Climate change and agricultural vulnerability. Contribution to the World Summit on Sustainable Development, Johannesburg (South Africa), 2002 - Fischer, G.; Shah, Muhammad Ibrahim; Velthuizen, H.T. van (2002)
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Climate change in Southern Arabia: Speleothems from Yemen and Oman as archives for monsoon rainfall over the last 330,000 years - Fleitmann, Dominik; Burns, S.; Neff, Ulrich; Al-Subbary, Abdulkarim; Al-Aowah; Matter, Albert; Mangini, Augusto (2002)
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Karani, F.A.; "Women in Higher Education in Africa" in the Kenya Adult Educator Journal of the Kenya Adult Education Association - Nairobi (in press Nairobi 2002) - Florida, A Karani (2002)
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The Impact of College Racial Composition on African American Students' Academic and Social Gains: Additional Evidence. - Flowers, Lamont A. (Journal of College Student Development, 2002)
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Institutional urban agriculture: School farming in Nakuru, Kenya - Foeken, Dick; Klaver, W. (2002)
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Engineering education in Botswana - Foster, J. D. G. (2002)
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The Vocational School Fallacy Revisited: Education, Aspiration and Work in Ghana 1959–2000 - Foster, Philip (International Journal of Educational Development, 2002)
In this paper, a series of 6-O-imidazole-based quaternary ammonium chitosan derivatives via 6-O-chloroacetyl chitosan (CAClC) were successfully designed and synthesized. Detailed structural characterization was carried out by means of FT-IR and 1H NMR spectroscopy, and elemental analysis. Furthermore, the antioxidant property against hydroxyl radicals, superoxide radicals, and DPPH radicals was evaluated in vitro. 2-(N,N,N-trimethyl)-6-O-(2-aminobenzimidazole)acetyl chitosan chloride (2NPhMC) and 2-(N,N,N-trimethyl)-6-O-(1-butylimidazole)acetyl chitosan chloride (NBMC) showed more than 90% scavenging indices at 1.6 mg/mL. Besides, the antifungal activity against Botrytis cinerea and Gibberella zeae was estimated using in vitro MIC and hypha measurements. Most of the quaternized chitosan derivatives especially with the long length alkyl chain and primary amino group showed an inhibitory index of > 85% at 1.0 mg/mL against Botrytis cinerea. Besides, the cytotoxicity of chitosan and all the quaternized chitosan derivatives was evaluated in vitro on HaCaT cells and all the quaternized chitosan derivatives bearing 6-O-imidazole exhibited low cytotoxicity. These results suggested that chitosan derivatives bearing 6-O-imidazole-based quaternary ammonium salts may be used as good biomaterials.
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A profile of academics, non-academics and graduate students in South African psychology - Fouche, D.A.; Louw, Jannie (Journal of Psychology in Africa, 2002)
Academic psychology in South Africa appears nearly 100 years old. It therefore seems strange as well as dis concerning that this important basis of psychology has been exposed to relatively little research. The present article flows from a larger study in which it was endeavoured to supplement such research. More specifically it focuses on the profile of academic psychologists, non-academic psychologists and Master's degree students. More than I 000 questionnaires were sent out and 424 (40,8 percent) were returned. The most important findings were that there is an alarming shortage of African language psychologists, male students, young academics, more mature (older) students and non-academics with Ph.D.'s. It also seems that the clinical category dominates the profession, while research psychology is disturbingly underrepresented. The relatively poor membership of the Psychological Society South Africa is another cause for concern. The implications of the findings are discussed and recommendations' are made.
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[Pollution by wastewater from olive oil mills and drinking-water production. Case study of the Sebou river in Morocco]. - Foutlane, A.; Saadallah, M.; Echihabi, L.; Bourchich, L. (Eastern Mediterranean Health Journal, 2002)
The National Office for Drinking Water (ONEP), responsible for the drinking-water supply in Morocco, faces serious difficulties in producing water of good quality at a reasonable price from the River Sebou waters. The ONEP's three water treatment plants have been disrupted or even stopped due to the poor quality of waters received. The main source of pollution is the urban and industrial waste of the town of Fes, compounded by episodic pollution caused by the olive oil mills of Fes and its surrounding area. The ONEP study shows that the additional production costs incurred as a result of the pollution by wastewater from olive oil mills far exceeds the drinking-water rates charged in the study area.
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Race and Gender at the Crossroads: African American Females in School. - Frazier-Kouassi, Susan (2002)
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Can achievement goal theory enhance our understanding of motivation and performance of African American students - Freeman, Kimberly; Gutman, Leslie Morrison; Midgley, Carol (2002)
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General Papers - Geodynamical setting of the Virunga Volcanic Province, East Africa - Furman, Tanya; Ebinger, C. J. (2002)
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Recurrent abdominal pain among a sample of Egyptian children in relation to family and school related problems. - Fy, Abd El-Mageid; Fetouh, Abou-El; Mf, Abou-Hatab (2002)
Recurrent Abdominal pain (RAP) is a common feature of growing children especially above the age of five. It may be experienced for either organic or non-organic (psychogenic) reasons. The main objective of the present study is to investigate the possible relation between the occurrence of RAP and some family and school related problems. It is a descriptive cross sectional study designed to assess children aged 7-12 years, of both sexes, attending El-Salam health insurance clinic (Eastern Cairo) for their RAP. Seven hundred children (400 boys and 300 girls) suffering from RAP were investigated. They were subjected to routine investigations (urine and stool analysis, complete blood picture, x-ray abdomen) to exclude the possible organic cause for their RAP. A specially designed questionnaire for the purpose of the present study was applied after testing its validity (it was judged by 10 professors of Psychology, Psychiatry and community medicine before its use). It was applied individually on each child (or his/her caregiver). Data were collected from each subject as regard: His/her personal history, socio-demographic characteristics, characters of RAP (its type, severity, onset, duration, frequency, site and its relation to other symptoms), some organic and psychological symptoms and history of family troubles and school related problems. Data were collected, tabulated and analyzed using Chi- square test to compare children of organic and non-organic RAP. Results revealed that RAP was mostly non-organic in origin (65.7%). It was commonly associated with family troubles (59.7%) and school related problems (40.3%). Children with non-organic RAP expressed many psychological symptoms especially; tantrums (41.1%), phobias related to school (17.4%) as well as continuous crying (13%) and appetite loss (14%). There was significant female predominance (p = 0.0000) in expressing RAP in direct relation to family troubles and school related problems compared to boys. Non-organic RAP was described as mild (68.2%), gradual (64.3%), poorly localized (79.6%) pain, that was experienced more or less on daily basis (79%), and lasts for shorter duration (68.5%) [less than 15 minutes]. It was commonly associated with headaches (46.9%), diarrhea (36.9%), and other pains all over the body (13.4%). It was related neither to meals or to sleep (71.1%). On the other hand, RAP (both organic and non-organic) was not significantly related to child's socio-demographic background. Results were discussed and interpreted with results of other researchers. Many recommendations were introduced for proper assessment and management of such children.
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Education policy : an investigation of the possible paths to decentralisation in Botswana - Gaeonale, Justice Kelebetse Kgosimotse (2002)
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Overweight and obesity among urban school children in Sousse, Tunisia. - Gaha, Rafika; Ghannem, H.; Harrabi, Imed; Abdelazi, A. B.; Lazreg, F.; Fredj, Asma (2002)
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Ploughs and needles: State and mission approaches to African girls' education in South Africa before 1953 - Gaitskell, Deborah (2002)
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Challenges of continued civil strife on the education system in Somalia - Gakunga, Daniel Komo (2002)
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Learning Lessons from the Algerian War of Independence - Gallagher, Nancy (Middle East report, 2002)
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Keeping It Real: Hip-Hop Culture and the Framing of Values for Contemporary African-American Students - Gallien, Louis B. (Journal of College and Character, 2002)
This article examines the influence of hip hop culture.
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Long-Term Consolidation and Retention of Learning-Induced Tuning Plasticity in the Auditory Cortex of the Guinea Pig - Galván, Verónica; Weinberger, Norman M. (Neurobiology of Learning and Memory, 2002)
The major goal of this study was to determine whether classical conditioning produces long-term neural consolidation of frequency tuning plasticity in the auditory cortex. Local field potentials (LFPs) were obtained from chronically implanted adult male Hartley guinea pigs that were divided into conditioning (n = 4) and sensitization control (n = 3) groups. Tuning functions were determined in awake subjects for average LFPs (approximately 0.4 to 36.0 kHz, -20 to 80 dB) immediately before training as well as 1 h and 1, 3, 7, and 10 days after training; sensitization subjects did not have a 10-day retention test. Conditioning consisted of a single session of 30 to 45 trials of a 6-s tone (CS, 70 dB) that was not the best frequency (BF, peak of a tuning curve), followed by a brief leg shock (US) at CS offset. Sensitization control animals received the same density of CS and US presentations unpaired. Heart rate recordings showed that the conditioning group developed conditioned bradycardia, whereas the sensitization control group did not. Local field potentials in the conditioning group, but not in the sensitization group, developed tuning plasticity. The ratio of responses to the CS frequency versus the BF were increased 1 h after training, and this increase was retained for the 10-day period of the study. Both tuning plasticity and retention were observed across stimulus levels (10-80 dB). Most noteworthy, tuning plasticity exhibited consolidation (i.e., developed greater CS-specific effects across retention periods), attaining asymptote at 3 days. The findings indicate that LFPs in the auditory cortex have three cardinal features of behavioral memory: associative tuning plasticity, long-term retention, and long-term consolidation. Potential cellular and subcellular mechanisms of LFP tuning plasticity and long-term consolidation are discussed.
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The Market School: The Story of a Project in Bida, Niger State, Nigeria - Gana, Catherine (African Symposium: An On-Line African Educational Research Journal, 2002)
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The use of everyday contexts by mathematics and science teachers in secondary schools in Namibia - Gaoseb, Noah; Lubben, Fred; Kasanda, Choshi D. (2002)
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Locating Ideology in Talk and Practice: Understanding the Referral of African American Students to School Social Services and Special Education - Gathright, Tamara Donyale (2002)
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Attitude factor and the future of christian religious education in Kenya secondary schools - Gatumu, Jane Ciumwari (2002)
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Christian religious education in Kenya - Gatumu, Jane Ciumwari (2002)
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The contradictions and contestations in policy production and elaboration of policy for the training of tourist guides in South Africa - Gavron, Michele (2002)
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British influence on military training and education in South Africa: The case of the South African Military Academy and its predecessors. - Ge, Visser (2002)
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Image and identity in military education: a perspective on the South African Military Academy. - Ge, Visser (2002)
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Abrupt Climate Change Around 850 Cal Bc From Central Africa To Northern Europe and The Role of Solar Uv - Geel, B. van; Renssen, H.; Plicht, Johannes van der (EGS General Assembly Conference Abstracts, 2002)
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Outcomes-Based Education and SAP: Nigeria - Geo‐JaJa, Macleans A.; Mangum, Garth L. (World studies in education (Online), 2002)
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Effects of drought on fruit set, yield and quality of custard apple (Annonaspp. hybrid) ‘African Pride’ plants - George, A.P.; Nissen, R.J. (Journal of Horticultural Science & Biotechnology, 2002)
SummaryStudies were conducted to evaluate the effects of drought during flowering for both container- and field-grown trees, and during fruit development for container-grown trees, on subsequent growth, flowering, yield and quality of the custard apple ‘African Pride’ in subtropical Australia. Moderate drought (ψL=–1.5 MPa) reduced shoot growth by 20–30% and increased the number of flowers per lateral by about 40% compared with well-watered controls due to reduced apical dominance and increased lateral branching. Overall fruit set was not adversely affected by drought. Drought also increased the number of fruit harvested per tree by 47% compared with well-watered controls. This response was mainly due to the increase in flower number per tree. Drought reduced average fruit size by 11% possibly due to effects on cell division in the first 4–6 weeks after fruit set or on net carbon assimilation. In summary, mild to moderate drought during the flowering period and fruit set increased flowering without adversely affecting fruit set, but decreased fruit size.
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The late Miocene mammalian fauna of Chorora, Awash basin, Ethiopia: systematics, biochronology and 40K-40Ar ages of the associated volcanics - Geraads, Denis; Alemseged, Zeresenay; Bellón, Hervé (2002)
New whole-rock 40K-40Ar ages on lava flows bracketing the Chorora Fm, Ethiopia, confirm that its Hipparion-bearing sediments must be in the 10-11 Ma time-range. The large Mammal fauna includes 10 species. They point to an early age within the Late Miocene, although not unambiguously near its lower limit. It lends support to the isochronous hypothesis of the Hipparion datum.
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TEACHER'S INVOLVEMENT IN THE SUSTENANCE AND PROMOTION OF EXAMINATION MALPRACTICE IN NIGERIAN SCHOOLS - Gesinde, A. M. (2002)
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Cross-cultural issues in counselling skills training: lessons from Lesotho - Gilbert, Jane (Journal of Social Development in Africa, 2002)
"Counselling" in many forms is now endemic in the cultures of the North. Such ways of assisting those with emotional difficulties are underpinned by very specific cultural assumptions about the "self", based directly on the individualistic assumptions of those cultures. However, other cultures hold very different beliefs about the self, compared with those on which counselling theory and counselling training courses are based. This paper questions the relevance of the theories underlying counselling practice to cultures whose fundamental assumptions are very different. The individualistic cultural assumptions underlying counselling theory are reviewed and some of the practical and theoretical challenges in designing a workshop for counselling skills training for Basotho mental health professionals in Lesotho are outlined. Highlights of the workshop content are described and reviewed and specific suggestions from what was learned are put forward to ensure that such training can be more culturally appropriate. African Journal of Social Work Vol.17(1) 2002: 123-136
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The demarcation of the cities' jurisdictions. Lessons from the South African municipal boundaries delineation process Les confins : du handicap à l'innovation ? - Giraut, Frédéric; Maharaj, Brij; Moriconi-Ébrard, François (2002)
In a process of territorial restructuring, there are potential disputes, which often reveal both local and national geopolitical challenges and issues. Two related questions concerning provincial and municipal demarcation are frequently at stake, firstly, the issue of the extent of administrative cities' hinterlands in terms of jurisdiction; and secondly the issue of political administrative leadership between cities fitted in a single territorial unit. After presenting the theoretical hypothesis, this paper will focus on the issue of municipal delineation around secondary cities and small towns in post-apartheid South Africa.
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Education for rural development in Côte d'Ivoire: School -based cooperatives as a vehicle for a successful transition of primary school leavers/dropouts from school to real life - Gnagne, Jacqueline A (2002)
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The Canadian Armed Forces Advisory Training Team Tanzania 1965–1970 - Godefroy, Andrew B. (Canadian Military History, 2002)
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Stopping but never letting go: A qualitative study of African American adult students pursuing high school completion - Goodwin, Yvonne Allen (2002)
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The Adjustment Problems of African Students at Western Michigan University - Goyol, Apollos Bitrus (2002)
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A case study of African American students' engagement responses to oral-based literacy instruction: The Oral Narrative Engagement (ONE) approach - Grace, Columbus Michael (2002)
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ANKÜNDIGUNGEN - // Digital Egypt for Universities -- On-line Learning -- A Museum Collection on-line - Grajetzki, Wolfram (Göttinger Miszellen: Beiträge zur ägyptologischen Diskussion, 2002)
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Challenges for higher education transformation in South Africa: integrating the local and the global - Grange, Lesley Le (South African journal of higher education, 2002)
Higher education in South Africa is faced with an important challenge, how it will cope with the tension between the universal claims of global science on the one hand, and on the other the equally compelling claims to recover the African past (Scott 1997:18). In this article I explore how this challenge might be taken up, by arguing that Western knowledge systems and Indigenous knowledge systems can work together if the representational aspect of knowledge is de-emphasised and the performative side of knowledge is emphasised. I use Turnbull's (1997) ideas of performativity and spatiality to show how seemingly disparate knowledge traditions might be able to be performed together within local knowledge spaces. I point out that although globalisation has homogenising tendencies it also opens up spaces for new identities and the contestation of established values and norms (Stromquist & Monkman 2000). In a socially distributed knowledge system partnerships between higher education institutions and indigenous peoples might create new knowledge spaces which could have transformative effects for academics and indigenous communities. South African Journal of Higher Education Vol.16(1) 2002: 67-73
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The context of a dental school in Africa. - Gugushe, TS (PubMed, 2002)
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Social background effects on participation in education of children in Egypt, Morocco and Turkey - Gündüz-Hosgör, A.; Smits, Jeroen (2002)
Spring Meeting of the ISA Research Committee 28 on Social Stratification and Mobility, 11 april 2002
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Environmental and social factors in the accessibility of non-formal education to physically disabled persons in Kenya - Gunga, Samson O. (2002)
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A study of the association between classroom practice and philosophy science amongst A-level biology teachers in Harare, Zimbabwe - Gwimbi, Eric; Monk, Martin (African Journal of Research in Mathematics Science and Technology Education, 2002)
This paper reports a small-scale investigation into the classroom practice and the philosophy of science (PoS) of thirty three A-level biology teachers in Harare, Zimbabwe. Data was collected through a survey questionnaire and structured classroom observations in biology theory and practical lessons. Analysis of the biology teachers' responses to the PoS items gave 5 different teacher clusters. Patterns in the data show the differences in clusters' PoS were associated with aspects of the clusters' differences in classroom practice. The clusters which were significantly less process oriented, less positivist and less inductivist in PoS, had classroom practices that were more teacher centred in theory lessons. In practical lessons these same teachers demonstrated what had to be done and then left students to do it. Interestingly, an association between PoS and the working conditions of the teachers, their academic training and professional qualification, is also apparent in the data.
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Education in Rwanda. Rebalancing Resources to Accelerate Post-Conflict Development and Poverty Reduction - Habineza, Faustin; Matsiko, Joseph; Musahara, Herman; Rutungisha, Ernest; Bagabo, Aviti; Kagorora, Sampson; Manzi, Leonard; Mukankuranga, Catherine; Ndaruhutse, Susy; Strat, Joseph Le; Rwabidadi, Patrick; Lassibille, Gérard; et al. (RePEc: Research Papers in Economics, 2002)
Rwanda's recent history was marred by genocide in 1994, in which at least ten percent of the population lost their lives. Rebuilding the stock of human capital is an important part of the rehabilitation process, where the government has made efforts to broaden access to education, and enhance the quality of services. On the international stage, the education sector has also come into the limelight, specifically under the 2000 United Nations Millennium Declaration, and, the foregoing context presents clear challenges for education managers. The purpose of this report is to provide a factual basis for discussion. Noteworthy are the efforts to reduce grade repetition in primary education; and similarly, reforms in higher education finance have been launched to reduce the cost of government-sponsored overseas studies. The report is addressed to Rwanda's policymakers in the education sector, as well as to education practitioners, and should also be of interest to policymakers in other parts of the government, particularly those charged with managing the country's development strategy, and aligning public spending accordingly. The breadth of its coverage is limited to key economic aspects that are particularly relevant in the Poverty Reduction Strategy Paper (PRSP) context: cost, finance, service delivery, and education outcomes. Most impressive is the rapid pace of enrollment increase in the aftermath of the genocide. As the system has expanded, it has done so in ways that has moved it toward a good balance between the public, and private sectors, which also compares favorably with that of other low-income countries in Africa, in terms of the socioeconomic disparities in educational access. Challenges ahead focus on managing student flow and graduate output, mobilizing and making effective use of resources for education, ensuring that public resources for education reach the front lines, balancing the accessibility of schools against considerations of scale economies, managing classroom conditions and processes to enhance student learning, and minimizing the barriers to education for orphans and other vulnerable groups. Nevertheless, the task ahead remains daunting as the recovery phase gives way to implementing the sector ' s long-term development. Concerns about efficiency, equity, and fiscal sustainability will be inevitably relevant, as the country seeks to advance educational progress in a resource-constrained environment.
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A study of dropouts in selected primary schools of two regions in Ethiopia - Habtamu, W (The Ethiopian Journal of Education, 2002)
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The process of development of an international research network supporting health promoting schools development between South Africa and Sweden. Paper vid konferens (WHO/EU) Health Promoting Schools Egmond aan See, Holland. September 2002. - Haglund, Bo J.A.; Viljoen, Charles Theodorus; Tian, Kelly; Olsson, Ulf (2002)
The process of development of an international research network supporting health promoting schools development between South Africa and Sweden. Paper vid konferens (WHO/EU) Health Promoting Schools Egmond aan See, Holland. September 2002.
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Language and Education in Eritrea. A Case Study of Language Diversity, Policy and Practice - Hailemariam, Chefena (2002)
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Perceptions, Interactions and Immersion: A Cross-Comparative Case Study of African-American Students' Experiences in a French Immersion Context and a Regular Education Context. - Haj‐Broussard, Michelle (2002)
This study examined how the experiences of African-American and white students in a partial French immersion second grade classroom in Louisiana differed from the experiences of students in a regular education classroom. It focused on students' perceptions of themselves and others, students' interactions with their teacher and peers, parental support of students' educational experiences, and teacher interactions with students. Using field observations, interviews, and questionnaires, this crosscomparative case study found that while overall students' self-concept was better in regular education, African-American girls benefited immensely in terms of self-concept, their peers' perception of them, and the extended interactions they had with the teacher. Further, African-American students in the regular education classroom, while having high self-concept, were perceived negatively or not at all by their peers, often had negative interactions with the teachers, and were not included in extended interactions with the teacher. French immersion was a more social environment where students helped each other and in which girls, particularly AfricanAmerican girls, were perceived in a positive light. Students' scores are appended. (Contains 12 references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document. PERCEPTIONS, INTERACTIONS AND IMMERSION: A CROSS-COMPARATIVE CASE STUDY OF AFRICANAMERICAN STUDENTS' EXPERIENCES IN A FRENCH IMMERSION CONTEXT AND A REGULAR EDUCATION CONTEXT MICHELLE HAJ-BROUSSARD, Louisiana State University This paper was presented at the 2002 TEXFLEC conference Louisiana State UniversityStudies in'the French immersion context have found that African-American students reap additional academic benefits in that context (Holobow, Genesee & Lambert, 1987; Caldas & Boudreaux, 1999); but few studies have been done to explain why ithinarsion would be more beneficial to these students. Ogbu (1999) shows the connection-between African-American parent and student dialect beliefs, attitudes and school behavior in regular education. While other research indicates that students' self-concept improves in a second language-learning environment (Masciantonio, 1977; Wright & Taylor, 1995). This study examines African-American students' experiences in a partial French immersion setting and in a regular education setting focusing on the perceptions and interactions of African-American students, their teachers and their peers and includes. parental support. Using field observations, interviews and questionnaires, this cross-comparative case study found that while overall students' self-concept was better in regular education, African-American girls benefited immensely in term of self-concept, their peers' perception of them and the extended interactions they had with the teacher. Further, African-American students in the regular education classroom while having a high self-concept were perceived negatively or not at all by their peers, often had negative interactions with the teacher and were not included in extended interactions with the teacher.
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Governance in South African higher education - Hall, Martin; Symes, Ashley; Luescher, Thierry M. (2002)
As a result of widespread and increasing concern about the quality of leadership and management of public higher education institutions (HEIs), at the beginning of 2001 the Council on Higher Education (CHE) established a task team on governance of HEIs. The task team had three main objectives: to describe and analyse the state of governance at HEIs with special focus on the role of councils, senates, institutional forums and executive management and the relationship between these four structures; to establish whether, how effectively and with what consequences co-operative governance had been implemented at HEIs in South Africa; to make recommendations on how to improve efficiency, effectiveness and accountability in higher education governance.The investigation was to be conducted within the framework of the principles, values and goals defined for higher education in the government’s various policy documents since the mid-late 1990s.
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Open source in South African schools : two case studies - Halse, G A; Terzoli, Alfredo (2002)
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Predictors of students' performance in Nigeria Certificate in Education programme: a case study of Kashim Ibrahim College of Education, Maiduguri - Hamman-Tukur, Abubakar; Bazza, Hadiza Isa (Annals of Borno, 2002)
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High death rates in health care workers and teachers in Malawi - Harries, Anthony; Hargreaves, N.J.; Gausi, F; Kwanjana, J; Salaniponi, FM (Transactions of the Royal Society of Tropical Medicine and Hygiene, 2002)
High death rates are reported in health care workers (HCWs) and teachers in urban areas of Malawi. The present study was carried out to determine the annual death rate in HCWs and primary school teachers working in semi-urban and rural areas of Malawi, and to try to ascertain the main causes of death. Forty district and mission hospitals in Malawi were visited. A record was made of the number of clinical and nursing-based HCWs in each hospital in 1999, the number of deaths in that calendar year and reported causes of death. A record was also made of the number of teachers working in 4 primary schools nearest to each hospital in 1999, the number of deaths in that calendar year and reported causes of death. There were 2979 HCWs, of whom 60 (2 · 0%) died. There were 4367 teachers of whom 101 (2 · 3%) died. Annual death rates, calculated per 100 000 people, were significantly higher in male HCWs compared with female HCWs (2495 versus 1770, RR 1 · 17, 95% CI 1 · 14-1 · 20, P < 0 · 001), and significantly higher in female teachers compared with male teachers (2521 versus 1934, RR 1 · 14, 95% CI 1 · 11-1 · 17, P < 0 · 001). In male HCWs and teachers the highest death rates were in those aged 35–44 years. In female HCWs and teachers, the highest death rates were in those aged 25–34 years and 35–44 years, respectively. Reported causes of death in HCWs were tuberculosis (TB) in 47%, chronic illness in 45% and acute illness in the remainder, while in teachers the causes were TB in 27%, chronic illness in 49% and acute illness in 25%. Chronic illness, thought to be due to AIDS, and TB were the common causes of death. The current high death rates from AIDS and TB will have a crippling toll on the health and education sectors, and effective ways of reducing these death rates must be found.
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The LPYL in Context Changing Minds about School Libraries In South Africa - Hart, Geneviève (2002)
It is an to write a foreword for the Bibliotek I Samehalle's book on the Library Practice for Young Learners project (LPYL) and also a challenge. The honour is due to the significance of the LPYL project, which is a project rooted in our past and present realities but which reaches out to future possibilities. I believe that it thus has a real chance of making a difference to South African education. The vision of the original partners, the Library & information Workers Organisation (LIWO), BIS and the Education Policy Unit (Natal), deserves gratitude and respect. They realised the importance of school libraries as a force for educational transformation an area of action often neglected by the mainstream library profession. They then recognised that the South African landscape called for innovative models of school libraries. It is important perhaps to acknowledge upfront the links between the LPYL project and the national Department of Education's school library policy-writing process. Jenni Karlsson of the EPU (Natal) was largely responsible for the drafting of the National Policy Framework for School Library Standards (Department of Education, 1998) and she is a leading partner in the LPYL. From the beginning the intention of the LPYL project was to pilot certain of the models described in the policy document (a document which has apparently since been shelved by Government). Whatever the underlying intention, the result was an elegantly-designed project that provides us so far with at least three useful case studies for the future (Naiker & Mbokazi, 2002).
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Informing South African Students about Information Systems - Hart, Mike (Informing Science The International Journal of an Emerging Transdiscipline, 2002)
An international association advancing the multidisciplinary study of informing systems. Founded in 1998, the Informing Science Institute (ISI) is a global community of academics shaping the future of informing science.
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Informing South African Students About Information Systems - Hart, Mike (Informing Science and IT Education Conference, 2002)
At the University of Cape Town, females and students disadvantaged under the previous South African apartheid education system are under-represented in Information Systems (I.S.) classes. This research shows that these are also the groups most ignorant about I.S. at the school-leaving stage. After being informed about the discipline through a small intervention, a significant increase in enthusiasm for majoring in and being employed in I.S. occurred. This should result in a better educational fit and greater enrolment of these groups in I.S., and reduce some switching to I.S. from other subjects at a later stage. The key influencing sources for university students’ study decisions are also examined, and it is evident that a different approach is needed for each group in order to maximize the number of quality I.S. graduates.
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The effectiveness of an outreach programme in science and mathematics for disadvantaged grade 12 students in South Africa - Hartley, M. Shaheed (2002)
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Conflict and Democracy Education in Palestine. - Hashweh, Maher Z. (Mediterranean Journal of Educational Studies, 2002)
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Livelihood diversification in drought-prone rural Botswana - Hassan, Z.-E.E.; Georg-August-Univ., Goettingen . Inst. fuer Rurale Entwicklung ger (2002)
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The state of construction safety and health education at higher education institutions im the Western Cape, South Africa - Haupt, Theo C. (2002)
The Occupational Health and Safely Act (OHSA) 85 of 1993 requires all employers in South Africa to provide and maintain a working environment that is safe and without risk to the health of their employees. Additionally, OHSA requires employers to provide such information, instructions, training and supervision as may be necessary to ensure the health and safely at work of their workers. Several studies have confirmed a well-established link between safely training and the performance of companies. High performing organizations were found to invest a larger percentage of payroll costs in training compared to the recommended industry norm. Construction related programs at universities and technikons produce graduates who either take up managerial and supervisory positions within construction firms or establish their own construction companies. The pivotal role of management in driving and promoting safely within their organizations is well documented. In order to comply with the requirements of OHSA these graduates need to be able to recognize, avoid and prevent unsafe conditions on the construction sites that they will be involved with. This article gives an insight into the findings and exploratory studies of safety and health education at higher educational institutions in the Western Cape province of South Africa as well as the views of students on construction safely. Preliminary results suggest that construction related programs do not adequately prepare students to be able to ensure the safely and health of workers on construction sites. Courses make scant reference to the provisions of OHSA and responsibility for worker safety.
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The curriculum for health education in schools : issues of definition, choice and implementation : an illuminative study based on Uganda, Zambia and India - Hawes, Hubert William Richmond (2002)
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Globalisation and employment equity - implications for academic human resource development in South African higher education - Hay, James M.; Wilkinson, Adele (South African journal of higher education, 2002)
Globalisation poses a challenge to higher education systems internationally, but especially so in developing countries, since institutions of developed countries market seriously amongst students of developing countries. South African higher education institutions have to position themselves for this external "threat", but have to simultaneously deal with an even bigger internal challenge after six years of democracy B the academic staff of a majority of South African higher education institutions still consists mainly of white males. Government has made it clear that employment equity in the higher education sector is a high priority. This article suggests that an accelerated evolutionary process should be utilised in attaining employment equity, as probably the only realistic option to maintain a competitive edge in a globalised higher education environment. South African Journal of Higher Education Vol.16(1) 2002: 41-47
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Incorporation of awareness of sorghum smut into the school curriculum: primary school drama competition Kiomo Kenya March 2002. Natural Resources Institute (NRI), University of Greenwich, Chatham, UK, and ARI Ilonga, Tanzania. - Hayden, N.J. (2002)
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More, better, different?: understanding private higher education in South Africa - Heever, G.E. Kruss van der (2002)
Paper presented at understanding private higher education in South Africa: a colloquium (transparancies used), 9-10 April.
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Adult Learners' Week in South Africa. - Helme, Lin (Convergence, 2002)
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Engaging apartheid : the teachers' league of South Africa in the Western Cape, 1985-1989 - Hendricks, Paul (2002)
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'The soul of a nation' : Abdallah Nadim and education reform in Egypt (1845-1896) - Herrera, Linda (Mediterranean Journal of Educational Studies, 2002)
The historiography of educational reform in 19th century Egypt is driven largely by modernization approaches in which reformers are cast as ‘liberals’ and ‘westernizers;’ figures outside these paradigms tend to be overlooked. ‘Abdallah Nadim (1845-1896), a nineteenth century social reformer, experimented throughout his life with ‘educating the nation.’ He founded the first Islamic Benevolent Society school in Egypt and authored some of the most widely circulated articles on education and society of his day. In this paper we will review Nadim’s life history, examine the educational terrain of 1890’s Egypt with particular emphasis on girls’ education, and discuss a specific set of articles authored by Nadim on Muslim youth and European education. With his combination of anticolonial, proto-nationalist, conservative Islamic, yet ‘modern’ approach to educational reform, Nadim represents a populist – if neglected figure in Egypt’s educational history.
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Public Expenditures on Education in Nigeria: Issues, Estimates and Some Implications - Hinchliffe, Keith (2002)
vii 1 What are the issues? 1 2 Arrangements for managing and financing education 3 3 Assessing public expenditures on education 5
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Building Capacity for African Peacekeeping: An Overview of Peacekeeping Training Centres in Africa - Hitchcock, Nicky (Conflict Trends, 2002)
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Poverty versus education in rural Namibia - Hoaes, Ingrid Emmy (Namibia Review, 2002)
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African Americans in higher education - Hood, Stafford; Bennett, Marla (2002)
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African American women public school superintendents: The relationship of self-efficacy and career performance - Hosier, Noreen Alberta (2002)
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Predictors of Restrictiveness of Placement for African-American and Caucasian Students - Hosp, John L.; Reschly, Daniel J. (Exceptional Children, 2002)
This study explored differences in the special education programming of African-American and Caucasian students. The school records of 230 3rd- through 5th-grade students identified as having a learning disability from four school districts in Delaware were examined. Data on 102 variables related to special education referral, identification, and placement were coded from the records and analyzed. Analyses of variance were used to identify main effects for each variable and its interaction with race. Although a clear pattern was found in variables related to restrictiveness of placement, the pattern was found to be similar for African-American and Caucasian students. Implications for future research are provided.
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Attitudes d'élèves tunisiens par rapport à l'évolution biologique / Attitudes of tunisian pupils to biologigical evolution - Hrairi, Sameh; Coquidé, Maryline (Aster, 2002)
Attitudes of tunisian pupils to biologigical evolution This paper presents a study of the relation pupils in Tunisia in the fourth year of secondary education (preparation for the baccalaureate) have to biological evolution. The objectives are, on the one hand to improve knowledge of their learning postures towards the theory of evolution, and on the other to analyse the eventual correlations between their attitudes in school and their relation to knowledge. The working hypothesis is that it is through the explanatory level mobilised by the pupils that they read, analyse, evaluate and judge the theory of evolution. An enquiry was carried out among 78 students from classes in two Tunisian lyceums using questionnaires. It led to an appreciation of the attitudes towards school and learning whilst the results on the relation towards biological evolution contribute to the analysis of the students’ learning posture for this branch of biology. The analysis also shows a correlation between the relation to knowledge of the Tunisian pupils, the way in which they conceive learning biological evolution and the meaning they attribute to the model explaining the theory of evolution.
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An examination of teachers' feedback on students' writing in agriculture, English and social studies in selected Botswana junior secondary schools - Hule, M.R.; Mooko, Theophilus (Mosenodi, 2002)
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An examination of teachers' feedback on students' writing in Agriculture, English and Social Studies in selected Botswana junior secondary school - Hule, T.; Mooko (Mosenodi, 2002)
The study examined the type of feedback provided by teachers of Agriculture, English and Social Studies on students' essays at community junior secondary school level in Botswana. The data was collected through the use of a questionnaire and analysis of comments written on student essays. Results indicated that in most marked essays the teacher only wrote marks or score without commenting on students' work. Where comments were provided they were either critical (judgmental), General or vague. It was also observed that English language teacher provided most of the feedback whilst Agriculture and Social Studies teachers often did not offer any comments on students' work.
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Adolescent school drop-out in South Africa : an asset-vulnerability framework. - Hunter, Nina (2002)
This article investigates the impact of poverty and shocks on adolescents, particularly their role in early school drop-out. Data consisting of 3043 adolescent interviews and 1945 household interviews, from a recent survey entitled Transitions to Adulthood among Adolescents in Durban, South Africa, has been used. While conventional explanations of drop-out acknowledge the role of socio-economic factors, this paper attempts to understand, through an asset-vulnerability framework, the explicit contribution of poverty and shocks to drop-out in the South African context. The results indicate that the poverty-based theory of drop-out put forward, while appealing, does not fully account for drop-out. Instead, it would seem that among poor households the education of their children is seen as an asset that is to be protected. It is proposed that school feeding schemes be reconsidered as a social welfare tool to support poor households in their attempts to keep their children in school [148 words] Journal requirements for abstract: maximum of 150 words.
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The curriculum for health education in schools : issues of definition, choice and implementation : an illuminative study based on Uganda, Zambia and India. - Hwr, Hawes (2002)
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African languages can be used for teaching scientific and technological concepts: a contribution to the rehabilitation of African languages education - Igiraneza, T. (2002)
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Epidemiology of Vesico-Vaginal Fistula at the University of Ilorin Teaching Hospital, Ilorin, Nigeria - Ijaiya, Munirdeen A; Aboyeji, Abiodun P.; Ijaiya, Zainab B.B. (Tropical journal of obstetrics and gynaecology, 2002)
Context: Vesico-vaginal fistula (VVF) is a major public health problem in Nigeria. Objective: To describe the causes and patterns of presentation of vesico-vaginal fistula in a tertiary hospital in Central Nigeria. Subjects and Methodology: Records of all patients with VVF seen over a 10-year period (1st January, 1988 to 31st December, 1997) at the University of Ilorin Teaching Hospital were reviewed. The patients' social and demographic data, aetiological factors, anatomical types and complications of VVF were analysed. Results: There were 44 cases of VVF during the period. Obstetric VVF accounted for 37 (84.1%) of the cases. Most of the patients were illiterate 39 (88.6%), and of low social class 37 (84.1%). Most had poorly supervised deliveries; 33 (89.2%). The age of the patients ranged between 15 and 73 years with a mean age of 29.4 years. The highest frequency was in the 15-19 years age bracket (25%) and 43.2% were primiparous women. Prolonged obstructed labour (65.9%) was the commonest cause of VVF in the patients. Other causes include advanced cervical cancer 6 (13.6%), ruptured uterus 3 (6.8%), caesarean section 3 (6.8%), forceps delivery 1 (2.3%), caesarean hysterectomy 1 (2.3%) and total abdominal hysterectomy 1 (2.3%). Twelve (27.3%) patients were separated/divorced from their husbands. Of the 33 VVF patients that had VVF repair, 29(87.9%) were successful; 27 (81.8%) at the first attempt and 2 (6.1%) at the second attempt. Conclusion: Urinary fistulae are still a major health problem for women in this locality and prolonged obstructed labour is the major cause. Key Words: Vesico-Vaginal Fistula, Obstructed Labour, Urinary Incontinence [Trop J Obstet Gynaecol, 2002, 19: 101-103]
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Gender Differences in Personality Characteristics of Counsellors in Training in Selected Nigerian Universities - Iketuonye, A.I.; Yusuf, Syamsu (African Symposium: An On-Line African Educational Research Journal, 2002)
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Personal hygiene practice and school-based health education of children in Anambra State, Nigeria. - Ilika, A L; Obionu, C O (Nigerian Postgraduate Medical Journal, 2002)
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First National Communication of Kenya to the Conference of Parties of the United Nations Framework Convention on Climate Change - Inima, Albert Kenyani (2002)
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A study on preparation of school principals and implications on their administrative performance in Vihiga District - Kenya - Ira, Vo Amuhaya Mike (2002)
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Susceptibility profile of Enterococcus faecalis isolated at the Lagos University Teaching Hospital, Nigeria - Iregbu, Kenneth; Ogunsola, F.T.; Odugbemi, T (Nigerian Postgraduate Medical Journal, 2002)
Enterococcus faecalis is the most common of the Enterococcus genus causing infection, particularly urinary tract infections, worldwide. It is also a common cause of nosocomial infections and resistance to various antibiotics is on the increase worldwide. Thirty-five strains of E. Faecalis isolated from various clinical specimens (blood, wound swabs endocervical swabs but mostly urine) were screened for high-level aminoglycoside resistance. Their susceptibility nine antibiotics (ampicillin, gentamicin, streptomycin, vancomycin, tetracycline cotrimoxazole and chloramphenicol, ciprofloxacin and erthromycin) was also determined. All isolates were susceptible to Ampicillin and Vancomycin with MIC90 of 4microg/ml but resistant to Nalidixic acid with an MIC90>256microg/ml. Four (11%) of the isolates showed high-level resistance to Gentamicin while 11(32%) exhibited high-level resistance streptomycin after 24 hours incubation. It will appear that Ampicillin in combination with gentamicin but not streptomycin, can still be used empirically for the treatment of Enterococcal infections.
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African American Teachers’ Culturally Specific Pedagogy - Irvine, Jacqueline Jordan (2002)
My work with African American teachers in CULTURES has led me to conclude that these teachers’ views of their roles are based on unique cultural and historical perspectives. African American teachers look introspectively at how their ethnic identity, classroom practices, and their beliefs are related to the achievement of their African American students. The African American teachers in CULTURES often talked about how their own cultural notions of teaching guided them in their practice. These cultural views were often different from what they had been taught in their teacher preparation programs. In fact, some of these teachers had to “unlearn” and modify what they have been taught in the academy in order to address the specific learning needs of their African American students.KeywordsAfrican American StudentTeacher Preparation ProgramEfficacious TeacherBlack TeacherAfrican American TeacherThese keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
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In Search of Wholeness: African American Teachers and Their Culturally Specific Classroom Practices. - Irvine, Jacqueline Jordan (2002)
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Information literacy among Form Five students at the four government senior secondary schools in Gaborone, Botswana. - Isaac, Goitsemang Gladness Boitumelo Wadikonyana. (2002)
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Action Learning Beyond Survival: A South African Journey - Isaacson, Brian (2002)
Ten years ago, in San Francisco, I was introduced to the concepts and results associated with action learning. While discussing South Africa’s challenges with Columbia University’s Victoria Marsick, she mentioned that action learning, or her specific approach, Action Reflection LearningTM might be worth some further consideration
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The role of familiy background on HIV/AIDS awareness and condom use among secondary school students in Selibe-Phikwe (Botswana) - Itshekeng, Edwin Monclaro (2002)
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Empowering Low Income Mexican and African-American Middle School Students in Two Southwest Urban Communities - Jacobs, Diane C.; Ku, Heng‐Yu (Journal of Poverty, 2002)
L'A. nous presente son experience de prise de conscience d'estime de soi des etudiants pauvres du premier cycle de l'enseignement superieur a travers des ateliers de journalisme
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Institutionalizing Information Literacy in Tertiary Education: Lessons Learned from South African Programs. - Jager, Karin de; Nassimbeni, Mary (Library Trends, 2002)
This paper presents an overview of the development of current practice in information literacy education in tertiary institutions in South Africa. The policy framework affecting information literacy is examined from multiple perspectives. An examination of the literature identifies key concerns that are used in the compilation of a small survey instrument to establish current practice. The impact of institutional policies, finding educational strategies that meet the identified objectives of information literacy, diversity in students’ backgrounds and abilities, and ultimately the assessment of performance all emerged as significant. The concept of multiliteracies is suggested as a useful approach to conceptualizing information literacy as central to student learning. Future directions are suggested.
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Education, Democracy and National Integration in Nigeria in the 21st Century - Jago, Attahiru M. (African Symposium: An On-Line African Educational Research Journal, 2002)
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Renewable energy education in Botswana: needs, status and proposed training programs - Jain, Pushpendra K.; Lungu, Edward M.; Mogotsi, Buti (Renewable Energy, 2002)
Abstract Lack of trained manpower for repair and maintenance of solar energy devices in Botswana has resulted in failure of devices, loss of revenue, and dwindling of consumer faith in solar technologies. The government of Botswana commissioned a study to assess the needs for trained manpower in New and Renewable Sources of Energy (NRSE) technologies, to identify the required training programs and their levels, and the facilities that need to be upgraded and/or created for the implementation of such training programs at the existing technical and educational institutions within the country. The paper presents the findings of the study, and the recommendations made. The study proposed seven training programs at progressively increasing skills and expertise levels that include two certificate courses in each of the solar water heating and photovoltaic technologies for maintenance personnel, a national craft certificate program in solar energy technologies, a higher diploma in energy technologies for supervisory personnel, and a short course for upper management personnel in decision-making positions in order to raise their skills in the procurement of equipment and services, and to provide overall effective leadership. A short course to upgrade the skills of the present maintenance personnel to alleviate the immediate problems is also proposed. Required upgrading of existing technical training facilities, the creation of new facilities and estimated budgetary requirements constitute some of the recommendations. The recommendations have gone through various channels of discussions, and have been accepted in principle. The report is currently under consideration for implementation by relevant government departments.
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Political Education as Key to Sustainable Development in Africa: A Descriptive Reflection on Nigeria - James, V. U.; Osuagwu, Denis (Journal of Sustainable Development in Africa, 2002)
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The Architect and the Scaffold Evolution and Education in South Africa - James, William L.; Wilson, Lynne (2002)
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Decentralization of basic education in Namibia - Jankowski, Theo (2002)
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Disability in an urban black community in Zimbabwe - Jelsma, Jennifer; Mielke, Jens; Powell, Greg; Weerdt, Willy De; Cock, Paul De (Disability and Rehabilitation, 2002)
Purpose : This study was undertaken to establish which health conditions are primarily responsible for disability and morbidity in a high-density area in Harare, Zimbabwe. Method : House-to-house screening visits were followed up by medical examination and interview of those identified as having a functional limitation. Results : Information was obtained during screening on 10 839 residents. Of these, 608 were examined by medical professionals. The rate of disability/morbidity was 5.6% for the whole sample. Headaches and migraine were the most common problem. These were followed by back pain, hypertension and osteoarthritis. HIV/AIDS was the fifth most common condition. Depression, based on responses to a screening tool, was evident in one-third of the subjects. Common activity limitations included difficulty with the performance of housework activities and with walking. HIV/AIDS resulted in the most severe activity limitation, in that cognitive functions were also affected. Conclusion : The middle-aged and elderly with osteoarthritis and young women with depression constitute vulnerable groups who are not in a position to demand services. The older women particularly need assistance as they are bearing the double burden of their own degenerative conditions and the results of the HIV/AIDS pandemic.
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Mothers' Stories: Influences on Vocabulary and Syntax of African American Children With and Without Language Impairment - Jenkins, Terrilynn Faye (2002)
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The role of heat shock protein in the protective effect of conditioning noise on high intensity noise induced hearing loss in guinea pigs - Jiang, Ping (Chinese Journal of Nautical Medicine, 2002)
Objective To study the the role of heat shock protein(HSP)in the protective effect of conditioning noise on high intensity noise induced hearing loss in guinea pigs. Methods Forty healthy guinea pigs with normal Preyer's reflex were used in the study. The animals were divided into four groups: normal group(NG), conditioning noise group(CG), high intensity noise group(HG) and conditioning noise plus high intensity noise group(CHG). The intensity of conditioning noise and intensity of high intensity noise were 80 dB SPL and 115 dB SPL respectively. The temporal bulla of all the animals after experiment were removed and immunohistochemistry study of the Corti's organs were carried out with HSP-70 monoclonal antibody. Results Anti-HSP-70 immunoreactivity was located in the hair cells of the Corti's organ of the normal animals. The immunoreactivity staining of the hair cells had no change after exposure to conditioning noise, but the densities of immunoreactivity staining of the hair cells in HG and CHG animals were significantly higher than that in NG animals and was the highest in CHG animals. Conclusions The heat shock protein 70 may play a role in the protective effect of conditioning noise on high intensity noise induced hearing loss in guinea pigs.
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Teachers' Perceptions of African American Principals' Leadership in Urban Schools - Jones, Cornel (Peabody Journal of Education, 2002)
Concerns about leading ethnically diverse urban schools imply that principals of color may play an important role in accomplishing their schools' goals. Findings from this study revealed that in areas of image management and relationship development, teachers of color and European American teachers in urban schools perceive their principals' leadership differently. Results revealed that (a) leaders of color were critical in creating an inclusive school among groups of ethnically diverse groups of teachers; (b) due to their racial affiliation, leaders of color played an important role in recruiting and retaining teachers of color; and (c) leaders of color were responsible for ensuring that European American teachers were culturally responsive to students of color.
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Students' Evaluation of Their Practical Placement: The Case of the Department of Library and Information Studies, University of Botswana. - Jorosi, Boemo N.; Metzger, Andreas (Education Libraries, 2002)
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Umoja: Teaching African Music to Generalist Teacher Education Students - Joseph, Dawn (2002)
This paper reports on the beginning stages of a pilot study which examines the teaching of rhythm - beat, metre, accent and duration - through the use of African music. Primary generalist teacher education students will be introduced to a selection of African children's songs and the impact on their skills, knowledge, motivation and attitudes to teaching music will be analysed. It is anticipated that engagement with a 'new' musical genre will enhance student understanding of rhythm as well as an appreciation of African culture and language. At the conclusion of the semester students will be invited to participate in questionnaires and interviews to assess how teaching music through another genre influences non-music specialist learning. This paper will outline the research design and also the literature on the use of non-indigenous musical genres in 'western' cultures. Issues of tokenism and cultural engagement will be addressed as will the choice of action songs which narrate the history and stories of a 'foreign' culture. The impact of applying Orff, Kodaly and Dalcroze approaches to the teaching of African music will also be considered.
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A critical sociological inquiry into the effects of long term disability on lifestyle, financial status and information availability for African American and Caucasian male disabled industrial workers within the Michigan Workers' Compensation System. - Jubenville, Lawrence G. (2002)
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Abrupt Climate Change In N-africa: The Asynchronous Termination of The African Humid Period - Jung, Simon; Davies, Gareth R.; Ganssen, G.M. (EGSGA, 2002)
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Metaphysical influence on time-keeping by teachers for better performance of examinations in Kenya - K’Odhiambo, Atieno Kili (2002)
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Towards defining the role of the school inspector as a multi-functional educational manager and administrator in Namibia - Kabajani, C.M. (2002)
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Malawi Teachers' Knowledge of and Attitudes Towards Standardized Tests - Kaira, Leah (2002)
St:mcbrdized tests play a great role in education. In Malawi, results of these tests are used to makt: critical decisions about individuals, hence the need for students to be well prepared. Students' performance can be influenced by their teachers' attitude toward and knowledge of standardized tests. This survey was designed to establish Malawian teachers· knowledge of standardized tests and their attitude towards these tests. While the teachers displayed positive attitudes, it was found that they would benefit from more knowledge about standardized tests.
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Education in Zambia: Catholic Perspectives - Kallmann, Deborah; Carmody, Brendan (International Journal of African Historical Studies, 2002)
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Gender, education and economic development in Africa - Kalu, S.I. (I.E.R. Flambeau, 2002)
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The Status of Women in Higher Education Management: A Study of One Private University in Kenya - Kamau, Nyokabi (2002)
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The Role of Virtual Organizations in Post-Graduate Education in Egypt - Kamel, Sherif (2002)
Learning, education and training using traditional class methods and/or emerging online techniques are all leading to improved ways to investing in people, leveraging their capacities and reaching out to remote masses while cutting down on cost, time and efforts. Thus, the role of virtual organizations and virtual teams is rapidly spreading worldwide in the related aspects to learning and human resources development. This has led to the establishment of a large number of regional and global learning consortiums and networks aiming to provide quality knowledge and information dissemination vehicles to an ever-growing community of seekers that is online, active and eager to increasingly learn more. However, most of the publications address the theoretical foundations of virtual organizations; as for the actual practices, they are not extensively reported in the literature. This case addresses the experience of Egypt’s Regional IT Institute in the field of education and training. Today, the learning process is becoming a vital factor in business and socioeconomic growth where the role of information and communication technology is having a growing and an innovative impact. The Regional IT Institute was established in 1992 targeting the formulation of partnerships and strategic alliances to jointly deliver degree (academic) and non-degree (executive) programs for the local community capitalizing on the enabled processes and techniques of virtual organizations. The case provides many lessons to be replicated that demonstrate the opportunity to expand in exchanging the wealth of knowledge across societies using a hybrid of forms for virtual organizations and virtual teams.
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Towards Effective Policy Implementation Strategies in Adult Education in The Northern Province of South Africa - Kamp, M. van der; Zeelen, Jacques; Rampedi, M. (2002)
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Higher education in the Southern African development community - a vision - Kamper, Gerrit (South African journal of higher education, 2002)
The Education and Training Protocol of the Southern African Development Community (SADC) and its implications for regional cooperation in the provision of higher education in South Africa are discussed. The article firstly deals with trends in regional cooperation in the provision of higher education as these are evident from developments in Europe, South East Asia, North America and Sub-Saharan Africa. Some pertinent preconditions for the regionalisation of higher education (RHE) are stated. The SADC Protocol on Education and Training is subsequently discussed by giving attention to its principles and objectives, and its organisational arrangements regarding tuition and research. Pertinent strengths and weaknesses of the Protocol are identified. The article closes with some guidelines on the regionalisation vis-à-vis globalisation of higher education in the Southern African region. South African Journal of Higher Education Vol.16(1) 2002:53-59
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Adult literacy as a determinant factor of farmer participation in agricultural extension: a case study of kibwezi Division Kenya ; The Kenya Adult Educator ' A journal of Kenya adult Education Association(KAEA - Kanini, Mbwesa J (2002)
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Factors affecting the effectiveness of adult learning: a case study of agricultural extension education in Kenya - Kanini, Mbwesa J (2002)
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Access to education and health in Zimbabwe: implications of recent policy developments - Kararach, George (Southern Africa political and economic monthly, 2002)
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Teaching to change the world: missiology at the University of South Africa - Karecki, Madge (2002)
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Incorporating knowledge of surghum smut into the professional activites of participating school teachers. 20 pp. In: Final Stakeholders' Workshop CCT, Dodoma, Tanzania, 14 August 2002. - Kato, Pamela M. (2002)
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The implementation of environmental education policy in Namibia: perceptions of a range of decision-makers - Katoma, Loini-Nyanyukweni (2002)
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Visuomotor Organization and Thinking Operations Performance of School-Age Ethiopian, Bedouin, and Mainstream Israeli Children - Katz, Noomi; Kizony, Rachel; Parush, Shula (OTJR: Occupational Therapy Journal of Research, 2002)
In this study, the cognitive performance, specifically visuomotor organization and thinking operations, of new immigrant children (Ethiopian) and children from a minority group (Bedouin) was compared to the performance of mainstream Israeli children in two age groups. By assessing the cognitive performance of children from different cultural contexts, a more basic understanding can be gained of the child's ability to perform in school, in daily self-care, and in play/leisure tasks. Furthermore, knowledge of information-processing development that influences occupation in different cultures will advance occupational science. The findings suggest that cultural context as well as schooling have a powerful impact on children's cognitive performance. The findings may have implications for various diverse populations, and therefore it is recommended to study the cognitive performance of school-age children in other populations and to use a dynamic assessment to explore the learning potential of children. It is recommended to develop preventive intervention programs in populations from diverse cultural contexts.
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Menstrual Situation among High School Girl Students in China and Botswana, a Comparative Study - Ke, Mi (Chinese Journal of Health Education, 2002)
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African American Student Teachers' Perceptions About Preparedness to Teach Students From Culturally and Linguistically Diverse Backgrounds - Kea, Cathy D.; Trent, Stanley C.; Davis, Courtney (Multicultural Perspectives, 2002)
Many educators argue that teachers' limited knowledge about culturally and linguistically diverse (CLD) students with and without disabilities may affect patterns of interaction and the use of effective practices with these students. Such situations may be true across and within racial-ethnic groups. To explore these hypotheses further, 43 African American student teachers completed 3 surveys focusing on their perceived preparedness to teach CLD learners with and without disabilities effectively. Results indicated that 80% or more of the student teachers felt highly competent to teach CLD students. However, more participants believed they understood to the greatest extent the culture of students who were members of their racial group, had more interactions with this group, felt most prepared to teach this group, and knew more about the contributions of this group. No student teachers believed that they were "very much prepared" (highest possible rating) by their teacher education program (TEP) to teach any group including CLD students with disabilities. They acknowledged a need for more content in the areas of human growth and development from a cross-cultural perspective, historical knowledge about various cultures, and accessing family and community resources. Recommendations for enhancing cross-cultural TEPs along with implications for future research and practice are provided.
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Cigarette smoking and Khat chewing among college students in North West Ethiopia - Kebede, Yigzaw (The Ethiopian journal of health development, 2002)
Background: Although the percentage of the population that smokes has declined in the United States and some other countries, it is increasing in less developed countries. In Ethiopia khat (Catha edulis) is commonly used for social and religious purposes. Objective: To assess the prevalence and risk factors of cigarette smoking and khat chewing among college students Methods: A cross sectional study was conducted in January 2001 in the four colleges found in North West Ethiopia. Students in each year of study were selected by systematic sampling technique. Self-administered questionnaire was used for data collection. Results: The study revealed 13.1 % life time prevalence rate of cigarette smoking and 26.7 % life time prevalence rate of khat chewing. The current prevalence of cigarette smoking was found to be 8.1 % and that of khat chewing 17.5 %. Forty six (31.7 %) of the life time smokers and 134 (45.6 %) of the life time chewers started smoking and chewing while they were senior secondary school students. Lung diseases including lung cancer were mentioned as health risk of cigarette smoking by 904 students. Conclusion: The prevalence of cigarette smoking seemed to decrease among university students but the decrease in the prevalence of khat chewing is not remarkable. Students knew the commonest health risks associated with cigarette smoking. Teachers in the high schools and colleges, parents, mass media and other concerned people should teach students about the health and social problems associated with cigarette smoking and khat chewing. [Ethiop. J. Health Dev. 2002;16(1):9-17]
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Information Technology Education in Papua New Guinea: Cultural, Economic and Political Influences - Kelegai, Limbie K.; Middleton, Michael (Journal of information technology education, 2002)
Information and Communication Technology is the driving force in the information intensive global society.Information Technology (IT) professionals with skills and capabilities required by the IT industry are scarce.Industry and policy makers see education institutions as the vehicle to produce skilled IT professionals to bridge the gap between the changing technology and industry needs.Many Least Developed Countries including Papua New Guinea are slowly coming to grips with the rapidly changing IT industry and need for IT education and development.The lack of information policy guidelines in many instances hinders the growth of IT industry in many LDCs.Also there are issues and factors that influence IT education in developing countries especially Papua New Guinea.These include cultural and language impacts on IT education in PNG.Preliminary results from our recent study indicate that PNG IT professionals place a high emphasis on non-technical skills.In this paper we examine a number of social, cultural and industry factors that influence IT education, and postulate several principles that are useful in developing an IT education model suitable for LDCs.
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Learning from Doing: Using Analysis of Fertilizer Demonstration Plots to Improve Programs for Stimulating Fertilizer Demand in Rwanda - Kelly, Valerie A.; Nyirimana, Joseph (RePEc: Research Papers in Economics, 2002)
Since the mid 1990s, the Rwanda government supported the increase in the marketing of agricultural products and the agricultural productivity, which is a key strategy to raise incomes n rural areas and stimulate broad-based economic growth. Many analysts believe that a combination between organic and inorganic fertilizers constitutes the most important strategy for increasing land productivity. The purpose of this document is to inform the debate in identifying a realistic and inexpensive strategy that can increase the demand for fertilizer to support food production in Rwanda. The government implemented some reforms such as the elimination of taxes on fertilizer imports and limiting free or subsidized distributions of fertilizers to a restricted numbers of demonstration and emergency programs. These reforms allowed an increase in the number of fertilizer sellers and a stabilization of prices. The MINAGRI works along NGOs in doing several fertilizer demonstrations to identify specific crops and regions in which the use of fertilizer will be more profitable. The PDMAR [Projet de Developpement des Marches Agricoles et Ruraux au Rwanda] also did some fertilizer demonstrations but, unlike the MINAGRI, did not select its working regions based on profitability. The PDMAR worked in regions based on the regions’ ability to execute the project and it obtained better results than the MINAGRI. Rwanda made remarkable progress in moving from a system where government distributed all the fertilizer to a system that relies much more on the private sector. There is still a long way to go to turn Rwanda’s potential for using fertilizer more efficiently into higher rural incomes and GDP. The next steps in the ongoing institutional reforms involves balancing the actions between donor and government financing, the execution of the reforms by the private and public sectors, and the participation by central and local governments in these efforts..
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Effects of protein & amino acid supplementation on training adaptations /Chad Michael Kerksick - Kerksick, Chad M. (2002)
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Active Tectonics In The Rukwa Rift (sw Tanzania): A Study of The Potential For Large Earthquakes In A Continental Rift. - Kervyn, F. (EGS General Assembly Conference Abstracts, 2002)
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How important is education for getting ahead in South Africa - Keswell, Malcolm; Poswell, Laura (2002)
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Institutional open and distance learning collaboration in Namibia. - Keyter, Charles (2002)
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People living with HIV / AIDS in a context of rural poverty: the importance of water and sanitation services and hygiene education A case study from Bolobedu (Limpopo Province, South Africa) - Kgalushi, Rudzani; Smits, Stef; Eales, Kathy (2002)
In South Africa, HIV/AIDS is still approached primarily as a health issue, with interventions focussing mainly on prevention and treatment. The social implications and poverty dimensions of HIV / AIDS are recognised in policy, but have not yet been translated adequately into practice. Provision of affordable, accessible and reliable public services is essential in supporting health maintenance and reducing stress for people infected and affected with HIV/AIDS. Reliable delivery of good quality water and sound basic sanitation are critical in reducing exposure to pathogens to which HIV-positive people are particularly vulnerable. Where water services are inadequate or inaccessible, the time and monetary costs of accessing good quality water in sufficient quantities are high, particularly for HIV-infected people and their care-givers; similar points apply to sanitation. This case study, which focuses on three settlements in the Bolobodu area of South Africa’s Limpopo province, confirms these points. The research found that discussion of HIV/AIDS issues remains taboo for the majority of people. In two of the three settlements, the breakdown of public water services has meant that residents have reverted to unprotected water services. This has significant time costs, and is particularly onerous for households directly affected by HIV/AIDS. It also impacts on the time available to care givers to provide support to needy households. Public health messages around ‘healthy living’ for People Living with HIV/AIDS (PLWA) focus on nutrition and exercise, with no reference to the role of good basic hygiene, water and sanitation in minimising exposure to pathogens and safe-guarding health. The importance of good nutrition, supported by food gardening, underlines the need to make water available for productive purposes to improve the livelihoods of impoverished households and maintain good immune functioning. The study recommends that the water sector pays far closer attention to the specific impacts of inadequate services on those who are HIV positive, works to strengthen targeted multi-sectoral initiatives - notably with the health and agricultural sectors and in schools - and has a key role to play in promoting closer integration of support and training to care givers. Acknowledgements The authors would like to thank the members of the three communities in the Bolobedu area - Wally, Mawa and Mookgo – who participated in this case study. The staff of the Itelereng Education Programme provided valuable assistance in setting up meetings and introducing us to community members. We would like to thank Mr. Abel Sewaya of the Environmental Health section of the Greater Tzaneen Municipality and Mrs Maswora of the Ooghoek clinic for their support, and Joyce Lesiba of the Mvula Trust for her inputs and for making arrangements with the community.
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Ecological study of the impact of oil pollution on the fringing reef of Ras Shukeir, Gulf of Suez, Red Sea, Egypt - Khalaf, Fikry I.; Gab-Alla, Ali; Ahmed, Ashraf (Egyptian Journal of Biology, 2002)
During January 2001, certain ecological aspects of the fringing reef of Ras Shukeir was investigated. Since 1960s, this fringing reef has been chronically polluted, where Ras Shukeir area was used by Gulf of Suez Oil Company (GUPCO) for oil production. Its present status showed a moderate level of petroleum hydrocarbon pollution. Field survey showed that the reef was seriously degraded where about 99% of its coral cover was destroyed along the whole investigated shore. Only sporadic colonies (1% cover) of the genera Acropora, Echinopora, and Platygyra with some individuals of associated fauna especially the giant clam Tridacna squamosa and the sea urchin Echinometra mathaei could withstand such conditions. Meanwhile, the reef flat is sparsely covered by the seaweeds Dictyosphaeria cavernosa, Caulerpa serrulata, Padina pavonica, Laurancia obtusa and Cystoseira merica, whereas Sargassum dentifolium, S. latifolium and Grateloupia filicina are occasional. Besides, Damselfish of Pomacentrus spp. and Chrysiptera spp., Butterflyfish of Chaetodon spp., parrotfish of Scarus spp., and the surgeonfish Acanthurus sohal were sporadically reported along the investigated reef. Finally, no signs of coral recovery have been observed.
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Teacher education in Palestine : understanding teachers' realities and development through action research - Khaldi, Musa; Wahbeh, Nader (2002)
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Skills Training and Beyond: Expanding Livelihood Opportunities for Adolescent Girls and Young Women in Kenya - Khan, Arjmand Banu; Leonard, Ann (2002)
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Transport and mobility issues and concerns for people with disabilities in Malawi. - Khaula, Charles; Gallagher, Brian; Mulikita, Njunga M. (2002)
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L'impact de l'enseignement de la biologie sur la construction de la distinction entre normal et pathologique chez les eleves du secondaire Marocain (The Impact of Teaching Biology on the Way Moroccan High School Students Construe the Difference between Normal and Pathological). - Khzami, Salah-Eddine; Favre, Daniel (Mediterranean Journal of Educational Studies, 2002)
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Factors militating against educational advancement of secondary school students in Kenya: A gender perspective - Kibera, Lucy W. (2002)
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Secondary school students' perceptions of women participation in leadership in Kenya - Kibera, Lucy W. (Papers in Education and Development, 2002)
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Teacher education and professionalism: A Kenyan perspective - Kibera, Lucy W. (2002)
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Including mildly mentally retarded in the regular schools: a case study of ordinary children's attitudes in Kampala, Uganda - Kibooli, S.B.; Njuki, P.E.; Peresuh, M. (2002)
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Effect of the lack of assessment in oral communication on English teachers' attitudes towards the teaching of oral skills in Kenya: the case of Vihiga and Kakamega Districts secondary schools - Kiboss, Joel Kipkemboi; Musonye, P.A. (2002)
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Contributions of Women's Organisations to Girls' Education in Uganda - Kikampikaho, M.; Kwesiga, Joy (2002)
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School and academic background factors that influence achievement in mathematics among inservice student teachers in Kenya - Kimani, Gachuhi (2002)
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Teachers' and students' perception of challenges of implementing HIV/AIDS education programme in secondary schools: A case study of Othaya Division, Nyeri District, Kenya - Kimani, Gachuhi; Njagi, L W (2002)
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The role of African languages in development in the 21st century: reflections on policies on African languages in education - King'ei, G. K. (Chemchemi, 2002)
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The vocational school fallacy revisited: education, aspiration and work in Ghana 1959–2000 - King, Kenneth; Martin, Chris (International Journal of Educational Development, 2002)
This paper explores the safety net aspect of the labour market incentive for vocational education and training (VET) in the Indian context. Using two rounds of National Sample Survey data this paper explores the wage, unemployment, and status of employment of the individuals who participate in the labour market after completing VET. It is observed that there is a significant positive return of VET to the wages, and a significant number of individuals participate in salaried work. However, unemployment from VET is quite high, particularly for the individuals who have done VET courses which correspond to lower levels of general education. Institutional factors which may impact this labour market outcome are also explored for the Indian context.
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Globalisation, Enterprise and Knowledge: education, training and development in Africa - King, Kenneth; McGrath, Simon (2002)
This book examines the challenges facing education in African countries, within the context of globalisation. It is suggested that developing a notion of learning-led competitiveness is a crucial part of any response to globalisation, as well as allowing the performance of education and training institutions to be monitored. Three areas of concern are brought together in this book: debates about the impact of globalisation on development thinking and practice; responses to globalisation in educational development; and national experiences in Ghana, Kenya and South Africa. An analysis of the intersections between education, training and enterprise development is given, and possible future approaches for policy, practice and research are identified.
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A note on chocolate-brown opal associated with volcanic rocks in Somaliland - Kinnaird, Judith A. (The Journal of Gemmology, 2002)
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Whose English in Kenyan schools? A case for a nativized variety - Kioko, Angelina Nduku; Muthwii, Margaret Jepkirui (Chemchemi, 2002)
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Gender in School-to-School Transitions: How Students Choose Career Programs in Technical Colleges in Kenya. - Kithyo, Isaac Mattemu; Petrina, Stephen (Journal of Industrial Teacher Education, 2002)
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Factors influencing the level of performance in mathematics and language among learners in South Africa: a multi-level analysis - Kivilu, J.M. (2002)
Paper presented at the second conference of the Association of Commonweath examination and accreditation bodies, Malta, 18-22 March
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An analysis of the factors that influence teacher attrition in both public and private secondary schools in Kisumu city, Kenya - Kizito, Ahindukha; Ondigi, B. A. (2002)
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The past, present and future of physical education and sport in Africa: An overview - Kj, Van Deventer (2002)
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Views of Stakeholders about the Content of Preschool Education in Democratic Tanzania - Komba, Willy L. M. (2002)
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Learning To Cope with Drought in Zimbabwe. - Kotze, Astrid von (Adults Learning, 2002)
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Directions in HCI education, research, and practice in Southern Africa - Kotzé, Paula (CHI '02 extended abstracts on Human factors in computer systems - CHI '02, 2002)
This paper focuses on the current status and directions of human-computer interaction (HCI) education, research, and practice in Southern Africa.
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Education and Fertility in Sub-Saharan Africa - Kravdal, Øystein (Demography, 2002)
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Integrity and consensus : a Christian perspective on ethical management and education in South Africa : research article - Kretzschmar, Louise (Koers : Bulletin for Christian Scholarship = Koers : Bulletin vir Christelike Wetenskap, 2002)
In this article the compliance- and values-based approaches to ethicalmanagement are explained and the challenges of the contemporarybusiness and societal contexts in South Africa noted. The need for bothmoral integrity and character (with respect to perception, intention andvirtue) and ethical consensus is extensively discussed. The importance ofethical dialogue as a means of reaching moral consensus, and thecontribution of public theology (particularly Christian theology) areassessed. Finally, vital issues relating to business ethics management andeducation are outlined and some practical possibilities suggested. In hierdie artikel word voldoening- en waardegebaseerde benaderings totetiese bestuur verduidelik en die uitdagings van die huidige sake- ensosiale kontekste in Suid-Afrika uitgewys. Die noodsaaklikheid vir sowelmorele integriteit as karakter (met verwysing na persepsie, intensie eneerbaarheid) en etiese konsensus word breedvoerig bespreek. Diebelangrikheid van etiese dialoog as 'n metode om etiese konsensus tebereik, en die bydrae van openbare teologie (veral Christelike teologie)word bepaal. Ten slotte word kernkwessies met betrekking tot etiesesakebestuur en -opvoeding aangedui en verskeie praktiese moontlikhedeuitgewys.
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Enabling capacity building in geospatial information production and management for sustainable land, environment and natural resources management in Africa through North - South education network - Kufoniyi, O.; Bouloucos, T.; Holland, E.W. (2002)
Capacity building in any activity involves making available the critical mass of skilled manpower, the necessary equipment and an enabling infrastructure. In geospatial information production and management, advances in space and information technologies have impacted positively on critical capacity globally through availability of geospatial information technology (GIT) tools. To be fully utilized however, the acquisition of GIT must be fully complemented by readily available skilled manpower and an enabling infrastructure. Unfortunately, in Africa at the moment, more than 90% of all professionals, technologists and technicians in various organizations involved in geospatial information activities were trained in the obsolete methods of map production whereas, the introduction of GIT demands a critical mass of well-trained staff at all levels in a reasonable time frame. This has led to the widening of the digital divide between the developed countries (generally referred to as the north) on one hand and African countries (referred to as the south) on the other. Noting that many organizations in African countries can no longer afford to send their members of staff abroad for long-duration training due to financial constraints, especially considering the number of persons to be trained before achieving capacity utilization, it is necessary to provide alternative solution through educational networking of institutions in developed and African countries. This paper examines ways of improving manpower development in Africa, especially for personnel of national mapping organizations and gives an example of a north-south collaboration effort aimed at addressing this problem of manpower development in African countries. * Corresponding author.
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Science and Technology Courses via E-Learning: An African Scenario with Lessons from South East Asia - Kumar, Krishan Lall (International journal on e-learning, 2002)
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The Current Status of Environmental Education in Kenya : Findings from a Survey of Secondary School Science Teachers' View (総合的な学習・体験学習・環境教育・情報教育) - Kuria, Grace N.; Tanaka, Haruhiko; Tan, Merle (学校教育実践学研究, 2002)
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Pre-service training for EFL teachers in Tunisia : a needs analysis - Labadi, Ayatollah (2002)
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[Incidence and implications of public spending in the health and education sectors in Tanzania] - Lambert, Sylvie; Sahn, D. (2002)
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Causes of Student Underachievement in Northside New Era Secondary School in Ghana - Larbi, Edward (2002)
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Education and Training in Madagascar - Lassibille, Gérard; Tan, Jee‐Peng; Levine, Nancy E.; Bolo, Paule (RePEc: Research Papers in Economics, 2002)
The prospects for educational development are excellent in Madagascar, in light of the increasingly favorable, policy environment for the sector. Public spending for education, relative to the gross domestic product declined in the 90s, coinciding with a five-fold rise in the country's interest payment for external debt. As the debt service burden began to ease in the late 90s, public spending on education began to recover, and can be expected to grow. A key challenge however, is to transform the sector's public spending into educational outcomes that would make significant contributions to poverty reduction. The report identifies challenges at all levels of formal education, where a medium term goal is to achieve universal access to basic education, and of reasonable quality, while closely linking expansion of other levels, and types of education and training, to labor market demand. In primary education, challenges remain to raise educational enrollment rates and reduce grade repetition; including the rationalization of teacher allocation, and provision of learning materials. At the secondary level, policy issues should expand enrollment at a moderate pace, focusing on quality improvements. As for vocational and technical education, the provision of training should be rationalized, to reduce costs, aligning training to labor demand; similarly, for higher education
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Education and Training in Madagascar [Éducation et formation a Madagascar :] - Lassibille, Gérard; Tan, Jee‐Peng; Levine, Nancy E.; Bolo, Paule (RePEc: Research Papers in Economics, 2002)
The prospects for educational development are excellent in Madagascar, in light of the increasingly favorable, policy environment for the sector. Public spending for education, relative to the gross domestic product declined in the 90s, coinciding with a five-fold rise in the country's interest payment for external debt. As the debt service burden began to ease in the late 90s, public spending on education began to recover, and can be expected to grow. A key challenge however, is to transform the sector's public spending into educational outcomes that would make significant contributions to poverty reduction. The report identifies challenges at all levels of formal education, where a medium term goal is to achieve universal access to basic education, and of reasonable quality, while closely linking expansion of other levels, and types of education and training, to labor market demand. In primary education, challenges remain to raise educational enrollment rates and reduce grade repetition; including the rationalization of teacher allocation, and provision of learning materials. At the secondary level, policy issues should expand enrollment at a moderate pace, focusing on quality improvements. As for vocational and technical education, the provision of training should be rationalized, to reduce costs, aligning training to labor demand; similarly, for higher education
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Negotiating education for many : enrolment, dropout and persistence in the community schools of Kolondieba, Mali - Laugharn, Peter (2002)
Inspired by the 1990 Jomtien World Conference on Education for All and by the experience of non-governmental organisations such as BRAC, Save the Children/USA established a community schools project in southern Mali, working with 777 villages to establish and run their own primary schools between 1992 and 1998. These schools enrolled over 45,000 pupils who would otherwise have had little chance of going to school. Nearly half of these pupils were girls. School Management Committees (SMCs), composed of community members, had several responsibilities for the schools, including enrolment and retention of pupils. This monograph, based on a doctoral thesis written by one of the project leaders, which uses a mix of quantitative and qualitative methods to explore the following questions: How did the activity of the SMCs influence enrolment within the community school villages? How were gender-equitable enrolments arranged and maintained? Though it had originally been expected that the SMCs would be effective at promoting persistence in school, initial levels of dropout were high. What were the reasons for dropout from the community schools? How effective were the SMCs in reducing dropout and promoting persistence? The study found that the SMCs carried out their enrolment responsibilities effectively and that enrolments were equitable not only in terms of gender but also in terms of household wealth and parental educational history; enrolments did however show a bias against the pastoralist Peulh minority. While parents were very willing to enroll many of their children in the new schools, they were not receptive to the idea of “education for all” as they consciously oriented some of their children toward house and field work. This orientation of children away from school was slowing down expansion of the community schools in some villages. Parents were found to be willing to enroll girls, despite a traditional preference for enrolling boys, in exchange for a school being established in their village. But indications are that boy-preference is still prevalent, and that it reoccurs where the SMC ceases to insist on gender parity. SMCs were much less effective in preventing dropout. Dropout occurred principally for reasons outside the school. Many of the pupils had been enrolled over-age, and the transition to early adulthood led to the decision to leave school. In the parents’ and pupils’ “hierarchy of commitments”, schooling was not as important as marriage for girls and the exode (going off to seek work) for boys. The three SMCs studied in depth provide useful insights into the capacities and limits of community based school support associations in fulfilling their responsibilities for enrolment and persistence, for example the variability of leadership and dynamism among the SMCs, and the key role they played in maintaining gender equity in the schools. This paper argues that the Education for All discussions on access to schooling have become too focused on the policy level, and concludes by calling for more dialogue, reflection, and partnership with parents and community associations.
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A case for renewed engagement with adult basic education in Africa - Lauglo, Jon (2002)
What is the case for a renewed engagement with adult basic education in developing countries? In particular, with regard to Africa, what is the value of such education? What are the main issues? What advice should be offered about how best to develop it? In addressing these questions, the present paper summarises main points from a recent study [indexed at TD/IRD 88.292] which was conducted at the World Bank's Sub-Saharan Africa Regional Department The study is part of a wider effort since 1997 which started with the 'BELOISYA' [Basic Education and Livelihood Opportunities for Illiterate and Semiliterate Young Adults] project that enlisted the collaboration of African researchers in assessing internationally available evidence on a range of issues regarding basic education and livelihood opportunities for illiterate and semiliterate young adults (World Bank 2001).
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School Based Gender Violence in Africa: A Risk to Adolescent Sexual Health - Leach, Fiona (2002)
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Staff development programs associated with good academic performance in the Lesotho primary school leaving examination : a study of four primary schools in the Mafeteng district. - Leeto, Mamoqebelo Nozulu. (2002)
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Discussion Paper 28. Who becomes a PrimarySchool Teacher in Lesotho: characteristics and experiencesof the DEP Student Teachers upon entry into NTTC. - Lefoka, J.P.; Molise, M.K.; Moorosi-Molapo, J.M.; Sebatane, E. Molapi (2002)
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Discussion Paper 29. Primary Teacher education inaction: a peep into the TTC classrooms at the NationalTeacher Training College, Lesotho. - Lefoka, J.P.; Ntoi, Vuyelwa (2002)
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Risk, risk information and eventual learning of smallholder farmers in Eastern Ethiopia. - Legesse, Befikadu; Fangquan, Mei (2002)
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Fostering language development in multicultural schools in South Africa - Lemmer, Eleanor (Educare, 2002)
Language is a crucial means of gaining access to important knowledge and skills and thus determines academic achievement. For this reason, language diversity has a powerful influence on the outcomes of schooling in a multicultural society. Attrition rates among linguistically diverse school populations worldwide show that learners with a limited proficiency in the language of learning are most at risk of underachievement. This article deals with theories of first and second language acquisition and the implications for classroom practice in multicultural schools. Attention is given to Cummin's model of second language acquisition and the notions of additive and subtractive bilingualism. Guidelines are suggested for creating a school environment which fosters language learning. Strategies for school leadership, classroom teaching, parent involvement and teacher development are provided.
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Midwives' knowledge of the use of the partograph in the regional training hospitals of Windhoek and Oshakati in Namibia - Letha, Itembu (2002)
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The status of computer usage in Botswana senior secondary school mathematics - Letlotlo, B.; Kyeleve, Iorhemen J.; Liu, Yanhui (Mosenodi, 2002)
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The status of computer usage in Botswana senior secondary school mathematics teaching - Letlotlo, Y.; Kyeleve; Liu, I.J. (Mosenodi, 2002)
This study was a survey that investigated how realistic is it to expect the use of computers in the teaching and learning of school mathematics at senior secondary level in Botswana. Data sample consisted of 43 subjects, of whom 35 were mathematics teachers from seven senior secondary schools in the southern part of the country, six participants were school head and two were principal education officers. While teachers completed a 30-item questionnaire, the other participants were interviewed. In the teachers' opinion, it is currently not feasible to use computers in school mathematic teaching and learning in Botswana. Evidence indicates that computers in School are of limited quantity designated for general purpose- computer awareness or computer studies programmes mainly. Other impending factors especially teacher support and how this is been addressed is discussed.
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The future of clinical legal education in Lesotho : a study of the National University of Lesotho's legal education and its relevance to the needs of the administration of justice in Lesotho. - Letsika, Qhalehang (2002)
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African-American Students Special Interest Group-Teaching Foreign Languages to the African-American Student: 2325 - Lewis, Lawrence D.; Austin, Traci (Foreign Language Annals, 2002)
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The Development and Charactoristics of Ancient Egyptian Education - Li, Li (2002)
Ancient Egypt was the first to establish a nation of slavery to build pictograph in the world,to develop many sciences and to found education form with its own special features.Such education form cultivated very many personnels to serve its regime and promoted the development of ancient cultures. 
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HIV infection in a sample of students of Northern Mozambique. - Liotta, Giuseppe; Palombi, Leonardo; Buonomo, E; Franco, EL; Melloni, Ar; Riccardi, F (Samj South African Medical Journal, 2002)
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"Long ago we were all still walking when we died" : disability, aging, and the moral imagination in southeastern Botswana, c. 1930-1999 - Livingston, Julie (2002)
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A civil society partnership in special education in South Africa - Lll, Le Grange; Newmark, Rona (2002)
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Musical Arts in Africa : Theory, Practice and Education, Anri Herbst, Meki Nzewi and Kofi Agawu (Eds.) : book review - Lucia, Christine (2002)
One cannot but admire the effort of this pioneering addition to the literature on African music education. It is a triple bill (book, CD, video). The CD and video do not, however, 'go with' the book in the sense of paralleling or illustrating it systematically; they merely record a live performance of a multicultural concert at the University of Cape Town in April 2002, a concert that must have constituted a significant parallel event for many of those involved in the making of the book. To the extent that some of the a/v material complements music mentioned in parts of the book it might be useful, but most interesting for me is the way it records a particular perception of multiculturalism and a conglomeration of musicians in the Cape, at a single moment in history. Such a record should not be underestimated as a document, although it cannot really serve as an introduction to African musical arts, nor does it indicate in any way the richness of the book or form a holistic teaching pack with the book (which might have been useful) in the usual sense in which a/v material accompanies a written text.
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The musician in new and changing contexts : The ISME Commission for the Education of the Professional Musician, 1998 Seminar in Harare, Zimbabwe - Lundström, Håkan (2002)
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Studies of biology ecology and school behaviour of Sardinella in the Angolan fishery by Nkosi Luyeye. - Luyeye, Nkosi (2002)
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The Response of Information and Communications Technology to the Challenge of HIV/AIDS in Higher Education Institutions in Africa - M.J., Kelly. (African Symposium: An On-Line African Educational Research Journal, 2002)
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Vocational education in Namibia - MacDonald, Rebecca Ann; Cantor, Gabriel Justice (2002)
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Gender, disability and access to education in Tanzania - Macha, Elly (2002)
The ultimate aim of this empirical study has been to investigate the obstacles visually impaired women in Tanzania face in their struggle for accessing and gaining education. It explores issues of culture, gender, disability, education and development, and examines the ways these interact with one another in shaping the lives of the women under discussion. These issues are conceptualised to establish the theoretical framework of the study. The epistemological and ontological position of the social model of disability has guided the conceptualisation and analysis of the problem under review. Using this model, this study critiques the way in which society perceives disabled people in general, and disabled women in particular. The social model approach emphasises a need to move society's perception of disability away from the medical model approach, which individualises disability. There are two main reasons for my choice of topic for this investigation. Firstly, the research is as much about my own experiences as it is about other visually impaired women. It is argued that the way the identity of visually impaired women is socially constructed, drawing on cultural understandings, social/economic and political barriers and society's negative attitudes towards sex and impairment, has served to inhibit their access to education. Secondly, I decided to research gender disparities in the provision of education for visually impaired persons because it has never previously (to my knowledge) been on research agendas of academics or disability activists in Tanzania. In setting the scene, the thesis starts by justifying the need for researching the problem of inaccessibility of visually impaired women to education in Tanzania. Semi structured interviews were used to generate the primary data for the study. 58 visually impaired women and 26 parents/guardians participated in the research, as well as other 36 key informants. Research findings reveal various obstacles visually impaired women in Tanzania encounter in their struggle for accessing and gaining education. These include cultural, social, economic, political and physicaldifficulties. The findings further highlight outcomes of the educational obstacles on the lives of visually impaired women; reviewing the coping strategies they use in their struggle for survival, and record their views about the ways their education could be improved. The study concludes by suggesting key issues for the way forward. Recommendations directed to all involved in the provision of education for visually impaired women are oriented toward changing attitudes and ensuring that education is their human right and not a matter of charity.
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Adult Education Facilitators Manual, Caritas Switzerland, Somaliland - Macharia, David (2002)
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Nigeria DHS EdData survey 2004 : education data for decision-making - Macro, Orc (2002)
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Perceived Parental Disorders as Risk Factors for Child Sexual, Physical and Emotional Abuse among High School Students in the Northern Province, South Africa. - Madu, Sylvester Ntomchukwu (IFE Psychologia: An International Journal, 2002)
This is an investigation into the perceived parental disorders as risk factors for child sexual, physical and emotional abuse among high school students in the northern Province (South Africa). Four hundred and fourteen secondary school students in standard 9 and 10 in 3 secondary schools filled in a retrospective self-rating questionnaire in a classroom setting. The questionnaire asked questions about perceived parental disorders, and childhood sexual, physical and emotional abuse. Logistic Regression Analysis shows that among all the participants, `parent haven gone into a psychiatric hospital for psychiatric problems', `parent hitting or beating up another parent' and parent having problems with drugs or alcohol' are risk factors for child sexual, physical and emotional abuse respectively. Mental health and social workers, educators and law enforcement agencies dealing with prevention and protection against child abuse in the province should take note of the above identified risk factors while designing programmes for the eradication of child sexual, physical and emotional abuse. >IFE Psychologia (2002) 10(1), 28-43
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An analysis of the use of teaching aids and the implications for teaching and learning mathematics in Qwaqwa phase one schools (South Africa) - Maduna, Mamokhele Julia (2002)
Teaching Aids have been a common feature in mathematics classrooms although in some instances they were not appropriately used. This study was undertaken to explore whether teaching aids have any impact on teaching and learning mathematics, especially in the Foundation Phase classes. It was conducted in two primary schools in QwaQwa, in the Free State Province in South Africa. It was guided by the constructivist approach, which views mathematics learning as the development of ideas, processes and understanding in a social setting rather that the mere passing on of knowledge from teacher to pupil. Teaching aids, as educational materials, create opportunities which may reveal misconceptions on the part of both teachers and learners. Some teaching aids are quite simple to use and others require training to be able to extract mathematics from them. The study demonstrated that without strictly classifying them in any preferential groupings, teachers provide varying justifications for using teaching aids in their classrooms. In most cases they incorporate in their mathematics lessons any concrete material that will help pupils to relate mathematics to the real world and provide pupils with hands-on activities that will de-emphasize routine and memorising facts, algorithms, formulas and theorems. Most importantly the study revealed that teaching aids have a positive effect on teaching mathematics even in less than optimal circumstances, that is, under-resourced, rural, second language classrooms.
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The Formation of Ownership Through the Sector Wide Approach: A Case Study of Education Sector in Uganda - Maeda, Mitsuko (Journal of African Studies, 2002)
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Information seeking patterns of distance learners registered with the Zimbabwe Open University. - Maenzanise, Jasper Lee. (2002)
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Education financing and budgetary reforms in Africa: the Swaziland case study - Magagula, C. (UNISWA Research Journal, 2002)
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Evaluation Report of the Course for Distance Education Policy-Makers in Southern Africa - Magagula, Cisco M. (2002)
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An Evaluation of the ISPCAN Inter-Sectoral Training: Child Abuse Protocols in South Africa - Maheswaran, Amy (2002)
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