Prospects for pigeonpea cultivation in drought-prone areas of South Africa. - Mathews, C.; Saxena, K. B. (2005)
Pigeonpea (Cajanus cajan [L] Millsp.) is an important food-legume crop, grown in over 4m ha of the tropics and sub-tropics. In southern and eastern Africa, pigeonpea constitutes an important component of dry land production systems where its dry, whole seeds are used for making soup mixed with or without meat and the green, mature seeds as a vegetable. Although pigeonpea is not a field crop in South Africa, approximately 120-150 tonnes of decorticated, dry, split-peas (locally known as “oil-dhal”) are imported monthly to meet the demand of the local Asian community.
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A beehive model for management and leadership development in primary schools in North West Province, South Africa - Mathibe, Isaac Ramoloko (2005)
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Barriers to academic achievement of first year African students at the University of KwaZulu-Natal. - Matlala, Masello Yvonne. (2005)
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Managing water under climate change for peace and prosperity in Swaziland - Matondo, Jonathan I.; Peter, Graciana; Msibi, Kenneth M. (Physics and Chemistry of the Earth, Parts A/B/C, 2005)
The enhanced greenhouse gas effect is expected to cause high temperature increase globally (1.0–3.5 °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 aspects of human endeavour. The major focus of this paper is management of water resources under climate change for peace and prosperity in Swaziland. The impact of climate change on hydrology and water resources has been evaluated using general circulation model (GCM) 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. MAGICC model was used to simulate the climate parameters for Swaziland given the baseline conditions. Eleven GCMs were evaluated 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 (after taking into consideration water use projections) show a water deficit from June to September in both the Komati and Ngwavuma catchments and a water deficit from May to September in the Mbuluzi catchment. Efficient water utilization in the agricultural sector (i.e., using drip irrigation) gives a water savings of 33.6 × 106 m3per year (1.065 m3/s), 47.6 × 106 m3per year (1.509 m3/s) and 16.8 × 106 m3 per year (0.533 m3/s) in the Komati, Mbuluzi and Ngwavuma catchments, respectively. The saved water could be used for other economic activities and meeting Swaziland’s water release obligations to downstream riparian states of South Africa and Mozambique.
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Evaluation of students' use of print and electronic resources at the University of Malawi College of Medicine. - Mawindo, Diana Mphatso. (2005)
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Peer Education in the Workplace: HIV Prevention in Lagos, Nigeria - Maynard-Tucker, Gisèle (2005)
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The role of guidance and counselling in prevention of abortion amongst Kenyan public university students - Mbabu, Josephine W (2005)
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The role of educators in promoting African indigenous culture in schools - Mbambo, Thamsanqa Pius (2005)
Submitted to the Faculty of Education in fufilment of the requirements for the Degree of Doctor of Education in the Department Foundations of Education at the University of Zululand, 2005.
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Challenges of implementing Free Primary Education in Kenya: Assessment Report: Experiences from the districts - Mbatia, NP (2005)
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An investigation into the causes of teacher stress in selected public high schools in - Nairobi, Kenya - Mburu, Ruth Kagure (2005)
A research project report submitted in partial Fulfilment of the requirements for the award of the Degree of Master of Arts (counseling psychology) of Kenyatta University. 2005.
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How the Merit Scholars Program of Florida's Bright Futures Funding Has Affected Student Success Among African-American Students - McClinton, Marguerite Mary (2005)
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The multiple contexts of vocational education and training in southern Africa - McGrath, Simon (2005)
This introductory chapter highlights the nature of some of the major vocational education and training (VET) policy reforms that are underway in southern Africa, their origins and the likelihood of their success to show how VET is an important policy nexus between economic and educational policy, between the state and the market, and between concerns with poverty and growth. It also looks at both internal trends within Africa and international influences. The following key themes are introduced: VET systems have evolved in a piecemeal and unsystematic way; the developments of national training authorities and national qualifications frameworks have been complex and uneven in nature; the core function of VET remains promoting employment opportunities and this has resulted in a growing focus on the need for radical curricular overhaul and better relationships with the world of work; the role of the informal economy is not well-addressed in most countries; the relationship between the state and the market is seen in trends towards the greater marketisation of public providers and a growing acceptance of private providers as a key part of VET systems; and there are concerns about equity and access in VET provision.
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Professionals Relocating: Zimbabwean Nurses and Teachers in Britain - Mcgregor, Judith (2005)
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Number sense: An exploration of urban African-American students' numerical reasoning - McIver, Angela (2005)
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Textbooks for Diverse Learners: A Critical Analysis of Learning Materials Used in South African Schools - McKinney, Carolyn (2005)
'Child, Youth and Family Development Research Programme.'; Includes bibliographical references (p. 49-51)
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"African barbarism" and "Anglo-Saxon civilization": The mythic foundations of school segregation and African-Canadian resistance in Canada West - McLaren, Kristin (2005)
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Beyond Dependency Theory. A Postcolonial Perspective on Educating Papua New Guinea Students in Australian High Schools - McLaughlin, Julie; Hickling‐Hudson, Anne (Asia Pacific Journal of Education, 2005)
This paper explores the social and educational implications of the Secondary Schools Scholarship Project (SSSP) in which Australia gave over a thousand adolescents from Papua New Guinea three-year scholarships taken up in Australian High Schools. Drawing from postcolonial theory, the paper uses concepts of ambivalence, hybridity, hegemony, contradiction and national discourse to analyse an array of issues which would not be in the purview of dependency theory. These aspects include not only the cultural ‘border-crossings’ and tensions experienced by the PNG scholarship winners through their Australian sojourn and return to PNG, but also the complex ambiguities in the outcomes and implications of a foreign aid project for a decolonising country. The scholarship program illustrates the politics of foreign aid in education, including the contradictions of receiving aid from a donor country which is garnering substantial benefits from the recipient country, and the complexity of the postcolonial challenge of utilising this aid in a way that meets national educational goals in a globalizing world.
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Thermal remote sensing monitoring of Oldoynio Lengai volcano, Tanzania - Meerendre, Matthieu Kervyn De; Harris, A. I.; Mbede, Evelyne; Ernst, Gérald (2005)
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A School in Africa - Megahey, Alan (2005)
When Peterhouse School opened in 1955, the British Empire in Africa was still intact and the Federation of Rhodesia and Nyasaland had just come into being. It was a boarding school founded on the Brit
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A School in Africa - Megahey, Alan (2005)
When Peterhouse School opened in 1955, the British Empire in Africa was still intact and the Federation of Rhodesia and Nyasaland had just come into being. It was a boarding school founded on the Brit
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A school in Africa : Peterhouse and education in Rhodesia and Zimbabwe - Megahey, Alan (2005)
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A Zimbabwean School - Megahey, Alan (2005)
In 1980 there were 180 boys at Peterhouse. In 1990 there were 940 boys and girls: 536 at the boys’ school, 214 at the girls’, and 190 at Springvale House. To cope with the expansion of numbers, building operations had been unceasing throughout the 1980s, after the initial burst as a result of the 1980 appeal.
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The development and application of progressive education in the Netherlands and some implications for South Africa - Meier, Corinne (Africa Education Review, 2005)
Abstract The charge that schooling is poorly adapted to modern conditions in South Africa and abroad has been debated since the beginning of the twentieth century, with the result that two strands of competing paradigms - traditional and progressive - crystallised from the discussion. This article delineates the salient features of progressive education to prepare the ground for a comparison of outcomes-based education (OBE) in South Africa with education in the Netherlands and thereby determine the influence, if any, of progressive education on OBE and Dutch education respectively. The data gathered to determine the progressive influence on Dutch education showed that some elements of progressive education had been combined with traditional (tried-and-tested) practices to create an effective primary educational system. The implication for South Africa is that teachers should be allowed to adapt their teaching styles and curriculum development to accommodate learners who cannot benefit optimally from progressive teaching, and that progressive principles can be implemented in South Africa, provided it is done as in the Netherlands without trying to force everybody into the same mould (i.e., on the crude principle that ‘one size fits all’),
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Environmental assessment and comprehensive policy measures for water pollution issue in the Barada basin, Syria : a mathematical modeling approach - Melhem, Rimah (2005)
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[Child abuse in Cameroon: evaluation of a training course on awareness, detection, and reporting of child abuse]. - Menick, Daniel Mbassa; Ngoh, F. (PubMed, 2005)
The twofold purpose of this study was to promote and facilitate awareness, detection and reporting of child abuse by improving the diagnostic ability of a group of pediatric care providers working in pediatric emergency rooms and to evaluate the impact of training on awareness, detection and reporting of child abuse. This study was conducted in three phases. In the first phase data were retrospectively collected for a three-month period prior to the study (May, June, and July 1996). In the second phase a training seminar about awareness, detection, and reporting of child abuse was organized from April 29 to 30, 1997 for pediatric care providers working in the pediatric emergency rooms of several facilities in Yaoundé, Cameroon. Trainees included pediatricians, general practitioners, nurses, and social workers. An oral presentation using 137-slides (visual diagnosis of physical abuse) from the American Academy of Paediatrics (1994) was used as a teaching aid. In the third phase the same data as in the first phase was prospectively collected on the same three-month period after the seminar (May, June and July 1997). As in the first phase data was collected by the same person from emergency room registers according to the WHO protocol (1994) (study of interpersonal physical abuse of children). During the first phase 39 cases of physical abuse were reported in a population 1269 consulting patients, i.e. 3.1% of the cohort. In the third phase prospective analysis of reporting following the training seminar showed that 161 cases of physical abuse were reported in a population of 1425 consulting patients, i.e., 11.3% of the cohort. The victim group (n=161) in the third phase was four-fold larger than the victim group in the first phase (n = 39). These findings suggest that the seminar achieved its main goals, i.e., to improve the diagnostic ability of the trainees and to increase detection and screening of physical abuse of children.
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Namibia: Towards Education for All - Mensah, Frances J. (2005)
Namibia is a semi-arid country covering an area of 825,000 square kilometres in Southern Africa. It obtained independence on 21 March 1990 after a protracted war of liberation. The preliminary report of the 2001 Population and Housing Census recorded the total Namibian population at 1.8 million, 51 per cent of whom are women. Namibia’s annual population growth rate stands at 2.6 per cent. The country is divided into 13 political regions, characterised by differing stages of development, which gives rise to inequities. As is the case in many other developing countries, there is a tendency for people to move from rural areas to the urban settlements in search of better living standards and life-sustaining opportunities.
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South African students and other South African connections at the Royal College of Music in London between the end of the Anglo-Boer War and the formation of the Union of South Africa, 1902–1910 - Mescht, Heinrich Van der (Muziki, 2005)
(2005). South African students and other South African connections at the Royal College of Music in London between the end of the Anglo-Boer War and the formation of the Union of South Africa, 1902–1910. Muziki: Vol. 2, No. 1, pp. 26-47.
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Third-year students' perceptions of the library services at the Butterworth campus of the Eastern cape technikon, south Africa. - Mgqalelo, Nomonde. (2005)
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African refugees with interrupted schooling in the high school mainstream: dilemmas for teachers - Miller, Jennifer M.; Mitchell, Jane; Brown, Jillian Roberta (2005)
Sudanese refugees currently constitute the largest single group of arrivals to Australia under the humanitarian immigration program. Many have been in camps, experienced trauma, lost members of their families, had minimal schooling and arrive with little or no literacy. Although many aspire to attend and to complete high school, they constitute an extremely high-risk group, which faces great challenges in terms of adaptation to the school system, acculturation, social adaptation, English-language learning and eventual academic success. Even where literacy levels are good, and years of schooling are commensurate with chronological age, many immigrant and refugee students find the mainstream curriculum and its language demands very difficult. What is happening to Sudanese students placed into the mainstream after one year or less in a language centre? This paper will report on some findings from a qualitative research project involving case studies of Sudanese students and their teachers in Victorian schools. It focuses on the links between these students’ literacy development and their social backgrounds and practices, and the dilemmas faced by their teachers. This article reports on the perspectives of teachers working with these students, their views of the kinds of challenges the students have in adapting to high school, the levels of language and literacy support provided by the schools, and the implications for their own pedagogy.
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Developing a Multicultural Curriculum in a Predominantly White Teaching Context: Lessons From an African American Teacher in a Suburban English Classroom - Milner, H. Richard (Curriculum Inquiry, 2005)
The author sought to understand an African American English teacher's multicultural curriculum transformation and teaching in a suburban, mostly White, high school. Building on Banks's (1998) model of multicultural curriculum integration, the study focused on a context that might otherwise be ignored because there was not a large student‐of‐color representation in the school. The teacher in the study was operating at one of the highest levels of Banks's model, the transformational approach. Although the teacher shared characteristics with many of the Black teachers explored in the literature, there was one important difference: much of the research and theory about Black teachers and their instruction focus on Black teachers and their effectiveness in predominantly Black settings. The Black teacher in this study taught in a predominantly White teaching context. The study suggested that even teachers highly conscious of race, culture, gender, and ethnicity may find it difficult to reach the highest level of Banks's model: the social action approach. Implications of this study suggest that multicultural curricula can be well developed and received in a predominantly White setting as long as the curriculum is thoughtfully and carefully transformed. However, the study pointed out that the pervasive discourses and belief systems against multicultural education in a school can discourage highly effective curriculum transformers, and there is a great need to help critically minded teachers persevere in the face of such adversity.
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Report of the Regional Training Workshop for African Women's Organisations on the Advocacy Around African Women's Rights Within the African Union (AU) and its Specialised Mechanisms: Nairobi, Kenya, 20-24 September, 2004: Report - Miruka, Simon O.; Wandia, Mary (2005)
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Observations on the near-surface behaviour of sardinella schools in Angolan waters - Misund, Ole Arve; Luyeye, Nkosi; Boyer, Dave; Coetzee, Janet C.; Cloete, Rudi; Dalen, John; Oechslin, Gerhard (African Journal of Marine Science, 2005)
Abstract The schooling dynamics and swimming behaviour of sardinella Sardinella maderensis and S. aurita schooling near the surface in Angolan waters were recorded visually, using a calibrated echo integration system and a 95kHz high resolution sonar on board RV Dr Fridtjof Nansen during three cruises; July 1996, May 1997 and May 1998. The mean packing density of the sardinella schools was about 3 fish m−3, but this figure varied by two orders of magnitude among the schools. There was a linear relationship between the area and the biomass of the schools, which can be used in future surveys to convert recordings of school area by camera, lidar or sonar to school biomass. The sardinella schools swam at an average horizontal speed of 1.24m s−1, mostly towards or away from the coast. The schools seemed to be feeding near the surface and behaved rather dynamically. Intra-school events such as change of shape, reorganisation, splitting and leaving occurred every 2.4 minutes on average. Inter-school events such as approach and join was every 14.2 minutes on average. The schools were visible on the surface in the morning and in the afternoon, but seemed remarkably undisturbed by predating birds, fish and seals during the day. It is suggested that the low predation activity near the surface enables the sardinella to exploit plankton prey that is concentrated at surface fronts of internal waves and along the convergence lines of coastal and oceanic currents. Keywords: BEHAVIOURSARDINELLASCHOOLINGSIGHTINGSSONAR
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Questioning service learning in South Africa : problematising partnerships in the South African context. A case study from the University of KwaZulu-Natal - Mitchell, Carol; Rautenbach, S. (South African journal of higher education, 2005)
Service learning is increasing in popularity in South Africa and has been conceptualised as occurring in the context of partnerships between higher education institutions and their local communities. However the relevance of the partnership model as a framework for service learning and sustainable community development within the South African context has not been critically examined and needs to be explored. This article aims to provide insight into the partnership and development processes that form the context for interpreting the outcomes of service learning, through reflecting on the experiences and lessons learnt within the partnerships at the University of KwaZulu-Natal, Pietermaritzburg. Drawing on themes extracted from an analysis of service learning practices at the university, various issues are highlighted to extract theoretical framework shortcomings, potential real-world tensions, implications for service learning in higher education within South Africa and issues for future research.
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Giving a face to HIV and AIDS: on the uses of photo-voice by teachers and community health care workers working with youth in rural South Africa - Mitchell, Claudia; Lange, Naydene de; Moletsane, Relebohile; Stuart, Jean; Buthelezi, Thabisile (Qualitative Research in Psychology, 2005)
This paper focuses on an ongoing project in rural South Africa involving teachers and community health workers addressing their work with youth and HIV and AIDS. It outlines a photo-voice component of the project, highlighting in particular the design features of setting up such a project, and in particular addresses five emerging issues in visual methodologies: technical concerns, interpretation, ethical concerns, documentation and taking action. The paper concludes by looking at the ways in which the kind of reflexivity afforded by visual methodologies can help to make visible a plan of action for change. In a province of South Africa that is at the epicentre of the pandemic, this is vital.
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Towards a development, democratic and socially inclusive Africa once again - Mkandawire, Thandika (2005)
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Reflections on the ethical dilemmas that arise for anthropologists conducting fieldwork on the provision of sexuality education in South Africa - Mkhwanazi, Nolwazi (Anthropology Southern Africa (Online), 2005)
The revised ethical guidelines and principles of conduct for anthropologists in Southern Africa offer suggestions for the anthropologist's relations with and responsibility to research participants. Reflecting on the provision of sexuality education, I draw critical attention to the premises that underlie these guidelines, in particular those underpinning what the principles of conduct describe as a commitment to ‘local understandings of respect and dignity’. In doing so, the paper reflects on the discrepancies between ideals and practices.
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Postcolonial higher education in Zimbabwe: The University of Zimbabwe as a case study 1980–2004 - Mlambo, Alois S. (Kleio, 2005)
Extracted from text ... Postcolonial higher education in Zimbabwe: The University of Zimbabwe as a case study 1980?2004 Alois S. Mlambo* INTRODUCTION In 2004, higher education in Zimbabwe was in crisis. The once internationally respected educational system is collapsing, as evidenced by the dramatic decline of educational standards at Zimbabwe's largest and oldest university, the University of Zimbabwe, as a result of poor working conditions, inadequate funding and too much political interference in university matters, which have led to the deterioration of academic staff morale. The situation is also partly due to a crippling brain drain, which has seen scores of senior academics ..
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An investigation of factors affecting elementary female student teachers' choice of science as a major at college level in Zimbabwe - Mlenga, Francis (PhDT, 2005)
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Environmental Knowledge, Attitudes and Practices of Secondary and High School Teachers in Swaziland - Mlipha, M; Manyatsi, David (The Southern African Journal of Environmental Education, 2005)
The study aimed at investigating environmental knowledge, attitudes and practices of teachers in secondary and high schools in Swaziland. A questionnaire survey was undertaken to collect the necessary data. The findings revealed that the teachers exhibited a high level of environmental knowledge and positive attitudes towards the environment. The teachers were also found to be assisting their schools to mount basic environmentally related activities such as clean-up campaigns and tree planting. This was noted as a benefit to environmental education in the country. There were, however, noted differences in the levels of knowledge and attitudes according to the teachers’ gender, subject specialisation as well as level of academic achievements. The study concluded by raising a number of emerging issues from the results which include the mounting of initiatives aimed at enhancing the level of environmental awareness, knowledge and attitudes among all teachers. This was noted as a fundamental step towards facilitating environmental education in local schools.
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The extent of primary school teacher involvement in curriculum development : a case study of the South and South Central education regions of Southern Botswana - Mmusi, Temba Raleigh Rex Sebeecoekgomo (2005)
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The perceived impact of policy change on leadership and management : a case study of a Namibian school - Moelanjane, Porgarius Porgacy Rukee (2005)
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environmental performance of classrooms in Egypt: a case study from El-Minya Governorate - Mohamd, Mady Ahmed Ahmed (2005)
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The changing face of redress in South African higher education (1990-2005) - Moja, Teboho; Hayward, Fred M. (Journal of Higher Education in Africa, 2005)
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Problems facing children in Lesotho prisons : with special reference to the juvenile training centre. - Mokoteli, Moliehi Florence. (2005)
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Gendered school experiences: the impact on retention and achievement in Botswana and Ghana - Molefe, Dorcas B. (Mosenodi, 2005)
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Employee perception around the management of training at the National Bank, Card Division, Johannesburg (South Africa) - Molete, Masike Phanuel (2005)
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Urban soil pollution in Damascus, Syria: concentrations and patterns of heavy metals in the soils of the Damascus Ghouta - Möller, Andreas; Müller, Hans; Abdullah, Abu Tareq Mohammad; Abdelgawad, G.; Utermann, Jens (Geoderma, 2005)
The objective of the study was to assess the extent and severity of heavy metal contamination of arable soils of the Damascus Ghouta, an area with intensive agricultural production. We examined the present degree and spatial distribution of heavy metal concentrations in 51 soil profiles and in 22 topsoil samples in the Damascus Ghouta. The soils were digested with aqua regia for heavy metal analysis. Pb, Cu and Zn concentrations in the topsoils exhibited anthropogenic increased values. The major sources for the heavy metal contamination in Damascus city are most possibly emissions from vehicles. These emissions transported by air and sewage water together with household and industrial sewage effluents have been considered to be responsible for the increased heavy metal concentrations found in the soils of the central Barada area. However, the values were in most cases below tolerable values of soil for agricultural use. Cr concentrations up to 1800 mg kg−1 were found near a tannery industrial estate. Concerning the health risk of the population bioavailability and mobility of heavy metals seems to be of minor importance, based on the soil properties found in the study area. However, direct ingestion of soil, e.g., by children and inhalation of dust may contribute largely to the accumulation of heavy metal in human and livestock.
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The Algerian War and French Teachers' and Students' Unions - Monchablón, Alberto H.P. (Historiens et geographes: revue de l'Association des Professeurs d'Histoire et de Géographie de l'Enseignement Public ( APHG ), 2005)
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Appropriate technology for overcoming rural food insecurity: the case study of drought hit areas of Rombo District, Tanzania - Mongula, B. (2005)
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Culture, gender and patriarchy : a study of sixteen female teachers in gender specific schools of Lesotho - Monyane, Temelo (2005)
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Education and the Development of Nationhood in Kenya - Monyenye, Solomon (2005)
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Strategic training and development in private sector employment in South Africa with special reference to Pick 'n Pay. - Moodley, Chantal Micaela. (2005)
This study focuses on the strategic employee training and development initiatives of private sector employment as a means to develop employees in gaining a competitive advantage in the market. This study takes a theoretical and descriptive stance as it draws from the work of authors in the field of human resources and strategic training and development. There is a strong focus on human relations and the transformation of human resources in South Africa that brings to light practices of human resource management. Furthermore, the concepts training, education and development are defined and discussed as cornerstones to the employee growth process. Theories, techniques and models are used as a tool in highlighting the needs analysis and designing of training programmes in the South African private sector. Business strategy and its connection to training and development are expanded upon as this topic entails a strong future-oriented approach. Pick In Pay was chosen as a case study as it is a South African company. The company's training and development policies and procedures are discussed, unstructured interviews were conducted with Jackie Suhr who is the Senior Human Resource manager, Ravi Naidoo who is the Area manager at Durban North as well as staff members from Pick In Pay. The information gathered will be discussed to evaluate the effectiveness of the company's training and development initiatives as a means to empowering, developing and positively reenforcing their employees.
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The policy context of new forms of teacher education in Sub-Saharan Africa - Moon, Bob (2005)
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A contextual investigation into selected factors associated with student performance in Financial Accounting 1 at a South African institution - Moore, Colleen (2005)
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Recruitment Is Not Enough: Retaining African American Students in Gifted Education - Moore, James L.; Ford, Donna Y.; Milner, H. Richard (The Gifted child quarterly, 2005)
In public school systems all around the country, educators—teachers, counselors, and administrators—have made significant progress in identifying and recruiting diverse populations in gifted and enrichment programs. Despite the efforts, too many African American students and other students of color (e.g., Hispanic Americans and Native Americans) are not faring well in gifted education. The social and cultural obstacles (e.g., racial and ethnic prejudice, negative peer pressure, poor parental involvement, negative teacher and counselor expectations, etc.) that students of color, particularly African Americans, face in gifted education are well known. In order to improve African American student retention, it is clear that public school systems must do more. Recruitment is an important component for increasing the number of African American students in gifted education, but retention is equally important. Using multiple frameworks, this article examines the notion of retention and its many challenges and offers recommendations for improving the retention of African American students in gifted education.
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Development of a model to support professional development of primary mathematics teachers in Mauritius. - Moorgawa, Premanund. (2005)
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Effects of single–parenthood on school–going adolescents in Gaborone District of Botswana - Morebodi, Portia Gobona (2005)
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Teacher's perceptions regarding subject and career choices of male and female students in Botswana secondary schools - Moremi, Mompati (2005)
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Prophets and Profits : Managerialism and the Restructuring of Jewish Schools in South Africa, Chaya Herman : book review - Morrow, Seán (Southern African Review of Education with Education with Production, 2005)
This is an unusual and intriguing book. Its subject is the restructuring of a group of Jewish private schools in Johannesburg in 2001-2003. This might appear an abstruse topic, of limited interest outside this relatively small community. However, while keeping her gaze fixed firmly on this community, and writing as a dissenting insider, the author's narrative ranges over vital issues in contemporary education and over the dynamics of religious isolationism and intolerance. The discussion is embedded in an absorbing description of the history and contemporary dynamics of the South African and especially Johannesburg Jewish population and an appreciation of the dilemmas, fears and sometimes cravenness and opportunism of the people caught up in this drama. At the centre of the story is the Mephistophelian figure of 'the CEO', unnamed presumably for legal reasons, though undoubtedly generally known, brought in from a career as an educational entrepreneur to implement the restructuring intended to save the schools from financial collapse.
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Peer Victimization in Schools: Response from Botswana - Moswela, Bernard (2005)
This study made an investigation of the nature of peer victimization and its causes and effects on its victims. The investigation was carried out in six primary and twelve secondary schools in Botswana using questionnaires and interviews on a randomly selected group of teachers and students. The study concluded that peer victimization is very prevalent in schools and that boys are the worst perpetrators and they do it more on girls than on other boys.
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Students' effective use of the library as an Information Resource Centre - a case of Senior Secondary Schools in Botswana - Moswela, Bernard (2005)
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Service learning in South Africa: lessons learnt through systematic evaluation - Mouton, Johann; Wildschut, Lauren (Acta Academica, 2005)
Diensleer in Suid-Afrika : lesse geleer uit sistematiese evaluering Hierdie artikel is gebaseer op 'n evalueringsverslag wat geskryf is vir JET Education Services en dek twee jaar van 'n evalueringstudie van diensleerkursusse (of -modules) aan vyf hoeronderwysinstellings in Suid-Afrika. Die artikel ondersoek verskeie diensleermodelle asook die kritieke omstandighede vir doeltreffende konseptualisering en lewering van 'n diensleerkursus binne 'n akademiese program. Dit ondersoek ook sommige van die sleutelfaktore wat ter sprake is by die institusionalisering van diensleer sodat hierdie vorm van gemeenskapsbetrokkenheid 'n volhoubare en lewensvatbare element van normale akademiese aanbiedinge van Suid-Afrikaanse hoeronderwysinstellings kan word. End This article is based on an evaluation report written for JET Education Services and covers a two-year period of an evaluation study of service learning courses (or modules) at five higher education institutions in South Africa. The article explores various models of service learning and considers the critical conditions for effective conceptualisation and delivery of a service learning course within an academic course. It also examines some of the key factors involved in the institutionalisation of service learning so that this form of community engagement can become a sustained and viable element of the normal academic offerings of South African higher education institutions. End
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African-American College Students' Perceptions Of Sexual Coercion. - Mouzon, LaTonya D.; Battle, Alicia; Clark, Kenneth E.; Coleman, Stephanie L.; Ogletree, Roberta J. (Health Educator, 2005)
While the phenomenon of sexual coercion has been studied extensively, little is known about African-American college students' perceptions about verbal sexual coercion. Using a phenomenological approach, the researchers conducted five focus group interviews with 39 African-American students (20 females, 19 males) at a large Midwestern university to elicit perceptions of sexual coercion. Focus group discussions were based on four primary research questions: (1) What is sexual coercion? (2) How common is sexual coercion? (3) What causes it? (4) How can it be prevented? Content analysis was used to extract and report themes that emerged from the focus group interviews. Participants denounced physical coercion as rape and only addressed verbal forms of coercion in their discussions. Participants viewed verbal sexual coercion as a normative behavior often referred to it as running the game. They acknowledged the reciprocal nature of coercion as well as the fact that women use it and experience it as much as men. Poor communication skills were identified as a potential cause of sexual coercion. Because of this, college health and university housing personnel, along with health educators, need to focus their efforts on helping students improve sexual communications skills.
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The role of open and distance learning in institutional transformation: The Polytechnic of Namibia experience. - Möwes, Delvaline (2005)
NOLNet Open and Distance Learning Conference (1st : 2005 Aug. 30 - Sep. 1 : Windhoek, Namibia)
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A MODEL FOR RESERVOIR YIELD UNDER CLIMATE CHANGE SCENARIOS FOR THE WATER STRESSED CITY OF BULAWAYO, ZIMBABWE * - Moyo, Bekitemba; Madamombe, Elisha; Love, David W.; Pleasant, Mount (2005)
The City of Bulawayo, the second largest city in Zimbabwe (population 981,000), although located in the Zambezi Basin, sources its water mainly from five reservoirs located in the Upper Mzingwane Subcatchment, Limpopo Basin. The reservoirs have failed to store their expected 4 % yields. The city has frequently implemented water rationing or lesser restrictions. The city is currently under stringent water rationing since the total runoff into the water supply reservoir was low. A study was undertaken to determine if reservoir yields were falling, and possible causes thereof. Examination of 30-year rainfall and runoff records showed declining precipitation and runoff on the five year moving averages. Dam yields, determined by Yield 200 model, have been declining over the same period, from 131.3 Mm 3 in 1980 to 67.90 Mm 3 in 2005. The phenomenon, which might influence such a trend, is global climate change. Future yields of the reservoirs were estimated by two methods. The yield was projected from the 30-year trend to year 2030 using the best-fit line. This formed one scenario, while two additional projections were determined using two scenarios of runoff and precipitation decline, predicted from IPCC SRES emissions scenarios. Both of these predicted less reduced yields by 2030 (45.04 Mm 3 and 41.72 Mm 3 ) than the yield projection from current data (67.90 Mm 3 ), suggesting the possibility that the impact of climate change in southern Zimbabwe may be higher than predicted by global models. Unrestricted water demand for the city is projected to 83.70 Mm 3 of raw water by year 2030. This is far above even the most optimistic yield projection. It can therefore be concluded that the City should have determined additional sources of water already. The state-owned Mtshabezi dam and the Nyamandlovu aquifer connection could provide an increased total water supply in the short-term, but longer-term solutions, water demand management or additional sources, or both are required.
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School psychology in sub-Saharan Africa: results and implications of a six country survey - Mpofu, Elisha; Peltzer, K.; Shumba, Almon; Serpell, Robert; Mogaji, Andrew (2005)
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Reflections on Physics Output from Senior Secondary Schools in Botswana - Mpuchane, S.; Tshebo, Maggie; Shushu, Debbie (AIP Conference Proceedings, 2005)
First Page
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Life histories of three African women school principals in the Ethekwini region. - Msane, Thokozile Patience. (2005)
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Problems of Writing in Kiswahili: A Case Study of Kigurunyembe and Morogoro Secondary Schools in Tanzania - Msanjila, Y.P. (Nordic Journal of African Studies, 2005)
This study attempts to identify and discuss writing problems in Kiswahili in Tanzanian secondary schools. The study uses data from two schools specifically selected as case studies. The study submits that pedagogically, unlike speaking which is acquired without explicit instructions, writing as a skill has to be taught. Failure to appreciate this difference leads to communicative writing problems. The present study reveals six glaring writing problems, namely: capitalization and punctuation problems, inexplicitness or fuzziness, poor organization or illogical sequence, spelling problems and grammatical errors. The study argues that most of these writing problems arise from pedagogical reasons. To a greater extent, these problems are not limited only to the two schools involved in the study, but apply also to other schools and higher learning institutions as well. Thus, the study advocates that writing problems can be minimized if the students are taught writing as a skill by professional Kiswahili language teachers.
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Some characteristics of mathematics teaching in Zimbabwean infant and primary school classrooms - Mtetwa, David (International Journal of Early Years Education, 2005)
The purpose of this paper is to highlight some observations made in a recent study aimed at describing the nature of current practice in the teaching of mathematics in Zimbabwean infant and primary school grades. It has been observed that the teaching is characterized by, among other things, a preponderance of chorus responses, non‐questioning pupils, lack of problem solving, teaching more than mathematics, more product and less process orientation, and small group work with group leaders. It is proposed that if teachers wish to improve the quality of their teaching then an appropriate starting point is that of apprehending and understanding what they currently do in their classrooms. Such an understanding can be developed through deliberate and serious observation of and reflection on their own current practice. This paper is intended to stimulate that process. It is also suggested that the observations described here can be turned into research questions for investigations that can provide insights into ways of increasing effectiveness of mathematics teaching and learning in primary schools.
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Rites of passage and cultural education in tropical Africa today - Mugambi, J.N.K. (2005)
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Kenya and implementation of conventions on marine pollution by oil from ships - Mugure, Thande (2005)
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Being an adult literacy education student in Kenya [ressource électronique] - Muiru, John (2005)
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Planning and implementing distance learning in Rwanda. - Mukamusoni, Dariya (2005)
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Zimbabwe Open University (ZOU) students' perceptions of the management of coursework assignments (a case for two regional centres) - Mukeredzi, Grace Tabitha (Mosenodi, 2005)
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Social capital and education : the case of Busia, Western Kenya - Mulaa, John Khasenye (2005)
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Training manual for food handlers: Improving food safety of informally vended foods in Southern Africa. National Institute for Scientific and Industrial Research (NISIR), Lusaka, Zambia. 29 pp. - Mulenga, J.; Hakalima, A.T.; Sinkala, B.M.; Musonda, A.C. (2005)
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Recruiting, Retaining, and Retraining Secondary School Teachers and Principals in Sub-Saharan Africa. Secondary Education in Africa (SEIA) Thematic Study #4. GEC Working Paper Series 2005/#3. - Mulkeen, Aidan; Chapman, David W.; DeJaeghere, Joan (2005)
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Appendix 3.3: Secondary schools in Eritrea, school year 2000/2001 - Müller, Tanja R. (2005)
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Appendix 5.2: Visits to five secondary schools in Eritrea - Müller, Tanja R. (2005)
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Determinants of women participation in leadership of public secondary schools: a case of Kitui District, Kenya - Mulwa, Lucia m. N. (2005)
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Vulnerability and Pollution of Groundwater in the Kisauni Area, Mombasa, Kenya - Final Report. - Munga, Daniel; Kitheka, Johnson U.; Mwaguni, Saeed; Barongo, Justus; Massa, H.S.; Mwangi, Stephen; Ong’anda, Harrison; Mdoe, F.; Opello, G. (2005)
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E-Learning in Kenya – Asynchronous Distributed Knowledge Spaces for Teacher Education - Mungai, Andrew; Hampel, Thorsten (Society for Information Technology & Teacher Education International Conference, 2005)
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Study of the Rwandan learners' intelligibility in spoken English - Munyandamutsa, Jean Baptiste (2005)
The present study investigates the phonological productive and perceptual competence of a group of Rwandan learners of English and the effect that phonological deviations have on their intelligibility and comprehension in spoken English. In order to discover the hierarchy and degree of difficulty these subjects have in the segmental and suprasegmental features of English, productive and perceptual tests of words and sentences were designed and administered to a group of 60 subjects. The study also attempts to explain the effect of various interlanguage phenomena which occur in the production and perception of the pronunciation of English by Rwandan speakers. The results of this study support many of the claims of CA, EA and phonological interlanguage. Chapter One gives background sociolinguistic information on the roles of Kinyarwanda, French, Kiswahili and English in Rwanda. Chapter Two discusses a number of theoretical key issues involved in language learning and acquisition. Chapter Three defines the topic of the study, i.e. intelligibility and comprehension, to gain insight into the study and to provide a framework for the research design and methodology. Chapter Four is a description of the Kinyarwanda and English phonological systems, which is the basis of the predictions of the difficulties and the design of data for Chapters Five and Six. Chapter Five analyses, categorizes and explains the source of deviations in the data gathered from subjects' pronunciation of words and sentences as interpreted by native English speakers. Chapter Six analyzes the effect of phonological deviations on the subjects' comprehension of spoken English. Chapter Seven concludes the whole study with a discussion of the major findings, and suggests some useful steps towards more effective teaching of the pronunciation for better intelligibility and comprehension in English.
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Free primary education in Kenya: A household analysis of access to public schools in Nairobi Province - Muraya, Kiigeh B (2005)
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Training workshop brochure - Integrated Pest Management for maize-dairy farmers in Central Kenya. - Murdoch, A. J.; Dorward, Peter; Njuguna, Joseph (2005)
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Transnational advocacy in education, changing roles for NGOs-examining the construction of a global campaign and its effects on "education for all" in Uganda - Murphy, Lynn Marie (2005)
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Education, educators and financing modalities: reflections on experience in Uganda - Murphy, Paud (Journal of International Development, 2005)
This paper discusses the impact of a number of external influences on targets for education in developing countries and on national plans for the development of the education sector. Both the external pressure to develop Poverty Reduction Strategies in developing countries and the Millennium Development Goal process influence national education targets and plans. The paper argues that key inputs to education are increasingly driven by non-educators and examines the influence of non-educators on teacher recruitment and deployment, classroom construction and textbooks. The paper identifies the trend among multilateral and bilateral donors to provide financial assistance through general budget support and examines some of the international evidence on the impact on education systems of: (i) stand-alone projects, (ii) assistance provided within sector-wide approaches, and (iii) general budget support. World Bank evaluations of each mode of support to education within Uganda are then examined and discussed. The paper concludes with some lessons for educators. Copyright © 2005 John Wiley & Sons, Ltd.
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A comparative study of the levels of adherence and implementation of safety standards guidelines in secondary schools in Machakos district, Kenya - Musimba, Susan K K (2005)
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Working Children and Development: Empowerment through Education and Work Case of Child Labour in Malawi and Tanzania - Mustaniemi, Maija (2005)
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A study on factors affecting demand for secondary education in central division, Tharaka district, Kenya - Mutegi, Gitonga Reuben (2005)
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The extent to which mathematics instructional practices in early childhood education in Zimbabwe relate to or make use of children's experiences - Mutemeri, Judith; Mugweni, Rose (African Journal of Research in Mathematics Science and Technology Education, 2005)
The aim of the study was to establish the extent to which mathematics instructional practices in early childhood education relate to or make use of children's experiences. The major question that guided the study was: In which ways do early childhood teachers use children's out-of-school strategies and everyday experiences in teaching mathematics? The study was conceptualised within a constructivist framework, in which meaningful mathematics instruction for young learners capitalises on their prior knowledge and the ways they solve their daily mathematical problems, and promotes active thinking in the process of making meaning. The study was qualitative, involving classroom observations using videotapes, interviews with teachers and questionnaires with Grade 1 and 2 teachers in a district of Masvingo, Zimbabwe. The major findings of the study were: teachers used children's knowledge minimally when introducing lessons and failed to build on children's knowledge throughout the lessons. There were observably low motivation and low performance by children during lessons. The ramifications of the study for policy and practice are discussed.
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Afrocentricity and Racial Socialization among African American College Students - Mutisya, Philliph Masila; Ross, Lone (Journal of Black Studies, 2005)
This article reviews and examines conceptual issues and definitions related to Afrocentricity and racial socialization. Data for the study were obtained from a survey of 453 African American college students. Afrocentricity has been conceptualized as being multidimensional. Several variables thought to represent both the constructs of Afrocentricity and racial socialization were constructed, analyzed for their reliabilities, and combined into attitudinal scales. This exploratory analysis sought to ascertain if two attitudinal scales were related. Findings from this study suggest that the overall scales or composite variables are positively related and that a strong interitem correlation among the individual statements exists. This study (a) provides insight on future development of an Afrocentric scale, (b) helps to clarify the importance of racial socialization as it relates to Afrocentricity, and (c) gives direction and encouragement for future research on African Americans
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The influence of pre-conceptual and perceptual understandings of HIV/AIDS: a case study of selected Ugandan biology classrooms - Mutonyi, Harriet (2005)
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Short Communication: Cell Phone Use by Students at the University of Botswana: A Comparative Study of Library and Information Studies and Other Departments - Mutula, Stephen M.; Komanyane, Kelebogile; Grand, Balulwami (African Journal of Library, Archives and Information Science, 2005)
This paper reports the results of a study that was carried out to determine patterns of cell phone use among students within the Library and Information Studies (LIS) Department and students from other departments within the Faculty of Humanities at the University of Botswana. Focus was however on LIS students and was aimed at determining whether there were salient similarities or differences in the patterns of use of cell phones. The results of the study revealed that most students owned cell phones and they used them mainly for communication purposes as well as supporting their learning activities. The results further showed that there was little difference in the pattern of use of cell phone by LIS and other students within the Faculty of Humanities. Afr. J. Lib. Arch. & Inf. Sc. Vol.15(1) 2005: 81-85
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A study on the factors influencing enrolment and completionrates in public secondary schools in Meru North District, Kenya J - Mutuma, Wilson M (2005)
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Globalisation and Higher Education in Africa: the case of the African University - Muzvidziwa, Victor N. (UNISWA Research Journal, 2005)
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SEXUAL PRACTICES, ATTITUDES TOWARD PREMARITAL SEX AND CONDOM USE AMONG A SAMPLE OF SOUTH AFRICAN UNIVERSITY STUDENTS - Mwaba, Kelvin; Naidoo, Pamela (Social Behavior and Personality, 2005)
This study sought to ascertain sexual practices and attitudes toward premarital sex and condom use among a sample of South African university students. The participants were 117 female and 36 male undergraduates whose average age was 19.7 years. Results showed that half of the participants reported having sex in the past 12 months, with 8% indicating that they had been coerced into having sex. Although two-thirds reported that between 18 and 21 years was a good age to have sex, only 43% approved of sex before marriage. Over 80% of the participants reported that they would refuse to have sex if their partner was unwilling to use a condom. These results suggest that South African university students may be aware of the dangers of risky sexual practices.
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Management of foreign policy and diplomatic service: a critical appraisal of diplomatic training in Kenya - Mwagiru, M (2005)
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Foundations of adult education in Africa - Nafukho, Fredrick Muyia; Amutabi, Maurice N.; Otunga, Ruth N. (2005)
This book presents key concepts, information and principles that should underlie the practice of adult education in African contexts. It assumes that adult educators should have a historical perspective on the current educational context, understand how the colonial experience has impacted on indigenous traditions and be aware of the philosophical underpinnings of adult education activities. The chapters introduce the foundations and history of adult education in Africa; philosophy and adult education; socio-cultural, political and economic environments; opportunities and access for adult learners; gender and development in adult education; adult education as a developing profession; information and communication technology; globalization and adult education; and policies and structures of lifelong learning
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Educational Decentralization and School Governance in South Africa: From Policy to Practice. - Naidoo, Jordan (2005)
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An investigation of the experiences and perceptions of teachers with regards to staff development in a Namibian secondary school - Nasima, Gideon Emmanuel (2005)
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Cowpea, farmer field schools and farmer-to-farmer extension: a Benin case study. - Nathaniels, N. Q. R. (2005)
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In defence of partisan justice: What can African business ethics learn from John Rawls? - Naude, PJ (African Journal of Business Ethics, 2005)
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Accountability and school obligation: a case study of society\'s expectations of the schools curriculum in Zimbabwe - Ndawi, Obert Paradzai; Peasuh, M (South African Journal of Education, 2005)
The expectations of society on the contribution of the school, through its curriculum, to social development and the justification for such expectations vis-a-vis the availability of the prerequisites for the proper implementation of the curriculum are examined. Professional expertise, financial and material resources and decision-making power are argued to be fundamental prerequisites for accountability. The article reports on the findings of a mini-study carried out in Harare, Zimbabwe, on the expectations of the parents and teachers on the role of the school and its accountability to various stakeholders. It was concluded that there are serious constraints which make it difficult for schools to carry out their operations as intended. It is argued that these constraints have to be taken into consideration when schools are criticised for failing to meet their expected goals. The authors' observations on the Zimbabwe school curriculum are discussed and suggestions on how it could be made more relevant to the needs of the society are presented.
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[Prevalence of urinary schistosomiasis in the school population in Senegal in 2002]. - Ndiaye, Daouda; Diouf, M. L.; Diedhiou, Younous; Touré, Macoumba; Sembène, M; Ndir, O (PubMed, 2005)
The strong prevalence of schistosomiasis in the school population is correlated with underperformance in educational outcomes in Senegal. The geoclimatic conditions and bad socio-economic conditions facilitate transmission of these infections. This study was to define t he prevalence of these infections in sites throughout the country in school age children.This study was undertaken from November 2002 to January 2003 and included 63 schools; (n=2245) for an effectif of 30 000 pupils, means 7.4%. These pupils underwent urine examination for schistosomiasis in children with hematuria using millipore filtration method.The results of the study are: overall there were 364 cases (16%). Prevalence rates: Tambacounda 27.8%, Bakel 21.5%, Kédougou 21.8%, Matam 13%, Podor 22.5%, Dagana 28.3%, and Saint-Louis 0%. This study demonstrates a high prevalence of parasites in school age children. Notably there is unique infection patterns in each village and this data will help direct public health interventions.These results show a high rate prevalence of urinary schistosomiasis in school population in these departments. It explains the underperformance in educational outcomes in these a reas.
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[Role of formal education in the fight against female excision in Senegal]. - Ndiaye, Papa I.; Diallo, I. (PubMed, 2005)
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Implementing International Baccalaureate Diploma Programme in a private school in Kenya - Ndirangu, Esther Wanjiru (2005)
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Reflections from a Computer Simulations Program on Cell Division in Selected Kenyan Secondary Schools. - Ndirangu, Mwangi; Kiboss, Joel Kipkemboi; Wekesa, Eric Wangila (2005)
The application of computer technology in education is a relatively new approach that is trying to justify inclusion in the Kenyan school curriculum. Being abstract, with a dynamic nature that does not manifest itself visibly, the process of cell division has posed difficulties for teachers. Consequently, a computer simulation program, using animated colour graphic images capable of presenting the dynamic nature of the process through a multi-sensory approach, was developed from the existing school biology syllabus and implemented for a period of 4 weeks. Data was collected and analysed to help unravel what was actually happening as the teachers and the students interacted with the computer simulation program and/or instructional materials during cell division lessons. Results indicate that the computer simulation program created a community of meaning makers by enabling learners to aggregate their insights through coelaboration and self-teaching while interrogating the learning experiences presented by the simulation. Support is provided for the idea that the use of computer simulations can greatly enhance pupils’ understanding of cell division concepts.
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Secondary Education Strategy and National Development In Nigeria: The Case of Cross River State - Ndiyo, Ndem; Akankpo, Glory; Ofuka, Clara (Journal of Economics and Development, 2005)
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The Potential Impact of the Children Act (2001) and Persons with Disabilities Act (2003) on Education of Learners with Disabilities in Kenya. In the Educator. - Ndurumo, MM (2005)
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Testing effectiveness of educational approaches in facilitating learning among cattle farmers in north central Namibia - Nekongo-Nielsen, Haaveshe (2005)
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Peacemaking and Muslim-Christian dialogue : learning from the examples of the inter-religious council of Liberia - Nelson, Julius Sarwolo (2005)
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LINKAGES BETWEEN POVERTY AND CLIMATE CHANGE: ADAPTATION FOR LIVELIHOOD OF THE POOR IN GHANA. - Nelson, Winfred (2005)
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Mathematics performance attributions of first year students enrolled in different areas of study at the National University of Lesotho - Nenty, H. Johnson; Polaki, Mokaeane V. (African Journal of Research in Mathematics Science and Technology Education, 2005)
Explanations of why things happen the way they do are influenced by experiences, situations, and perceptions. Whereas students enrolled in one area of study might attribute success or failure on a task to one factor, those enrolled in a different area of study might attribute it to a different factor. This study investigated factors to which Basotho first year university students enrolled in different areas of study attribute success or failure in mathematics. Additionally, it examined the extent to which the students enjoyed and gender-typed mathematics. Five hundred and sixty-three (563) first year students enrolled at the National University of Lesotho (NUL) during the 2000/2001 academic year responded to a questionnaire that, among other things, identified factors to which the students attributed their success or failure in mathematics. Results showed that their explanations depended significantly on their area of study. Whereas science students attributed failing and successful performance to effort, students in other areas of study tended to attribute their performances to ability or luck. Instructional and research implications of these findings are identified and discussed.
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Assessment as a partner in primary and secondary school teaching in African schools - Nenty, Johnson H. (Mosenodi, 2005)
An etymological analysis of education and assessment reveals a closer relationship between them than is currently credited. Largely because this relationship has not been adequately explored and utilized, education has not been quite successful in accomplishing its missions of 'leading forth' and 'causing to develop' the potential of every child. More often than not, teaching which operationalizes education in a formal setting has involved less of the skill of 'sitting beside' a growing child to collect valid information with which to ensure valid identification of potential and maximization of growth, than 'assisting the judge' to determine the level of success of these endeavours. Analysis of both processes - education and assessment - reveals the necessity of assessment for any effective teaching process. Based on the results of such analyses, this paper makes appropriate recommendations that will ensure a more lucrative involvement of assessment in teaching in primary and secondary schools.
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Black History Month Speech "The Power of Education and Reconciliation: Implication of the South African Experience for African American Students - Nesbitt, Prexy (2005)
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The relationship between academic performance, school culture and school leadership in historically disadvantaged African township secondary schools : implications for leadership. - Ngcobo, Thandi (2005)
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the Education Management Association of South Africa (EMASA) conference, Mathew Goniwe School of Leadership, Johannesburg - Ngcobo, Thandi; Tikly, Leon (2005)
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Factors that influence performance of students in kenya certificate of secondary education (k.c.s.e) in public secondary schools in Kitui District, Kenya - Ngiti, Consolata M (2005)
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Study on colorectal cancer in the University of Nigeria Teaching Hospital, Enugu risk factors and evaluation of screening methods for early detection - Ngokere, AA; Ngokere, TC; Ofordile, PM; Ofodile, AA; Okechi, O. O. (Journal of Health and Visual Sciences, 2005)
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The relationship between self–concept and academic achievement of grade 10 pupils in the Taung Central Circuit of Vryburg District in the North West Province of South Africa - Ngoma, Sibusisiwe (2005)
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The role of religion in African indigenous and modern education systems in Kenya - Ngundo, Bibiana M. (2005)
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Transformational leadership in Tanzanian education : a study of the effects of transformational leadership on teachers' job satisfaction, organizational commitment and organizational citizenship behaviour in Tanzanian primary and secondary schools - Nguni, Samuel (2005)
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Factor influencing pupil achievement in SACMEQ - Botswana: An application of structural equation modelling - Nguyen, Ctk; Wu, Ml; Gillis, Shelley (2005)
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Farmer Field Schools in expanding cultivation to newly reclaimed land in Ismailia in Egypt - Niemeläinen, Oiva; Komulainen, Meeri; Ahmed, Youssri; El-Sayes, Mohamed; El-Adawy, Abdalla (2005)
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Some Problems of the Contents about African Countries in the Elementary School Social Studies Textbooks (6 grade bottom volumes) - Nishioka, Naoya (Shin chiri, 2005)
“Geographic viewpoint and World regional image” formed at the elementary school age, influences world recognition and regional image throughout the lifetime. In this report, the role of such geography education was considered and especially focused on the description which was related to Africa. The auther examined social study textbooks of elementary school 6 grade bottom volumes used at April 2004 (old issues) and 2005 (new issues) in Japan. There is no elementary textbook described about the countries in Africa.In old issues, the photograph which is related to the Africa appears in 5 textbooks exists even in the sum total only 19 sheets. Moreover 14 sheets have shown negative side such as “people suffer from the hunger”, “people wait for the food supply”, “refugee”, “riot”, and “desertification” in the inside. Even in new issues, also has almost same contents.The auther is afraid of that the only “misery image” of Africa was exaggerated. And it has been formed to children whom study in these textbooks.Fukuzawa Yukichi (1834-1901) wrote “Sekaikunizukushi” in 1869. In this book he ranked in the cross culture region and it enlightened the world view which did look down region except for Europe and USA. His viewpoint in those days was “the imitation of world view of Europeans”. So it was not only problem of himself but Europeans.However, world recognition formation which today's Japanese people are responsibility of the geography education of Japan. In spite of these situations, the contents of World Geography have decreased in recent Social Studies textbooks. It's not good for students have no chance to study about Third World Countries.The auther therefore hopes for comeback of World Geography, especially Third World regions in elementary school textbooks, including a Development Education point of view.
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Entrepreneurship education at tertiary institutions in Rwanda: a situation analysis - Niyonkuru, Richard (2005)
This study explored the provision of entrepreneurship education at higher education institutions in Rwanda with special reference to the levels of provision, support mechanisms, course objectives, contents, teaching and assessment methods to ascertain whether they are appropriately developed to prepare students for entrepreneurship as a career option.
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Perceived constraints to physical activity among paramedical institution students in Uganda - Nizeyimana, Eugene (2005)
Research has clearly shown that all individuals will benefit from regular physical activity. Unfortunately, young adults including college and university students are not physically active on a regular basis worldwide. In the developing world particularly in SubSaharan Africa, physical inactivity along with tobacco use, poor diet and nutrition are increasingly parts of today’s lifestyle. Physical activity declines with age and the most important decline appear to be during the transition period from high school to university and during university years. The aim of this study was to assess the level of physical activity, to investigate the perceived constraints to physical activity and to determine whether socio-demographic characteristic have an influence on participation in physical activity and perceived constraints to physical activity among paramedical institutions students in Uganda. A cross-sectional study with descriptive quantitative design was conducted. Four hundred (400) paramedical institution students were selected using a stratified random sampling technique. A self-administered questionnaire adopted from the literature was used to collect the data. A response rate of 90% was obtained. Descriptive and inferential statistics using the statistical package for social sciences were used to analyze the data. The relationships and associations between different variables were determined by carrying out significant tests using chi-square tests. Alpha level was set at 0.05. The mean age of the sample was 22.44 years (SD = 2.03). Males constituted 73.9% and females constituted 26.1% of the sample. Students from eight (8) health professional courses participated in the study. Over half (59%) of participants were classified as physically
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Primary education in Kenya: Access and policy implications, 1989 – 2002 - Njeru, Eldah Nyamoita Bwonda and Enos (2005)
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Decentralization by an efficient information system: Enabling efficient decisions for basic education in Malawi - Nkhokwe, Maxwell Suluma (2005)
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"Passing the test" : a critical evaluation of formal driver education in South Africa. - Nkomonde, Thokozani. (2005)
Formal education is an essential part in the process of teaching people how to drive. Driving schools are crucial as they are the educational institutions tasked with providing the relevant education that learners need in order to become competent drivers. Because this education is vital in driver socialisation, it has to be structured and carried out in a way that ensures maximum affectivity. This education is essential in ensuring that learners acquire all the relevant driving skills. The aim of this study, therefore, was to evaluate the current formal driver education in South Africa the K53 licensing system in order to determine whether it can socialise learner drivers into being capable 1'1 .. . , .. ' It has been argued in literature that young noVice are the most at with regard to motor vehicle accidents even though they have received formal driver education. They are most at risk because of their inexperience in driving, immaturity and risk-taking behaviour. For this reason the sample of the study consisted of new driver between the ages 18 and 23 with no more than 5 years experience. The study was conducted in Durban, South Africa. This study found that even though the respondents have driven for no more than five 23% of them have already involved in motor vebicle accidents where they were drivers since receiving their driving licences. Although a mority of fespmldents reported being trained in most road and traffi c conditions as well as safety procedures (confirmed by driving school instructors), the types of accidents that they were involved indicate that they were not able to use the information that they reportedly gained from driver training. This indicated that there is a problem with
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Serving the Common Good: A Postcolonial African Perspective on Higher Education - Nkulu, Kiluba L. (2005)
Serving the Common Good combines critical analysis and interpretation of theory and practice for higher education in Africa and in the West. It demonstrates the current urgent need to articulate an educational ideal relevant to the cultural, economic, political, and social problems of twenty-first century. Utilizing Julius K. Nyerere's vision of education for the common good - a pragmatically balanced articulation of a postcolonial African perspective on higher education - Kiluba L. Nkulu emphasizes a human-centered approach to community and national development. Serving the Common Good offers a provocative and unique persptive on the state of higher education in africa, and will be useful in courses on African Studies, Education and Society, Educational Foundations and Inquiry, Higher Education and Leadership, Political Economy, and Sociology.
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Bringing African Women into the Classroom: Rethinking Pedagogy and Epistemology - Nnaemeka, Obioma (2005)
Explorations into the character, possibilities, and survival of feminism and sisterhood on a global scale have led me to revisit the evolution of feminism in the West, especially in the United States, since the 1960s and to examine the question of identity in structuring and destructuring alliances. The crisis in the feminist movement in the United States is a microcosm of the problems that militate against women forming alliances across continents. The troubled history of second-wave feminism in the United States chronicles the movement from the radicalism and sexual politics of the 1960s to the theorizing and feminist politics of the late 1970s and early 1980s to the narcissism and identity politics of the 1980s. A study of this evolution raises some epistemological and pedagogical questions: How do the ways in which we construct, teach, and disseminate knowledge of the Other undermine or promote alliances between women?
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Climate and vegetation changes in South Africa during the Holocene - Norström, Elin (2005)
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Vulnerability of urban populations to poverty and climate changes: search for comprehensive framework and solutions in the African context - Nsiah-Gyabaah, K. (2005)
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Characteristics of some patients with cerebrovascular accidents (CVA) at the Komfo Anokye Teaching Hospital, Kumasi, Ghana - Nsiah, Kwabena; Opare-Sem, Ohene; Ankrah, T.C.; Ayishatu, S.A. (Journal of the Ghana Science Association, 2005)
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An overview of industrial wastewater treatment and analysis as means of preventing pollution of surface and underground water bodies—the case of Nkana Mine in Zambia - Ntengwe, F.W. (Physics and Chemistry of the Earth, Parts A/B/C, 2005)
The wastewaters coming from mining operations usually have low pH (acidic) values and high levels of metal pollutants depending on the type of metals being extracted. If unchecked, the acidity and metals will have an impact on the surface water. The organisms and plants can adversely be affected and this renders both surface and underground water unsuitable for use by the communities. The installation of a treatment plant that can handle the wastewaters so that pH and levels of pollutants are reduced to acceptable levels provides a solution to the prevention of polluting surface and underground waters and damage to ecosystems both in water and surrounding soils. The samples were collected at five points and analyzed for acidity, total suspended solids, and metals. It was found that the pH fluctuated between pH 2 when neutralization was forgotten and pH 11 when neutralization took place. The levels of metals that could cause impacts to the water ecosystem were found to be high when the pH was low. High levels of metals interfere with multiplication of microorganisms, which help in the natural purification of water in stream and river bodies. The fish and hyacinth placed in water at the two extremes of pH 2 and pH 11 could not survive indicating that wastewaters from mining areas should be adequately treated and neutralized to pH range 6–9 if life in natural waters is to be sustained.
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Uncertainty and “Grain Games” in West Africa: What Policy Lessons Can We Learn? - Nubukpo, Kako; Janin, Pierre (Tiers-monde, 2005)
Studies on food insecurity in West Africa are still often based on deterministic or accounting presumptions whereby the role of actors, the logics of action and the perceptions, or even the sociohistorical contexts, appear to be minimised. In this text, we attempt, using the theoretical framework of the « grain-game », to trace the entire complexity in order to draw some lessons relevant to a policy for the reduction of food insecurity. The cooperation between actors hence appears as a mean for enabling a more efficient and equitable sociopolitical regulation of the food system.
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Factors influencing performance in Kenya Certificate of Primary Education(KCPE) in Nyamira Division, Nyamira District - Nyabuti, J M (2005)
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Principals' role in improving secondary school examination outcomes in Nyamira District - Kenya - Nyakundi, Gilbert Morara (2005)
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Evaluation and environmental assessment J. Mburu (ed). Training held on 15th - 26th August 2005 at Kakamega Golf Hotel, Kenya sponsored by German Ministry of Education and Research (BMBF), BIOTA East African Project, - NYawira, Ritho cecilia (2005)
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Evaluation of Kenyan primary education performance using canonical correlation analysis - Nyokabi, Jane W (2005)
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Re-configuring education and research about Africa: the indigenous knowledge force - Nzewi, Meki (Indilinga: African Journal of Indigenous Knowledge Systems, 2005)
Prescript : Any nation that prioritises pure science and technology education over education in the human-making and spiritual development disciplines is breeding a society of brilliant psychopaths. The price is fostering extraordinary criminals among the privileged and unprivileged alike, and yet lamenting that the ground is not level for social stability and peaceful coexistence to thrive. After all criminality is a matter of education and upbringing, not a genetic inheritance. Absurdity : When a human person is amazed to discover that his human neighbour also actually has a head, and in fact eats through the mouth instead of the anus, then we have developed to an age of articulate glorification of absurdities. Verity : Nobody now can discover indigenous knowledge systems in Africa. They have always been in existence. We can only encounter, recall or discern, perform, record, review and advance what we have inherited. Indilinga: African Journal of Indigenous Knowledge Systems (IAJIKS) Vol. 4(1) 2005: 282-294
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Grounding service learning in South Africa - O’Brien, Frances (Acta Academica, 2005)
In response to the multiple and often contradictory demands on higher education, increased attention is being given to service learning (SL) in South Africa. This article reviews the debate regarding the desirability of theory for SL and considers the need for locally-grounded theory. Grounded theory is advocated as a research method which appears well-suited to the diversity which characterises SL. Based upon a constructivist paradigm of knowledge creation and employing primarily qualitative methodologies, grounded theory comprises concepts, categories and propositions which emerge from, and are verified through the experiences of the multiple stakeholders in SL. Although analysis is not structured by existing theoretical frameworks, a preliminary literature review is recommended to locate potentially relevant literature and to sensitise the researcher to themes which may surface in the study. The article concludes with such a review of the sources and nature of the literature and research, particularly that emanating from the South African higher education sector. End Die fundering van diensleer in Suid-Afrika In antwoord op die veelvuldige en dikwels teenstrydige eise wat aan hoer onderwys gestel word, neem die aandag toe wat aan diensleer in Suid-Afrika verleen word. Die artikel neem die debat rakende die gewenstheid van vir diensleer in oenskou en ondersoek die behoefte aan 'n wat in die plaaslike werklikheid gefundeer is. Gefundeerde teorie word in hierdie verband aanbeveel as 'n navorsingsmetode wat op die oog af gepas is vir die diversiteit wat diensleer kenmerk. Hierdie is gebaseer op 'n konstruktivistiese paradigma vir die skep van kennis en maak hoofsaaklik gebruik van kwalitatiewe metodologiee; dit bestaan dus uit konsepte, kategoriee en stellings wat voortspruit uit en geverifieer word deur die ervaringe van die veelvuldige belanghebbendes in diensleer. Alhoewel die analise nie deur bestaande teoretiese raamwerke gestruktureer word nie, word 'n voorlopige literatuuroorsig aanbeveel om potensieel relevante literatuur op te spoor en die navorser bedag te maak op temas wat in die studie na vore mag kom. Die artikel word afgesluit met sodanige oorsig van die bronne en aard van literatuur en navorsing, spesifiek die afkomstig uit die Suid-Afrikaanse hoeronderwyssektor. End
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New Frontiers of Exclusion: Private Higher Education and Women's Opportunities in Kenya - Oanda, Ibrahim Ogachi (Journal of Higher Education in Africa, 2005)
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Developing Self-Empowerment in African American Students Using the Comprehensive Support Model. - Obiakor, Festus E.; Beachum, Floyd D. (Journal of Negro Education, 2005)
African American students face myriad problems that are pervasive, multifaceted, and sociohistorical. In U.S. educational system, these students are frequently stigmatized, misidentified, mislabeled, misplaced, and misinstructed. In addition to these problems, they are blamed by this same system that fails to value their behavioral, learning, and cultural styles. article identifies self-empowerment as a means of maximizing educational potential of African American students using Comprehensive Support Model (CSM). Also, pertinent cases are provided to support implementation of CSM. The African American experience in United States is a conglomerate of multiple complexities and contradictions. African Americans have endured slavery and second-class citizenship in the land of free; and today they continue to endure prejudicial expectations, illusory conceptions, and racist assumptions (Dyson, 1997; Obiakor, 1999, 2001; West, 1994). For instance, Dyson recounted popular marketplace rhetoric that espouses idea of taking responsibility for one's actions, even when nation refuses to take responsibility for its own actions against African Americans. country hails saying found on our currency e pluribus unum (one out of many), yet it continues to create qualitatively different experiences for African Americans and other oppressed groups (Asante, 2003). With consistent alienation, degradation, and humiliation come powerlessness and frustration. Jones (1997) captured this notion when he wrote: We live in two different Americas. In ghetto, our laws are totally different, our language is totally different, and our lives are totally different. I've never felt American, I've only felt African-American. An American is supposed to have life, liberty, prosperity, and happiness. But an African-American is due pain, poverty, stress, and anxiety. As an African-American I have experienced beautiful things, but majority of things I've experienced are not beautiful. And I don't even have it as bad as most-there are millions of young men and women living struggle even harder than me. As children, they have to make day-to-day decisions about whether to go to school or whether to go on corner and sell drugs. As children, they know that there may not be a tomorrow. Why are African-American children faced with this dilemma at such an early age? Why must they look down road to a future that they might never see? What have my people done to this country to deserve this? And yet I am supposed to feel American. I am supposed to be patriotic. I am supposed to love this system that has been detrimental to lives of my people. It's hard for me to say how I'm an American when I live in a second America-an America that doesn't wave red, white, and blue flag with fifty stars for fifty states. I live in a community that waves a white flag because we have almost given up. I live in a community where on walls are names of fallen comrades of war. I live in a second America. I live there not because I chose to, but because I have to. I hate to sound militant, but this is way I feel. (pp. 199-200) In this memorable quote, Jones (1997) exposed critical elements of disappointment, frustration, and disempowerment that resonate with many African Americans in United States. His cry for empowerment appears to go on deaf ears, especially when frequent response is, This is America-pull yourself up by bootstraps. Interestingly, those who prescribe this kind of solution seem to forget that some people do not have boots or straps, and that those who have boots frequently need straps to tie them. confusion has certainly led to game where schools blame parents and parents blame schools, or where everyone blames others without assuming responsibility for empowerment of children and youth (Obiakor, Grant, & Dooley, 2002). …
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Substance use among students and out-of-school youth in an urban area of Nigeria. - Obot, Isidore; Saxena, Shekhar (2005)
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Gender gap in computer science education: experiences of women in uganda - Ochwa-Echel, James R.; Johanson, George A. (2005)
The purpose of this study is two-fold: to investigate the nature of the gender gap in computer science education in Uganda and to understand the factors that influence gender differences in computer science education in Uganda. Data collection for the study was done in three stages. In the first stage all the 600 male and female undergraduate Bachelors of Sciences in computer science students at Makerere University were surveyed during a six week period from June 15th to July 30th 2004. 200 students responded to the survey yielding a 33.3 percent response rate. The second stage in data collection consisted of a series of qualitative interviews. Two participants each were selected based on purposeful sampling from Makerere University's office of Gender Mainstreaming, the Forum for African Women Educationalist, the Technology Committee of the Parliament of Uganda and Makerere University's Institute of Computer Science. The third stage in data collection consisted of focus group discussions. There were three focus groups: 5 male undergraduate students of computer science, 5 female undergraduate students of computer science and 5 female graduate students of computer science. Volunteers were asked from within the computer science student population. Data analysis involved quantitative and qualitative techniques. The findings of the study indicate that there is a gender gap in computer science education. There were 511 male students and 89 female students in the undergraduate program. The reasons for the gap were revealed in the interviews, survey and focus group discussions. The study concluded that several policy measures need to be taken to address the gender gap in computer science education in Uganda.
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Headteachers communication strategies and their effects on academic performance in public secondary schools in Nyando district,Kenya - Odhiambo, Florence A (2005)
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The utility of the learning promotion potential framework for the teaching of plant nutrition in a Kenyan secondary school context - Odiemo, LO (2005)
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Sexual behaviour of Nigerian university students - Odimegwu, Clifford (Journal of Child & Adolescent Mental Health, 2005)
Objective — The objective of this study was to document selected aspects of the sexuality of Nigerian university students, specifically sexual behaviour, attitudes about sexuality, the circumstances of sexual intercourse and preventive sexual behaviour. Method — A total of 1 153 students at two federal universities in Nigeria completed a self administered questionnaire. Results — The mean age of first intercourse was 17.0 years for males and 19.1 years for females. Male students were more likely to have had sex and to engage in unsafe sex. There were no obvious differences between the genders in the numbers of same-sex partners. Levels of sexual activity were high. For example, 53.8% had experienced intercourse, and 24.4% reported more than one regular sex partner. Male students displayed more permissive attitudes than female students. A minority reported having the same sexual attitudes as their parents or friends, and discussing their sex lives with their parents. A substantial proportion of the students believed that if you loved a partner you could not ask him/her to use condom while having sex. Condoms were the most commonly reported preventive method that was used. The majority of both male and female students reported that they 'always' or 'often' used protection when having sex. Conclusions — There is a need to begin to address emerging reproductive health issues in Nigerian tertiary institutions. Data regarding attitudes about sexuality and circumstances of intercourse can inform the content of intervention programmes.
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African students get web link to MIT labs - Oeit (2005)
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Multidisciplinary Monitoring of the Entire Life Span of an Earthquake in South African Gold Mines - Ogasawara, Hiroshi; Takeuchi, J.; Shimoda, Naoyuki; Nakatani, Masao; Kato, Akira; Iio, Iio; Kawakata, Hironori; Yamada, Tominori; Yamauchi, Takaki; Ishii, Hiroshi; Satoh, Takashi; Kusunose, Kinichirou; et al. (2005)
Since 1992, the authors attempted to monitor stress, its build-up and strength at M>~2 hypocentres in South African deep gold mines.In the second field experiment, the authors successfully monitored the entire strain history within a hundred metres from the hypocentres, associated with a few seismic events with M>2.However, there were no close strong-motion meters available to locate asperities; only a single strainmeter was available, so the authors were not able to locate the strain-change source; no in situ stress measurements were carried out at the site, and no information was available to constrain strength.In order to address these deficiencies, from 2003 to 2004, the authors deployed new experimental instrument arrays at fault bracket/stabilising pillars.Multiple strainmeters, arrays of strong ground-motion meters, sensitive thermometers to monitor seismic heat generation, and fault displacement meters were installed.Successful monitoring began, but the authors learnt that they had to develop instruments for much quicker drilling and installation, especially at highly stressed pillars adjacent to mining operations.
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The Language of Sex and HIV/AIDS among University Students in Kenya - Ogechi, Nathan Oyori (Journal of African Studies, 2005)
This paper unravels the lexicon and expressions about sex and HIV/AIDS used by university students in Kenya. It argues that in order to effectively run anti-HIV/AIDS campaigns, there is need to use the lexicon and expressions that the students employ in their discourse on the subject. However, that language must first be identified. Based on data that were collected from university students, the paper singles out and discusses the evolution, sustenance and spread of the special lexicon and expressions used by the university students in Kenya.
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The Language of Sex and HIV/AIDS among University Students in Kenya - Ogechi, Nathan Oyori (Journal of African Studies, 2005)
This paper unravels the lexicon and expressions about sex and HIV/AIDS used by university students in Kenya. It argues that in order to effectively run anti-HIV/AIDS campaigns, there is need to use the lexicon and expressions that the students employ in their discourse on the subject. However, that language must first be identified. Based on data that were collected from university students, the paper singles out and discusses the evolution, sustenance and spread of the special lexicon and expressions used by the university students in Kenya.
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Challenges of Use of Open and Distance Education in Training of Teachers in Kenya - Ogeda, Odumbe Jackoniah (2005)
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Analysis of Factors Influencing Negative Attitude toward Teacher Education in Nigeria. - Ogiegbaen, S. E. Aduwa; Uwameiye, Raymond (Education 3-13, 2005)
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Effective and Efficient Study of Information Technology in National Open University of Nigeria by Secondary School Teachers to Enhance Their Teaching Skills - Ogieva, Godwin (2005)
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Failures Related to Crowns and Fixed Partial Dentures Fabricated in a Nigerian Dental School - Oginni, Adeleke Oke (The journal of contemporary dental practice, 2005)
Abstract The purpose of this investigation was to document the failure rate and length of service of crowns and fixed partial dentures (FPDs) fabricated in a Nigerian dental school. The reasons for failure of the initial restorations and their length of service were also ascertained. Also, the numbers of retainers, pontics, and the types of restoration were recorded. Poor esthetics was the most frequent cause of failure, 66 units (40.5%); followed by fracture, 58 units (35.6%); and dental caries, 25 units (15.4%). These outcomes were contrary to findings previously reported in studies from western countries where dental caries was principally responsible for failures (22.0% to 38.0% of cases). The resin-retained FPDs had the shortest mean years of service at 2.7 years, while the three-unit metal-ceramic FPDs had the greatest longevity at 8.6 years. The overall mean years of service for replaced restorations were 5.6 years. The study found a decrease in the mean years of service as the number of units in the fixed-fixed partial dentures increased. This is in sharp contrast to previous reports where no relationship existed between length of service and the number of units in a FPD. Citation Oginni AO. Failures Related to Crowns and Fixed Partial Dentures Fabricated in a Nigerian Dental School. J Contemp Dent Pract 2005 November;(6)4:136-143.
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Prevalence of Skin Disorders in School Children in Ibadan, Nigeria - Ogunbiyi, Adebola; Owoaje, Eme; Ndahi, A. (Pediatric Dermatology, 2005)
Although skin diseases are common in children, there are very few population-based studies in West Africa. Recently, there has been considerable emphasis on hygiene and socio-economic impact on the incidence of allergic disorders in children. We determined the prevalence of skin diseases in a public primary school in Ibadan (southwest Nigeria). A questionnaire for assessing factors associated with the prevalence of diseases was completed, and a complete physical examination was carried out on 1066 students. The study included 529 (49.6%) boys and 537 (50.4%) girls with a mean age of 8.8 +/- 2.5 years. The mean family size of the subjects was 6.7 +/- 2.3 while the mean number of rooms in their homes was 2.6 +/- 1.45. Infectious dermatosis was commonly observed. Of 375 children with a skin lesion, 162 (15.2%) had dermatophytosis, most often tinea capitis, 50 (4.7%) had pityriasis versicolor, and 50 (4.7%) had scabies. Other dermatoses observed included papular urticaria in 35 (3.3%) and angular cheilitis in 27 (2.5%) children. One or more melanocytic nevi were found in 40 (3.8%) children while 138 (12.9%) and 77 (7.25%) had tribal and scarification marks, respectively. Atopic eczema and viral warts were virtually absent. We concluded that fungal infections and scabies were the most common skin diseases in our study population, whereas allergic illnesses were nearly absent.
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Examination Malpractices as Bane to Teachers' Productivity in Nigeria - Ogundele, Michael Olanrewaju (2005)
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The status and quality of secondary science teaching and learning in Lagos State, Nigeria - Ogunmade, Taiwo O (2005)
This study investigated and described the status and quality of secondary science teaching and learning in Lagos State, Nigeria. Quantitative and qualitative methods were used for gathering research data. Quantitative data were obtained from the surveys of 78 junior secondary science teachers and 500 junior secondary students from three Local Education Districts of Lagos State. Qualitative data on the other hand, were gathered from analysis of national and state curriculum documents and from focus groups of science teachers, school principals, parent association representatives, education officers, teacher educators, representatives of the professional association for science teachers and representatives of examination bodies in Lagos State, Nigeria. Other key stakeholders including scientists in a government establishment and those working in industry were also interviewed. Quantitative data were coded and analysed using the SPSS 13.0 statistical package to produce descriptive statistics. Qualitative data also were transcribed and categorized into emerging themes. Triangulation of data from various sources was used to reveal pictures of actual science teaching and learning and an ideal science for junior secondary schools in Lagos State, Nigeria. Findings from this study indicate a gap between actual science teaching and learning and an ideal school science with regards to curriculum, pedagogy and learning, class sizes and resource allocation, teacher knowledge and skills, attitude and professional development, and community support. Finally, realistic recommendations for closing the gap between actual and ideal science are suggested with possible actions for improving the quality of science teaching and learning for Lagos State, Nigeria.
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Mainstreaming Sustainable Development in African School Curricula: Issues for Nigeria - Ogunyemi, Biodun (Current issues in comparative education, 2005)
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Perceived effectiveness of decentralized teacher recruitment in primary schools in Gucha district, Kenya - Oirere, Milcah K (2005)
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Learning integrated pest management by doing through farmers field school in the northern Sudan. - Oji, F. L.; El-Hag, F. A.; Awad, T. I. (2005)
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Surgical lymph node biopsies in University of Ilorin Teaching Hospital, Ilorin, Nigeria - Ojo, BA; Buhari, MO; Malami, SA; Abdulrahaman, MB (Nigerian Postgraduate Medical Journal, 2005)
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Status of Health Appraisal Services for Primary School Children in Edo State, Nigeria - Ojugo, Augustine Itohan (The international electronic journal of health education, 2005)
purpose of this study was to determine the status of the health appraisal services provided for primary school children in Edo State, Nigeria. Using the cross-sectional survey design a total of 1506 primary school children were selected from across the state as the study participants. The analysis of data collected through a 14 -item questionnaire showed that: four vital aspects of health observation (observation of mouth and teeth, nose and throat, skin, and ears) were not provided for the children; all aspects of health examination were not provided for the children; and records of the health histories of the children were not kept. These results were discussed and the study recommended that professional counselors be enlisted in the schools for a better management of school health services.
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Sexual risk behaviour among undergraduate students in Enugu, Nigeria - Okafor, I. I.; -, Sowmini P.N. (Journal of Obstetrics and Gynaecology, 2005)
SummaryThis study aims to identify high-risk sexual behaviour among undergraduate students in a developing country and to formulate programmes targeted at reduction of complications of such risky sexual behaviour. This was a questionnaire survey taken of undergraduate students in four institutions of higher learning in Enugu, Nigeria over a 1-month period. The prevalence of sexual activity was 76.8%, with 85.4% of females and 62.3% of males having more than one sexual partner. More female students than their male counterparts (65.7% vs 42.2%) had their first sexual encounter as an adolescent. Sexual risk behaviour that includes having multiple sexual partners, not using a condom, anal and oral sex were more common among the lower social class, adolescents, females and those living off-campus. While economic reasons are a major factor that encourages risky sexual behaviour in the female, the urge to have sex and curiosity, tended to favour such sexual experimentation in the male. Despite a good knowledge of the complications that could follow such risky sex behaviour, the sex lives of the students remained unchanged. Educational and risk reduction programmes targeting a change in belief and behaviour is required to maintain sexual safety among these youth.
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Evaluation Practices in Adult NFE and Literacy Programmes in Uganda: A Situational Analysis A Study Undertaken as Part of the UNESCO Institute of Education (UIE) Project "Reinforcing National Capacities to Evaluate Non-formal Education and Literacy Programmes for Young People and Adults" - Okech, Anthony (2005)
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Achieving Gender Equity in Africa’ s Institutions of Tertiary Education: Beyond Access and Representation - Okeke‐Ihejirika, Philomina (2005)
The analysis below attempts to extend the debate on African women’s participation in tertiary education beyond the persistent appeals for equal representation across the disciplines, and in the proportion of teaching and administrative staff. The analysis here focuses specifically on sub-Saharan Africa. Hence, the references and proposals made exclude the countries north of the Sahara such as Egypt, Morocco, and Algeria. The chapter begins with a brief review of the reasons advanced by those who advocate African women’s access to and representation in tertiary education. It also takes a cursory look at African women’s progress at this level, highlighting the barriers they face. The primary purpose here, however, it to explore the ideological content of African women’s training, and the various ways it might be implicated in the struggle to achieve gender equity at the tertiary level.
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Household and environmental factors influencing anthropometric outcomes in pre-school children in a rural Ethiopian community - Okike, I.; Jabbar, Mohammad A. (The research reports, 2005)
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Household and environmental factors influencing anthropometric outcomes in pre-school children in a rural Ethiopian community - Okike, I.; Jabbar, Mohammad A. (RePEc: Research Papers in Economics, 2005)
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Gender and Disability : Challenges of Education Sector Development in Tanzania - Okkolin, Mari‐Anne; Lehtomäki, Elina (2005)
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The impact of off-campus rented accommodation on academic performance of students at Uganda College of commerce Tororo - Okongo, Wilberforce (2005)
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Manpower training and development in the Nigerian public service - Okotoni, Olu; Erero, John (African Journal of Public Administration and Management, 2005)
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Braille reading : the influence of instructional strategies, the learning environment and the braille reading habits on the development of braille reading efficiency among the primary school pupils with total loss of vision in Kenya - Okungu, Phoebe (2005)
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Pursuing an effective pre-university education in Ghana: theory and praxis - Okyerefo, Michael Perry Kweku (2005)
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Arabic and islamic education in Nigeria - Oladosu, A. G. A. S. (The Islamic quarterly, 2005)
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Hydrocarbon and Heavy Metal Pollution of Water and Sediments of Cross River and Akwa Ibom Coastal Waters, Nigeria - Olaifa, Flora Eyibio (Journal of Environmental Systems, 2005)
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Print this Meridian Article An Investigation Into Teachers' Self-Efficacy In Implementing Computer Education In Nigerian Secondary Schools - Olalere, Mudasiru (2005)
This study investigated teachers' perceived self-efficacy in the implementation of computer education in Nigerian secondary schools. It also examined the influence of gender on teachers' perceived self-efficacy. One hundred and sixty-one male and 148 female teachers were asked to indicate their experience and level of proficiency in the use of computers. Percentage analysis indicated that over 60% of male and female teachers do not have minimum experience in the use of computers, in basic computer operations, and in the use of application software. Chi-square analysis indicated no significant difference between male and female teachers' competence in the use of computers, basic computer operations, and in the use of application software. Based on these findings it is recommended that practicing teachers should be given in-service professional development training in the use of technology, and that preservice teachers should be given basic and advanced training in the use of technology in education.
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Gender violence among high school students in a semi-urban town in Nigeria - Olaogun, B.A.; Ayandiran; Oyeleye, E.D. (Africa journal of nursing and midwifery, 2005)
This study assesses the nature, incidence and magnitude of gender violence among learners in Nigeria. The study employed an exploratory design to elicit information on gender-related violence from a representative sample of 107 senior secondary school learners selected by a stratified random sampling technique in Ile-Ife, Osun State, Nigeria.
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Benchmarking the Motivational Competencies of Academically Qualified Teachers and Professionally Qualified Teachers in Nigerian Secondary Schools - Ololube, Nwachuikwu P. (African Symposium: An On-Line African Educational Research Journal, 2005)
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School Effectiveness and Quality Improvement: Quality Teaching in Nigerian Secondary Schools - Ololube, Nwachukwu Prince (African Symposium: An On-Line African Educational Research Journal, 2005)
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Private cost of teacher education in a Nigerian University - Olubor, Roseline O. (2005)
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Coping with climate variability and change in the Greater Horn of Africa: ICPAC’S Experience - Oludhe, Christopher (2005)
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Factors Affecting Participation in Technical Education in Nigeria as Perceived by Students of a Federal College of Education - Olusakin, A.M (2005)
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Developing a training methodology for mainstream ethics and professionalism in the African public service - Omar, Massoud (African Administrative Studies, 2005)
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The educational and employment aspirations of Somali high-school students in Melbourne - Omar, Yusuf Sheikh (2005)
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Prospects and Challenges of Teaching and Learning Musics of the World's Cultures: An African Perspective - Omolo-Ongati, Rose A. (2005)
African music is an intrinsic part of some social event or occasion. The music is a communalfunctional expression closely bound up with daily human living and activities. Performance practice ofAfrican music is governed by function and context association, rule and procedure that determine howthe music should be performed. These underpinnings provide that the effectiveness of African songsdepend on the context in which the music is both heard and performed. The impact of globalisation hasmade the world become a small place, bridged and linked by modern technology. Musics of the world,both local and global, are available through the mass media. Many of such musics are used for teachingpurposes outside their cultural contexts of performances. With these principles and belief systems underlyingthe practice of African music, how should the music be treated, transmitted/handed down in itstransferred context? An attempt has been made to answer this question. The African perception on thelearning of music is that music cannot be properly understood and appreciated without the knowledgeof its social and cultural context. This paper examines the viability and practicability of this theory incases where music is taught out of its cultural context. The challenge for the borrower is to determinehow the owners of the music defi ne it since ‘music’ has various components in African culture. Fiveimportant terms come into use when dealing with the teaching and learning of world musical cultures:Borrowing, appropriation, adaptation, accommodation, negotiation. This paper discusses these termsusing one of the widely travelled ‘Kenyan’ popular music by Fadhili Williams, Malaika.
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Training Manual on STDs/HIV for Kenya Medical Training Colleges, Kenya - Ongore, Dismas (2005)
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The Training of Instructors for Post-Secondary Technical Vocational Institutions in Nigeria - Oni, C. S. (African Symposium: An On-Line African Educational Research Journal, 2005)
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Sustaining a tradition of policing through alienation: an assessment of recruitment and training in the colonial and postcolonial Nigeria police - Onoja, Adoyi (2005)
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Misconceptions about anthropology as a discipline and ethics of student care in Kenya. - Onyango-Ouma, Washington (2005)
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Metaphysical and epistemological considerations for a relevant education for African development - Onyango, George A (2005)
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A Study of dental caries prevalence in 12–14 year old school children in Ibadan, Nigeria - Oo, Denloye; Ajayi, Deborah Mojirade; Oo, Bankole (Pediatric Dental Journal, 2005)
The aim of the study was to determine dental caries prevalence among a representative sample of 12–14 year old school children in Ibadan, Nigeria with a view of determining Restorative Index and Met Need Index of the studied population. Dental caries was diagnosed according to the WHO method. Out of the 577 children in the age group, 65 children (11.2%) had dental caries experience as expressed with the DMFT index. More than 85% of the children were caries free. A mode of one DMFT was the highest score for the children although a 14-year-old pupil had DMFT score of 6. Female children had higher mean DMFT score of 2.03 ± 1.13 compared with 1.78 ± 1.0 for males (P > 0.05). The Restorative Index (RI) and Met Need Index (MNI) for the children were very low as only the 14-year-old children had an RI of 3.45% and MNI of 0.11. Restorative Index reflects the restorative care of those who have suffered the disease and it is measured as a ratio of filled to filled plus decayed teeth percent that is F/F+D percent. Met Need Index is an indication of treatment received by an individual and it is measured by the ratio of the mean missing plus filled teeth to mean decayed, missing and filled teeth that is M+F/DMF. Since cost of management, which may be out of the reach of these children, has been identified as one of the factors militating against their receiving treatment, the result of this study suggest that oral health education with emphasis on correcting snacking habits of school children is desirable.
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Detection of Staphylococcus aureus with reduced susceptibility to vancomycin in a South African teaching hospital - Oosthuizen, Deon; Walsh, TR; Weldhagen, GP (The Southern African journal of epidemiology & infection, 2005)
Fifty-six methicillin-resistant Staphylococcus aureus clinical isolates were collected over a Jo-month period from a large teaching hospital in Pretoria, South Africa. Isolates were subjected to screening and confirmatory testing for vancomycin hetero-resistance. Thirty-three isolates were identified with the macro-method Etest at possibly being hetero-resistant to vancomycin. Twenty randomly selected hetero-resistant isolates were subjected to population analysis profile, area under the curve ratio methodology, of which 18 were confirmed to be vancomycin hetero-resistant As a screening test, the macro-method Etest thus exhibited high sensitivity and specificity, for detecting hetero-resistant S. aureus at this institution.
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The Librarian in Nigerian Schools - Opeke, Rosaline Oluremi (Nigerian School Library Journal, 2005)
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Student attitudes towards Mathematics in Ugandan secondary schools - Opolot-Okurut, Charles (African Journal of Research in Mathematics Science and Technology Education, 2005)
This report is part of a study in which secondary school students' attitudes towards mathematics were investigated. The sample consisted of 254 (123 males and 131 females) senior three (Grade 9) students in nine secondary schools in three districts of Central Uganda. The data were collected using a Student Attitude Towards Mathematics Inventory on student mathematics anxiety, confidence to learn mathematics and motivation to mathematics. The data were analysed using the Rasch model. The results indicate significant differences in all the attitudes variables measured between the male and female students. The students in the high- performing schools indicated higher attitudes than the students in the low-performing schools. It is argued that student attitudes towards mathematics be addressed to improve student achievement in mathematics. Implications for secondary mathematics teaching are suggested.
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Assessmentof Counselling Needs among High School Students in Nyamira Division, Nyamira District, Kenya - Orinah, Mong’are Evans (2005)
A Project Submitted to the Department of Psychology in Partial Fulfillment of the Requirement for Master of Arts (Counselling Psychology) Degree of Kenyatta University, 2005
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