebombo even during the actual breakup of Gondwana, which occurred 40 m.y. later with the opening of the South Atlantic and the development of Cretaceous volcanism east of the Lebombo. In this breakup event the Falkland Plateau was pulled out along the southeast coast of Africa so that the extension direction was virtually north-south.
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A discussion on key issues in the implementation of the Arts and Culture Programme in schools in South Africa - Watson, Marthy (South African Theatre Journal, 2002)
The Education Department of South Africa embarked on an Outcome-based Education Policy in 1998, and an education strategy was formed to move away from the apartheid guided system. Not all the educators experienced the Outcomes-based Education system (OBE) positively.
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Shifting to the Right: The Evolution of Equity in the South African Government's Developmental and Education Policies, 1990-1999 - Weber, Barbara (Comparative Education Review, 2002)
Previous articleNext article No AccessShifting to the Right: The Evolution of Equity in the South African Government’s Developmental and Education Policies, 1990–1999Everard WeberEverard Weber Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 46, Number 3August 2002 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/341158 Views: 154Total views on this site Citations: 17Citations are reported from Crossref © 2002 by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports the following articles citing this article:Shireen Motala, David Carel Educational Funding and Equity in South African Schools, (Nov 2019): 67–85.https://doi.org/10.1007/978-3-030-18811-5_4Shadrack T Mzangwa, Yüksel Dede The effects of higher education policy on transformation in post-apartheid South Africa, Cogent Education 6, no.11 (Apr 2019): 1592737.https://doi.org/10.1080/2331186X.2019.1592737Daniel Hammett and Lynn Staeheli Transition and the Education of the New South African Citizen, Comparative Education Review 57, no.22 (Jul 2015): 309–331.https://doi.org/10.1086/669123Yusuf Sayed, Shireen Motala Equity and ‘No Fee’ Schools in South Africa: Challenges and Prospects, Social Policy & Administration 46, no.66 (Apr 2014): 672–687.https://doi.org/10.1111/j.1467-9515.2012.00862.xEverard Weber Policies shaping South African scholarship: production and reproduction, or diversity in the pursuit of knowledge?, Oxford Review of Education 37, no.44 (Aug 2011): 525–542.https://doi.org/10.1080/03054985.2011.601101H. van der Merwe A formal mentoring programme to align equity mandates with research outputs: A case study, Africa Education Review 8, no.11 (Jul 2011): 17–37.https://doi.org/10.1080/18146627.2011.586139Diane Brook Napier Education, Social Justice, and Development in South Africa and Cuba: Comparisons and Connections, (Nov 2009): 33–48.https://doi.org/10.1007/978-90-481-3221-8_3Pam Christie The complexity of human rights in global times: The case of the right to education in South Africa, International Journal of Educational Development 30, no.11 (Jan 2010): 3–11.https://doi.org/10.1016/j.ijedudev.2009.06.006Diane Brook Napier African socialism, post-colonial development, and education: Change and continuity in the post-socialist era, (Mar 2015): 369–399.https://doi.org/10.1108/S1479-3679(2010)0000014017Shireen Motala Privatising public schooling in post‐apartheid South Africa – equity considerations, Compare: A Journal of Comparative and International Education 39, no.22 (Mar 2009): 185–202.https://doi.org/10.1080/03057920902750459Richard Tjombe Tabulawa Education reform in Botswana: reflections on policy contradictions and paradoxes, Comparative Education 45, no.11 (Feb 2009): 87–107.https://doi.org/10.1080/03050060802661410Anthony Lemon Indian identities in the ‘rainbow nation’: Responses to transformation in South African schools, National Identities 10, no.33 (Sep 2008): 295–312.https://doi.org/10.1080/14608940802249916Pam Christie Changing regimes: Governmentality and education policy in post-apartheid South Africa, International Journal of Educational Development 26, no.44 (Jul 2006): 373–381.https://doi.org/10.1016/j.ijedudev.2005.09.006Monica Hendricks Literacy and social justice, Education as Change 8, no.11 (Jul 2004): 109–145.https://doi.org/10.1080/16823200409487083Eleanor Lemmer, Noleen van Wyk Schools reaching out: Comprehensive parent involvement in South African primary schools, Africa Education Review 1, no.22 (Jan 2004): 259–278.https://doi.org/10.1080/18146620408566284Nicole E. Brown The Shift from Apartheid to Democracy: Issues and Impacts on Public Libraries in Cape Town, South Africa, Libri 54, no.33 (Jan 2004).https://doi.org/10.1515/LIBR.2004.169Diane Brook Napier Implementing Educational Transformation Policies: Investigating Issues of Ideal Versus Real in Developing Countries, (): 59–98.https://doi.org/10.1016/S1479-3679(04)06003-7
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Globalization Viewed from the Periphery: The Dynamics of Teacher Identity in the Republic of Benin - Welmond (Comparative Education Review, 2002)
Previous articleNext article No AccessGlobalization Viewed from the Periphery: The Dynamics of Teacher Identity in the Republic of BeninMichel WelmondMichel Welmond Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 46, Number 1February 2002The Meanings of Globalization for Educational ChangeGuest Editors: Martin Carnoy and Diana Rhoten Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/324049 Views: 287Total views on this site Citations: 49Citations are reported from Crossref © 2002 by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports the following articles citing this article:Zhen Li, Chun Lai Identity in ESL-CSL Career Transition: A Narrative Study of Three Second-Career Teachers, Journal of Language, Identity & Education 27 (Jun 2022): 1–15.https://doi.org/10.1080/15348458.2022.2065992Bethany Wilinski Tanzanian pre-primary teachers’ commitment to teaching in the context of unemployment, Compare: A Journal of Comparative and International Education 22 (Feb 2022): 1–18.https://doi.org/10.1080/03057925.2021.2022457Antoni Badia Three teacher identities in two school education systems: Catalonia and Peru, Compare: A Journal of Comparative and International Education 23 (Jan 2022): 1–16.https://doi.org/10.1080/03057925.2021.2022460Tore Bernt Sorensen and Xavier Dumay The Teaching Professions and Globalization: A Scoping Review of the Anglophone Research Literature, Comparative Education Review 65, no.44 (Nov 2021): 725–749.https://doi.org/10.1086/716418Christian A. Bracho “Rejecting the Universal to Protect the Local:” Oaxacan Teachers Battle against Global Education Reforms, Politics & Policy 47, no.11 (Jan 2019): 152–177.https://doi.org/10.1111/polp.12285Juyan Ye, Di Zhao Developing different identity trajectories: lessons from the Chinese teachers, Teachers and Teaching 25, no.11 (Oct 2018): 34–53.https://doi.org/10.1080/13540602.2018.1532408Mieke T. A. Lopes Cardozo Analytical Framework and Methodological Approach to Research Education and Peacebuilding, (Oct 2018): 13–31.https://doi.org/10.1007/978-3-319-93812-7_2Jane Courtney An exploration of the interaction between global education policy orthodoxies and national education practices in Cambodia, illuminated through the voices of local teacher educators, Compare: A Journal of Comparative and International Education 47, no.66 (Jul 2017): 891–907.https://doi.org/10.1080/03057925.2017.1338937Izhak Berkovich Educational reform hyperwaves: Reconceptualizing Cuban’s theories of change, Journal of Educational Change 18, no.44 (Sep 2017): 413–438.https://doi.org/10.1007/s10833-017-9304-1Motoko Akiba Editor’s Introduction: Understanding Cross-National Differences in Globalized Teacher Reforms, Educational Researcher 46, no.44 (May 2017): 153–168.https://doi.org/10.3102/0013189X17711908Amy Brown Biting the hand that feeds you? Teachers engage with an ethnography of neoliberalism in education, Policy Futures in Education 15, no.22 (Apr 2016): 185–201.https://doi.org/10.1177/1478210316639415Espen Stranger-Johannessen, Bonny Norton The African Storybook and Language Teacher Identity in Digital Times, The Modern Language Journal 101, no.S1S1 (Jan 2017): 45–60.https://doi.org/10.1111/modl.12374Ritesh Shah, Mieke TA Lopes Cardozo Transformative teachers or teachers to be transformed? The cases of Bolivia and Timor-Leste, Research in Comparative and International Education 11, no.22 (Feb 2016): 208–221.https://doi.org/10.1177/1745499916633314Sheng-nan Liu, Da-ming Feng, Bob Adamson How culture matters in educational borrowing? Chinese teachers’ dilemmas in a global era, Cogent Education 2, no.11 (May 2015): 1046410.https://doi.org/10.1080/2331186X.2015.1046410Heba EL-Deghaidy, Nasser Mansour, Saeed Alshamrani SCIENCE TEACHERS’ TYPOLOGY OF CPD ACTIVITIES: A SOCIO-CONSTRUCTIVIST PERSPECTIVE, International Journal of Science and Mathematics Education 13, no.66 (Jun 2014): 1539–1566.https://doi.org/10.1007/s10763-014-9560-yAnthony T. Koosimile, Shanah M. Suping An Examination of the Influence of Globalisation on Science Education in Anglophone Sub-Saharan Africa, International Journal of Science Education 37, no.1414 (Sep 2015): 2358–2385.https://doi.org/10.1080/09500693.2015.1079667Kari K. B. Dahl Informal, moralistic health education in Kenyan teacher education and how it influences the professional identity of student-teachers, Research in Comparative and International Education 10, no.22 (Feb 2015): 167–184.https://doi.org/10.1177/1745499915571705C. C. Wolhuter Quisnam Sum Ego? Crises of Identity in Comparative Education and the Call for a Comparison of Comparative Studies, (May 2015): 15–35.https://doi.org/10.1108/S1479-367920140000026002Amita Chudgar Association between Contract Teachers and Student Learning in Five Francophone African Countries, Comparative Education Review 59, no.22 (Oct 2015): 261–288.https://doi.org/10.1086/680351Madhur Chandra The implications of contract teaching in India: A review, Policy Futures in Education 13, no.22 (Feb 2015): 247–259.https://doi.org/10.1177/1478210314567288Urmishree Bedamatta The MLE Teacher: An Agent of Change or a Cog in the Wheel?, The Australian Journal of Indigenous Education 43, no.22 (Nov 2014): 195–207.https://doi.org/10.1017/jie.2014.25Amanda Roberts, Kathryn Weston Releasing the hidden academic? Learning from teacher-educators’ responses to a writing support programme, Professional Development in Education 40, no.55 (Oct 2013): 698–716.https://doi.org/10.1080/19415257.2013.835277Amita Chudgar, Madhur Chandra, Ayesha Razzaque Alternative forms of teacher hiring in developing countries and its implications: A review of literature, Teaching and Teacher Education 37 (Jan 2014): 150–161.https://doi.org/10.1016/j.tate.2013.10.009Elizabeth White, Amanda Roberts, Mary Rees, Mary Read An exploration of the development of academic identity in a School of Education, Professional Development in Education 40, no.11 (Apr 2013): 56–70.https://doi.org/10.1080/19415257.2013.775661Priska Sieber, Carola Mantel The internationalization of teacher education: An introduction, PROSPECTS 42, no.11 (Feb 2012): 5–17.https://doi.org/10.1007/s11125-012-9218-xNick J. Gozik Teaching national and regional cultures: the role of teacher identities in Martinique, Compare: A Journal of Comparative and International Education 42, no.11 (Jan 2012): 5–25.https://doi.org/10.1080/03057925.2011.622614Richard Tabulawa The rise and attenuation of the basic education programme (BEP) in Botswana: A global–local dialectic approach, International Journal of Educational Development 31, no.55 (Sep 2011): 433–442.https://doi.org/10.1016/j.ijedudev.2010.12.002Emma Pearson Avoiding Recolonisation in Early Childhood: Promoting Local Values as Mediators in the Spread of Globalisation, Contemporary Issues in Early Childhood 12, no.33 (Jan 2011): 212–223.https://doi.org/10.2304/ciec.2011.12.3.212R. Maclean, M. Pavlova Planning and Policy Development for Technical Vocational Education and Training Systems, (Jan 2010): 469–475.https://doi.org/10.1016/B978-0-08-044894-7.00811-3Graham Vulliamy, Rosemary Webb Using qualitative research strategies in cross-national projects: the English–Finnish experience, Education 3-13 37, no.44 (Nov 2009): 399–411.https://doi.org/10.1080/03004270903099868Mieke T.A. Lopes Cardozo Teachers in a Bolivian context of conflict: potential actors for or against change?, Globalisation, Societies and Education 7, no.44 (Dec 2009): 409–432.https://doi.org/10.1080/14767720903412226Suzanne Miric Lesotho's highly credentialed teachers: Emergent forms of teacher social becoming, Africa Education Review 6, no.22 (Oct 2009): 238–253.https://doi.org/10.1080/18146620903274563Alec Ian Gershberg, Ben Meade, Sven Andersson Providing better education services to the poor: Accountability and context in the case of Guatemalan decentralization, International Journal of Educational Development 29, no.33 (May 2009): 187–200.https://doi.org/10.1016/j.ijedudev.2008.08.002Nancy Kendall International Development Education, (Jan 2009): 417–435.https://doi.org/10.1007/978-1-4020-6403-6_27Angeline M. Barrett Capturing the différance: Primary school teacher identity in Tanzania, International Journal of Educational Development 28, no.55 (Sep 2008): 496–507.https://doi.org/10.1016/j.ijedudev.2007.09.005Hoi Yan Cheung Measuring the professional identity of Hong Kong in‐service teachers, Journal of In-Service Education 34, no.33 (Sep 2008): 375–390.https://doi.org/10.1080/13674580802003060Jocelyn L. N. Wong How does the new emphasis on managerialism in education redefine teacher professionalism? A case study in Guangdong Province of China, Educational Review 60, no.33 (Aug 2008): 267–282.https://doi.org/10.1080/00131910802195869Motoko Akiba, Gerald K. LeTendre, Jay P. Scribner Teacher Quality, Opportunity Gap, and National Achievement in 46 Countries, Educational Researcher 36, no.77 (Nov 2016): 369–387.https://doi.org/10.3102/0013189X07308739 Nancy Kendall Education for All Meets Political Democratization: Free Primary Education and the Neoliberalization of the Malawian School and State Kendall, Comparative Education Review 51, no.33 (Jul 2015): 281–305.https://doi.org/10.1086/518478Maureen Robinson, Wendy McMillan Who teaches the teachers? Identity, discourse and policy in teacher education, Teaching and Teacher Education 22, no.33 (Apr 2006): 327–336.https://doi.org/10.1016/j.tate.2005.11.003Terry Locke, Graham Vulliamy, Rosemary Webb, Mary Hill Being a ‘professional’ primary school teacher at the beginning of the 21st century: a comparative analysis of primary teacher professionalism in New Zealand and England, Journal of Education Policy 20, no.55 (Sep 2005): 555–581.https://doi.org/10.1080/02680930500221784Timothy E. Jester Transfer of Standards-Based Education in Rural Alaska: An Analysis of the Politics of Educational Transfer in the Tikishla School District, Teachers College Record: The Voice of Scholarship in Education 107, no.44 (Feb 2022): 862–893.https://doi.org/10.1177/016146810510700412Angeline M. Barrett Teacher accountability in context: Tanzanian primary school teachers' perceptions of local community and education administration, Compare: A Journal of Comparative and International Education 35, no.11 (Mar 2005): 43–61.https://doi.org/10.1080/03057920500033530Linda Chisholm The politics of curriculum review and revision in South Africa in regional context, Compare: A Journal of Comparative and International Education 35, no.11 (Mar 2005): 79–100.https://doi.org/10.1080/03057920500033563Madeleine Reeves Of Credits, Kontrakty and Critical Thinking: Encountering ‘market reforms' in Kyrgyzstani higher education, European Educational Research Journal 4, no.11 (Jul 2016): 5–21.https://doi.org/10.2304/eerj.2005.4.1.4Martin Carnoy Chapitre 22. Le rôle de l'État dans l'amélioration de l'efficacité et l'équité des systèmes éducatifs : meilleure efficacité ou expansion de quantité ?, (Feb 2005): 439–457.https://doi.org/10.3917/dbu.demeu.2006.02.0439Kathryn M. Anderson-Levitt, Boubacar Bayero Diallo Teaching by the Book in Guinea, (Jan 2003): 75–97.https://doi.org/10.1057/9781403980359_4Karen Mundy Globalization and Educational Change: New Policy Worlds, (): 3–17.https://doi.org/10.1007/1-4020-3201-3_1Nelly P. Stromquist State and Civil Society Response to Education for All: Linking Global Dreams to National Realities in Peru, (): 257–278.https://doi.org/10.1016/S1479-3679(06)08008-X
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Benin: Systemic Education Reform during Democratic Transition, 1991- 97 - Welmond, Michel J. (2002)
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Guinea: To Projectize or Not to Projectize? Two Different Donor Responses to Education Reform - Welmond, Michel J. (2002)
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South African higher education institutions as learning organisations : a leadership process model - Westhuizen, Van der; Jeanne, Andre (2002)
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Agriculture education pathways in Kenya. - Wheeler, Tim (2002)
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African cities and climate change: the global context for sustainable development - White, Rodney R. (2002)
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Black Teachers and the Struggle against Apartheid: Oral Histories from South Africa. - Wieder, Alan (Multicultural Review, 2002)
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Storytelling as a method to teach African American women breast health information. - Williams-Brown, Shanita; Baldwin, Dee; Bakos, Alexis (PubMed, 2002)
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Remembering St. Therese : a Namibian mission school and the possibilities for its students - Williams, Christian A. (2002)
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Lessons from School-Based Environmental Education Programs in Three African Countries - Williams, Christopher (International Journal of Educational Development, 2002)
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Batterer’s education curriculum for African American men - Williams, Oliver J.; Donnelly, Denise A.; Smith, Leone (2002)
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Performing Blackness: What African Americans Can Teach Sociology About Race - Willie-LeBreton, Sarah (2002)
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Post genocide Rwanda : implications for cross-cultural police training - Willoughby-Mellors, Debra Lynn (2002)
Within a period of three months in 1994, up to one million people were killed as a result of war and genocide in Rwanda. Large numbers were physically and psychologically afflicted for life through maiming, rape and other trauma; over two million fled to neighbouring countries and half as many became internally displaced within Rwanda's borders. Post-genocide Rwanda is dramatically different from pre-genocide Rwanda; the genocide transformed the social, political and cultural landscape of Rwanda and undermined the trust that normally binds its people together. It was against this backdrop that I went to Rwanda in 1995 to engage in a process of action research with local stakeholders, in order to formulate, implement and evaluate a sustainable and effective police training programme. I was also able to reflect upon and research the issues of cultural transferability in a training context. This thesis therefore engages with both of those issues through a framework of the integrated theories of Weaver's `Colliding Icebergs' (1993) and Schein's Process Consultation (1987 and 1998). Weaver believes that entering another culture is similar to two colliding icebergs. The real clash occurs beneath the water where values and thought patterns conflict - the area that Schein describes as `Process' or, when deep-rooted and recurrent, `Structure', that is how things are done. The part of the iceberg that is above the surface would be described by Schein as the `Content' part of culture, that is what is done or the task that is to be achieved. This research describes how our team and other international community transfer agents initially concentrated on the Content aspects of their research and assistance programmes and ignored the Process and Structure elements. In some cases this limited focus had catastrophic effects as many aid workers failed to incorporate the implications of genocide into the design and implementation of their assistance programmes. This apparent lack of understanding of the psychological impact of genocide (Process and Structure) contributed to the distrust, and even outright hostility, of the Rwandan government and its people towards many of the international field operations in Rwanda. Whilst working with and developing this theoretical framework for over four and a half years, in a particularly complex and sensitive cross-cultural situation, I identified many strengths that supported this action research. The integrated theories enabled both researchers and practitioners to analyse the cross-cultural situation in which they found themselves in order to fully understand the context of their research and interventions. Additionally, transfer teams and their stakeholder colleagues were able to artificially accelerate the maturity of their crosscultural team, by making their own development part of their formal agenda (Content), rather than leaving it to chance. This research therefore confirms the importance of personal and organisational intercultural training prior to and during any cross-cultural training event and emphasises the need to analyse, and intervene appropriately, in Content, Process and Structure issues. This includes the importance of understanding the external environment that the culture under research finds itself in and the need to acknowledge the shifting and kaleidoscopic nature of ethnic differentiations and identities. It also stresses the importance of communication and, mutual reflection and learning by the `insider' and `outsider' of the culture in which the action research and training is to be carried out.
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Improving Achievement or Constructing Marginality? Pupil Performance and Classroom Language Use in Ghana. - Wilmot, Eric Magnus (2002)
This study examined the impact of implementation of the Ghanaian government's mother tongue language policy, noting whether bilingual/mother tongue education would lead to improved academic achievement of elementary school students or would reinforce the marginalized position of linguistic minority children in developing countries. Data came from the Improving Educational Quality (IEQ) study and from student assessments at three elementary schools. Data were collected as students progressed through the second, third, and fourth grades. Overall, most third graders outperformed their second grade counterparts. Also, each class generally improved on their previous year's performance. Compared to the two schools that were implementing the language policy, the third school had better performance. The school with the worst performance had poorly trained teachers and used the Ghanaian language for instruction, which was not the students' first language. (Contains 10 references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document. IEQ H Ghana: A collaborative research involving the University of Cape Coast, University of Ghana, University College of Education of Winneba and the Ghana Education Service. With Technical Advice Provided by: Dr. Shirley Miske Miske Witt & Associates IMPROVING ACHIEVEMENT OR CONSTRUCTING MARGINALITY? PUPIL PERFORMANCE AND CLASSROOM LANGUAGE USE IN GHANA Paper Presented at the Comparative and International Education Society THE SOCIAL CONSTRUCTION OF MARGINALITY : Globalization's Impact on the Disenfranchised IIES 202 hem, Pviltvlig Orlando, Florida, USA March 6-9, 2002 By Eric Magnus Wilmot IEQ II Ghana/Michigan State University Improving Educational Quality Project II (IEQ II) is U.S. DEPARTMENT OF EDUCATION dice of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY 1 TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) A Project Undertaken by: The American Institutes for Research In collaboration with Academy for Educational Development Education Development Center Juarez and Associates, Inc The University of Pittsburgh BEST COPY AVAILABLE 2 Panel Presentation-CIES 2002 Improving Achievement or Constructing Marginality? Pupil Performance and Classroom Language Use in Ghana Eric Wilmot, IEQ II/Ghana and Michigan State University Does bilingual/mother tongue education lead to improved achievement of primary school pupils or reinforce the marginal position of linguistic minority children in societies of developing countries? The latest findings from Improving Educational Quality (IEQ) classroom research and pupil assessments in Ghana reveal the strengths, complexities, and conundrums of implementing school language policy in settings where lesser known languages are spoken. This presentation is an analysis of classroom data and pupil learning gains across three sites to reveal ways in which a loose coupling between mother tongue language policy and implementation have a negative impact on pupil achievement in public schools in Ghana. INTRODUCTION One of the issues that dominates the literature on the role of language in education in multilingual countries is language and cognitive development. Experiences in Africa and many parts of the world have shown that cognitive development is achieved faster by using the mother tongue as language of instruction in primary education (Yates, 1995; Andoh- Kumi, 1992; Fafunwa, et. al, 1989; Hakuta, 1986; Bamgbose, 1984; Collison, 1972 ). On the contrary, when a child learns through his or her weaker language, achievement is adversely affected ( Macnamara, 1967; Skutnabb-Kangas and Toukomaa, 1976; Cummins, 1976, 1978 & 1984). It is not language, per se, which determines or affects development, but the level of mastery of the language in question is the issue at stake. That is, if the medium of instruction at the early stages is the language of the learner understands very well, (s)he can understand instructions and fully participate in the educational process. Due to these considerations and in the light of the findings of the IEQ I study in Ghana, the second IEQ study focussed on the implementation of the Ghana Government's language policy'. In this presentation classroom data and pupil learning gains across three of Ghana is a multilingual country (with over 50 languages spoken within its boarders) and with a fluctuating language policy. At the time of the IEQ II research, the language policy stated that;
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PARTICIPATION AND LEARNING IN AUCTIONS: BIDDING DECISIONS IN EGYPTIAN OILSEED AUCTIONS - Wilson, William W.; Wilson, Wesley W. (Statistical Series Reports, 2002)
Auctions are common mechanisms for identifying prices and suppliers of commodities and are particularly important in agricultural marketing. Information asymmetries among bidders may be ameliorated over time through some form of learning. In this study, we incorporate prior decisions to participate, information from previous auctions, and firm-specific attributes to explain both the decision to bid and the level of the bid. Our analysis uses data from Egyptian oilseed tenders, an important market both for oilseeds and tendering. Because of the unbalanced nature of the panel data, we are able to evaluate the effects of signals received from previous tenders. We find that firms learn from previous auctions and can gain an informational advantage through some form of representation (e.g., by having an agent and/or direct sales agent to the country). Our results provide strong evidence that learning-by-doing affects the decision to participate and that learning affects the bid value. We also find that firms use outcomes of previous auctions to update information in both their decisions to participate in a market as well as determining the bid level. Finally, we find that firms with representation have a higher probability of participating in auctions and some evidence that they submit higher bids (earning higher returns).
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PARTICIPATION AND LEARNING IN AUCTIONS: BIDDING DECISIONS IN EGYPTIAN OILSEED AUCTIONS - Wilson, William W.; Wilson, Wesley W. (RePEc: Research Papers in Economics, 2002)
Auctions are common mechanisms for identifying prices and suppliers of commodities and are particularly important in agricultural marketing. Information asymmetries among bidders may be ameliorated over time through some form of learning. In this study, we incorporate prior decisions to participate, information from previous auctions, and firm-specific attributes to explain both the decision to bid and the level of the bid. Our analysis uses data from Egyptian oilseed tenders, an important market both for oilseeds and tendering. Because of the unbalanced nature of the panel data, we are able to evaluate the effects of signals received from previous tenders. We find that firms learn from previous auctions and can gain an informational advantage through some form of representation (e.g., by having an agent and/or direct sales agent to the country). Our results provide strong evidence that learning-by-doing affects the decision to participate and that learning affects the bid value. We also find that firms use outcomes of previous auctions to update information in both their decisions to participate in a market as well as determining the bid level. Finally, we find that firms with representation have a higher probability of participating in auctions and some evidence that they submit higher bids (earning higher returns).
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School relationships foster success for African American students: ACT policy report - Wimberly, George L. (2002)
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Study on protective effect of bFGF on hearing loss of guinea pigs following noise exposure - Xiao, Cui (Modern Rehabilitation, 2002)
Objective To study the protective effects of bFGF on noise exposure hearing loss and effects on heat shock protein 70 of cochlea.Methods Preparing the animal model of noise induced hearing loss, and using ABC immunohistochemistry method for heat shock protein 70 analysis and ABR threshold. Results bFGF decreased the enhancing of ABR threshold by exposed to noise.Conclusion bFGF could resist the injure of cochlea by noise exposure,and decreased the express of the heat shock protein 70.
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A Comparative Study on Egyptian and Chinese Education in Modern Times - Yang, Liu (The Ideological Front, 2002)
Both Egypt and China are renowned old civilizations. In spite of the fact that the two countries differ greatly in natural conditions, cultural traditions, and social environment, the ways in which modern education got started and developed in each country are surprisingly similar. Originating in Europe, modern education is characterized by multiplicity of disciplines, broad coverage, and practical applicability.Modern education in Egypt rose in the early 19th century, when Muhammad Ali launched his reform program, while in China it emerged in the latter half of the 19th century during the Westernization Movement.For both countries, traditional education aimed at training religious personages, bureaucrats and intellectual elites while modern education met the demands of social and economical development by fostering qualified personnel for all trades of life.Just as modern education in Egypt differs from the traditional Islamic education, modern education in China differs from the doctrines of Confucius and Mencius.
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Classification of Spatial Variation Pattern for Identifying Pollution Sources: A Case Study on Sediment Contamination in Bizerte Lagoon, Tunisia - Yoshida, Mitsuo (2002)
The concentration of potentially toxic elements (PTEs) was measured for a total of 180 sediment samples collected from the Upper Layer (surface sediments) and the Lower Layer (sediments repository) of lagoon bottom sediments distributed in the Bizerte lagoon, Mediterranean coast, northern Tunisia. The spatial variation pattern of PTEs contamination in the lagoon bottom sediments is classified into three types, Type I, II, and III. (i) Type I: A ‘peak’-shaped very high concentration part limitedly appears at several shoreline sites nearby the Menzel Bourguiba industrial zone. The other sites show relatively homogeneous distribution with low concentration values. This variation pattern implies that the contamination is caused by an effluent from the industrial zone, and the contamination has not widely spread toward the lagoon basin. Twelve elements are found in this type: Sb, As, Ba, Cd, Cu, Pb, Mo, Se, Ag, Tl, U, and Zn. Three heavy metals, Ba, Pb, and Zn, and two metalloids, As and Se, show toxic level of values above the regulation. (ii) Type II: A ‘plateau’-shaped high concentration zone is present from south western part (Menzel Bourguiba, Tinja, and its north) to the west central part of the lagoon basin. The concentration significantly decreases eastward, southward, and northward. This ‘Plateau’ type pattern implies that the pollution source is the south western side of the lagoon, and the contamination migrates towards the central part of the lagoon. Seven elements are found in this pattern: Al, Cr, Co, Fe, Mn, Ni, and V. The concentration of five metals, Al, Cr, Co, Mn, and V, indicates above or around the criteria. (iii) Type III: The Hg concentration shows unique spatial variation of which higher values appear only near the south eastern shoreline of the lagoon basin. The Hg contamination is probably due to agricultural chemicals such as pesticides derived from the eastward-southward agricultural zone.
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A breast cancer education and on-site screening intervention for unscreened African American women. - Young, Rosalie F.; Waller, John B.; Smitherman, Herbert C. (PubMed, 2002)
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UMaine, Egyptian Students to Discuss Iraq Conflict - Young, Susan (2002)
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The Need for Environmental Education in the Teacher Education Programme in Nigeria - Yusuf, Khairat (African Symposium: An On-Line African Educational Research Journal, 2002)
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Does the Policy and Legislative Framework Address the Impact of HIV/AIDS on Women at Work and Girl Learners at Public Schools in South Africa? - Zafar, S. M. (2002)
Since the demise of apartheid in 1994, South Africa is undergoing rapid transition in all aspects and at every level of society. The commitment to access, redress and equity, non-racism, non-sexism, etc. within the anti-Apartheid movement, as evidenced in documents emerging from the National Education Policy Investigation (National Education Co-ordinating Committee, 1992, 1993) in the early 1990s, has been sustained through a plethora of policies and legislation to achieve equality in all sectors of the society. The commitment to achieve gender justice also lies at the core of this policy framework.
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Biological and chemical: evaluation of pollution in the Nile River at Cairo City. (Egypt) - Zaki, F.E.T.; Fathi, A. (Egyptian journal of microbiology, 2002)
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Technological learning, efficiency and environmental performance in developing countries: survey of the Ethiopian experience - Zawdie, Girma; Lee, Ralph (International Journal of Environmental Technology and Management, 2002)
Technological learning is crucial for mitigating the environmental impact of production through efficiency drives. Its occurrence is, however, constrained by weak management and policy regimes that inhibit competition, capacity building and investment flows. Analysis of technical efficiency trends in the Ethiopian manufacturing industry, conducted using efficiency models developed by the authors, shows scant evidence of technological learning, and confirms the hypothesis that industrialisation in developing countries correlates positively with environmental neglect. The results also suggest that there is significant scope for improving the technical efficiency of production and, hence, the environmental performance of industry through technological learning. The implications of the findings for industrialisation strategies and for the sustainability of the built environment are discussed. The fact that control policies aimed at mitigating the environmental impact of production are rarely implemented effectively in developing countries heightens the case for technological learning as a strategy for improving the environmental performance of industrial production in these countries.
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Review on Environmental Education Policy and Strategy in South African Schools - Zhu, Haiyan (Studies In Foreign Education, 2002)
Environmental problems are very serious in South Africa. The government of South Africa pays close attention to environmental education and regards it as a key strategy to solve environmental problems after ending racial segregation institution. The article analyzes and comments on the development of environmental education policy,the goal of environmental education curriculum in schools,the basic strategy and ways of environmental education in South African schools.
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Discrepancy Between Self‐Report and School‐Record Grade Point Average: Correlates With Psychosocial Outcomes Among African American Adolescents1 - Zimmerman, Marc A.; Caldwell, Cleopatra Howard; Bernat, Debra H. (Journal of Applied Social Psychology, 2002)
The purpose of this study is to better understand the implications for using self‐reported grade point average (GPA) versus school‐record GPA in academic achievement research. First, we found that nearly half the youths interviewed overreported their GPAs by at least 2 half grades. Second, youth who overreported their GPAs also reported less psychological distress, more successful academic beliefs, and fewer problem behaviors. Third, we found that self‐reported GPA was associated with all 3 sets of variables, but school‐record GPA was associated with only problem behaviors. The findings suggest that it may be useful for researchers to consider how different measures of GPA may influence their results.
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The origin of 2.7 Ga Al-undepleted komatiite : Constraints from petrology and geochemistry of Belingwe volcanics, Zimbabwe and ultra-high pressure melting experiments - 清水, 健二 (2002)
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