Ancient Egypt in school textbooks in the times of the Committee for National Education - Kaczmarek, Hieronim (Kwartalnik Historii Nauki i Techniki, 2004)
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A study of primary teachers' views about their work in the context of the FCUBE reform in a disadvantaged district of Ghana - Kadingdi, Stanislaus Alu (2004)
ABSTRACT Despite almost 50 years of independence and millions of dollars of aid funds designed to improve education, the situation in the schools in Ghana today has major problems. Over these 50 years there has been a succession of reform efforts aimed at developing and improving the education system in the country. However, it appears that these reforms have not succeeded in achieving hoped for results, particularly in the rural and disadvantaged schools in the country. This thesis describes a study of primary teachers' views of their professional situation and, in particular, their views of a major reform effort, the Free Compulsory Universal Basic Education (FCUBE) reforms, initiated in 1996 with the goal of improving the quality of teaching and learning in schools. The research consisted of two small-scale and exploratory studies, which combined quantitative and qualitative methods. The first study was a questionnaire study of a sample of primary teachers in a predominantly rural district of Ghana, Navrongo district. The second study comprised two in-depth interview studies. These studies were complemented by the use of documentary analysis and field notes. From the data it was possible to see some differences between teachers (according to gender and age, and therefore route of teacher training) in their experiences and views of teaching. All the teachers appeared to find teaching stressful and, already over worked, they perceived additional demands created by the reforms. Although much of the literature suggests that teachers themselves should be central players in the implementation of school reform, about one third of this sample had not even heard of the FCUBE reform and of those that had there was a variety of understanding. All teachers suffered from the poor conditions and lack of infrastructure in the schools in Ghana. The data suggest that teachers' experiences and understanding of policy change in the Ghanaian context are influenced by the context in which they work, and that teachers are more likely to work better where 2 there is an approach that supports them in their continued professional development, and good systems of communication and support. The major strength of the study is that the district clearly has many unique features as an example of a disadvantaged district in Ghana, and that the local in-depth study focused on the perspectives of primary teachers from these disadvantaged schools at a time of a major educational reform in an attempt to understand their professional situation and to learn from them. The study therefore portrays 'what it is like' to be a teacher working in a disadvantaged district like Navrongo, explaining the reality on the ground and providing thick descriptions of teachers' lived experiences of, thoughts about and feeling for, their work situation at this time of policy change. The exploratory case study has, therefore, helped to develop an in-depth situated knowledge that is both unique to the particular context (i.e. primary teachers in a disadvantaged district in Ghana) but nevertheless enables some lessons to be learned which may be applied across the district as a whole and indeed the wider education system both within Ghana and in other countries in Sub-Saharan Africa. Recommendations are made based on the findings and it is suggested that there is a clear need both for policy to be adapted to the local context and for local stakeholders such as teachers to be involved in the development and implementation of that policy.
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Comparative Analysis of Physical Education and Sports in Primary and Secondary Schools in Kenya and Uganda: A Preliminary Study - Kadoodooba, M. A. B. (2004)
A paper presented at the 2nd East Africa regional pre-games scientific conference on sport and physical education for greater cooperation in Eastern Africa held on 18th - 19th November 2004 at Kenyatta University
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Learning milieu for primary school teachers in Malawi: Perspectives, practices and policies - Kadyoma, Fritz Friday Robert (2004)
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A study of the information seeking behavior of undergraduate students of Makerere University, Uganda - Kakai, Miriam; Ikoja-Odong, Robert; Kigongo‐Bukenya, I.M.N. (2004)
The study investigated the information needs and seeking behavior of undergraduate students of Makerere University. A cross–sectional survey was carried out, with samples of respondents from the Department of Biochemistry in the Faculty of Science and the Department of History in the Faculty of Arts. The sample consisted of 104 undergraduate students selected from their first, second, and third year of study. Ellis’ six generic information–seeking activities were tested to establish how undergraduate students seek information. The chi–square statistic was used to test the stated hypotheses. The results provide an insight into the factors that influence students information–seeking behavior and the information sources used. The study makes recommendations that could lead to the improvement of students’ information seeking behavior and use of information resources.
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The indigenous practice of utu in addressing education and Christian-Muslim relations in Tanzania - Kalumbete, Bela B. (2004)
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Preparation of TOT Training Manual on Land Disputes Tribunal and Land control Boards, Kenya School of Law - Kamau, Mubuu (2004)
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Outsiders Within: Experience of Kenyan Women in Higher Education - Kamau, Njoki (Jenda: A Journal of Culture and African Women Studies, 2004)
This paper examines the experiences of the Kenyan women academics as they struggle to develop their careers. The data I present is part of a large study that I conducted for period of eight months in Kenyan. I conducted in-depth interviews, and participant observations with twenty-four academic women in 1994. I revisited the field to update my data in 2002. The data indicates that although academic women are considered a privileged tiny elite in comparison with the rest of the Kenyan women, their lives are conflicted. They experience multiplicity of role conflicts and negative traditional culture which defines them as social deviants or outsiders insiders. Women academic are considered as intruders, atypical and at best outsiders in the academe. They are excluded from informal academic networks, lack academic mentors, suffer excessive workloads and are marginalized by a strong patriarchal culture. Their accomplishments are undervalued or discounted. They experience various forms of sexual harassment, and as a result their careers develop at a slower rate compared with those of their male counterparts. These women however, are not passive victims. They are active and resilient actors who develop various strategies to resist, subvert, overcome or cope with the daily realities of their lives. Indeed, majority of them survive and thrive within the Kenyan academe.
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Analysis of selected government policies on primary Teacher Education in Kenya. challenges and prospective - Kanore, Michael G (2004)
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Students' perception of sex education in public secondary schools of Kikuyu division, Kiambu district, Kenya - Karanja, Dorcas N (2004)
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Constitutive traits and selective indices of Bambara groundnut (Vigna subterranea (L) Verdc) landraces for drought tolerance under Botswana conditions - Karikari, S. K.; Tabona, T.T. (Physics and Chemistry of the Earth, Parts A/B/C, 2004)
Constitutive traits of 12 landraces of Bamabra groundnut (Vigna subterranea (L) Verdc) were studied during the 1999/2000 and 2000/2001 at the Botswana College of Agriculture, for traits which relate to the crop’s adaptation to drought. The objective was to estimate the degree of phenotypic and genotypic variation of traits whose selection would lead to earliness in maturity and drought tolerance through drought escape. The landraces showed significant diversity. Low environmental variability was recorded for days to maturity, root:shoot ratio, canopy spread, number of seeds per pod, 100-seed weight and shelling percentage. Genotypic correlation coefficients and path coefficient of number of pods per plant and seed size on yield were significantly high. The results of this experiment indicate that, canopy spread, root:shoot ratio, 100-seed weight and number of seeds per pod are among parameters that could be used for indirect selection for drought tolerance in Bambara groundnut in Botswana and other areas where drought is a common occurrence.
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Masculinity and Adolescent Male Violence: A Case of Three Secondary Schools in Kenya - Kariuki, W. (Social Science Research Network, 2004)
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An Uneasy Future: spatial changes at one school in South Africa - Karlsson, Jenni (Forum for promoting 3-19 comprehensive education, 2004)
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A COMPARATIVE ANALYSIS OF PHYSICAL EDUCATION TEACHER PREPARATION PROGRAMMES IN PRIMARY TEACHER TRAINING COLLEGES IN UGANDA AND KENYA - Kasoma, Birabwa Sandra S. (2004)
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Teachers' attitudes and perceived threats due to HIV/AIDS in Tanzania: experiences from Bukoba District in Karega Region - Katabaro, Joviter (Papers in Education and Development, 2004)
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Building on the indigenous : successes, challenges and future prospects of the Indigenous Knowledge Systems Learning and Research Programme, North West University, South Africa : news and views - Kaya, Hassan O. (Indilinga: African Journal of Indigenous Knowledge Systems, 2004)
The North West University is one of the few universities in South Africa to have established an indigenous knowledge systems (IKS) learning and research programme. The paper describes the successes, achievements and challenges, including the prospects of the programme since its inception. These experiences could help other institutions within and outside South Africa that intend to establish a similar programme.
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Traditional coping strategies of pastoralist in response to drought: A case study in Afar and Borana, Ethiopia - Kebebew, Fassil; Tsegaye, Diress; Synnevaag, Gry (2004)
Trabajo de campo fue realizado para estudiar las estrategias para enfrentar la sequia por comunidades pastoriles de Afar y Borana, Etiopia. La informacion fue recabada mediante entrevistas individuales y discusiones semiestructuradas grupales con gente local en ambas areas de estudio. La gente de Afar sostiene su produccion mediante instituciones indigenas llamadas Medaa y Adaa. Medaa es el nivel comunitario de mayor jerarquia para la toma de decisiones que aborda los aspectos de resolucion de conflictos, manejos de recursos naturales, asistencia mutua (Titihatia), relaciones externas y situaciones d emergencia (sequias). Adaa es el mecanismo cultural que implementa las reglas establecidas por el Medaa. El sistema Geda administra los dos grupos. Bajo el Abba Geda (jefe) existen diferentes consejeros y lideres comunitarios, algunos son para los rituales, seguridad social, disputas y casamientos y manejo de agua. Las tierras de pastores, recursos hidricos y la movilidad en periodos normales o de desastre son gobernados por el sistema Geda
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The use of real-time PCR to identifyEntamoeba histolyticaandE. disparinfections in prisoners and primary-school children in Ethiopia - Kebede, Amha; Verweij, Jaco J.; Endeshaw, Tekola; Messele, T.; Tasew, Geremew; Petros, Beyene; Polderman, A.M. (Annals of Tropical Medicine and Parasitology, 2004)
In Ethiopia, it is generally unknown what proportion of the amoebic infections commonly found, by microscopy, in humans are caused by non-invasive Entamoeba dispar rather than the potentially invasive E. histolytica. Faecal samples were therefore collected from 363 primary-school students and 409 prisoners from various regions of Ethiopia. Each of these samples was checked for Entamoeba infection by the microscopical examination of formol-ether concentrates. DNA was then extracted from the 213 samples (27.6%) found Entamoeba-positive, and run in a real-time PCR with primers, based on the SSU-rRNA gene sequences of E. histolytica and E. dispar, that allow DNA from the two species to be distinguished. Although E. dispar DNA was identified in 195 (91.5%) of the 213 samples checked by PCR, no E. histolytica DNA was detected. This finding is consistent with the conclusion of a previous, smaller investigation: that many amoebic infections in Ethiopia are incorrectly attributed to E. histolytica and then treated, unnecessarily, with amoebicidal drugs.
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Igun Iflop: Gun free South Africa work with youth in schools - Keegan, Margy (African Safety Promotion, 2004)
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Assessing Student Learning in Africa - Kellaghan, Thomas; Greaney, Vincent (World Bank Publications, 2004)
This paper reviews what has happened in the field of assessment since then. It deals with public examinations, but differs from the 1992 report in that, other than in regard to a few minor details, no new data were specifically collected for it. The paper revisits many of the issues that were raised in the earlier report, particularly in relation to the role that assessment can play in improving the quality of students' learning. It also differs from the earlier report in that its consideration of assessment is not limited to public examinations. The World Declaration on Education for All in Jomtien in 1990 not only gave fresh impetus to issues relating to assessment, but also necessitated the introduction of a new form of assessment-system assessment, or national assessment-to determine if children were acquiring the useful knowledge, reasoning ability, skills, and values that schools promised to deliver. National assessment is the second major area of assessment addressed in this paper. International assessments, which share many procedural features with national assessment, are also considered. The fourth type of assessment addressed in the paper is classroom assessment.
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Assesment of Guidance and Counseling Services in Kenyan Secondary Schools with Special Reference to Bureti District - kemei, Chepkirui (2004)
A Research Project Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Education in Guidance and Counseling, Kenyatta University 2004
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Help-seeking behaviours of adolescents in urban high schools in two South African provinces : a comparative exploratory study. - Kgole, Tebogo M. (2004)
This study explored the patterns of help-seeking of 64 urban high school adolescents in Grades 10 and 11 in two South African provinces, KwaZulu-Natal and Limpopo. The type of problems faced by these adolescents such as interpersonal relationships, family and peer pressure, and whether or not they sought help for these problems was explored. Adolescents' preference for different sources of help for different problems is also discussed. Of concern was what mediated whether and where help was sought. This study also examined the role that the Life Orientation Programme and Guidance Programme played in the help-seeking behaviours of these adolescents. Data was collected using focus groups and individual interviews and analysed using a thematic method of data analysis. Adolescents across the two provinces seemed to have common problems and dealt with them in a similar manner. The adolescents' problems included peer pressure, family, academic anxiety and drug usage. To solve those problems adolescents seemed to prefer informal to formal sources to confide in. The Life Orientation Programme (LOP) seemed to play no significant role at this stage to the adolescents concerned.
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The Social Construction of Disability: An Ethnographic Study of Disabled Women in Egypt - Khalek, Amira Abdel (2004)
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Journal writing as a tool of qualitative assessment in a Kenyan higher education context - Khamasi, Jennifer Wanjiku (2004)
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Access to Higher Education in Florida and South Africa: A Comparative Policy Analysis - Khan, Marty Z. (2004)
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Air pollution biomonitoring survey in Morocco using k0-INAA - Khoukhi, T. El; Cherkaoui, R.; Gaudry, A.; Ayrault, Sophie; Senhou, A.; Chouak, A.; Moutia, Z.; Chakir, E. (Nuclear Instruments and Methods in Physics Research Section B: Beam Interactions with Materials and Atoms, 2004)
Environmental monitoring is an essential step in any economical and social development policy. The atmospheric pollution study is a principal task due to the importance of atmospheric transfer of pollutants. Geographically, Morocco is characterized by different micro-climates influencing, on one hand, the transfer range of trace elements and, on the other hand, the availability of biological organisms that can be used in trace element air pollution biodetection study. Tree-barks, lichens and mosses were used in this study to evaluate trace elements bioavailability in different regions of Morocco. Those organisms were analyzed using the multi-elemental k0-INAA technique. The quality control of the results was performed by the analysis of reference materials. The analysis results were interpreted in the form of enrichment factors reflecting the atmospheric availability of anthropogenic pollutant elements such as Cl, V, Cr, Zn, As, Se and Sr.
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Administrative and methodological challenges which affect academic performance of the visually impaired students in special secondary school in Thika district-Kenya - Kiagiri, Salome N (2004)
This study was carried out with the main purpose of investigating the administrative and methodological challenges related to inadequate training, inadequate finances, inadequate teaching and learning resources and societal attitudes at perceptions hampering concept formation which affect the learning and general performance of the Visually Impaired Students and how to resolve such challenges for the realization of the educational objectives. To do these six objectives with the related questions were pursued to give the relevant information as follows: - Identify the type and level of training the administrators and the special education teachers underwent. To determine the problems encountered by the administration in administering such special school. Establish the problems related to financing special education activities for the visually impaired learners and how such problems affect academic performance. To examine the appropriateness of the methods used to teach the visually impaired learners. Determine the perceptions and attitudes and how they affect self concept formation in relation to academic performance for the visually impaired learners. To examine problems encountered in the implementation of education for the visually impaired learners. The study was carried out through the use of unstructured questionnaire (openended questionnaire) which were into three categories that is: students questionnaire, teachers questionnaire and the head t eachers questionnaires as the only instrument to generate information from the three categories of respondents. Gay (1992) says that random sampling will allow members of the population to have unequal and unbiased chance of appearing in the sample. In thi s study the subjects rich with information required includes, secondary school principal, secondary school teachers and the form three students of the secondary school for the blind. With the use of the three questionnaires the study aimed to establish whe ther such factors as; training issues, finances, special education curriculum, administrative challenges, learners perception and attitudes and community's beliefs, perfection and attitudes had a bearing to the effective performance of the visually impaired students. The survey found out that, about 75% of the special education teachers were unspecially trained. The survey also found out that 62.5% of the responses qualified the inadequate teaching and learning resources and equipment. It was also noted wit h concern that majority of the teachers and even the Headteacher had no prior knowledge and experience of teaching in special schools. Moreso, the students suffered low self -concept and
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Education of students with visual impairments in Kenya: Trends and issues - Kiarie, Mary W. (2004)
Until the nineteen hundreds, people with disabilities did not receive formal educational services in Kenya. This paper discusses available educational services for individuals with visual impairments in terms of their forms, materials provided, and educational placements. Areas of most progress are discussed along with obstacles that stand in the way of efficient services for this population. This paper contributes to the rather scarce literature on educational services for students with disabilities in developing countries. Individuals with visual impairments have varying degrees of vision-use for tasks that typically require vision. While some individuals have to use other channels (e.g., auditory and tactile ones) to acquire information, others use vision but only to supplement information acquired through other channels. Another group of individuals with visual impairments includes persons who mainly use eyes to acquire input that is typically acquired through vision but supplement this with input from tactile, auditory, and other senses (Gargiulo, 2003). Legal blindness is a term used in some countries (e.g., the United States) to refer to individuals who must use tactile and auditory senses as their primary channel for acquiring information. Using the Snellen Chart, a legally blind person has a visual acuity of 20/200 or less in the better eye with correction and a visual field that is no greater than 20. In other words, with a 20/200 visual acuity, an individual would have to stand a distance of 20 feet to see what a person with normal vision would see at 200 feet on the Snellen Chart. Field of vision refers to the area that one is able to see left, right, up, and down while gazing straight ahead. A field of vision of 20 or less indicates ability to see objects within a range of at most 20 degrees while a normal eye is able to see objects within a range of approximately 160 to 170 degrees (Heward, 2003 & Gargiulo, 2003). While accurate measurements of visual acuity and visual field serve to determine eligibility for certain entitlements for the legally blind in some countries (e.g., the United States), classifications based on the extent to which students with visual impairments use their visual and other channels for learning are more useful to providers of educational services. Thus, educators speak in terms of totally blind to refer to students who receive no useful information through the sense of vision and must use tactile and auditory senses for all learning. While they may be able to use their limited vision to supplement information received from the other senses and to perform certain
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Volcanic markers in coarse alluvium at Melka Kunture (Upper Awash, Ethiopia) - Kieffer, Guy; Raynal, Jean‐Paul; Bardin, Guillaume (2004)
The knowledge we have today of the different volcanic episodes which occurred over the last several million years in the environment of the Melka Kunture prehistoric sites allows a new appraisal of the nature and abundance of emitted lavas that are represented in the alluviums of the Awash River and its tributaries. Moreover, the most compact facies can also be seen in the different archaeological sites. Several alluvial units and some archaeological layers have been sampled and petrographic counts performed on the basis of mainly macroscopic and some microscopic determinations of the lavas. They allow comparisons between samples and offer a better understanding of local available raw materials for use by hominids.
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Language in education in Ethiopian primary schools: a handbook for teachers and teacher-educators - Kiely, RN; Clegg, Jacky; Rea-Dickens, Pauline (2004)
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Literature as Engagement: Teaching African American Literature to Korean Students - Kim, Myung Ja (MELUS, 2004)
Journal Article Literature as Engagement: Teaching African American Literature to Korean Students Get access Myung Ja Kim Myung Ja Kim 1Boston University Search for other works by this author on: Oxford Academic Google Scholar MELUS, Volume 29, Issue 3-4, Fall/Winter 2004, Pages 103–120, https://doi.org/10.2307/4141845 Published: 01 September 2004
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Screening for drought tolerance in Eastern Africa - Kimani, Paul M.; Beebe, Stephen E. (2004)
Introduction Drought is one of the most important constraints to bean production in East, Central and Southern Africa. Over 396,0001 of grain are lost annually in Africa due to drought (Wortmann et al, 1998). Drought may occur early in the season, mid-season or late in the cropping season. Drought is ranked as major constraint to bean production in Kenya, Ethiopia, parts of south western Uganda, northern and central Tanzania^ South Africa, southern Rwanda, Sudan, Angola, central plateau of Madagascar and southeast DR Congo. Although the adverse effects of drought can be alleviated through irrigation, few smallholder bean growers in East and Central Africa (except in Sudan) have access to irrigation water. Bean production in this region is predominantly rain fed. Crop failures are frequent. Growing drought tolerant bean cultivars is probably the most cost-effective strategy for smallholder, resource-poor farmers in drought prone environments. However, few drought tolermt cultivars are available in sub-Saharan Africa. CIAT has been screening bean cultivars for drought since 1983 (Laing et al, 1983) as part of integrated genetic improvement of the common bean (Teran and Singh, 2002). Recently, an international drought nursery was constituted which included the most promising drought tolerant lines. This report highlights the performance of this nursery in trials conducted in Eastern Africa.
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The Impact of HIV/AIDS on Primary Education in Kenya - Kioko, Urbanus; Njeru, Enos H N (2004)
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Diatomaceous Earths and their Potential in Tanzania. In: Ukulima wa kisasa - The modern farmer, Issue - January. Ministry of Agriculture and Food Security; Farmers Education Unit, Garden Avenue, Dar Es Salaam, Tanzania. [Kiswahili] - Kitandu, L.; Katua, M. (2004)
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An exploration of women's transformation through distance learning in Kenya. - Kithome, Lucy Kasyoka. (2004)
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Factors influencing performance in the kenya certificate of secondary education examination of the public secondaryschools: a case study of Kilungu Division, MakueniDistrict, Kenya - Kitivi, Edward K (2004)
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Factors influencing performance in the kenya certificate of secondary education examination of the public secondary schools: a case study of Kilungu division Taita - Taveta district Kenya - Kivuva, EK (2004)
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Learning Lessons From IDP (Internally Displaced Persons) Resettlement: Villagisation in North-West Rwanda - Kleine-Ahlbrandt, Stephanie (Forced migration review, 2004)
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Care and Justice Moral Orientation Among African American College Students - Knox, Pamela L.; Fagley, N. S.; Miller, Paul M. (Journal of Adult Development, 2004)
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Factors that influence transfer of management training in small and medium enterprises in Kenya - Kobia, Margaret (2004)
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E- and Distance Learning in an African Context. - Kohlyang (DeLFI, 2004)
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E- and distance learning in an african context - Kolyang, Diana Taiwe (2004)
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The West African Supply Teacher as 'Other' in London Secondary Schools - Koroma, Kabbie (Forum for promoting 3-19 comprehensive education, 2004)
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African-American Male Students with Emotional Behavioral Disorders: A Study of the Effects of Ethnic Identity on Preference for School Counselors. - Kosnitzky, Adam; Skaruppa, Cindy L. (Journal of school counseling, 2004)
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Technology, Economic Development, and Education Reform: Global Changes and Egyptian Response - Kozma, Róbert (2004)
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Indigenization of social work education and practice: a participatory action research project in Ghana - Kreitzer, Linda (2004)
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Teaching Information Literacy Courses in Southern Africa: Lessons Learned in Training on Constructing Personal Bibliographic Databases - Krooden, Els Ten (Journal of Education for Library and Information Science, 2004)
The organization and management of references in a bibliographic database is an essential component of information literacy. The use of word processing software, rather than commercial reference management packages, presents a practical solution for remote or disadvantaged students in Southern Africa. Training in the creation of a personal bibliographic database is presented at a workshop attended by masters students registered for a module in research information skills at the University of South Africa, a distance learning institution. Many of the students are teachers in Environmental Education and come from rural communities. The method used in creating the database and the benefits gained in using word processing software are described. The bibliographic database compares favorably with reference management software packages.
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Life-long learning : a tool to combat poverty and inequality in South Africa - Kroukamp, Hendri (Politeia, 2004)
Governments globally, in order to achieve their social objectives by improving the general welfare of inhabitants and thereby reducing poverty and inequality, demand new visions from political leaders and public servants. In this regard training can play a meaningful role. In the Republic of South Africa, however, the systems and practices of life-long learning in public administration education and training do not appropriately address the increasing demand for high-level, up-to-date knowledge and skills to substantially reduce poverty and inequality. A paradigm shift is therefore needed in respect of the purpose of life-long learning in public sector education and training practices. In this article the environment of contemporary public administration, the realities of poverty and inequality in South Africa, and training in the South African context are discussed. Attention is also paid to life-long learning as a tool to train public servants to capacitate them to play a role in managing and combating poverty and inequality.
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Parameters for the tertiary training of subtitlers in South Africa : integrating theory and practice - Kruger, Helena Catharina (2004)
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‘Shoo — This Book Makes Me to Think!’ Education, Entertainment, and ‘Life Skills’ Comics in South Africa - Kruger, Loren; Shariff, Patricia Watson (2004)
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Chasing Credentials and Mobility: Private Higher Education in South Africa - Kruss, Glenda (2004)
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Geology, petrology and geochemistry of the Tertiary Bana volcano-plutonic complex, West Cameroon, Central Africa - Kuepouo, Gilbert (2004)
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Characterization of peri-urban anthropogenic pollution in Kampala, Uganda - Kulabako, Robinah; Nalubega, M.; Thunvik, Roger (2004)
Effective improvement of the current poor environmental sanitation in peri-urban Kampala requires an understanding of pollutant characteristics (types, sources, locations and loads). As part of an on going study, this paper presents pollution characteristics in Bwaise III and challenges encountered during the period 2002-3. Findings show that pit latrines are a major source of pollution as far as pathogenic bacteria and nutrients are concerned (14.5E20 cfu TTC /yr, 41,775kgN/yr and 6,680KgP/yr). Drains on the other hand, though they have lower levels of nutrients (980kgTKN/yr and 80kgP/yr for sullage) are recipients of runoff, solid waste and faecal matter and hence a major problem in the area especially during the rains. The impact of these on the environment and community health are mutually reinforcing. Challenges encountered during the study have been overcome largely by dialogue. Management strategies and mitigation measures for these areas require the collective participation of communities, authorities and policy makers.
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‘Munition Factories … Turning Out a Constant Supply of Living Material’: White South African Elite Boys' Schools and the First World War - Lambert, John (South African Historical Journal, 2004)
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‘Munition Factories … Turning Out a Constant Supply of Living Material’: White South African Elite Boys' Schools and the First World War - Lambert, John (South African Historical Journal, 2004)
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'Munition factories turning out a constant supply of living material': White South African Elite Boys' Schools and the First World War 1 - Lambert, John (2004)
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'Munition factories ... turning out a constant supply of living material' : white South African elite boys' schools and the First World War : feature : conversations with historians - Lambert, John (South African Historical Journal, 2004)
Extracted from text ... *. The Headmaster, St Andrew's College, Grahamstown, in S. Andrew's College Magazine, 37, 4 (Dec. 1915), 152. This article is a longer version of a paper delivered at the British World III Conference, University of Melbourne, 4-6 July 2004. It can also, in its shortened form, be accessed online at www.informit.com.au/library/default.asp?t=coverpage&r=L_BRIWOR : K Darian-Smith et al, eds, Exploring the British World (Melbourne, 2004), 934-58. I would like to thank the organisers of the conference as well as the University of South Africa for funds from the Foreign Research Fund and the Foreign Conference Fund. My thanks, too, to those ..
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Across the Divide: The Working Lives of African American Teachers in the Classroom - Larsen, Martin R.; Marinus, Kristen (2004)
of the Dissertation Across the Divide: The Working Lives of African American Teachers in the Classroom xviii This qualitative study examined how experienced African American teachers in predominantly African American schools perceived and conceptualized their worklives as classroom teachers, and, how they viewed their personal and professional identities in relationship to their lives as teachers. Indepth interviews of 1 0 experienced African American teachers provided the data for the study, analyzed through the interpretative use of appropriate literature screens. The teachers understood their experience of teacher worklife and their lives as human beings through three distinct dimensions of personal and professional identity: the self, including perceptions of race and gender; the interactive dimension within the educational environment; and transcendent notions of calling and personal spirituality within the global dimension. This study underscored how deeply the notion of race is woven into the societal fabric of America. These teachers described an educational environment beset with the same ills as the larger society in terms of cross-racial interaction and relationships among teachers and between teachers and students. In the end, the teachers' collective voice is fundamentally optimistic and resilient, as they looked towards the future with a sense of hope born of a shared and deeply-rooted personal spirituality. CHAPTER
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A Community School Project in Upper Rural Egypt : Applying Participation as a Method for Increasing Girls Possibilities to Receive Basic Education - Larsson, Sofia (2004)
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Trends in Concurrent Maternal and Perinatal Deaths at a Teaching Hospital in Ghana: The Facts and Prevention Strategies - Lassey, A.T.; Obed, Sam A. (Journal of Obstetrics and Gynaecology, 2004)
Abstract Objectives: To determine the trend of concurrent maternal and perinatal mortality at the Korle-Bu Teaching Hospital (KBTH), Ghana, and to propose measures for its prevention. Methods: A retrospective study, from January 1995 to December 2002, of all concurrent maternal and perinatal deaths in which the woman was 28 weeks' gestation or more (or, if gestational age was not known, the baby weighed 1000 g or more) and died either undelivered or in the perinatal period (within 1 week of delivery) at the KBTH. Results: Over the 8-year study period, there was a total of 93 622 deliveries at the KBTH with 108 concurrent maternal and perinatal mortalities, giving a ratio of 115.4 concurrent maternal and perinatal deaths per 100 000 deliveries. More than 80% of the mothers who died had little or no formal education. Of the 108 mothers, 22 died undelivered. The leading cause of death was a medical condition in pregnancy along with eclampsia/gestational hypertension. Of the 86 delivered mothers, the leading cause of concurrent death was a medical condition in pregnancy. Approximately two-thirds (72/108) of the perinatal deaths were stillbirths. Over the study period, there was a rising trend of the obstetric disaster of losing both mother and baby. Conclusions: There is a rising trend of concurrent maternal and perinatal mortality at the KBTH. It is suggested that a regular antenatal clinic be established with both an internist and obstetrician to jointly see and manage women with medical problems. There is a need for improved and adequate resources to improve outcomes for both mother and baby. A waiver of user fees for maternity services may be one way to improve access for needy and at-risk mothers. Concurrent maternal and perinatal death is the latest negative reproductive health index of the deteriorating socioeconomic situation in developing countries and needs to be tackled decisively.
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The impact of social structures on educational aspirations among African American high school students. - Lawrence, Tanya (2004)
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The role of alumni associations in the development of tertiary education in Nigeria - Layiwola, D. (2004)
In: S. Akinrinade, M. Kolawole, I. Mojola, D. O. Ogungbile, Locating the local in the global voices on a globalised Nigeria, 2004. Pp. 43 - 46
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The potential of hand held computer technology to serve the needsof teacher education in African rural settings. - Leach, Jenny (2004)
Over 100 million children world-wide go without primary schooling. Running parallel with this momentous problem is a growing imbalance between the output of trained teachers, specifically in low-income countries, and the demand as primary provision is necessarily expanded. A third of existing teachers in sub Saharan Africa for example, are untrained. Of the thousands recruited each year, they largely have inadequate subject knowledge and little if any pedagogic preparation.
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African American Students and Literacy: Improving Literacy Learning for Pre-Adolescent and Adolescent Learners Grades 4-12 - Lee, C.D. (2004)
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Double Voiced Discourse: African American Vernacular English as Resource in Cultural Modeling classrooms: Bakhtinian Perspectives on Language, Literacy, and Learning for the 21st Century - Lee, C.D. (2004)
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Exploring the driving force of saltation: the effect of turbulence on saltation transport during sand storms in Northern Burkina Faso - Leenders, J.K.; Boxel, J.H. van; Sterk, G. (Geophysical Research Abstracts, 2004)
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Trauma Team Training Course: Evaluation of Ugandan Implementation - Left, Ronald; Kobusingye, Olive; Asingwire, Narathius; Ssengooba, Freddie (African Safety Promotion, 2004)
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A review of gender equity and equality In primary and secondary education : the case study of Botswana - Lekoko, Joseph; Rebecca, .; Matsoga (Mosenodi, 2004)
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Schools reaching out: Comprehensive parent involvement in South African primary schools - Lemmer, Eleanor; Wyk, Noleen van (Africa education review, 2004)
Abstract Legislation to reform schooling in a democratic South Africa has focused attention on the rights and responsibilities of parents as empowered stakeholders in education. However, it is argued that comprehensive parent involvement is a prerequisite for improving the culture of teaching and learning in schools. Against the background of a literature review which examines legislation affecting parents, this article draws on a qualitative inquiry of parent involvement in a small sample of public primary schools in South Africa selected by means of purposeful sampling. The findings indicated that the schools were doing more to involve parents than is legally required. Strong leadership from principals together with formal organisation of parent involvement has established parent-friendly schools, regular home-school communication and innovative parent volunteering. Certain reservations to parent involvement were detected in principals' attitudes. The study suggests that, together with enabling legislation, schools can develop valuable initiatives to make parents more active and equal partners.
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Improving small-scale irrigation performance in Ethiopia through on the job training of extension officers: experience of the APPIA project - Lemperiere, Philippe; Schans, Martin van der (IWMI Research Reports, 2004)
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Improving small-scale irrigation performance in Ethiopia through on the job training of extension officers: experience of the APPIA project - Lemperiere, Philippe; Schans, Martin van der (RePEc: Research Papers in Economics, 2004)
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Student selection and retention at the University of Asmara, Eritrea - Leonida, Tekie Asehun (2004)
Eritrea is a new and developing country in East Africa that was declared independent in May 1993. Since independence, Eritrea has been engaged in all-out efforts to rebuild its war-shattered social and economic infrastructure. One of the vital programs in the campaign for national rehabilitation has been in the field of education, which has mainly focused on training skilled personnel for such understaffed vocations as teaching, law, medicine and administration. A rapid improvement in educational facilities has been achieved. The University of Asmara, which was the only institution of higher education in the country, has been engaged in fulfilling the high level human resources that the country needs. Much like many other universities, the mission of the University of Asmara is the discovery, generation and dissemination of knowledge in the service of society. Therefore, the university has been expected to contribute as much as possible to face these challenges. In order to achieve its goals, the university has emphasized the need for reviewing the academic programs and the curriculum. Admission to the university is based on a national examination, which is called the Eritrean Secondary Education Certificate Examination (ESECE). Both the University of Asmara and the Ministry of Education are represented in the ESECE board whose task it is to provide guidelines for the routine activities of the ESECE and to forward fresh initiatives with the aim of developing the center into a strong and competent institution. The entrance examination, which usually lasts for three days, requires the candidates to take two compulsory examinations, English and Mathematics. Candidates also have to take at least three more elective subjects from Biology, Chemistry, Physics, General Science, Geography, History, Economics, Bookkeeping, Agriculture and general knowledge. The criterion for entrance to the university is based on the average grade point average for Mathematics, English and three other elective courses. Due to the high number of applicants for admissions to the university, the selection processes are usually highly competitive. Until 1994 about 10% and from 1995 through 2002 about 19% of the candidates were admitted to the university. The low percentage of students that pass the ESECE examinations justifies the need to investigate the quality of the ESECE During their stay at the university, students are provided with free education, free meals and free medical services. Dormitories are also provided freely to students coming from outside the central region where the university is located. However, in spite of all these free student services and the very competitive selection processes, the attrition rate at freshman level is about 35% on average every year. The attrition rate for second year and above is about 15%. These figures indicate that the attrition at the university is very high and results in a low proportion of graduates. Therefore, the high attrition rate at the university justifies the need to investigate the factors at student and department levels that influence the performance of students during their university career. This implies also that research on the predictive validity of the ESECE is very important. Based on the problems the University of Asmara encounters, the key problems addressed in this research are: (a) To what extent does the ESECE test the ability of students in a satisfactory way? (b) What are important factors that affect the students' performance levels at the university?
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Widening student participation in higher education: challenges for policy and practice in South Africa: a case study - Lephalala, Mirriam (2004)
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Aid to the Teacher to Cope with the ADHD Learner in the New Inclusive Education Set-up in South Africa - Lessing, Ansie; Holz, Tania (The International Journal of Learning: Annual Review, 2004)
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Higher education in South Africa ten years after democracy: some reflections - Letseka, Moeketsi (2004)
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Clinical legal education in Lesotho: Some reflections on experiences in teaching lawyering skills* - Letsika, Qhalehang (The Law Teacher, 2004)
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Factors that enable high pass rates at Cambridge Overseas School Certificate (C.O.S.C.) level at Botha-Bothe High School in Lesotho. - Leu, Mokete Moses. (2004)
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The multiple roles of the materials developer in distance education institutions: case studies from Namibia - Lewin, Alexandra Cory; Murangi, G.; Trewby, R. (2004)
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Beyond Primary Education for All: Planning and Financing Secondary Education in Africa - Lewin, Keith (2004)
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Mapping the Missing Link Planning and Financing Secondary Education Development in Sub Saharan Africa - Lewin, Keith (2004)
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Using Images to Explore and Promote Inclusion. Experiences from Mpika Schools, Mpika, Zambia, 21-24 September 2004 - Lewis, Ingrid (2004)
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Whose Theory of Participation? School Governance Policy and Practice in South Africa - Lewis, Suzanne Grant; Naidoo, Jordan (Current issues in comparative education, 2004)
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Consumer decision making styles: a comparative study among Motswana, Chinese and South African students - Li, Yuejin (2004)
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Museum education in Namibia and the way foward: an overview - Likando, Gilbert N.; Thaniseb, W. (Journal - Namibia Scientific Society, 2004)
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Financing Primary Education for All: Public Expenditure and Education Outcomes in Botswana - Lisenda, Lisenda (2004)
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The impact of inclusion policy on school psychology practices in South Africa - Lomofsky, Lilian; Green, Lena (Educational and Child Psychology, 2004)
South African education is a special case because the shift to inclusion co-incided with, and was a consequence of, fundamental political changes. In the context of the development of an inclusive education policy in South Africa (as described by Lomofsky & Lazarus, 2001), the implications for educational psychologists are discussed in detail.
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Learning, Upgrading, and Innovation in the South African Automotive Industry - Lorentzen, Jochen; Barnes, Justin (European journal of development research, 2004)
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Curriculum Deliberation Amongst Adult Learners in South African Community Contexts at Rhodes University - Lotz‐Sisitka, Heila (2004)
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Distance Learning: The Experience of Accounting at the University of Natal (Durban), South Africa - Lumby, Anthony; Saville, Adrian (2004)
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A tracer study of the East African School of Library and Information Science graduates 1995-1999 working in Uganda : research article - Lutwama, Edith; Kigongo‐Bukenya, I.M.N. (South African Journal of Libraries and Information Science, 2004)
The study examined the appropriateness of EASLIS curriculum to the professional practice in LIS fields in Uganda. It sought to establish where EASLIS, BLIS and M. Sc. Inf. Sc. graduates work, what they do, and whether their education and training meets employer expectations It further identified areas of the curriculum that need revision. The study was mainly qualitative. Purposeful sampling using the snowball/chain and homogeneous strategies were applied. Methods included focus group interviews, content analysis and observation. The findings reveal that the majority of EASLIS graduates from 1995-1999 are employed in academic, government, banking and NGO libraries where they perform various professional activities; employers complain about lack of practical skills among the graduates, the staff-student ratio is unmanageable and specialization through electives is inadequate. It concludes that the curriculum is slanted towards traditional libraries, though not exclusively; the general nature of the curriculum has met some disapproval; the ever-changing LIS scene demands continuing education (CE); the EASLIS academic staff workload affects staff in doing research and participating in professional activities; ICT facilities still leave much to be desired, practicals are lacking in the current curriculum. It recommends that Information Communication Technology be enhanced in the curriculum; Library and ICT facilities be improved; the curriculum should be market driven; field information professionals should also lecture students; the teaching load should be manageable; and practicals be incorporated in the curriculum; and the Uganda Library Association should be more involved in Uganda Library and Information Education.
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African Centre for Engineering and Technology Education (ACETE) - Lwakabamba, Silas; Mbuza, Francis (2004)
The article describes the establishment of the African Centre for Engineering and Technology Education (ACETE) at the Kigali Institute of Science, Technology and Management (KIST) in Kigali Rwanda. In the article, the authors discuss the organisational and functional structure of the ACETE as a satellite centre of the UNESCO International Centre for Engineering Education (UICEE), based at Monash University, Melbourne, Australia. The authors further highlight the achievements so far, showing the constraints and challenges that have been encountered on the way. It is concluded that, despite a number of constraints and challenges, the ACETE has travelled some distance in accomplishing the missions and objectives of the UICEE. With continued good leadership, regional and international collaboration, the ACETE will achieve more.
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Fifty Years after Brown: The Benefits and Tradeoffs for African American Educators and Students - Lyons, James E.; Chesley, Joanne (Journal of Negro Education, 2004)
This article examines the benefits and tradeoffs for African American professional educators and students that resulted from the profound Brown v. Board of Education decision. It addresses the impact of the Brown decision immediately after it was rendered for African American educators and students and the legacy of Brown for both of these groups during the previous 50th years. The article also presents the findings from a study of 36 current and recently retired African American high school principals in North Carolina and Alabama to determine their perceptions of the legacy of the Brown decision for both African American educators and high school students. Additionally, the article presents the views of a small sample of these principals who were interviewed regarding the degree to which African American high school students are currently involved in student leadership roles and school activities. Results of the study indicated that the vast majority of the respondents believed that Brown had benefited both African American educators and students; however, they indicated that it had some unintended consequences such as a precipitous drop in the number of African American teachers to serve as role models, competent professionals, and authority figures for students-both Black and White. Furthermore, they perceive that, particularly in integrated high schools where White students are in the majority, the curriculum usually does not adequately address the history, contributions, culture, and experiences of African Americans. Moreover, the principals perceive that African American students in fully integrated schools, with few exceptions, are underrepresented in school leadership roles and are often reluctant to run for elective leadership positions because they usually do not believe they can win. INTRODUCTION On May 17, 1954, at 12:52 p.m., the United States Supreme Court rendered its momentous decision in the case of Brown v. Board of Education of Topeka, Kansas (1954). The fundamental public policy that the court unanimously ruled upon was straightforward: segregated schools (established and maintained by state action) were inherently unequal. The court clearly said, through its ruling, that but was, in fact, a contradiction in terms-official state sanctioned segregation was a violation of the protection clause of the 14th Amendment of the Constitution, which forbids any state from making or enforcing any laws which deny any person within its jurisdiction the protection of the laws. Prior to the Supreme Court's ruling, dual and segregated school systems had been established and maintained for African American and White students. These schools systems were primarily in the southern states where Jim Crow laws had prevailed after reconstruction. Ironically, the rationale for establishing and maintaining de jure segregated schools had been also formalized by the United States Supreme Court in another momentous decision, Plessy v. Ferguson, in 1896, which legitimized the principle of separate but equal (1896). The case evolved from a suit filed by Homer Plessy, a Black man who had filed suit after he had initially been fined for sitting in the White section of a railroad car in Louisiana. His case questioned the constitutionality of an act of the General Assembly of the State of Louisiana, passed in 1890, providing for railway carriages for the White and colored races. Plessy contested the decision all the way to the United States Supreme Court, which upheld the state's but doctrine. In the Plessy decision, the Supreme Court gave racial inequality and segregation an air of legitimacy for over a half century. Moreover, it served to institutionalize racial segregation and social norms, particularly in me South, in both public and private arenas. Not only did the decision condone and maintain racially railroad cars and other modes of public transportation, it virtually assured segregation in schools and school activities, courthouses, waiting rooms, public beaches, swimming pools, restaurants, bathrooms and drinking fountains. …
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Integrating prevention of mother-to-child HIV transmission into antenatal care: learning from the experiences of women in South Africa - Ma, Etiebet; Fransman, D; Forsyth, Brian W.C.; Coetzee, Nicol; Hussey, Gregory (AIDS Care, 2004)
In 1999, for the first time in South Africa, a Mother-to-Child HIV Transmission (MTCT) prevention programme was implemented at the routine primary care level and not as part of a research protocol. A total of 264 women attending prenatal care in these clinics were interviewed in Xhosa using a standardized questionnaire. All had been offered HIV testing, and 95% had accepted. Women who had not been tested were four times more likely to believe that in the community families reject HIV-positive women (p<0.005). Of women who tested, 19% were HIV positive and 83% had told their partner that they had taken the test. HIV-positive women who had not disclosed testing to their partners were three times more likely to believe that, in the community, partners are violent towards HIV-positive women (p<0.005); 86% stated that they would have taken AZT if found to be HIV positive. Only 11% considered that the use of formula feeding indicated that a woman was HIV positive. In conclusion, routine prenatal HIV testing and interventions to reduce perinatal HIV transmission are acceptable to the majority of women in a South African urban township, despite an awareness of discrimination in the community towards HIV-positive women.
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Recounting the state of private higher education in South Africa - Mabizela, Mahlubi (2004)
Paper presented for the Policy Forum on Private Higher Education in Africa, Accra, Ghana, 2-3 November
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Whose higher educaton is it anyway? Analysis of public-private partnerships in the provision of higher education in South Africa - Mabizela, Mahlubi (2004)
Paper prepared for the CHER 17th annual conference, University of Twente, Enschede, 17-19 September
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In-service training needs of senior secondary agriculture teachers in Botswana - Mabusa, Kgomotso; Keregero, K.J.B. (UNISWA Research Journal of Agriculture, Science and Technology, 2004)
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Nothing without us: Disability inclusion in the South African Mass Media - MacDougall, Kathleen; Swartz, Leslie; Stadler, Jane; Schneider, Maggie (2004)
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Rural Communities-Education Relationship in Developing Countries: The Case of Malawi. - MacJessie-Mbewe, Samson (International education journal, 2004)
The purpose of this research study was to find out how primary education is related to rural communities in Malawi as one of the developing countries in Africa. The study followed a qualitative design with a phenomenological approach. The population of interest were rural primary school graduates, teachers, students and craftsmen. Data were collected through interviews, focus group discussions and class observations. Data were analysed by coding them into themes and categories that were organised into analytic memos. The major findings were: that there is lack of school involvement in the communities though the communities are greatly involved in the school development activities; that there is a mismatch between some elements of the curriculum and rural environment; that subjects that are earmarked as important for the rural development are ignored in schools and teachers lack skills in these subjects in addition to lacking of teaching and learning materials in the subjects. Hence the relationship between education and rural communities in Malawi needs to be improved.
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Analysis of a complex *policy domain: Access to secondary education in Malawi - MacJessie-Mbewe, Samson L. W. (2004)
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Learning to be A Kanaka: Menace and Mimicry in Papua New Guinea - Maclean, Neil (Social Analysis, 2004)
Self-identification as a kanaka is a common rhetorical ploy in highlands Papua New Guinea, used to emphasize both a sense of economic and political marginalization, and a continued identification with tradition. However, I argue that the figure of the kanaka is not simply that of the villager, but of that terminated project of education, the ‘school leaver.’ I juxtapose the reflections of one such ‘school leaver’ on his exclusion from the educational trajectory with the celebrations and rhetoric surrounding the opening of a new village school. This throws into relief a village perspective on education, and what it means to be a citizen of the nation-state of Papua New Guinea. Bhabha’s (1987) analysis of colonial ‘mimicry’ informs my identification of the contradictory quality of this perspective. As a critique of the legacy of postwar education policy from the perspective of a contemporary generation of village leaders, the article is also intended as a response to Pels’s (1997: 178) call for “more ethnographies of decolonization.”
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Treading where angels fear most': the South African Government's new Language Policy for Higher Education and its implications - Madiba, Mbulungeni (2004)
Since the dismantling of apartheid, higher education in South Africa has undergone changes, including changes in language policy as proclaimed in Section 27 (2) of the Higher Education Act (1997). This act requires higher education to be in line with the national language policy and the multilingual reality of the country. The Language Policy for Higher Education was adopted in November 2002 to ensure that all official languages are equitably used and developed as academic/ scientific languages of higher education. The aim of this paper is to discuss the Language Policy for Higher Education and its implications for the general restructuring of tertiary education.
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Studying tuff rings and volcanic hazards in a tropical setting: The case of the Batoke Tuff ring, Limbe region, SW Cameroon - Mafany, George; Ernst, Gérald; Suh, Cheo Emmanuel; Ayonghe, Samuel N. (2004)
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Key issues in the teaching of public administration ethics in higher education in South Africa - Mafunisa, M.J. (2004)
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Indegenization of African Formal Education Systems - Magagula, Cisco M.; Mazibuko, Edmund Z. (African Symposium: An On-Line African Educational Research Journal, 2004)
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Perceptions of gender sensitivity among Botswana teachers of English - Magogwe, Beauty; Joel, M; Bogwasi (Mosenodi, 2004)
This article reports on a study that explored the perceptions gender sensitivity among Botswana teachers of English, with particular reference to the teaching and learning of English language. The data were collected from forty teachers from seven community junior secondary schools in and around Gaborone. Six of the forty teachers were interviewed and their responses were classified according to emerging themes. The results showed that subtle gender bias exists in the Botswana English language classrooms in particular and in the education system in general. However, teachers deny the existence of gender-bias in the classroom - probably because of their lack of training on gender sensitivity. A positive finding is that the materials used to teach the English language are gender sensitive.
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Perceptions of gender sensitivity among Botswana teachers of English - Magogwe, Joel M.; Bogwasi, B. (Mosenodi, 2004)
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The teaching of Biblical studies in private Christian schools in South Africa today - Mahlaula, Farmanda Samuel (2004)
The teaching of Biblical Studies in Private Christian schools in South Africa today The aim of this study was to investigate the effectiveness of the teaching practice in grade 12 Biblical Studies in private Christian schools in the Limpopo Province in South Africa during 2003, with the specific objective to make recommendations towards possible improvements. Although but a few private Christian schools in the Limpopo Province participated in the study, while the title implies that all the South African schools were involved, the findings are assumed to be a cross section of the general situation of grade 12 Biblical Studies teaching in South Africa, as teaching is more or less subjected to similar conditions in all the Provinces. This study consists of a theoretical section wherein literature regarding the variables of the study are discussed, as well as an empirical section wherein the results of the research are reported and interpreted with the aim of reaching certain conclusions regarding the typical profile of Biblical Studies teaching practice in the Limpopo Province. The theoretical basis is grounded in the didactical foundations of teaching as discussed in Chapter 2. This is followed by the empirical study (described in Chapter 3) grounded in the results obtained from classroom obsetvations, questionnaires, interviews and the November 1996-2002 Biblical Studies grade 12 final examination of the four participating schools. Chapters 4 and 5 respectively evaluate and consolidate the findings from the classroom observations, the responses from the interviews and questionnaires, and the November 1996-2002 grade 12 Biblical Studies examination results. The main thesis on which this study rests is that the teaching practice of grade 12 Biblical Studies in private Christian schools during 2003 was unsatisfactory because of, inter alia, lack of work ethics, negative attitudes of both teachers and learners, lack of or insufficient application of didactical principles, teaching methods and teaching aids, low morale and insufficient or improper training of Biblical Studies teachers. The study revealed that the teaching of grade 12 Biblical Studies in private Christian schools during 2003 was indeed unsatisfactory because of lack of work ethics, negative attitude of both teachers and learners, lack of and insufficient application of didactical principles and a variety of teaching methods, low morale and improper training of some
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Air Pollution Problems In The Perspective Of The Kenyan Situation, Regulation And Awareness. - Maina, D. M.; Gatari, M.J (2004)
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Implementation of free primary school education in Kenya: A case study of Kikuyu location - Maina, Mary G (2004)
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De l'integration a l'assimilation en milieu scolaire au gabon: Cas Des enfants handicapes moteurs ages de 6 Ans - Makanga, J.D. Maloba; Flsh, Uob (2004)
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An investigation into the transfer of training in the Central Bank of Lesotho - Makoae, Rosemary Nthabiseng. (2004)
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Farmers Organisations for Market Access 1: Database of Farmer Organization support and training materials relevant to Malawi. - Makoko, Sangwani Gondwe (2004)
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Non-Governmental Organizations (NGOs) and Participatory Development in Basic Education in Malawi - Makuwira, Jonathan (Current issues in comparative education, 2004)
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Finding Direction When the Ground Is Moving: Science Education Research in South Africa - Malcolm, Cliff; Alant, Busisiwe (Studies in Science Education, 2004)
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The In-Between People: Language and Culture Maintenance and Mother-Tongue Education in the Highlands of Papua New Guinea - Malone, Dennis Lee (2004)
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HIV/AIDS education in secondary schools: An analysis of the knowledge, attitudes and practices of Teachers in Ruiru Division of Thika District- Kenya - Malusi, D Musyoka (2004)
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How much do students and the general public know about the association between El Niño and rainfall in Zimbabwe - Manatsa, D.; Chingombe, W. (Geographical Education Magazine, 2004)
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The Growth of Teacher Education in Zambia Since Independence - Manchishi, Peter Chomba (African Symposium: An On-Line African Educational Research Journal, 2004)
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The Status of the Indigenous Languages in Institutions of Learning in Zambia: Past, Present and Future - Manchisi, P.C. (African Symposium: An On-Line African Educational Research Journal, 2004)
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Human Capital Externalities and Private Returns to Education in Kenya - Manda, Damiano Kulundu; Mwabu, Germano; Kimenyi, Mwangi S. (Eastern Economic Journal, 2004)
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Does Education Pay Dividend? Earnings and Returns to Education in Kenya - Manda, DK; Mwabu, GM; Kimenyi, Mwangi S. (2004)
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Developmental social work: Exploring the attitudes and experiences of South African social work students - Maritz, Alex; Coughlan, Felicity (Community Development Journal, 2004)
The attitude of students to community development will influence the extent to which they are willing to engage in community-based interventions after graduation. This article reports on a limited survey of South African students. The survey found that students understand the need for community development but would not opt to practise community development if given a choice. Most of the reasons given centre on attitude. The article offers recommendations for curriculum development aimed at ensuring a more positive community-level experience for students and a resultant shift in attitude. The discussion is placed within the context of international social work education and the current South African policy context in which universities operate.
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State hegemony and the planning and implementation of literacy education in Botswana - Maruatona, Tonic (International journal of educational development, 2004)
Planning adult literacy education in developing nations is largely viewed as a technical process reserved for government officials at the Ministry of Education. This empirical study argues that in Botswana, state sponsored adult literacy asserts its hegemony and stifles learner participation and district initiatives. The paper provides an overview of the socio-economic and political situation in Botswana arguing that in spite of being a liberal democracy, the planning and implementation of adult literacy education is driven by central government officials and views learners as having similar experiences and treats them as passive consumers. It fails to employ literacy education to address social disparities based on ethnicity and gender. Finally, the paper suggests that the planning should be decentralized and use a participatory approach.
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Book review: Morrow, S., Maaba, B. & Pulumani, L. (2004) Education in exile: SOMAFCO, the ANC school in Tanzania, 1978-1992. Cape Town: HSRC Press. ISBN 0796920516 - Masehela, Kgabo (2004)
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Teaching Western-oriented Old Testament studies to African students : an exercise in wisdom or in Folly? - Masenya, Madipoane (Old Testament essays, 2004)
Since the colonial era, Africa, with South Africa included, has suffered alienation. With strangers imposing their cultures, languages, ideologies et cetera on the continent, Africa became a stranger, ironically on its own territory. As could be expected, this was not Africa's own making: the West, particularly Europe in the case of South Africa, has basically everything to do with this alienation. The colonial enterprise therefore, did much harm to African peoples in terms of identity. As one might expect, the education received by African students from Western/Western-oriented producers and professors also had the capacity to alienate these students from their cultural heritage. Old Testament studies in South Africa were no exception to this state of affairs. This has been the case because of the rooted-ness of South African Old Testament scholarship in the West rather than in Africa. The main question addressed in this article is: Given the extent of the harm done by colonial and apartheid education to African-South African students, is it a wise exercise to continue offering to these students a theology which continues to alienate them from their real selves? In the light of the post-apartheid era, an era of self-recovery, self-affirmation, a search for one's roots, is teaching Western-oriented Old Testament studies an exercise in wisdom or in folly? As Old Testament scholars, are we offering the right word at the right time to the right people? This article attempts to grapple with these questions.
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THE PREDICTION OF CONDOM USE INTENTION AMONG SOUTH AFRICAN UNIVERSITY STUDENTS - Mashegoan, S. (Psychological Reports, 2004)
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Perspective - Opportunities in Africa for training in genome science - Masiga, Daniel; Isokpehi, Raphael D. (2004)
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Childrens thoughts about inclusion in ordinary schools in Uganda : a case study of two primary schools. - Masika, Kulthum Moshi (2004)
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An exploratory study of students' understandings and experiences of vaccination : implications for future HIV vaccine trials in South Africa. - Masina, Liziwe N. V. (2004)
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Creating Community Among African American Online Learners: A Case for Instructor Collaboration - Massey, Dixie D.; Graham, A. C.; McCary-Henderson, Stephen; Williams, Ereka R. (Society for Information Technology & Teacher Education International Conference, 2004)
Keywords: openalex:import

Rich transitions from indigenous counting systems to English arithmetic strategies: Implications for mathematics education in Papua New Guinea - Matang, Rex; Owens, Kay (2004)
Keywords: openalex:import

Multi-faith pedagogy in Botswana: response to James Awino’s, ‘defusing indoctrination and fundamentalism through [a] phenomenological approach to religious education: a global polemic with special reference to Botswana' - Matemba, Yonah Hisbon (2004)
Keywords: openalex:import

REIMAGINING AFRICA: WHAT AMERICAN STUDENTS LEARN IN SOUTH AFRICA - Mathers, Kathryn (Tourism Review International, 2004)
This article explores how travel influences American attitudes to South Africa and Africa. It draws on long-term ethnographic relationships with American study abroad students in Cape Town, South Africa. Travel is often assumed to be an ideal way of changing how the ``other'' is perceived, but most research on travelers shows only how the traveler is changed. This article is a rare contribution to discussions of what travelers can learn about their destinations. Africa tends to be imagined in the US as a homogeneous entity either good in its primitiveness and wildness or bad in its violence, poverty, and disease. These perceptions color the expectations of students traveling to South Africa and frame their experiences there. Some of their preconceptions are shaken, especially the assumption that racial categories are the same everywhere. The students frequently assert, ``South Africa is not Africa.'' They also learn through their volunteer work, and conversations with South Africans, that poverty is not necessarily a homogenizing, debilitating force and that despite lack of material possessions, poor South Africans have ambitions and pride. The students' image of Africa is disturbed by the combination of their cosmopolitan experiences in South Africa and this unsettling of their preconceptions about poverty
Keywords: openalex:import

Evaluation of the impact of climate change on hydrology and water resources in Swaziland: Part I - Matondo, Jonathan I.; Peter, Graciana; Msibi, Kenneth M. (Physics and Chemistry of the Earth, Parts A/B/C, 2004)
It has been identified that, long-term climatic changes (Pleistocene ice ages) have been caused by periodic changes in the distribution of incoming solar radiation due to the variations in the earth’s orbital geometry, that is the tilt, precision of equinoxes and eccentricity which take place with periodicity ranging from 41 to 9508 thousand years. However, it has been considered that the major potential mechanism of climate change over the next few hundred years will be anthropogenic green house gas warming up. A number of gases that occur naturally in the atmosphere in small quantities are known as ”greenhouse gases. Water vapour, carbon dioxide, ozone, methane, and nitrous oxide trap solar energy in much the same way as do the glass panes of a greenhouse or a closed automobile. This natural greenhouse gases effect has kept the earth’s atmosphere some 30 °C hotter, than it would otherwise be, making it possible for humans to exist on earth. Human activities, however, are now raising the concentrations of these gases in the atmosphere and thus increasing their ability to trap energy. The enhanced greenhouse gas effect is expected to cause high temperature increase globally (1–3.5 °C) and this will lead to an increase in precipitation in some regions while other regions will experience reduced precipitation (±20%). The impact of expected climate change will affect almost all the sectors of the human endeavor. However, the major purpose of this project is to evaluate the impact of climate change on hydrology and water resources and establish the appropriate adaptation strategies for Swaziland. The impact of climate change on hydrology and water resources will be evaluated using General Circulation Model results (rainfall, potential evapotranspiration, air temperature, etc.) as inputs to a rainfall runoff model. Water use in all the sectors of the human endeavor will be determined in order to establish the water availability given different climate change scenarios. Three catchments have been selected for this exercise. This paper therefore, presents the background information, objectives and significance of the study, literature review, methodology, data collection and processing.
Keywords: openalex:import

Evaluation of the impact of climate change on hydrology and water resources in Swaziland: Part II - Matondo, Jonathan I.; Peter, Graciana; Msibi, Kenneth M. (Physics and Chemistry of the Earth, Parts A/B/C, 2004)
The enhanced greenhouse gas effect is expected to cause high temperature increase globally (1–3.5 °C) and this will lead to an increase in precipitation in some regions while other regions will experience reduced precipitation (±20%). The impact of expected climate change will affect almost all the sectors of the human endeavor. However, the major purpose of this paper is to evaluate the impact of climate change on hydrology and water resources for Swaziland. The impact of climate change on hydrology and water resources has been evaluated using General Circulation Model results (rainfall, potential evapotranspiration, air temperature etc.) as inputs to a rainfall runoff model. The evaluation of the effect of climate change on hydrology and water resources in Swaziland has been carried out in three catchments namely: Mbuluzi, Komati and Ngwavuma. The missing rainfall data in the original raw data files was estimated using regression analysis from the long-term daily averages rearranged in columns. Pairs of stations were analyzed to establish the ones that correlate the best in terms of the r2. Based on the relationship established in each pair, the linear formulae were applied on the larger original data files to estimate and fill the missing data gaps. The gaps in stream flow series were filled in using rainfall-runoff modeling technique. MAGICC-model has been used to simulate the climate parameters for Swaziland given the baseline conditions. Eleven GCMs were used and three of them were found to simulate very well the observed precipitation for Swaziland. These GCMs are: the Geophysical Fluid Dynamics Laboratory (GFDL), the United Kingdom Transient Resalient (UKTR), and the Canadian Climate Change Equilibrium (CCC-EQ). The three GCMs were used to project the temperature and precipitation changes for Swaziland for year 2075. This information was used to generate the temperature, precipitation and potential evapotranspiration values for the three catchments for year 2075. This information was used as input data to a calibrated WatBall rainfall runoff model. Simulation results show that there will be an annual runoff change of ±5% in the Komati catchment and ±2% in the Mbuluzi catchment given climate change conditions. Simulation results show a negative annual runoff change ranging from 4% to 23% in the Ngwavuma catchment under climate change scenarios.
Keywords: openalex:import

Are social workers needed in Botswana schools? Some food for thought - Maundeni, Tapologo; Ntseane, Dolly (Pula: Botswana Journal of African Studies, 2004)
Based on the premise that children in the 21st century face numerous problems that affect their educational, social, psychological, and physical well-being, this article argues that social workers are needed in Botswana schools to help students deal with the psychosocial problems that hinder effective learning. Such problems include truancy and school drop-outs, divorce, H1V/A1DS, poverty, child abuse, substance abuse, low-selfesteem, teenage pregnancy, sexual harassment and lack of support services. Children cope differently with psychosocial challenges. Some are resilient and can thrive in theface of adversity; others cannot. The latter can benefit greatly from planned interventions by social workers. This article aims to spark debate and further research among stakeholders involved in issues of social work and education.
Keywords: openalex:import

Basic Hygiene Practices during Processing. Govuro and Inhassro, Mozambique, 2 March 2004 [Half Day training for 33 farmers] [Portuguese] - Mavie, F.; Naico, A. (2004)
Keywords: openalex:import

Synchrony of pollinators and plants in the winter rainfall area of South Africa—observations from a drought year - Mayer, Carolin; Kuhlmann, Michael (Transactions of the Royal Society of South Africa, 2004)
The arid winter rainfall area of South Africa is a centre of bee diversity and endemism. Host plant synchrony is hypothesized as one possible mechanism for an elevated rate of speciation in desert bees, where rainfall is considered to initiate for the emergence especially of oligolectic (pollen specialist) bees. In Namaqualand in 2003, a drought year, the absence of early precipitation postponed the main flowering season by five weeks to early/mid September. Despite the lack of rain and flowers bee activity was already very high in August as recorded with colour trapping. Five highly specialised species of Rediviva (Melittidae) as well as many other bee species had emerged before the flowering season had started. The majority of bees were probably not nesting as none of the collected individuals carried pollen. Therefore failure in reproduction can be assumed. These observations show that bees in Namaqualand are not synchronised with their host plants and that rainfall might not be an abiotic cue for their emergence which contradicts current hypotheses. Usually, precipitation as well as flowering season in Namaqualand is fairly predictable. Thus it seems that evolutionary processes did not lead to adaptation of (oligolectic) bees to their host plants as one would expect in a xeric environment.
Keywords: openalex:import

Teaching biology on a low budget in Tanzania - cell structure and organisation - Mbulanya, G. (The School science review, 2004)
Dans cet article, les auteurs expliquent comment un sujet de base en biologie est enseigne en utilisant des materiaux simples auxquels les eleves sont habitues afin d'illustrer un cours d'introduction...
Keywords: openalex:import

The effect of USA-based meteorological workshops on the self-image and professional practice of South African teachers - McBride, Charlotte (2004)
Keywords: openalex:import

The design, implementation and evaluation of the Introduction to Engineering programme (Intro Engineering) for prospective engineering students at the Vaal University of Technology, South Africa - McFarlane, Noreen; Sutherland, Trudy; Vermeulen, Jacques (2004)
The purpose of this paper is to present findings with regard to the design, implementation and evaluation of the Introduction to Engineering programme (Intro Engineering) at Vaal University of Technology, Vanderbijlpark, South Africa. During the design phase, emphasis has been placed on the problems experienced in South Africa with regard to the shortage of skilled labour within the fields of science and engineering. During the implementation phase, attention is focused on the methods used to enhance hands-on mathematical, science and communication skills in order to increase student throughputs in engineering. During the evaluation phase, the accent is on the impact of this programme on the number of enrolments within the Faculty of Engineering at Vaal University of Technology, as well as the degree of skill enhancements obtained by students. In the article, the authors suggest that the objectives of the Intro Engineering programme have been achieved with minimal changes to the pilot programme.
Keywords: openalex:import

What Factors Contribute to the Success of African American Women in Science and Mathematics: Do Teaching Techniques Matter? - McGlamery, Sheryl (2004)
Keywords: openalex:import

The state of the South African further education and training college sector - McGrath, Siobhán (2004)
Keywords: openalex:import

Methods of distance education for training adult educators in South Africa - McKay, Veronica (2004)
This chapter examines the role of distance education in the training of grassroots workers in South Africa. It offers a brief background to education in the South African context, highlighting the need for adult basic education and considering the policies which inform its delivery in South Africa. A case study of the training of adult educators by the University of South Africa's Adult Basic Education and Training (ABET) Institute is described, followed by discussion of methods of delivery of distance education. The chapter ends with a discussion of ways the ABET Institute has used its networks of tutors and graduate students to assist the South African National Department of Education with implementation of its South African Literacy Campaign.
Keywords: openalex:import

Access to justice and the role of law schools in developing countries: some lessons from South Africa: pre-1970 until 1990: Part I - McQuoid‐Mason, David (2004)
lbg Toegang tot geregtigheid en die rol van regsfakulteite / -skole in ontwikkelende lande : 'n aantal lesse uit Suid-Afrika : die periode voor 1970 tot 1990: deel I Die woorde 'toegang tot geregtigheid' word in die algemeen gebruik om te verwys na die verskaffing van toegang tot staatsgesubsidieerde gesondheidsdienste, behuising, welsyn, onderwys en regsdienste aan veral die armes. 'n Enger betekenis stel toegang tot regsdienste voor. Toegang tot regsdienste sluit in toegang tot regsadvies en regsverteenwoordiging. In regsfakulteite/-skole kan hierdie toegang verskaf word deur studente en dosente wat werk in die 'lewende klient' regsklinieke.Toegang kan verder verskaf word deur studente wat deelneem aan die Allemansreg program wat inligting oor die reg aan die algemene publiek verskaf. In ontwikkelende lande kan regsfakulteite/ -skole 'n belangrike rol speel deur die volgende dienste te verskaf, naamlik regshulpdienste aan die armes te verleen en opleiding in die regte, menseregte en demokrasie aan die algemene publiek te verskaf. Suid-Afrikaanse regsfakulteite/-skole het gedurende die vroee 1970's direk betrokke geraak by die verlening van regsadvies en die verskaffing van regsdienste toe die eerste 'lewende klient' regshulpklinieke deur regsfakulteite en nie-regeringsorganisasies tot stand gebring is. Gedurende hierdie periode het min van die regsfakulteite betrokke geraak by menseregte ten einde die vorige apartheidsregering tot 'n einde te bring. In die middel 1980's is Allemansregprogramme by universiteite begin ten einde die algemene publiek te onderrig in die bepalings van die reg en die noodsaaklikheid van verandering. Teen die 1990's was die meeste van die regsfakulteite aktief betrokke by die bevordering van menseregte en demokrasie en verskeie regsakademici was betrokke by die opstel van die nuwe Grondwet. The term 'access to justice' is generally used to refer to the provision of access to state-sponsored health, housing, welfare, education and legal services, particularly for the poor. In the narrow sense it refers to access to legal services which include access to legal advice and legal representation. In law schools this access can be provided by students and staff working in 'live client' law clinics and by using law students in 'Street law' programmes to provide access to information about legal rights and responsibilities to the general public. Thus, in developing countries law schools can play an important role by not only providing legal aid services to the poor but also by educating lay people about the law, human rights and democracy. South African law schools became directly involved in the delivery of legal advice and services during the early 1970s when the first 'live client' law clinics were set up by law faculties and non-governmental organisations (NGOs). During this period very few law schools sought to change the apartheid system by becoming directly involved in human rights issues. In the mid-1980s 'Street law' programmes began to be introduced at law schools to educate people about their legal rights and the need for change. By the 1990s an increasing number of law schools became actively involved in the promotion of human rights and democracy, and several legal academics were involved in the drafting of the new Constitution.
Keywords: openalex:import

A critical evaluation of outcomes based education from a developmental perspective in South Africa with particular reference to the Eastern Cape. - Mdikane, Knowledge Mzwandile (2004)
Keywords: openalex:import

Curriculum for in-service training of land resource management experts in Tanzania - meena, Sumant; Mgema, M.; Bekele-Tesemma, A.; Tarimo, Pudensiana (2004)
Keywords: openalex:import

Stratified students, stratified teachers : ideologies of social mobility/reproduction, ideologies of professionalism, and teachers' perceptions of secondary education reform in Egypt - Megahed, Nagwa (2004)
Keywords: openalex:import

The humanities in a changing South Africa : challenges and opportunities : perspectives on higher education - Merwe, I. J. van der (South African journal of higher education, 2004)
For centuries the humanities and natural sciences were the two main pillars upholding the fundamental knowledge tradition of a university. A stronger focus on science, engineering and technology is necessary in South Africa to correct the present imbalances of student numbers and human resources in those fields. This, however, should not diminish the importance of teaching and research programmes in the social sciences, languages and arts domain. South Africa is entering a millennium of enormous societal, environmental and scientific challenges to which no university or scientific discipline can remain indifferent. The humanities, therefore, will have to position themselves anew within an evolving and transforming framework. Against the background of the new South Africa higher education institutional landscape and the changes in the external national and international environment, this article explores the challenges for an appropriate humanities. South Africa's academics should not see this new environment as a threat, but as an opportunity for adaptation, adjustment and innovation. The changed environment offers the humanities opportunities and challenges to apply their very relevant knowledge and skills and to make valuable contributions to the scientific body of knowledge, to society and to the resources of the universities.
Keywords: openalex:import

THE CONTINUED EVALUATION OF VOUCHER IMPACT ON THE ACHIEVEMENT OF ELEMENTARY STUDENTS IN A MAJORITY AFRICAN AMERICAN PUBLIC SCHOOL DISTRICT - Metcalf, Kim K.; Boone, William J.; Legan, Natalie A.; Paul, Kelli (Journal of women and minorities in science and engineering, 2004)
Vouchers for students in urban school districts may promote the increased participation of underrepresented groups in the fields of science and engineering in at least two ways: (a) by optimizing the achievement of students who use vouchers and (b) by expanding the scope of educational and curricular options available to students. Presently, nearly 5,000 children in Cleveland, Ohio, attend private schools with publicly funded vouchers. This study presents the results of evaluating the achievement of a cohort of these students from the fall of first grade to the spring of fourth grade. For public school students, first grade seems to be a time during which they catch up with peers who attend private schools with vouchers. The analysis of data using adjusted measures suggests no differences in achievement from first grade to fourth grade with respect to achievement in many content areas. The use of unadjusted measures suggests possible differences with respect to fourth grade reading (with voucher students performing at a statistically higher level than their peers). The present data set neither clearly supports nor refutes the use of vouchers.
Keywords: openalex:import

Contrasting climate variability and meteorological drought with perceived drought and climate change in northern Ethiopia - Meze-Hausken, Elisabeth (Climate research, 2004)
The rationale of this paper is to investigate peoples' perception of climate variability, climate change and drought frequency and compare it with measurements of rainfall variability and anomalies in northern Ethiopia.Statistical analysis of rainfall chronologies was performed and contrasted with qualitative data collected through a survey and questionnaires.Fieldwork studies showed that local authorities, farmers and pastoralists perceived regional climate to have changed during the last few decades.Farmers explained that they have been changing their farming strategies by shifting to more drought-resistant crops as well as to a shorter agricultural calendar.They attributed this to a loss of the spring rains since 'their father's time' (20-30 yr ago), as well as a shorter main summer wet period.The recent 2002 drought appears to have confirmed peoples' perceptions that there has been a shift in climate towards more unfavourable conditions.However, rainfall measurements do not show a downward trend in rainfall.Reasons for divergence between perceptions and rainfall measurements were explored.Some can be associated with changes in peoples' need for rainfall or be linked to various environmental changes which cause reduced water availability.Others can be related to the paucity of available daily data in a dense station network which could better support peoples' perceptions of change.In exploring these reasons, focus was given to the disagreement between optimal rainfall (i.e.amount and distribution sufficient for crop or pasture growth) and normal rainfall (i.e. the long-term statistical mean and its variation).
Keywords: openalex:import

Contrasting climate variability and meteorological drought with perceived drought and climate change in northern Ethiopia - Meze-Hausken, Elisabeth (Climate research, 2004)
The rationale of this paper is to investigate peoples' perception of climate variability, climate change and drought frequency and compare it with measurements of rainfall variability and anomalies in northern Ethiopia.Statistical analysis of rainfall chronologies was performed and contrasted with qualitative data collected through a survey and questionnaires.Fieldwork studies showed that local authorities, farmers and pastoralists perceived regional climate to have changed during the last few decades.Farmers explained that they have been changing their farming strategies by shifting to more drought-resistant crops as well as to a shorter agricultural calendar.They attributed this to a loss of the spring rains since 'their father's time' (20-30 yr ago), as well as a shorter main summer wet period.The recent 2002 drought appears to have confirmed peoples' perceptions that there has been a shift in climate towards more unfavourable conditions.However, rainfall measurements do not show a downward trend in rainfall.Reasons for divergence between perceptions and rainfall measurements were explored.Some can be associated with changes in peoples' need for rainfall or be linked to various environmental changes which cause reduced water availability.Others can be related to the paucity of available daily data in a dense station network which could better support peoples' perceptions of change.In exploring these reasons, focus was given to the disagreement between optimal rainfall (i.e.amount and distribution sufficient for crop or pasture growth) and normal rainfall (i.e. the long-term statistical mean and its variation).
Keywords: openalex:import

Contrasting climate variability and meteorological drought with perceived drought and climate change in northern Ethiopia - Meze-Hausken, Elisabeth (Climate research, 2004)
The rationale of this paper is to investigate peoples' perception of climate variability, climate change and drought frequency and compare it with measurements of rainfall variability and anomalies in northern Ethiopia.Statistical analysis of rainfall chronologies was performed and contrasted with qualitative data collected through a survey and questionnaires.Fieldwork studies showed that local authorities, farmers and pastoralists perceived regional climate to have changed during the last few decades.Farmers explained that they have been changing their farming strategies by shifting to more drought-resistant crops as well as to a shorter agricultural calendar.They attributed this to a loss of the spring rains since 'their father's time' (20-30 yr ago), as well as a shorter main summer wet period.The recent 2002 drought appears to have confirmed peoples' perceptions that there has been a shift in climate towards more unfavourable conditions.However, rainfall measurements do not show a downward trend in rainfall.Reasons for divergence between perceptions and rainfall measurements were explored.Some can be associated with changes in peoples' need for rainfall or be linked to various environmental changes which cause reduced water availability.Others can be related to the paucity of available daily data in a dense station network which could better support peoples' perceptions of change.In exploring these reasons, focus was given to the disagreement between optimal rainfall (i.e.amount and distribution sufficient for crop or pasture growth) and normal rainfall (i.e. the long-term statistical mean and its variation).
Keywords: openalex:import

Contrasting climate variability and meteorological drought with perceived drought and climate change in northern Ethiopia - Meze-Hausken, Elisabeth (Climate research, 2004)
The rationale of this paper is to investigate peoples' perception of climate variability, climate change and drought frequency and compare it with measurements of rainfall variability and anomalies in northern Ethiopia.Statistical analysis of rainfall chronologies was performed and contrasted with qualitative data collected through a survey and questionnaires.Fieldwork studies showed that local authorities, farmers and pastoralists perceived regional climate to have changed during the last few decades.Farmers explained that they have been changing their farming strategies by shifting to more drought-resistant crops as well as to a shorter agricultural calendar.They attributed this to a loss of the spring rains since 'their father's time' (20-30 yr ago), as well as a shorter main summer wet period.The recent 2002 drought appears to have confirmed peoples' perceptions that there has been a shift in climate towards more unfavourable conditions.However, rainfall measurements do not show a downward trend in rainfall.Reasons for divergence between perceptions and rainfall measurements were explored.Some can be associated with changes in peoples' need for rainfall or be linked to various environmental changes which cause reduced water availability.Others can be related to the paucity of available daily data in a dense station network which could better support peoples' perceptions of change.In exploring these reasons, focus was given to the disagreement between optimal rainfall (i.e.amount and distribution sufficient for crop or pasture growth) and normal rainfall (i.e. the long-term statistical mean and its variation).
Keywords: openalex:import; openalex:yes

Contrasting climate variability and meteorological drought with perceived drought and climate change in northern Ethiopia - Meze-Hausken, Elisabeth (Climate research, 2004)
The rationale of this paper is to investigate peoples' perception of climate variability, climate change and drought frequency and compare it with measurements of rainfall variability and anomalies in northern Ethiopia.Statistical analysis of rainfall chronologies was performed and contrasted with qualitative data collected through a survey and questionnaires.Fieldwork studies showed that local authorities, farmers and pastoralists perceived regional climate to have changed during the last few decades.Farmers explained that they have been changing their farming strategies by shifting to more drought-resistant crops as well as to a shorter agricultural calendar.They attributed this to a loss of the spring rains since 'their father's time' (20-30 yr ago), as well as a shorter main summer wet period.The recent 2002 drought appears to have confirmed peoples' perceptions that there has been a shift in climate towards more unfavourable conditions.However, rainfall measurements do not show a downward trend in rainfall.Reasons for divergence between perceptions and rainfall measurements were explored.Some can be associated with changes in peoples' need for rainfall or be linked to various environmental changes which cause reduced water availability.Others can be related to the paucity of available daily data in a dense station network which could better support peoples' perceptions of change.In exploring these reasons, focus was given to the disagreement between optimal rainfall (i.e.amount and distribution sufficient for crop or pasture growth) and normal rainfall (i.e. the long-term statistical mean and its variation).
Keywords: openalex:import; openalex:yes

Contrasting climate variability and meteorological drought with perceived drought and climate change in northern Ethiopia - Meze-Hausken, Elisabeth (Climate research, 2004)
The rationale of this paper is to investigate peoples' perception of climate variability, climate change and drought frequency and compare it with measurements of rainfall variability and anomalies in northern Ethiopia.Statistical analysis of rainfall chronologies was performed and contrasted with qualitative data collected through a survey and questionnaires.Fieldwork studies showed that local authorities, farmers and pastoralists perceived regional climate to have changed during the last few decades.Farmers explained that they have been changing their farming strategies by shifting to more drought-resistant crops as well as to a shorter agricultural calendar.They attributed this to a loss of the spring rains since 'their father's time' (20-30 yr ago), as well as a shorter main summer wet period.The recent 2002 drought appears to have confirmed peoples' perceptions that there has been a shift in climate towards more unfavourable conditions.However, rainfall measurements do not show a downward trend in rainfall.Reasons for divergence between perceptions and rainfall measurements were explored.Some can be associated with changes in peoples' need for rainfall or be linked to various environmental changes which cause reduced water availability.Others can be related to the paucity of available daily data in a dense station network which could better support peoples' perceptions of change.In exploring these reasons, focus was given to the disagreement between optimal rainfall (i.e.amount and distribution sufficient for crop or pasture growth) and normal rainfall (i.e. the long-term statistical mean and its variation).
Keywords: openalex:import

Considerations for learner participation in managing indiscipline in senior secondary schools in Botswana - Mgomezulu, Victor Yobe (Mosenodi, 2004)
This article discusses the research findings that suggest that the extent of learner participation should be partial in senior secondary school management in Botswana. This extent of learner participation enables learners to be involved in school management aspects in which they can meaningfully participate, whilst allowing the school management to take decisions in aspects in which the learners cannot meaningfully participate. It should also be noted that there are two types of partial participation which the learners could use. One type is where the majority of the learners may feel they need to personally participate certain management aspects. The other type is where the learners feel they can participate through representation by persons who they deem capable of doing so. Meaningful learner participation in some aspects of school management is expected to improve discipline.
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The impact of cognitive development on White school counselor interns' perspectives and perceived competencies for addressing the needs of African-American students - Milliken, Tammi (2004)
Keywords: openalex:import

Surgical training in east Africa - Milzen, Andrew (2004)
Keywords: openalex:import

Information and communication technologies in Library and Information Science education in South Africa - Minishi-Majanja, Mabel K. (Mousaion, 2004)
Information and communication technologies (ICTs) have becomecentral in the education and training of Library and InformationScience/Service (LIS) because of the great influence of thesetechnologies on the profession. The purpose of this study was todetermine the extent to which ICTs are applied in research, teaching,learning and academic administration, and establish the levels of ICTsupport available in South African LIS schools in terms of policies,infrastructure, hardware and human resource. The descriptive surveymethod was applied. Questionnaires were electronically mailed to 15LIS education departments in January 2003, out of which 9 (60%)responded. Some of the data was updated by respondents in July 2004.The findings indicated that all LIS departments in South Africa hadresponded to ICT developments by offering a wide range of ICTmodules and embracing the use of ICTs in teaching, research andacademic administration. It was observed that changes or modificationsin existing qualifications and programmes are ongoing activities inseveral institutions. The majority of LIS departments in South Africahave interactive Web pages within the respective university/technikonWebsites. However, for teaching and learning, only a few of the LISschools used ICTs in presentation of lectures, while for research, teleconferencingand e-publishing ICTs were not yet extensively exploited.The study recommends that South African LIS schools should increasethe use of ICTs in teaching and learning, as is the case in administration,to foster greater effectiveness. South African LIS schools should takeadvantage of experiences of online and distance education already wellestablished among some universities in South Africa, in order to reachwork-bound and other disadvantaged students due to distance fromlearning centres. The advantages of good Internet access should also beexploited and a mechanism for supporting accessibility be lobbied forstudents from the technologically disadvantaged areas.
Keywords: openalex:import

Mapping and audit of information and communication technologies in Library and Information Science education in Sub-Saharan Africa - Minishi-Majanja, Mabel K. (2004)
Thesis submitted in fulfilment of the requiremnets for the Degree of Doctor of Philosophy in Library and Information Science at the University of Zululand, 2004.
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Development of Farmer Field School methodology for smallholder dairy farmers in Kenya - Minjauw, B.; Muriuki, H.G.; Romney, D.L. (BSAP Occasional Publication, 2004)
Considering the escalating population growth, shrinking grazing land and increased demand for animal products, sustainable livestock production through improved management is critical to the issue of food security and poverty alleviation in most developing countries. The challenge facing the research and extension services in these countries is to increase productivity in the livestock sector while sustaining and enhancing the productive potential of the available natural resources.
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African Higher Education: An International Reference Handbook (review) - Minor, James T. (The Review of Higher Education, 2004)
Damtew Teferra and Philip G. Altbach (Eds.). African Higher Education: An International Reference Handbook. Bloomington: Indiana University Press, 2003. 864 pp. Cloth: $89.95. ISBN: 0-2533-4186-8.
Keywords: openalex:import

Interaction between teachers and slow learners : a case study in a school in Kampala District, Uganda - Mirembe, E. (2004)
Keywords: openalex:import

The impact of taxpayer education on tax compliance in South Africa. - Misra, Roshelle. (2004)
Keywords: openalex:import

DIVISION OF MANAGEMENT, SCHOOL OF ECONOMICS AND MANAGEMENT UNIVERSITY OF NATAL, DURBAN, SOUTH AFRICAN - Mitchell, Bruce (2004)
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The Impact of the HIV/AIDS Epidemic on the Education Sector in sub-Saharan Africa: a synthesis of the findings and recommendations of three country studies (review) - Mitchell, Claudia (Transformation: Critical Perspectives on Southern Africa, 2004)
This report presents the main findings and recommendations of an international research project which has focused on assessing the impact of the HIV/AIDS epidemic on primary and secondary schooling in three countries namely Botswana Malawi and Uganda (BMU). Adult HIV prevalence rates were estimated to be 36% in Botswana 21% in Malawi and 8% in Uganda in 1999. The report explores the following three areas: student prevention and the impacts on students and teachers. It is widely accepted that the HIV/AIDS epidemic will seriously affect the education sector in Sub-Saharan Africa. However little systematic empirical research has been undertaken particularly in the high prevalence countries (HPCs) that seeks to assess the actual and likely future impacts on the supply of and demand for educational services. (excerpt)
Keywords: openalex:import

Taking Action: Gender-Based Violence in and Around Schools in Swaziland and Zimbabwe - Mitchell, Claudia; Mothobi-Tapela, Iwani (2004)
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Non-Mainstream Education, Limited Mobility, and the Second Generation of Moroccan Immigrant Women: The Case of the Kindergarten Teacher's Assistant - Mizrachi, Beverly (Nashim: A Journal of Jewish Women's Studies & Gender Issues, 2004)
"What do you do?" I asked Miriam, a forty-year-old second-generation Moroccan immigrant woman in Israel. "I am in education." "Are you a teacher?" "No," she answered. "Are you a principal in a school?" "No. I am a kindergarten teacher's assistant," she replied proudly. Miriam's self-definition as an educator reveals an alternate strategy by which second-generation immigrant women can conform to the hegemonic cultural norm of upward educational and occupational mobility, characteristic of Israeli society and of modernity in Western societies. Israeli society recognizes this strategy through the granting of semi-professional status by means of credentials to certain roles—in this case, the role of the kindergarten teacher's assistant. Many studies have noted that the first generation of North African immigrants to Israel, the majority of whom were from Morocco,1 possessed lower levels of education and occupational-professional skills than the European immigrants. They became clustered in the low-income strata, while the Europeans became clustered in the middle and upper-income strata. Thus, an ethnic stratification evolved between these two groups, in which those of European ethnic origin became the superordinate status group, while those of North African origin became the subordinate status group. This was equally true for the women in these two ethnic groups.2 More recent studies on the daughters [End Page 50] of these women, the second generation, show that the socio-economic differences between the women in these two ethnic groups have persisted, if not increased.3 However, studies have also revealed that approximately one third of those belonging to the North Africans groups, Moroccans among them, have accomplished upward mobility into the middle class.4 In spite of this, little research has focused on women within the second generation of Moroccan immigrants who are upwardly mobile, or on how they have achieved their mobility. The purpose of this paper is to serve as a corrective to this neglected topic. It is a case study of a second-generation Moroccan immigrant woman, Miriam, who accomplished limited upward mobility by moving out of the physical labor working class of her immigrant parents and into a semi-professional status. While this semi-profession provided only a low income and little opportunity for advancement, it offered symbolic rewards of status and prestige that compensated somewhat for the low material reward. Miriam achieved this mobility by using a particular non-mainstream type of educational structure consisting of a two-year course and continuing courses. This granted her semi-professional accreditation and increased her educational qualifications, providing an institutionalized path for her mobility. Research on immigrant women in Western capitalist societies and in Israel has shown that first-generation immigrant women, generally those with low human capital, have used entrepreneurship as an alternate strategy to educational attainment in order to accomplish upward mobility.5 The present case study shows how second-generation Moroccan immigrant women, typified by Miriam, can use education acquired through a non-mainstream educational structure as another alternate strategy to accomplish such mobility. I argue that the importance of non-mainstream education in relation to second-generation immigrant women's mobility lies in the options it provides for accomplishing upward mobility. The expansion of various types of educational opportunities for "mature" and "non-traditional" groups of students in Western capitalist societies and in Israel6 has increased the opportunities for second-generation immigrant women to use diverse educational structures as a means of accomplishing occupational mobility. In Israeli society, Moroccan immigrant women of the second generation have by now reached mid-life and, probably, their maximum mobility attainments. This enables us to study the mobility outcomes of their use of the non-mainstream structure of education. [End Page 51] Mainstream and Non...
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Evidence of Score Reliability and Validity of the Statistical Anxiety Rating Scale Among Technikon Students in South Africa - Mji, Andile; Onwuegbuzie, Anthony J. (Measurement and Evaluation in Counseling and Development, 2004)
R. J. Cruise and E. M. Wilkins’s (1980) Statistical Anxiety Rating Scale (STARS), which measures levels of statistics anxiety, was administered to I 69 technikon students (7 0.9% women) in the Eastern Cape of South Africa. Evidence of score reliability and validity was provided, suggesting that the STARS can be used with this population.
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Safe Use and Handling of Pesticide training course in 3 regions (Manyara, Arusha and Kilimanjaro) of Tanzania, 17-21 February 2003. [Training course for 60 pesticide stockists] [Swahili] - Mngara, K. (2004)
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A political history of higher education in East Africa: The rise and fall of the University of East Africa, 1937--1970 - Mngomezulu, Bheki R. (2004)
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DETERMINATION OF BASIC PHYSICAL SOURCE PARAMETERS AND SCALING RELATIONS FOR KALABSHA EARTHQUAKES, ASWAN, EGYPT - Mohamed, Haggag H. (2004)
Seismically the study area was considered aseismic till the occurrence of the main shock of 14 November 1981 (MD 5.3) that occurred in Kalabsha area, west of Aswan reservoir. Installation of the telemetered network around the northern part of Aswan reservoir played an important role in monitoring the seismic activity in the area. That activity concentrated in Kalabsha area appears to be from different sources. The seismic activity can be grouped into five different seismic zones clustering in position and depth (A, B, C, D, and E). Earthquakes recorded by Aswan telemetered network with duration magnitude MD ranging from 1.5 to 3.1 representing the different seismic zones have been spectrally analyzed. Source parameters were determined using MAG software program. The seismic moment (M0) ranged from 4.97x10 11 to 1.11x10 14 dyne/cm, the source radii (r) spanned from 91.4 to 312 m, whereas the stress drop (Δσ) varied from 0.57 to 74.55 bar and the seismic energy (E) ranged from 8.78x10 4 to 6.41x10 7 J. The scaling relations between the different parameters such as M0 MD; M0 - Δσ; M0 - corner frequency (ƒo) and moment magnitude (M) - MD were made and the empirical relations were obtained which will help in the fast calculation of the different source parameters for the earthquakes in the region without any need of running any spectral analysis programs.
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Teacher's and management perceptions on factors that influence poor academic performance of form 'E' students at Maryland High School in Lesotho : research report. - Molapo, Tsepo Augustinus. (2004)
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Total Quality Management : perceptions of secondary school teachers/educators on TQM in the Lobatse, South–East and Kanye areas of Botswana - Monggae, Patrick Lesego (2004)
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Total Quality Management : perceptions of secondary school teachers/educators on TQM in the Lobatse, South-East and Kanye areas of Botswana / Patrick Lesego Monggae - Monggae, Patrick Lesego (2004)
The focus of this research study is to determine teacher's perceptions on Total Quality Management(TQM) in secondary schools in the Lobatse area, Kanye area and the South East District of Botswana. Lobatse is an urban area and this research was carried out in all the secondary schools of the town, whilst Ramotswa and Kanye are peri-urban areas. The schools in which this research was carried out consist of both Junior secondary schools and Senior secondary schools. TQM basically means conscious improvement, in this context on matters of education. Only well schools can provide quality and managed education means quality education. School facilities, teachers, the principal, the students, learning materials, teaching methods, assessment and technology, forms the base in educational success in all comers of the global village. Therefore for the success of any form of to be a reality, the above measures should always be available. A survey in the form of a questionnaire was carried out with the intention to get views from teachers form the locations mentioned above as samples. The perceptions are not radical from each other in general on matters pertaining to how is administered generally in Botswana. However it is worth noting that to come up with a broad outline on important views from teachers, the questionnaire was systematically broken into subtopics each dealing with a specific area of interest in the profession. Those ranged from the biographical and demographical data that include among others ;gender, age category, school Location, school enrolment, academic qualifications among others. The study also dealt with all the measures that inculcate TQM as a tool to improve effectiveness, productivity and performance, the role of school management in the improvement of quality education, Total Quality Management principles and implementation of Total Quality Management in schools. Total Quality Management is also equated to Work Improvement Teams(WITs) and the Performance Management Systems(PMS).In this a strong academic relationship was realized since all theses programmes emphasize efficiency and productivity at workplace. If there is any difference among the three the there is a thin line of that hence the different ways they have been coined. Under Qualitative data, teachers were given a form to jot down their views and perceptions about Total Quality Management. This is a more open portion and views ranged from worries and concerns about the conditions of service that ranged from matters of accommodation, salaries and advancement in like being sent for further and being sent for courses to update themselves with the latest technology needs so as to increase accessibility of information in the process of teaching and learning in the classroom. Over and above other factors the research was a great success.
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Sociocultural Orientations and the Mathematical Success of African American Students - Moody, Vivian R. (The Journal of Educational Research, 2004)
The author reported research findings from a study that critically examined the role of sociocultural orientations in the mathematical experiences of 2 African American students. To determine how the orientations influenced the students' mathematical success, the author used a phenomenological research strategy to examine the life histories of the students. The author highlighted the African American students' perceptions of and responses to their mathematical experiences by emphasizing their experiences in mathematics classrooms. Results of the study suggest that the ways in which students perceive and respond to schooling influence their success in mathematics. Data also suggest that African American students do not perceive and respond to schooling in the same way by virtue of being African American, thus implying that African American students may belong to many different cultures. Finally, the results of the study suggest that the ways in which African American students view (a) membership in particular cultures, (b) caring educators, and (c) role models influence their mathematical success.
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The policy context for creating models of teacher education in Sub-Saharan Africa: Meeting the challenge of providing universal basic education - Moon, Robert (2004)
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The classroom vs. the gridiron : the educational experiences of selected African-American football players at small liberal arts colleges in the Midwest - Moore, Eddie A. (2004)
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The role of dust in abrupt climate change: insights from offshore Northwest Africa and Alboran Sea sediment records - Moreno, Ana; Canals, Miquel (Contributions to science, 2004)
Marine sediments are one of the best archives of past climate change since they are essentially continuous in character and their age can be determined relatively easily. During the last few decades, many paleoclimatic studies have focused on abrupt climate changes, which could be used as models of future climate changes. One of the key questions to be answered is the role of the atmosphere in triggering and transferring abrupt climate changes. In this respect, investigating the influence of eolian dust particles on climate change deserves special attention. The study of eolian dust accumulation in marine sediments is crucial not only to understand past climate change but also to explain the mechanisms of climate change in general. In this article, interactions among dust in the atmosphere and rapid climate change are discussed after a review of marine sediment records, at the glacial-interglacial and millennial temporal scales, from off the coast of Northwest Africa and the Alboran Sea.
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What informs the implementation strategies of the Lesotho free primary education? : an analysis of stakeholders' perception at Pitseng primary school. - Morojele, Pholoho (2004)
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The perceptions and attitudes of boys and girls towards schoolgirl pregnancy at 'Mampota High School in Berea, Lesotho. - Mosaase, Mpho. (2004)
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New directions in teacher education for quality improvement in Africa - Mosha, Herme J. (Papers in Education and Development, 2004)
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Headteachers' and teachers perceptions towards the characteristics of dropouts among pupils in upper primary in Nairobi province- Kenya - Mosoti, Rose Ob (2004)
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The voices of young Zimbabweans : gender, sexuality & HIV/AIDS in education - Mothobi-Tapela, Iwani; Maveneke, Leonard; Eastern, Unicef.; Section, Southern Africa Regional Office. Education (2004)
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A study of factors promoting high teacher turnover at Mabathoana High School in the Maseru district in Lesotho. - Motjoli, Moeketsi. (2004)
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Praxis-based assignments for professional development in the Rhodes University/Swaziland Participatory Course in Environmental Education : the case of assignment four - Motsa, Elizabeth Matfobhi (2004)
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The nature and extent of implementation of music education : a case study of Mohokare Primary School and Hoohlo Primary School in Maseru, Lesotho. - Motsoane, Phatsa M. (2004)
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Supporting chemistry teachers in implementing formative assessment of investigative practical work in Botswana - Motswiri, M. J. (2004)
With the assumption that exemplary curriculum materials have the potential to serve as an effective support for teachers implementing an innovative curriculum reform, this study was initiated in September 1999. Its aim was to investigate the characteristics of BGCSE exemplary curriculum materials (consisting of a teacher guide and students' materials) meant to support teachers in the implementation of formative assessment of investigative practical work in Form 4 upper secondary chemistry classes in Botswana. The study was guided by the following research question: How can exemplary curriculum materials support senior secondary chemistry teachers in Botswana with the implementation of formative assessment of student investigative practical work?
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Preparing our students for the future: Critical literacy in the Seychelles classrooms - Moumou, Margaret (2004)
This paper problematises language use as being characterised by indeterminacy, heterogeneity and struggle. It discusses some of the issues that have resulted in a need for a critical literacy approach to language study. As the paper works towards a definition of critical literacy, it analyses the arrangements of power in society and the role of language in maintaining such arrangements. The current place of critical literacy in the English curriculum of the Seychelles is discussed, along with the possibilities and necessities for a critical approach to language study in the Seychelles classrooms. Finally, the paper reviews possible approaches for the teaching of critical literacy in secondary English classrooms of Seychelles.
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Inclusive education and the curriculum: views of Namibian educators - Möwes, Andrew D.; Engelbrecht, Petra (2004)
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Distance Learning and Virtual Education for Higher Education in Africa: Evaluation of Options and Strategies - Moyo, Stanley (2004)
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evaluation of english language teacher performance concerning the languageskills in the basic education stage in gaza from the teacher' and supervisors' perspectives - Mraheel, Abu; Alla, Raja Hassan Abd (2004)
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Drought Hazard and Desertification Management in the Drylands of Southern Africa - Msangi, Josephine Philip (Environmental Monitoring and Assessment, 2004)
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An investigation into the relevance of formal training in music education to jazz teaching in South Africa - Msimango, Linda Nombuso Pearl (2004)
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The Search for Quality Education in Malawi - Mtegha, Dorothy M. (African Symposium: An On-Line African Educational Research Journal, 2004)
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Mentoring in Mathematics Teaching and Teacher Preparation in Zimbabwe - Mtetwa, David (2004)
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Training and localisation policy: a case study of Swaziland - Mthethwa, Kholekile F. (2004)
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Primary school teachers' attitudes towards external supervision in Evurori Division, of Mbeere District in Kenya - Muchanje, Peter Nyaga (2004)
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Dardasha : Let's Speak Egyptian Arabic: A Multidimensional Approach to the Teaching and Learning of Egyptian Arabic as a Foreign Language - Mughazy, Mustafa (2004)
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